Target elements of your improvement agenda through a partnership with the IMPACT Centre in 2018. Options include:
- U2B Boosters deeply engage mid-to-high achieving students in learning, empower students to transfer improved reading, writing and numeracy skills to classroom learning and assessments, and improve NAPLAN achievement.Click here for DET’s description of our NAPLAN success ( http://impact.edu.au/SiteCollectionDocuments/PDF2017/DET_2016.pdf ). Larger relative gains resulting in improved Upper 2 Band results were achieved in just 8-12 one hour lessons.
- Capability Squads engage class teachers with their students’ reading, writing or numeracy program, and encourage your staff to access our digital resources and actively particpiate in an online community.
- UNIFY* programs excite and extend mid-to-high achieving students in critical thinking, creative writing and STEM, empower students to transfer their skills to classroom learning and assessments, and connect like-minded students, educators and experts across Queensland.*UNIFY = University, Neuroscience and Industry For You
UNIVERSITY OF QUEENSLANDS LARGEST PARTNER
The IMPACT Centre and University of Queensland have formed a powerful education partnership. We collaborate to deliver the following initiatives that benefit students, educators and wider school communities across Queensland.
‘The IMPACT Centre is University of Queensland’s largest community partner in terms of scale. The IMPACT Centre plays a critical role in the social inclusion agenda of the University through their on-campus workshops and online interviews with our academics and researchers. The centre is a core enabler of our mission “to positively influence society”.
In addition, the IMPACT Centre has developed a pedagogical approach that takes training in critical thinking for school students to a new level of rigour.
Students learn to explicitly articulate complex concepts associated with deductive and inductive forms of reasoning at a surprisingly young age and to transfer those skills to tasks across the curriculum.’
Assoc. Professor Deb Brown University of Queensland
In January 2016, Dr Jim Watterston, Director-General of Queensland’s Department of Education and Training released a communication stating that:
“Building the capability of our teams and leaders will be critical to achieving the best possible education and training outcomes for our students, and to growing our world-class system into one that will serve the needs of learners well into the future.”
In February 2016, Patrea Walton, Deputy Director-General of Queensland’s Department of Education and Training released a communication stating that; 'Ensuring our students are digitally literate and prepared for the future is one of our newest challenges. In recognition of this, the Queensland Government, through Advancing Education ( http://advancingeducation.qld.gov.au/Pages/default.aspx ), has committed to fast-track the implementation of the Australian Curriculum: Digital Technologies, which includes coding and robotics.'
A peer-reviewed and published research paper states that; 'The review of relevant literature indicates that there is no other equivalent program in the world. Traditional barriers to student and professional learning such as access to expertise, quality digital resources and meaningful collaboration with peers are overcome . . . Importantly, this program is directly delivered to students, impacting on their confidence and achievement.'
Read the Project 600 research paper ( http://research-hub.griffith.edu.au/display/ndcf0c66d96053049734e774166677bab )( http://research-hub.griffith.edu.au/display/ndcf0c66d96053049734e774166677bab ), published by Griffith University’s Research Hub.
In November 2015 the Education Council, through ACARA, released the 2014 NAP–ICT Literacy Report ( http://www.acara.edu.au/news_media/acara_news/acara_news_2015_11.html#20151117 ) demonstrating a decline in student performance in the NAP–ICT Literacy proficiency standards.
In a Media Release ( http://www.acara.edu.au/verve/_resources/321S1001.pdf ) the Queensland Education Minister, the Hon Kate Jones MP stated:' There is a risk that, as students increase their use of digital technology, assumptions will be made about their level of ICT expertise and knowledge . . . ICT literacy is vital for students to participate in a world that is dependent on these technologies. Students cannot reach the proficiency standard required in this assessment simply by using their own personal devices.'