Nick Gibb speaks at the Centre for Independent Studies in Sydney, Australia. Well done Jennifer Buckingham and colleagues for organising this event. It's great to see England and Australia collaborating about changes in education and the need to look at 'evidence' and to value social networking such as blogging and Twitter for enabling debate amongst teachers:
Facing facts in education: What the evidence says about improving schools.
England’s schools have undergone substantial changes in the last decade, including: introducing systematic phonics teaching and the Year 1 Phonics Screening Check; implementation of the Shanghai model of maths education in thousands of schools; and the expansion of free schools and academies. These reforms and others were driven by evidence of how children learn and policies that maximise opportunities for children to attend high quality schools. What does an evidence-based education look like and why is it so important? What can England and Australia learn from each other?
The Rt Hon Nick Gibb MP, UK Minister of State for School Standards
Nick Gibb was appointed Minister of State at the Department for Education on 15 July 2014. He was elected Conservative MP for Bognor Regis and Littlehampton in 1997. He served as Shadow Minister for Schools from 2005 until 2010, and as Minister of State for Schools from May 2010 until September 2012.
Mr Mark Scott AO, Secretary of NSW Department of Education
Mark Scott is Secretary of the Department of Education in NSW. He has worked as a teacher, in public administration and as a journalist and media executive. He is committed to public education and learning environments where every child can flourish.
The Hon Rob Stokes MP, NSW Minister for Education
Rob Stokes is currently the Minister for Education with the NSW Government, where he is responsible for the leadership of teaching and learning across the tertiary and secondary education sectors in NSW. Rob has also served as Minister for Planning, where he was focused on promoting development throughout the state that improves people’s lives into the future, as well as securing the conservation and sustainable use of our State’s environmental and historic heritage.
I was really pleased to hear Nick Gibb referring to the work of the UK Reading Reform Foundation regarding this issue of publishers continuing to publish and promote repetitive text books for beginners to read which work against teachers adopting systematic synthetic phonics and using cumulative, decodable reading books. This was in response to a Kindergarten teacher who commented that there are teachers in Australia adopting evidence-informed systematic synthetic phonics but their schools are full of repetitive text reading books and that the mandated L3 curriculum that they have to follow, along with assessments, are not in line with systematic synthetic phonics.
This is the Reading Reform Foundation's statement on 'book banding' which includes evidence and a printable version of the statement:http://rrf.org.uk/2017/03/28/an-alterna ... r-readers/
See page 7 of the LDA Bulletin for a piece critiquing the L3 mentioned by a number of people with concerns at the end of the event (filmed for video footage). You will note that it is very much akin to the Reading Recovery
multi-cueing word-guessing approach and definitely not in line with the systematic synthetic phonics teaching principles:
https://www.ldaustralia.org/client/docu ... 202015.pdf
A Critique of the L3 Early Years Literacy Program