Wellbeing

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Wellbeing and NAPLAN 

Some tips for supporting your child through the NAPLAN testing days. 

Understanding NAPLAN

Parents can share the purpose of NAPLAN with their children to support them in understanding the WHY? behind NAPLAN assessments. Knowing that the data gathered from the assessments is intended to examine trends in Australian student achievement over time, and for educational and government institutions to best determine how to support schools with funding, may help reduce feelings of stress or pressure you or your child may feel.

Encouragement

Sharing a ‘have a go' attitude towards NAPLAN will ensure that it is viewed as just another way we find out information about our learning growth. The more children understand that we as educators collect evidence of their learning in different ways to provide us with a clear picture of their overall growth, the more likely they will persevere, explore and take on challenges which ultimately promotes an enjoyable schooling experience!

Supporting your children's learning

By supporting your child with their learning goals and general school experience, you are inadvertently preparing them for their NAPLAN experience. NAPLAN is one small aspect of school and only happens in two year levels, once a year in primary school. The assessments aim to assess skills and knowledge that will develop and continue to improve over time with educator and parent/carer support. Encouraging language experience through discovery and inquiry, reading a range of texts with your child and discussing current events and experiences will promote ongoing interest in and motivation for learning.

Check in with your child's emotions

Check in with your child about how they are feeling as the assessment period approaches. For some children, a test situation may bring up feelings of anxiety or nervousness. Discussing these feelings and validating them, while maintaining a positive attitude, can help alleviate stress or anxiety.

Managing the test days

NAPLAN’s administration each year in March should be treated as ‘just another school day’. Discussions that can help may include how the room may look a little different during the assessment, e.g. children remaining calm and quiet, working independently to a timeframe, the equipment required, (headphones for online assessment), what to expect from the assessment format eg. how the questions will look, and how there may be a range of question types, e.g. multiple choice questions or long and short answer options.

Trying to ‘cram’ skills and knowledge for an assessment of this type is not helpful.

Keep it ‘chill’ on the day! Have an early night the night before, a healthy breakfast, and arrive at school on time. Wish your child good luck and reassure them that regardless of the result, their best efforts will always be enough!

If you have any questions about Wellbeing at St. John’s, please contact Karen kdodemaide@sjfootscray.catholic.edu.au