Early Years of Schooling

Approx. age:
3 - 8

Year Levels:
Preschool to Year 3

• Quality preschool or early care and learning programs support life learning outcomes
• School is compulsory from the age of six.
• Reading, writing and numeracy are assessed through system-wide tests in Year 3.
• The NT Curriculum Framework (NTCF) forms the basis of learning programs from preschool onwards.

Early Years Learners

• start to acquire skills of negotiation, self-control and cooperation
• need predictable and stable relationships for effective learning
• develop understandings of things such as size, shape, numbers and letters
• learn through supportive and challenging play and experiences that include all their senses
• refine their sense of their body in space, developing  gross motor skills
• continue to be strongly influenced by the family with increasing influence from other significant adults and peers

Primary Years of Schooling

Approx. age:
8 - 11

Year Levels:
Year 4 to Year 6

• Transitions into and out of the Primary Years are a formal part of this stage of schooling
• Reading, writing and numeracy are assessed through system-wide tests in Year 5.
• Learners participate in group activities with peers, often after school hours or in holidays
• NTCF continues to be the basis of learning programs

Primary Years Learners:

• are experimenting with identity, comparing themselves to their peers and experiencing different kinds of friendships
• have high levels of energy and enthusiasm and enjoy movement and noise in class and play spaces
• consolidate numeracy and literacy skills and continue to develop other skills such as problem solving and decision-making.
• are able to expand their thinking in reflective and spontaneous ways and demonstrate an emerging awareness of values
• are keen to extend their capabilities and self-expression and begin to be responsible for their own learning and behaviours

Middle Years of Schooling

Approx. age:
11 - 14

Year Levels:
Year 7 to Year 9

• Transitions into and out of the Middle Years are a formal part of this stage of schooling
• Reading, writing and numeracy are assessed through system-wide tests in Year 7 (and Year 9 from 2008)
• Extra curricular and community-based activities become a significant part of learning
• NTCF continues to be the basis of learning programs

Middle Years Learners:

• are experiencing adolescence and the accompanying emotional and physical changes
• are forming, articulating and managing relationships and developing stronger links with their peers, greater independence and a stronger sense of belonging in wider adolescent cultures
• reflect on who they are, where they belong, what they value and where they are going – including how schooling fits into their identify
• are developing their own voice and sense of social justice, often challenging the voices of significant adults including parents or caregivers and teachers

Senior Years of Schooling

Approx. age:
14 - 17

Year Levels:
Year 10 to Year 12

• Although school is no longer compulsory from the age of 15, the great majority of young people will continue with formal learning.
• NTCF is the basis for year 10 while the Northern Territory Certificate of Education (NTCE) is the basis for Year 11 and 12 studies.
• The NTCE is a rigorous certificate of completion and achievement that is nationally and internationally recognised and may be done in full-time or part-time mode over three or more years.
• Transition from the Middle Years to a more mature learning approach, and the transition from school to higher education, VET programs or work are part of this stage of schooling
• The Senior Years build on the earlier stages to develop employment-ready Territorians who are able to take advantage of many pathways open to them.

Senior Years Learners:

• have complex lives and are dealing with issues related to lifestyles that may or may not fit school or family expectations
• may be in part-time employment or training, hence moving in and out of schooling to undertake traineeships, apprenticeships or work placements
• are shaping and reshaping their lives but may or may not have developed their own goals for future learning and employment pathways
• live with their parents or caregivers, or independently, and experience differing levels of influence from parents or caregivers