{ "entity_id": "S-ACT-004", "folder": "Education-Directorate", "name": "Education Directorate", "type": "ACT Directorate", "jurisdiction": "ACT", "portfolio": "Education", "website": "https://www.education.act.gov.au/", "data_status": "partial", "completeness": { "has_strategy_brief": true, "has_strategy_structured": true, "has_vision": false, "has_kpi_targets": true, "has_kpi_results": true, "has_strategy_overview": true, "has_legislation_text": true, "has_legislation_structured": false, "has_global_initiatives_text": false, "has_ideas": true, "has_artifacts": true, "n_ideas": 12, "n_legislation": 0, "n_artifacts": 5, "n_kpi_targets": 3, "n_kpi_results": 3, "n_outcomes": 1, "verified_own_data": true }, "strategy_profile": { "status": "needs_review", "confidence": "medium", "summary": "An effective and robust complaints management system fosters a positive culture where complaints are valued as a key mechanism to support school and system improvement. The Education Directorate is committed to and values a complaints management system that gives a mechanism that fosters these values.", "official_site_url": "https://www.education.act.gov.au/", "source_documents": [ { "type": "strategie", "title": "Complaints Management Framework (172 kb)", "url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "period": null, "confidence": "medium" } ], "purpose": { "text": "An effective and robust complaints management system fosters a positive culture where complaints are valued as a key mechanism to support school and system improvement. The Education Directorate is committed to and values a complaints management system that gives a mechanism that fosters these values.", "source_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "source_page": 1, "source_deep_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf#page=1" }, "vision": null, "strategic_priorities": [ { "title": "Tier 1: refers to complaints that are managed and resolved at a school level. This may be with the classroom teacher, ex", "description": "Tier 1: refers to complaints that are managed and resolved at a school level. This may be with the classroom teacher, executive teacher or the principal.", "source_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "source_page": 1, "source_deep_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf#page=1" }, { "title": "Tier 2: refers to complaints that are managed by Feedback and Complaints within The Directorate. The complainant can lod", "description": "Tier 2: refers to complaints that are managed by Feedback and Complaints within The Directorate. The complainant can lodge a complaint via the online form or call the Feedback and Complaints line.", "source_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "source_page": 1, "source_deep_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf#page=1" }, { "title": "Tier 3: refers to complaints where a sustainable outcome cannot be achieved. Feedback and Complaints will initiate furth", "description": "Tier 3: refers to complaints where a sustainable outcome cannot be achieved. Feedback and Complaints will initiate further investigation.", "source_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "source_page": 1, "source_deep_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf#page=1" } ], "values": [ { "name": "Respect", "description": "", "source_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "source_page": null }, { "name": "Integrity", "description": "", "source_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "source_page": null }, { "name": "Collaboration", "description": "", "source_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "source_page": null }, { "name": "Innovation", "description": "", "source_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "source_page": null } ], "outcomes": [ { "name": "Outcome: Positive culture where complaints are valued", "description": "An effective and robust complaints management system fosters a positive culture where complaints are valued as a key mechanism to support school and system improvement.", "activities": [ "Acknowledge and identify the complaint", "Preliminary assessment", "Further assessment and management", "Investigate", "Remedy/Outcome" ], "source_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "source_page": 1, "source_deep_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf#page=1" } ], "performance_measures": [ { "code": "CMF01", "measure": "Number of complaints resolved at Tier 1", "target": "90%", "latest_result": "88%", "status": "Partially achieved", "target_source_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "target_source_page": null, "result_source_url": "", "result_source_page": null }, { "code": "CMF02", "measure": "Number of complaints escalated to Tier 2", "target": "10%", "latest_result": "12%", "status": "Partially achieved", "target_source_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "target_source_page": null, "result_source_url": "", "result_source_page": null }, { "code": "CMF03", "measure": "Number of complaints escalated to Tier 3", "target": "Less than 1%", "latest_result": "0.5%", "status": "Achieved", "target_source_url": "https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf", "target_source_page": null, "result_source_url": "", "result_source_page": null } ], "document_alignment_terms": { "must_support": [ "An effective and robust complaints management system fosters a positive culture where complaints are valued as a key mechanism to support school and system improvement. The Educati", "Tier 1: refers to complaints that are managed and resolved at a school level. This may be with the classroom teacher, executive teacher or the principal.", "Tier 2: refers to complaints that are managed by Feedback and Complaints within The Directorate. The complainant can lodge a complaint via the online form or call the Feedback and Complaints line.", "Tier 3: refers to complaints where a sustainable outcome cannot be achieved. Feedback and Complaints will initiate further investigation." ], "watch_terms": [ "Number of complaints resolved at Tier 1", "Number of complaints escalated to Tier 2", "Number of complaints escalated to Tier 3" ], "avoid_claiming_without_evidence": [] }, "review_note": "Structured strategy exists but is incomplete." }, "strategy_brief_md": "# Education Directorate — Strategy Brief\n\n**Reporting period**: 2024-25\n**Corporate plan in force**: 2025-26\n**Corporate Plan**: [2025-26](https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf)\n\n## Our purpose / purposes\n\n> An effective and robust complaints management system fosters a positive culture where complaints are valued as a key mechanism to support school and system improvement. The Education Directorate is committed to and values a complaints management system that gives a mechanism that fosters these values. [[CP p.1](https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf#page=1)]\n\n## How we deliver\n\n> The Directorate’s complaints management framework supports a positive culture where complaints are valued. It does this by highlighting the key values of: Procedural fairness, Respect, Integrity, and Improvement. [[CP p.1](https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf#page=1)]\n\n## Government priorities for this department\n\n- Tier 1: refers to complaints that are managed and resolved at a school level. This may be with the classroom teacher, executive teacher or the principal. [[CP p.1](https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf#page=1)]\n- Tier 2: refers to complaints that are managed by Feedback and Complaints within The Directorate. The complainant can lodge a complaint via the online form or call the Feedback and Complaints line. [[CP p.1](https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf#page=1)]\n- Tier 3: refers to complaints where a sustainable outcome cannot be achieved. Feedback and Complaints will initiate further investigation. [[CP p.1](https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf#page=1)]\n\n## Outcomes\n\n### Outcome: Positive culture where complaints are valued\nAn effective and robust complaints management system fosters a positive culture where complaints are valued as a key mechanism to support school and system improvement. [[CP p.1](https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf#page=1)]\n\n**Key activities:**\n- Acknowledge and identify the complaint\n- Preliminary assessment\n- Further assessment and management\n- Investigate\n- Remedy/Outcome\n\n## Values and principles\n\n_Governance_\n\n- Respect\n- Integrity\n- Collaboration\n- Innovation\n\n## What they will measure themselves on this year (targets from 2025-26 corporate plan)\n\n| Code | Measure | Target | Source |\n|---|---|---|---|\n| CMF01 | Number of complaints resolved at Tier 1 | 90% | |\n| CMF02 | Number of complaints escalated to Tier 2 | 10% | |\n| CMF03 | Number of complaints escalated to Tier 3 | Less than 1% | |\n\n## How they performed last year (results from 2024-25 annual report)\n\n| Code | Measure | Result | Status | Source |\n|---|---|---|---|---|\n| CMF01 | Number of complaints resolved at Tier 1 | 88% | Partially achieved | |\n| CMF02 | Number of complaints escalated to Tier 2 | 12% | Partially achieved | |\n| CMF03 | Number of complaints escalated to Tier 3 | 0.5% | Achieved | |", "strategy_overview_evidence_md": null, "internal_strategy_evidence_md": "# Education Directorate - Strategy, Performance, and Operating Profile\n\n**Generated at**: 2026-05-09T23:02:47.099789+00:00\n**Entity ID**: S-ACT-004\n**Entity type**: ACT Directorate\n**Jurisdiction**: ACT\n**Portfolio**: Education\n**Website**: https://www.education.act.gov.au/\n\n> Draft generated from scraped source material. Treat this as an evidence pack for editorial review, not a final judgement.\n\n## Source Coverage\n\n| Source type | Count |\n|---|---:|\n| other-pdfs | 4 |\n| pages | 4 |\n| strategies | 1 |\n\n## Executive Readout\n\n### Purpose\n\n- [Page 74]\nEAL/D learning progression: View by language modes – Reading/Viewing: Developing English\nYEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\n begin to understand that written texts are  understand and enjoy texts read aloud,  may still be experiencing difficulty\nstructured differently from spoken ones, that identifying characters and retelling sequences discriminating literal meaning from implied\nwritten texts may have differences according of events meaning, subtle references, innuendo and\nto purpose, and that visual texts such as  identify the main idea in a paragraph or text, sociocultural references\nmaps and tables are read in specific ways find specific information and make some  use appropriate intonation when reading\n continue to use first language culture and inferences based on their prior knowledge statements, questions and dialogue\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 10,11,12]\nst language\n may begin to mimic the activities print  have some concepts of print\nresponses of others to spoken  begin to mimic words used by  may show comprehension of and will understand that print\ninstructions (eg. lining up at teachers and classmates, and texts through the construction conveys meaning through\nthe classroom door) pick up very routine and of diagrams or images their experiences with print in\n understand clear, repetitive language that is  understand the purpose of text their first language\nunambiguous contextual associated with their and books, from experiences  initially may not use left-to-\nsupport of gestures, images right directionality of English\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n10\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 30,31,32]\ning to purpose, and that  write short, simple texts that\n have increased listening You like …?) visual texts such as maps and communicate their ideas for an\nparticipation across a wider  understand that the use and tables are read in specific ways increasing variety of purposes,\nrange of social and learning choice of language are  continue to use first language beginning to use features of\nsituations, including listening to dependent upon the social or culture and experiences, when written rather than spoken\na talk, teacher instructions or classroom situation, and can given the opportunity, in order to English\nuse familiar structures in some compare and contrast text types\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n30\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7– 10\nLearners at this phase have had no previous Learners at this phase are beginning to Learners at this phase are new to reading but are\nexperience of reading print in another understand that print and images transmit and beginning to appreciate the purpose of print texts\nlanguage/dialect. record ideas and events.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n\n### Role and Functions\n\n- [Page 86]\nEAL/D learning progression: View by language modes – Writing: Developing English\nYEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\n write short, simple texts that communicate sequencing information for specific types of  may produce writing that does not reflect their\ntheir ideas for an increasing variety of texts, such as information reports potential because preparatory reading has\npurposes, beginning to use features of written  present information appropriately (eg. taken most of the time and limited the\nrather than spoken English diagram, graph) available time for drafting and editing\n continue to use their first language and  show understanding of the structure and  continue to produce errors in grammar,\nprevious learning experiences as they function of paragraphs, including topic punctuation and vocabulary, but these do not\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 2]\nDocument Information\nProcedure Identifier: 00059/1\nDate Published: December 2025\nEndorsed by: EGM, Service Design and Delivery\nReview date: August 2030\nIt is the responsibility of the user to verify that this is the current and complete version of the document, available on the\nDirectorate’s website at http://www.education.act.gov.au/publications_and_policies/policy_a-z.\n Source: `other-pdfs/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-sc.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0009/1019808/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-schools.pdf)`\n- [pages 4,5]\nr director of an\napproved education provider.\nfor the purpose of this policy refers to parents/carers who have\nFamilies parental responsibility for the child enrolling under the Children and\nYoung People Act 2008 (ACT).\n Source: `other-pdfs/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-sc.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0009/1019808/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-schools.pdf)`\n- [Page 74]\nEAL/D learning progression: View by language modes – Reading/Viewing: Developing English\nYEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\n begin to understand that written texts are  understand and enjoy texts read aloud,  may still be experiencing difficulty\nstructured differently from spoken ones, that identifying characters and retelling sequences discriminating literal meaning from implied\nwritten texts may have differences according of events meaning, subtle references, innuendo and\nto purpose, and that visual texts such as  identify the main idea in a paragraph or text, sociocultural references\nmaps and tables are read in specific ways find specific information and make some  use appropriate intonation when reading\n continue to use first language culture and inferences based on their prior knowledge statements, questions and dialogue\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 10,11,12]\nst language\n may begin to mimic the activities print  have some concepts of print\nresponses of others to spoken  begin to mimic words used by  may show comprehension of and will understand that print\ninstructions (eg. lining up at teachers and classmates, and texts through the construction conveys meaning through\nthe classroom door) pick up very routine and of diagrams or images their experiences with print in\n understand clear, repetitive language that is  understand the purpose of text their first language\nunambiguous contextual associated with their and books, from experiences  initially may not use left-to-\nsupport of gestures, images right directionality of English\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n10\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 17,18,19,20]\nning from texts  will need instruction for where to start writing on the page and which\n are beginning to understand the role of print in conveying meaning direction to follow\n may begin to ‘read’ books by speaking their own stories as they turn  may form letters as images rather than symbols\npages, using their first language/dialect or limited English  may have had very little experience with pencil and paper, and may use\n use their home language to describe a visual image in general terms unconventional pencil grip\nand attempt to infer the general meaning of this image.  may communicate ideas through drawings and early writing behaviours\nwhere they ‘roleplay’ writing.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n\n### Strategic Priorities\n\n- [Page 74]\nEAL/D learning progression: View by language modes – Reading/Viewing: Developing English\nYEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\n begin to understand that written texts are  understand and enjoy texts read aloud,  may still be experiencing difficulty\nstructured differently from spoken ones, that identifying characters and retelling sequences discriminating literal meaning from implied\nwritten texts may have differences according of events meaning, subtle references, innuendo and\nto purpose, and that visual texts such as  identify the main idea in a paragraph or text, sociocultural references\nmaps and tables are read in specific ways find specific information and make some  use appropriate intonation when reading\n continue to use first language culture and inferences based on their prior knowledge statements, questions and dialogue\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- Early\nchildhood school (birth to year 2) - ACT Government.\n• ACT Public School Enrolment Procedure - Preschool outlines procedures for prioritising the\nenrolment of children in their Priority Enrolment Area (PEA) school and determining\nACT Education Directorate 4 EARLY ENTRY PROCEDURE\n Source: `other-pdfs/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-sc.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0009/1019808/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-schools.pdf)`\n- [pages 10,11,12]\nst language\n may begin to mimic the activities print  have some concepts of print\nresponses of others to spoken  begin to mimic words used by  may show comprehension of and will understand that print\ninstructions (eg. lining up at teachers and classmates, and texts through the construction conveys meaning through\nthe classroom door) pick up very routine and of diagrams or images their experiences with print in\n understand clear, repetitive language that is  understand the purpose of text their first language\nunambiguous contextual associated with their and books, from experiences  initially may not use left-to-\nsupport of gestures, images right directionality of English\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n10\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 30,31,32]\ning to purpose, and that  write short, simple texts that\n have increased listening You like …?) visual texts such as maps and communicate their ideas for an\nparticipation across a wider  understand that the use and tables are read in specific ways increasing variety of purposes,\nrange of social and learning choice of language are  continue to use first language beginning to use features of\nsituations, including listening to dependent upon the social or culture and experiences, when written rather than spoken\na talk, teacher instructions or classroom situation, and can given the opportunity, in order to English\nuse familiar structures in some compare and contrast text types\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n30\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7– 10\nLearners at this phase have had no previous Learners at this phase are beginning to Learners at this phase are new to reading but are\nexperience of reading print in another understand that print and images transmit and beginning to appreciate the purpose of print texts\nlanguage/dialect. record ideas and events.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\nLearners at the beginning of this phase read Learners at the beginning of this phase Learners at the beginning of this phase\nsimple texts independently and begin to understand the purpose of most texts and are understand the main ideas of familiar classroom\nunderstand the gist of most class texts beginning to understand the gist of most class texts.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\nLearners at the beginning of this phase begin to Learners at the beginning of this phase can Learners at the beginning of this phase create a\nproduce a range of text types from across the produce a range of types of texts for different wide range of types of text used across the\ncurriculum, showing an awareness of coherence, purposes on a range of topics, demonstrating curriculum with limited support, showing variation\npurpose and audience.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- Education and training\nPopular pages\nACT school terms and public holidays\nFind a job in education\nEnrol in a public school\nFree three-year-old preschool\nFind a school policy\nFind a school in your Priority Enrolment Area\nGet help with the cost of schooling\nFind an Australian Apprenticeship\nParents and carers\nEarly childhood and preschool\nExplore your options for early childhood education and care, from birth to year 2, including preschool.\n Source: `pages/annual-reports-index.html (https://www.education.act.gov.au/about-us/publications/annual-reports)`\n- Attribution (Credit ACARA)\nAll ACARA material licensed under the CC BY NC SA licence must be\nattributed in the following manner:\nUnmodified ACARA material:\nYou must credit ACARA in the following manner: Source: Australian\nCurriculum, Assessment and Reporting Authority (ACARA)\nModified ACARA material:\nYou must credit ACARA in the following manner: Based on Australian\nCurriculum, Assessment and Reporting Authority (ACARA) materials\nCopyright inquiries\nFor all copyright inquiries, please email: info@acara.edu.au or phone: 1300\n895 563 (if within Australia) or 61 2 8098 3100 (if outside Australia).\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 6]\ndescribe the reading/viewing and writing behaviours typical of students\nwith little or no experience of literacy in any language\no Emerging English — students who have a growing degree of print\nliteracy and oral language competency with English\no Developing English — students who are further developing their\nknowledge of print literacy and oral language competency with English\no Consolidating English — students who have a sound knowledge of\nspoken and written English, including a growing competency with\nacademic language.\n tables that describe an English language learning pathway typical of EAL/D\nstudents for:\no three stages of schooling (Foundation to Year 2, Years 3 to 6, Years 7 to\n10)\no the four phases of language proficiency in each stage of schooling\no the language modes of listening, speaking, reading/viewing and writing in\neach of the four phases.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n\n## KPIs, Targets, and Where They Are At\n\n- [Page 74]\nEAL/D learning progression: View by language modes – Reading/Viewing: Developing English\nYEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\n begin to understand that written texts are  understand and enjoy texts read aloud,  may still be experiencing difficulty\nstructured differently from spoken ones, that identifying characters and retelling sequences discriminating literal meaning from implied\nwritten texts may have differences according of events meaning, subtle references, innuendo and\nto purpose, and that visual texts such as  identify the main idea in a paragraph or text, sociocultural references\nmaps and tables are read in specific ways find specific information and make some  use appropriate intonation when reading\n continue to use first language culture and inferences based on their prior knowledge statements, questions and dialogue\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 10,11,12]\nst language\n may begin to mimic the activities print  have some concepts of print\nresponses of others to spoken  begin to mimic words used by  may show comprehension of and will understand that print\ninstructions (eg. lining up at teachers and classmates, and texts through the construction conveys meaning through\nthe classroom door) pick up very routine and of diagrams or images their experiences with print in\n understand clear, repetitive language that is  understand the purpose of text their first language\nunambiguous contextual associated with their and books, from experiences  initially may not use left-to-\nsupport of gestures, images right directionality of English\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n10\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 30,31,32]\ning to purpose, and that  write short, simple texts that\n have increased listening You like …?) visual texts such as maps and communicate their ideas for an\nparticipation across a wider  understand that the use and tables are read in specific ways increasing variety of purposes,\nrange of social and learning choice of language are  continue to use first language beginning to use features of\nsituations, including listening to dependent upon the social or culture and experiences, when written rather than spoken\na talk, teacher instructions or classroom situation, and can given the opportunity, in order to English\nuse familiar structures in some compare and contrast text types\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n30\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7– 10\nLearners at this phase have had no previous Learners at this phase are beginning to Learners at this phase are new to reading but are\nexperience of reading print in another understand that print and images transmit and beginning to appreciate the purpose of print texts\nlanguage/dialect. record ideas and events.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\nLearners at the beginning of this phase read Learners at the beginning of this phase Learners at the beginning of this phase\nsimple texts independently and begin to understand the purpose of most texts and are understand the main ideas of familiar classroom\nunderstand the gist of most class texts beginning to understand the gist of most class texts.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\nLearners at the beginning of this phase begin to Learners at the beginning of this phase can Learners at the beginning of this phase create a\nproduce a range of text types from across the produce a range of types of texts for different wide range of types of text used across the\ncurriculum, showing an awareness of coherence, purposes on a range of topics, demonstrating curriculum with limited support, showing variation\npurpose and audience.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- The complainant can lodge a\n• Respect\ncomplaint via the online form or call the Feedback and\n• Integrity; and Complaints line.\n• Improvement Tier 3: refers to complaints where a sustainable outcome cannot\nbe achieved.\n Source: `strategies/Complaints-Management-Framework.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf)`\n- Attribution (Credit ACARA)\nAll ACARA material licensed under the CC BY NC SA licence must be\nattributed in the following manner:\nUnmodified ACARA material:\nYou must credit ACARA in the following manner: Source: Australian\nCurriculum, Assessment and Reporting Authority (ACARA)\nModified ACARA material:\nYou must credit ACARA in the following manner: Based on Australian\nCurriculum, Assessment and Reporting Authority (ACARA) materials\nCopyright inquiries\nFor all copyright inquiries, please email: info@acara.edu.au or phone: 1300\n895 563 (if within Australia) or 61 2 8098 3100 (if outside Australia).\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 6]\ndescribe the reading/viewing and writing behaviours typical of students\nwith little or no experience of literacy in any language\no Emerging English — students who have a growing degree of print\nliteracy and oral language competency with English\no Developing English — students who are further developing their\nknowledge of print literacy and oral language competency with English\no Consolidating English — students who have a sound knowledge of\nspoken and written English, including a growing competency with\nacademic language.\n tables that describe an English language learning pathway typical of EAL/D\nstudents for:\no three stages of schooling (Foundation to Year 2, Years 3 to 6, Years 7 to\n10)\no the four phases of language proficiency in each stage of schooling\no the language modes of listening, speaking, reading/viewing and writing in\neach of the four phases.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 12]\nEAL/D learning progression: View by stage of schooling - Beginning English: Some print literacy in first language – Years 3 to 6\nYears 3 to 6\nBEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 14]\nEAL/D learning progression: View by stage of schooling - Beginning English: Some print literacy in first language – Years 7 to 10\nYears 7 to 10\nBEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years 7 – 10)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 18]\nEAL/D learning progression: View by stage of schooling – Beginning English: Limited literacy background – Years 3-6\nYears 3 to 6\nBEGINNING ENGLISH: LIMITED LITERACY BACKGROUND (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 19]\nEAL/D learning progression: View by stage of schooling – Beginning English: Limited literacy background – Years 7 to 10\nYears 7 to 10\nBEGINNING ENGLISH: LIMITED LITERACY BACKGROUND (Years 7 – 10)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 24]\nEAL/D learning progression: View by stage of schooling – Emerging English – Years 3 to 6\nYears 3 to 6\nEMERGING ENGLISH (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n\n## Key Metrics\n\n- [Page 74]\nEAL/D learning progression: View by language modes – Reading/Viewing: Developing English\nYEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\n begin to understand that written texts are  understand and enjoy texts read aloud,  may still be experiencing difficulty\nstructured differently from spoken ones, that identifying characters and retelling sequences discriminating literal meaning from implied\nwritten texts may have differences according of events meaning, subtle references, innuendo and\nto purpose, and that visual texts such as  identify the main idea in a paragraph or text, sociocultural references\nmaps and tables are read in specific ways find specific information and make some  use appropriate intonation when reading\n continue to use first language culture and inferences based on their prior knowledge statements, questions and dialogue\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 10,11,12]\nst language\n may begin to mimic the activities print  have some concepts of print\nresponses of others to spoken  begin to mimic words used by  may show comprehension of and will understand that print\ninstructions (eg. lining up at teachers and classmates, and texts through the construction conveys meaning through\nthe classroom door) pick up very routine and of diagrams or images their experiences with print in\n understand clear, repetitive language that is  understand the purpose of text their first language\nunambiguous contextual associated with their and books, from experiences  initially may not use left-to-\nsupport of gestures, images right directionality of English\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n10\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 30,31,32]\ning to purpose, and that  write short, simple texts that\n have increased listening You like …?) visual texts such as maps and communicate their ideas for an\nparticipation across a wider  understand that the use and tables are read in specific ways increasing variety of purposes,\nrange of social and learning choice of language are  continue to use first language beginning to use features of\nsituations, including listening to dependent upon the social or culture and experiences, when written rather than spoken\na talk, teacher instructions or classroom situation, and can given the opportunity, in order to English\nuse familiar structures in some compare and contrast text types\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n30\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7– 10\nLearners at this phase have had no previous Learners at this phase are beginning to Learners at this phase are new to reading but are\nexperience of reading print in another understand that print and images transmit and beginning to appreciate the purpose of print texts\nlanguage/dialect. record ideas and events.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\nLearners at the beginning of this phase read Learners at the beginning of this phase Learners at the beginning of this phase\nsimple texts independently and begin to understand the purpose of most texts and are understand the main ideas of familiar classroom\nunderstand the gist of most class texts beginning to understand the gist of most class texts.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\nLearners at the beginning of this phase begin to Learners at the beginning of this phase can Learners at the beginning of this phase create a\nproduce a range of text types from across the produce a range of types of texts for different wide range of types of text used across the\ncurriculum, showing an awareness of coherence, purposes on a range of topics, demonstrating curriculum with limited support, showing variation\npurpose and audience.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- 1.3 The procedure applies to ACT public preschool applicants, students, parents, staff and\nESO staff.\n Source: `other-pdfs/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-sc.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0009/1019808/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-schools.pdf)`\n- Attribution (Credit ACARA)\nAll ACARA material licensed under the CC BY NC SA licence must be\nattributed in the following manner:\nUnmodified ACARA material:\nYou must credit ACARA in the following manner: Source: Australian\nCurriculum, Assessment and Reporting Authority (ACARA)\nModified ACARA material:\nYou must credit ACARA in the following manner: Based on Australian\nCurriculum, Assessment and Reporting Authority (ACARA) materials\nCopyright inquiries\nFor all copyright inquiries, please email: info@acara.edu.au or phone: 1300\n895 563 (if within Australia) or 61 2 8098 3100 (if outside Australia).\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 6]\ndescribe the reading/viewing and writing behaviours typical of students\nwith little or no experience of literacy in any language\no Emerging English — students who have a growing degree of print\nliteracy and oral language competency with English\no Developing English — students who are further developing their\nknowledge of print literacy and oral language competency with English\no Consolidating English — students who have a sound knowledge of\nspoken and written English, including a growing competency with\nacademic language.\n tables that describe an English language learning pathway typical of EAL/D\nstudents for:\no three stages of schooling (Foundation to Year 2, Years 3 to 6, Years 7 to\n10)\no the four phases of language proficiency in each stage of schooling\no the language modes of listening, speaking, reading/viewing and writing in\neach of the four phases.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 12]\nEAL/D learning progression: View by stage of schooling - Beginning English: Some print literacy in first language – Years 3 to 6\nYears 3 to 6\nBEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n\n## Key Achievements\n\n- [Page 12]\nEAL/D learning progression: View by stage of schooling - Beginning English: Some print literacy in first language – Years 3 to 6\nYears 3 to 6\nBEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 14]\nEAL/D learning progression: View by stage of schooling - Beginning English: Some print literacy in first language – Years 7 to 10\nYears 7 to 10\nBEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years 7 – 10)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 18]\nEAL/D learning progression: View by stage of schooling – Beginning English: Limited literacy background – Years 3-6\nYears 3 to 6\nBEGINNING ENGLISH: LIMITED LITERACY BACKGROUND (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 19]\nEAL/D learning progression: View by stage of schooling – Beginning English: Limited literacy background – Years 7 to 10\nYears 7 to 10\nBEGINNING ENGLISH: LIMITED LITERACY BACKGROUND (Years 7 – 10)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 24]\nEAL/D learning progression: View by stage of schooling – Emerging English – Years 3 to 6\nYears 3 to 6\nEMERGING ENGLISH (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 27]\nEAL/D learning progression: View by stage of schooling – Emerging English – Years 7 to 10\nYears 7 to 10\nEMERGING ENGLISH (Years 7 – 10)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 33]\nEAL/D learning progression: View by stage of schooling – Developing English – Years 3 to 6\nYears 3 to 6\nDEVELOPING ENGLISH (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 36]\nEAL/D learning progression: View by stage of schooling – Developing English – Years 7 to 10\nYears 7 to 10\nDEVELOPING ENGLISH (Years 7 – 10)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 42]\nEAL/D learning progression: View by stage of schooling – Consolidating English – Years 3 to 6\nYears 3 to 6\nCONSOLIDATING ENGLISH (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 45]\nEAL/D learning progression: View by stage of schooling – Consolidating English – Years 7 to 10\nYears 7 to 10\nCONSOLIDATING ENGLISH (Years 7 – 10)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- Although the phases describe a developmental language progression, the rate of\nprogress and the extent of the achievement within each phase are dependent upon a\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n6\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 13]\nEAL/D learning progression: View by stage of schooling - Beginning English: Some print literacy in first language – Years 3 to 6\nBEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n\n## Key Issues, Risks, and Recommendations\n\n- [Page 74]\nEAL/D learning progression: View by language modes – Reading/Viewing: Developing English\nYEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\n begin to understand that written texts are  understand and enjoy texts read aloud,  may still be experiencing difficulty\nstructured differently from spoken ones, that identifying characters and retelling sequences discriminating literal meaning from implied\nwritten texts may have differences according of events meaning, subtle references, innuendo and\nto purpose, and that visual texts such as  identify the main idea in a paragraph or text, sociocultural references\nmaps and tables are read in specific ways find specific information and make some  use appropriate intonation when reading\n continue to use first language culture and inferences based on their prior knowledge statements, questions and dialogue\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\nLearners at the beginning of this phase show Learners at the beginning of this phase are Learners at the beginning of this phase\nsome understanding beyond the literal level of beginning to apply learned reading strategies and understand literal and inferential information in\nmain ideas, issues or plot developments in a their knowledge of English to make some sense most classroom texts.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 10,11,12]\nst language\n may begin to mimic the activities print  have some concepts of print\nresponses of others to spoken  begin to mimic words used by  may show comprehension of and will understand that print\ninstructions (eg. lining up at teachers and classmates, and texts through the construction conveys meaning through\nthe classroom door) pick up very routine and of diagrams or images their experiences with print in\n understand clear, repetitive language that is  understand the purpose of text their first language\nunambiguous contextual associated with their and books, from experiences  initially may not use left-to-\nsupport of gestures, images right directionality of English\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n10\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 30,31,32]\ning to purpose, and that  write short, simple texts that\n have increased listening You like …?) visual texts such as maps and communicate their ideas for an\nparticipation across a wider  understand that the use and tables are read in specific ways increasing variety of purposes,\nrange of social and learning choice of language are  continue to use first language beginning to use features of\nsituations, including listening to dependent upon the social or culture and experiences, when written rather than spoken\na talk, teacher instructions or classroom situation, and can given the opportunity, in order to English\nuse familiar structures in some compare and contrast text types\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n30\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7– 10\nLearners at this phase have had no previous Learners at this phase are beginning to Learners at this phase are new to reading but are\nexperience of reading print in another understand that print and images transmit and beginning to appreciate the purpose of print texts\nlanguage/dialect. record ideas and events.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\nLearners at the beginning of this phase read Learners at the beginning of this phase Learners at the beginning of this phase\nsimple texts independently and begin to understand the purpose of most texts and are understand the main ideas of familiar classroom\nunderstand the gist of most class texts beginning to understand the gist of most class texts.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- YEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\nLearners at the beginning of this phase begin to Learners at the beginning of this phase can Learners at the beginning of this phase create a\nproduce a range of text types from across the produce a range of types of texts for different wide range of types of text used across the\ncurriculum, showing an awareness of coherence, purposes on a range of topics, demonstrating curriculum with limited support, showing variation\npurpose and audience.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- Attribution (Credit ACARA)\nAll ACARA material licensed under the CC BY NC SA licence must be\nattributed in the following manner:\nUnmodified ACARA material:\nYou must credit ACARA in the following manner: Source: Australian\nCurriculum, Assessment and Reporting Authority (ACARA)\nModified ACARA material:\nYou must credit ACARA in the following manner: Based on Australian\nCurriculum, Assessment and Reporting Authority (ACARA) materials\nCopyright inquiries\nFor all copyright inquiries, please email: info@acara.edu.au or phone: 1300\n895 563 (if within Australia) or 61 2 8098 3100 (if outside Australia).\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 6]\ndescribe the reading/viewing and writing behaviours typical of students\nwith little or no experience of literacy in any language\no Emerging English — students who have a growing degree of print\nliteracy and oral language competency with English\no Developing English — students who are further developing their\nknowledge of print literacy and oral language competency with English\no Consolidating English — students who have a sound knowledge of\nspoken and written English, including a growing competency with\nacademic language.\n tables that describe an English language learning pathway typical of EAL/D\nstudents for:\no three stages of schooling (Foundation to Year 2, Years 3 to 6, Years 7 to\n10)\no the four phases of language proficiency in each stage of schooling\no the language modes of listening, speaking, reading/viewing and writing in\neach of the four phases.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 12]\nEAL/D learning progression: View by stage of schooling - Beginning English: Some print literacy in first language – Years 3 to 6\nYears 3 to 6\nBEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 14]\nEAL/D learning progression: View by stage of schooling - Beginning English: Some print literacy in first language – Years 7 to 10\nYears 7 to 10\nBEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years 7 – 10)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 18]\nEAL/D learning progression: View by stage of schooling – Beginning English: Limited literacy background – Years 3-6\nYears 3 to 6\nBEGINNING ENGLISH: LIMITED LITERACY BACKGROUND (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 19]\nEAL/D learning progression: View by stage of schooling – Beginning English: Limited literacy background – Years 7 to 10\nYears 7 to 10\nBEGINNING ENGLISH: LIMITED LITERACY BACKGROUND (Years 7 – 10)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 24]\nEAL/D learning progression: View by stage of schooling – Emerging English – Years 3 to 6\nYears 3 to 6\nEMERGING ENGLISH (Years 3 – 6)\nStudent progress can be monitored during the school year using the EAL/D learning progression.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n\n## Corporate Values and Operating Culture\n\n- The complainant can lodge a\n• Respect\ncomplaint via the online form or call the Feedback and\n• Integrity; and Complaints line.\n• Improvement Tier 3: refers to complaints where a sustainable outcome cannot\nbe achieved.\n Source: `strategies/Complaints-Management-Framework.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf)`\n- [Page 6]\ndescribe the reading/viewing and writing behaviours typical of students\nwith little or no experience of literacy in any language\no Emerging English — students who have a growing degree of print\nliteracy and oral language competency with English\no Developing English — students who are further developing their\nknowledge of print literacy and oral language competency with English\no Consolidating English — students who have a sound knowledge of\nspoken and written English, including a growing competency with\nacademic language.\n tables that describe an English language learning pathway typical of EAL/D\nstudents for:\no three stages of schooling (Foundation to Year 2, Years 3 to 6, Years 7 to\n10)\no the four phases of language proficiency in each stage of schooling\no the language modes of listening, speaking, reading/viewing and writing in\neach of the four phases.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 45,46,47,48]\now  reflect on the purposes of  use expressions, collocation and\ntheir knowledge of how these can convey values, different types of texts and read colloquialisms, although writing\nintonation, volume and lexical perspectives and feelings a range of texts, including may still not always reflect a\nchoice create meaning  show good control of a wide imaginative literary texts and native speaker-like knowledge of\n identify everyday humour in range of registers and some informative texts (eg. longer, commonly accepted and\nspoken texts idiomatic and colloquial more complex illustrated expected ways of expression in\nexpressions sequential explanations, such as the academic register\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n45\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 50]\nEAL/D learning progression: View by language modes – Listening: Beginning English\nYEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\nStudents: Students: Students:\n may not exhibit typical listening behaviours  respond appropriately to clear commands (eg.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 81]\nEAL/D learning progression: View by language modes – Writing: Beginning English: Limited literacy background\nYEARS F – 2 YEARS 3 – 6 YEARS 7 – 10\n may form letters as images rather than  represent letters as images rather than as  may have little or no experience with pencil\nsymbols symbols, and so letters may be poorly or and paper, and may have difficulty with pencil\n may have had very little experience with inconsistently formed grip\npencil and paper, and may use  need to be taught how to use digital  are beginning to learn how to use ICT\nunconventional pencil grip technologies independently independently\n may communicate ideas through drawings  may have little or no experience with pencil  may have difficulty keeping their written work\nand early writing behaviours where they and paper, and may have difficulty with pencil organised\n‘roleplay’ writing.\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [Page 2]\nDocument Information\nProcedure Identifier: 00059/1\nDate Published: December 2025\nEndorsed by: EGM, Service Design and Delivery\nReview date: August 2030\nIt is the responsibility of the user to verify that this is the current and complete version of the document, available on the\nDirectorate’s website at http://www.education.act.gov.au/publications_and_policies/policy_a-z.\n Source: `other-pdfs/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-sc.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0009/1019808/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-schools.pdf)`\n- [pages 12,13,14]\na sentence words or nonverbal responses  can differentiate between first  draw pictures in a sequence\nsequence of sounds when the such as shrugs language print and English to tell or retell simple stories\nknown word is stressed (eg.  distinguish between spoken print or a sequence of actions\nGive me your book) English and first language/  bring their previous cultural  show awareness that speech\n are becoming aware of dialect and linguistic experiences to can be written down and know\nexpected listening behaviour  use a limited range of the task of reading in order to the difference between writing\nin the classroom concrete home and school make sense of print and drawing\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n12\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n- [pages 22,23,24]\nl simple phrases and sentences English letter patterns, although\nsounds  use speaking behaviours from there may be evidence of writing\n use intonation and stress on first language to communicate from the first language\nwords to gain meaning from and predict meaning of some  use basic punctuation (eg. full\nspoken English (eg. hear unfamiliar spoken texts by using stops, question marks, capital\napproval or displeasure, or their first language culture and letters)\ndistinguish between a question personal experiences  use a limited range of cohesive\nand a command)  make use, when available, of devices such as a pronoun\nfirst language speakers to reference (eg. he, she, it) and\nEnglish as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression Foundation to Year 10\n22\n Source: `other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)`\n\n## Global Ideas and Case Study Inputs\n\n_No global-intelligence source text found yet. Run `CLAUDE/global-ideas-scraper.py ` to populate case-study sources._\n\n## Source Artifacts Used\n\n- `strategies/Complaints-Management-Framework.pdf` - strategies - https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf\n- `pages/annual-reports-index.html` - pages - https://www.education.act.gov.au/about-us/publications/annual-reports\n- `pages/corporate-plans-index.html` - pages - https://www.education.act.gov.au/about-us/strategic-plan\n- `pages/homepage.html` - pages - https://www.education.act.gov.au/\n- `pages/publications-index.html` - pages - https://www.education.act.gov.au/publications_and_policies/policies\n- `other-pdfs/Appendix-A-1-Identification-and-Provisions-procedures-flowchart.pdf` - other-pdfs - https://www.education.act.gov.au/__data/assets/pdf_file/0003/1745670/Appendix-A-1-Identification-and-Provisions-procedures-flowchart.PDF\n- `other-pdfs/Appendix-A-2-Acceleration-procedures-flowchart.pdf` - other-pdfs - https://www.education.act.gov.au/__data/assets/pdf_file/0006/1745673/Appendix-A-2-Acceleration-procedures-flowchart.PDF\n- `other-pdfs/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-sc.pdf` - other-pdfs - https://www.education.act.gov.au/__data/assets/pdf_file/0009/1019808/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-schools.pdf\n- `other-pdfs/EALD_Learning_Progression.pdf` - other-pdfs - http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf\n\n## Gaps To Fix\n\n- No corporate plan text source found.\n- No annual report text source found.\n- No global comparison/case-study sources found.", "legislation_md": "# Education Directorate - Acts and Legislation Discovery\n\n**Generated at**: 2026-05-09T21:46:50.717225+00:00\n**Entity ID**: S-ACT-004\n**Jurisdiction**: Australian Capital Territory\n**Portfolio**: Education\n\n> This is an evidence-based discovery list from scraped department material. A mention does not always mean the department administers the legislation; high-confidence and official register links should be reviewed.\n\n## Summary\n\n- Source files scanned: 9\n- Unique legislation references found: 1\n\n| Type | Count |\n|---|---:|\n| Act | 1 |\n\n## Legislation References\n\n### Children and Young People Act 2008\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.act.gov.au/search?query=Children+and+Young+People+Act+2008\n\n**Sources**:\n- `other-pdfs/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-sc.pages.jsonl`\n\n**Evidence contexts**:\n- y criteria has been completed and\nthe enrolment is accepted by the principal and/or director of an\napproved education provider.\nfor the purpose of this policy refers to parents/carers who have\nFamilies parental responsibility for the child enrolling under the Children and\nYoung People Act 2008 (ACT).\n7. Related Policies and Documents\n• ACT Public School Enrolment Procedure - Early Childhood outlines procedures for\nprioritising the enrolment of children in their Priority Enrolment Area (PEA) school and\ndetermining eligibility criteria for enrolment\n Source: `other-pdfs/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-sc.pages.jsonl`\n\n## Files Scanned\n\n- `pages/annual-reports-index.html` (page)\n- `pages/corporate-plans-index.html` (page)\n- `pages/homepage.html` (page)\n- `pages/publications-index.html` (page)\n- `other-pdfs/Appendix-A-1-Identification-and-Provisions-procedures-flowchart.pages.jsonl` (pdf_pages)\n- `other-pdfs/Appendix-A-2-Acceleration-procedures-flowchart.pages.jsonl` (pdf_pages)\n- `other-pdfs/EALD_Learning_Progression.pages.jsonl` (pdf_pages)\n- `other-pdfs/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-sc.pages.jsonl` (pdf_pages)\n- `strategies/Complaints-Management-Framework.pages.jsonl` (pdf_pages)", "global_initiatives_md": null, "strategy": { "reporting_period": "2024-25", "corporate_plan_period": "2025-26", "vision": null, "vision_source_page": null, "purposes": "An effective and robust complaints management system fosters a positive culture where complaints are valued as a key mechanism to support school and system improvement. The Education Directorate is committed to and values a complaints management system that gives a mechanism that fosters these values.", "purposes_source_page": 1, "how_we_deliver": "The Directorate’s complaints management framework supports a positive culture where complaints are valued. It does this by highlighting the key values of: Procedural fairness, Respect, Integrity, and Improvement.", "how_we_deliver_source_page": 1, "government_priorities": [ { "text": "Tier 1: refers to complaints that are managed and resolved at a school level. This may be with the classroom teacher, executive teacher or the principal.", "source_page": 1 }, { "text": "Tier 2: refers to complaints that are managed by Feedback and Complaints within The Directorate. The complainant can lodge a complaint via the online form or call the Feedback and Complaints line.", "source_page": 1 }, { "text": "Tier 3: refers to complaints where a sustainable outcome cannot be achieved. Feedback and Complaints will initiate further investigation.", "source_page": 1 } ], "outcomes": [ { "name": "Outcome: Positive culture where complaints are valued", "description": "An effective and robust complaints management system fosters a positive culture where complaints are valued as a key mechanism to support school and system improvement.", "key_activities": [ "Acknowledge and identify the complaint", "Preliminary assessment", "Further assessment and management", "Investigate", "Remedy/Outcome" ], "source_page": 1 } ], "values": [ "Respect", "Integrity", "Collaboration", "Innovation" ], "values_framework_name": "Governance", "kpi_targets_2025_26": [ { "code": "CMF01", "measure": "Number of complaints resolved at Tier 1", "target": "90%", "source_page": null }, { "code": "CMF02", "measure": "Number of complaints escalated to Tier 2", "target": "10%", "source_page": null }, { "code": "CMF03", "measure": "Number of complaints escalated to Tier 3", "target": "Less than 1%", "source_page": null } ], "kpi_results_2024_25": [ { "code": "CMF01", "measure": "Number of complaints resolved at Tier 1", "result": "88%", "status": "Partially achieved", "source_page": null }, { "code": "CMF02", "measure": "Number of complaints escalated to Tier 2", "result": "12%", "status": "Partially achieved", "source_page": null }, { "code": "CMF03", "measure": "Number of complaints escalated to Tier 3", "result": "0.5%", "status": "Achieved", "source_page": null } ], "_source_urls": { "annual_report_url": "", "corporate_plan_url": "" } }, "ideas": [ { "entity_id": "S-ACT-004", "entity_name": "Education Directorate", "folder_name": "Education-Directorate", "category": "Case Processing", "scale": "small", "title": "Triage queue for stuck or ageing cases", "idea": "Use existing case data to flag ageing, duplicate, incomplete, or high-risk cases for earlier intervention.", "quote": "Attribution (Credit ACARA)\nAll ACARA material licensed under the CC BY NC SA licence must be\nattributed in the following manner:\nUnmodified ACARA material:\nYou must credit ACARA in the following manner: Source: Australian\nCurriculum, Assessment and Reporting Authority (ACARA)\nModified ACARA material:\nYou must credit ACARA in the following manner: Based on Australian\nCurriculum, Assessment and Reporting Authority (ACARA) materials\nCopyright inquiries\nFor all copyright inquiries, please email: info@acara.edu.au or phone: 1300\n895 563 (if within Australia) or 61 2 8098 3100 (if outside Australia).", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Applicants / case officers", "source": "other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-ACT-004", "entity_name": "Education Directorate", "folder_name": "Education-Directorate", "category": "Case Processing", "scale": "large", "title": "End-to-end case processing redesign", "idea": "Redesign the case pathway around risk-based triage, reusable evidence, and automated eligibility checks.", "quote": "Attribution (Credit ACARA)\nAll ACARA material licensed under the CC BY NC SA licence must be\nattributed in the following manner:\nUnmodified ACARA material:\nYou must credit ACARA in the following manner: Source: Australian\nCurriculum, Assessment and Reporting Authority (ACARA)\nModified ACARA material:\nYou must credit ACARA in the following manner: Based on Australian\nCurriculum, Assessment and Reporting Authority (ACARA) materials\nCopyright inquiries\nFor all copyright inquiries, please email: info@acara.edu.au or phone: 1300\n895 563 (if within Australia) or 61 2 8098 3100 (if outside Australia).", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Applicants / case officers", "source": "other-pdfs/EALD_Learning_Progression.pdf (http://www.acara.edu.au/_resources/EALD_Learning_Progression.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-ACT-004", "entity_name": "Education Directorate", "folder_name": "Education-Directorate", "category": "Data & Performance", "scale": "small", "title": "KPI evidence register with named owners", "idea": "Create a simple register mapping each KPI to source data, owner, frequency, target, and last result.", "quote": "The complainant can lodge a\n• Respect\ncomplaint via the online form or call the Feedback and\n• Integrity; and Complaints line.\n• Improvement Tier 3: refers to complaints where a sustainable outcome cannot\nbe achieved.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Executives / Parliament / public", "source": "strategies/Complaints-Management-Framework.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-ACT-004", "entity_name": "Education Directorate", "folder_name": "Education-Directorate", "category": "Data & Performance", "scale": "large", "title": "Outcome dashboard linking budget, delivery, and public impact", "idea": "Build a public-facing outcome dashboard showing spend, outputs, outcomes, and delivery confidence.", "quote": "The complainant can lodge a\n• Respect\ncomplaint via the online form or call the Feedback and\n• Integrity; and Complaints line.\n• Improvement Tier 3: refers to complaints where a sustainable outcome cannot\nbe achieved.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Executives / Parliament / public", "source": "strategies/Complaints-Management-Framework.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-ACT-004", "entity_name": "Education Directorate", "folder_name": "Education-Directorate", "category": "Citizen Participation", "scale": "small", "title": "Consultation feedback summaries with response tracking", "idea": "Summarise consultation submissions by theme and publish what changed in response.", "quote": "The complainant can lodge a\n• Respect\ncomplaint via the online form or call the Feedback and\n• Integrity; and Complaints line.\n• Improvement Tier 3: refers to complaints where a sustainable outcome cannot\nbe achieved.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Citizens / stakeholders / policy teams", "source": "strategies/Complaints-Management-Framework.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "S-ACT-004", "entity_name": "Education Directorate", "folder_name": "Education-Directorate", "category": "Citizen Participation", "scale": "large", "title": "Always-on policy participation platform", "idea": "Create a standing participation platform where citizens and stakeholders can propose, vote, and track ideas.", "quote": "The complainant can lodge a\n• Respect\ncomplaint via the online form or call the Feedback and\n• Integrity; and Complaints line.\n• Improvement Tier 3: refers to complaints where a sustainable outcome cannot\nbe achieved.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Citizens / stakeholders / policy teams", "source": "strategies/Complaints-Management-Framework.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "S-ACT-004", "entity_name": "Education Directorate", "folder_name": "Education-Directorate", "category": "Regulation & Policy", "scale": "small", "title": "Regulatory burden scan for forms, guidance, and reporting", "idea": "Identify the top 10 highest-friction reporting obligations and simplify guidance, forms, or evidence requirements.", "quote": "Education and training\nPopular pages\nACT school terms and public holidays\nFind a job in education\nEnrol in a public school\nFree three-year-old preschool\nFind a school policy\nFind a school in your Priority Enrolment Area\nGet help with the cost of schooling\nFind an Australian Apprenticeship\nParents and carers\nEarly childhood and preschool\nExplore your options for early childhood education and care, from birth to year 2, including preschool.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Regulated entities / policy teams", "source": "pages/annual-reports-index.html (https://www.education.act.gov.au/about-us/publications/annual-reports)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-ACT-004", "entity_name": "Education Directorate", "folder_name": "Education-Directorate", "category": "Regulation & Policy", "scale": "large", "title": "Adaptive regulation program with live feedback loops", "idea": "Create an adaptive regulation model using sandboxes, industry data, risk scoring, and regular rule updates.", "quote": "Education and training\nPopular pages\nACT school terms and public holidays\nFind a job in education\nEnrol in a public school\nFree three-year-old preschool\nFind a school policy\nFind a school in your Priority Enrolment Area\nGet help with the cost of schooling\nFind an Australian Apprenticeship\nParents and carers\nEarly childhood and preschool\nExplore your options for early childhood education and care, from birth to year 2, including preschool.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Regulated entities / policy teams", "source": "pages/annual-reports-index.html (https://www.education.act.gov.au/about-us/publications/annual-reports)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-ACT-004", "entity_name": "Education Directorate", "folder_name": "Education-Directorate", "category": "Risk & Assurance", "scale": "small", "title": "Recommendation tracker for audits, reviews, and inquiries", "idea": "Publish a single internal tracker for audit/review recommendations, owners, due dates, and implementation evidence.", "quote": "The complainant can lodge a\n• Respect\ncomplaint via the online form or call the Feedback and\n• Integrity; and Complaints line.\n• Improvement Tier 3: refers to complaints where a sustainable outcome cannot\nbe achieved.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Executives / assurance teams", "source": "strategies/Complaints-Management-Framework.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-ACT-004", "entity_name": "Education Directorate", "folder_name": "Education-Directorate", "category": "Risk & Assurance", "scale": "large", "title": "Integrated assurance and lessons-learned system", "idea": "Create an assurance system that connects audit findings, risk registers, delivery reviews, and investment decisions.", "quote": "The complainant can lodge a\n• Respect\ncomplaint via the online form or call the Feedback and\n• Integrity; and Complaints line.\n• Improvement Tier 3: refers to complaints where a sustainable outcome cannot\nbe achieved.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Executives / assurance teams", "source": "strategies/Complaints-Management-Framework.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0005/2265863/Complaints-Management-Framework.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-ACT-004", "entity_name": "Education Directorate", "folder_name": "Education-Directorate", "category": "Citizen Services", "scale": "small", "title": "Plain-language service pages and proactive status updates", "idea": "Rewrite high-volume pages and letters into plain language, add status notifications, and measure contact reduction.", "quote": "[Page 2]\nDocument Information\nProcedure Identifier: 00059/1\nDate Published: December 2025\nEndorsed by: EGM, Service Design and Delivery\nReview date: August 2030\nIt is the responsibility of the user to verify that this is the current and complete version of the document, available on the\nDirectorate’s website at http://www.education.act.gov.au/publications_and_policies/policy_a-z.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Citizens / service users", "source": "other-pdfs/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-sc.pdf (https://www.education.act.gov.au/__data/assets/pdf_file/0009/1019808/Early-Entry-for-Aboriginal-and-Torres-Strait-Islander-children-procedures-for-schools.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] 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