Defining the Status of Culturally and Linguistically Diverse Young People. This project aims to improve the social cohesion of Australian society and the living standards of a significant group of our young people. Around 25 per cent of all Australians aged 12 to 24 are from culturally and linguistically diverse (CALD) backgrounds. In collaboration with nine Australian organisations, the project aims to critically define the status of CALD youth; develop the first national status reporting frame ....Defining the Status of Culturally and Linguistically Diverse Young People. This project aims to improve the social cohesion of Australian society and the living standards of a significant group of our young people. Around 25 per cent of all Australians aged 12 to 24 are from culturally and linguistically diverse (CALD) backgrounds. In collaboration with nine Australian organisations, the project aims to critically define the status of CALD youth; develop the first national status reporting framework for the group that will generate new social, economic and cultural indicators; and build a knowledge hub to store and curate CALD youth data. Data and understanding from this project is intended to enable governments to meet the group’s specific needs and enhance their opportunities.Read moreRead less
New literacy demands in the middle years: learning from design experiments. National benefit and impact accrues most particularly in terms of (i) capacity building across the teaching profession, including increased preparedness of teachers to effectively teach curriculum literacies and adopt pedagogically sound practices with digital technologies; and (ii) the sound use of evidence to inform decision-making and curriculum design in Australian schools, including to inform professional developmen ....New literacy demands in the middle years: learning from design experiments. National benefit and impact accrues most particularly in terms of (i) capacity building across the teaching profession, including increased preparedness of teachers to effectively teach curriculum literacies and adopt pedagogically sound practices with digital technologies; and (ii) the sound use of evidence to inform decision-making and curriculum design in Australian schools, including to inform professional development programs for classroom teachers, drive understanding of the complex nature of contemporary teachers' work; to sustain and retain innovative, change-ready teachers; and engage directly with the key predictions of the OECD's Futures of School scenarios in local, national and international arenas.Read moreRead less