It is essential for Australian students to be skilled in English for them to succeed at school. Learning the skills of English, including reading, writing, grammar and spelling, is a developmental process, and each student learns these skills at their own pace.
Even though students progress at different rates, they are expected to demonstrate pre-determined levels of proficiency in English, each school year. Student progress in English is assessed, then measured against the Australian National Curriculum Achievement Standards, and graded at an A, B, C, D or E standard.
For a variety of reasons, including those outlined below, many students perform below their potential in English at school, and receive a grade that is not indicative of their true ability.
FACTORS THAT CAN IMPACT ON STUDENT LEARNING INCLUDE:
- The Ability Of Students To Block Out Distractions And Focus In Class.
If a student is easily distracted by the other students, or by events occurring in the classroom (such as another student being spoken to by the teacher, or a group of students walking past the classroom), this can impact negatively on their ability to focus on their schoolwork, and learn.
- Student Absence Or A Change Of School
Despite students needing to stay away from school when they are unwell, by being absent they may miss a new topic being introduced, or a previously taught concept being reviewed by their teacher. Students who move to a new school during the year may also miss being taught chunks of the English curriculum, as different schools teach the curriculum in a different order.
- Students Whose First Language Is Not English
Students whose first language is a language or dialect other than English have unique learning needs and require additional support and specialised teaching to develop understandings, skills and knowledge in English.
- Diagnosed Learning Disorders
Learning disorders, or learning disabilities are terms used to describe a variety of learning problems that students of normal intelligence can experience. Student’s with a diagnosed learning disorder usually have neurologically-based processing problems, that can interfere with the development of their reading and writing skills. It is important to understand that whilst students with learning disabilities can learn, they may need to be taught in different ways.
- The Motivation Level A Student Has
Educational research consistently shows that learning is enhanced when students are feeling positive and motivated at school. Students who are feeling unwell, stressed, worried, anxious, upset, tired or overwhelmed can find it very difficult to be positive or motivated at school. Students who lack confidence in their reading, writing or spelling ability can feel unmotivated to try their best in English lessons.
- The individual Learning Style Of A Student.
Every student is unique, and has a preferred style of learning. Some students need to practise a newly taught skill several times, before it is properly learned. Other students feel frustrated by not having the opportunity to work through newly learned topics more quickly. Some students learn most effectively by being instructed, and other students learn most effectively by being actively involved in constructing new knowledge. If a student’s preferred learning style is not catered for, their ability to learn can be compromised.
If your child has fallen behind in English at school, we can help! Contact us at firstname.lastname@example.org to learn how.
Optimise Learning Co-Founder