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Latest posts
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NSW Syllabus and the Teaching of Typing and Keyboarding Skills
Typing in the NSW English Syllabus: what teachers need to know Reviewed against the English K–10 Syllabus (2022), the NSW Department of Education instructional sequences, and the NSW screen time guidelines announced 13 September 2026. Last reviewed: October 2026. If you teach in…
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Victorian Curriculum 2.0 F-10 and Transcription and Typing
The Imperative Toward Automaticity in for typing and handwriting A brief for Victorian primary teachers and English leaders on the curricular logic of typing instruction Version 2.0 of the Victorian Curriculum F–10 English tells its transcription story in two registers, and read…
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Teaching Typing Under the Australian Curriculum
Briefing for teachers — AC v9.0 requirements, the screen-time cap, and Typing Tournament Revised October 2026. Based on ACARA’s Australian Curriculum v9.0 Literacy general capability (progression levels P1–P8), v8.4 for comparison, the 2020 NAPLAN Review, 2025–26 state…
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Beyond the Pendulum Swings: Why Australian Classrooms Need Dual Fluency in Handwriting and Touch Typing
By EdAlive / Research & Editorial Team Australian education is experiencing a major realignment. Driven by public concern over declining literacy scores, screen fatigue, and the urgent need to protect assessment integrity against Generative AI, political leaders and education…
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Screen Time priorities
Summary While recent educational reforms and state policy shifts properly emphasize reducing undirected or low-value screen time in Australian classrooms, schools must not abandon explicit keyboarding instruction. Emerging curriculum requirements and empirical evidence…
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Twenty Years, One Lesson: What We Now Know About Handwriting, Keyboarding and Screens
Summary For roughly two decades, Australian schools have experimented with classroom technology without a reliable evidence base, shifting from computer rooms and 1:1 laptops to iPads and now a political backlash against screens. However, educators and education systems are now…
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The Hidden Cognitive Cost of “Hunt and Peck”: Achieving Dual Fluency in Primary Literacy through Handwriting and Touch Typing
Summary While Australian curriculum frameworks mandate digital transcription automaticity alongside handwriting, classroom practice frequently falls short, often leaving students trapped in inefficient “hunt-and-peck” typing that overloads working memory. To address these…
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The Writing Pendulum: Why the “Digital Detox” Won’t Fix Australia’s Literacy Crisis (And What Will)
Summary The Classroom Whiplash If you teach in an Australian school, you are likely experiencing policy whiplash. A decade ago, the $2.4-billion Digital Education Revolution (DER) promised that 1:1 laptops and BYOD schemes would transform learning. Today, after years of…
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Bridging Phonics and Meaning with Targeted “Spelling Instruction”
As students progress beyond the foundational basics, the requirements for effective spelling instruction shift from simple sound–letter matching to a more complex understanding of word structures. The September 2025 Literacy Hub Phonics Progression identifies Phases 6–17 as a…
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Bridging the Gap from Foundation to Year 1 Phonics
The journey through the September 2025 Literacy Hub Phonics Progression begins with the critical transition from the Foundation Year into Year 1. During the Foundation Year, students focus on Phases 1–5, which establish the “simple code”—the basic relationship between single…