Response to the Pathways to Post School Success – Review of WA Senior Secondary Pathways - Six Key Imperatives - Capacity and Implementation Concerns

Sep 5, 2026

Response document addressing the Pathways to Post School Success review for WA Senior Secondary Pathways, focusing on six key imperatives and the conditions required to turn broad, idealised goals into practical action. The paper argues that system capacity is constrained by staff shortages, funding inequities, and already excessive leader and teacher workloads, compounded by limited time for communication and professional development. It questions proposed timelines, noting key implementation prerequisites such as workforce planning, timetabling, compliance, counselling, and parent consultation, and calls for changes that are planned, funded, gradual, and realistic.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Six Key Imperatives

Capacity constraints for system change

Unrealisitic timelines and planning requirements

Purposes of Senior Secondary Education

Student interests, ATAR focus, and recommendations

Modes of Assessment

Comparability, WACE depth of study, and workload impact

Course consolidation and opt-out trends

Shift to Learner Profiles

Credentals and student outcome statement concerns

ABN: 75 019 162 710 Response to the Pathways to Post School Success – Review of WA Senior Secondary Pathways Six Key ImperaƟves The six key imperaƟves are supported by the PFWA, but it is extremely important to understand that the stated imperaƟves are very broad and idealisƟc in nature. Whilst they serve as direcƟon and purpose for quality senior school delivery in WA, it must be emphasised that purpose can only be translated into acƟon where there is suﬃcient capacity within in the system, a genuine willingness within the system for change and realisƟc Ɵmelines for planning and implementaƟon. The PFWA is concerned that there is currently limited capacity for considerable change due to several factors: 􀁸 Staﬀ shortages (quanƟty and quality) . The system is losing specialist teachers in most learning areas. These leaders and teachers are essenƟal to facilitaƟng change. 􀁸 Lack of funding to schools and inequiƟes that exist e.g. District High Schools, country schools, low ICSEA schools (VET, limited course availability, lack of suitably qualiﬁed teachers, teacher transiency) . 􀁸 Workloads are already excessive for leaders and teachers. 􀁸 Changes to curriculum require considerable communicaƟon and professional development. There is very limited Ɵme available in schools uƟlising school development days and/or general staﬀ meeƟngs. Providing relief funding to schools for training is only useful if relief teachers are available to schools, which is not the case for many secondary schools. There is also a lack of will in schools for more change. This has been inﬂuenced by excessive workloads and growing expectaƟons of schools by government, community, parents and the DoE and SCSA. The successful implementaƟon of any signiﬁcant new iniƟaƟve is dependent upon leaders and teachers in schools having the genuine will to lead changes. Without addressing the already excessive workloads and expectaƟons on schools and the staﬀ, there is unlikely to be suﬃcient will and potenƟally resistance. The PFWA notes that there appears to be urgency in the language throughout the consultaƟon paper. Terms like “require immediate aƩenƟon” while suggesƟng a three-year Ɵ meline for change are concerning. The Ɵ melines are unrealisƟc and demonstrate a lack of understanding of the pracƟcaliƟes required for changes in curriculum delivery e.g. parent consultaƟon, counselling processes, workforce planning and proﬁle,Ɵ metabling, professional development of staﬀ, SCSA compliances. Whilst the PFWA agrees with the intent of the key imperaƟves there is a strong posiƟon that any changes need to be appropriately planned, funded and gradual while giving great consideraƟon to the lack of capacity within in the system at present, the general willingness of teachers and leaders to implement major change and the need for realisƟc Ɵ melines. Purposes of Senior Secondary EducaƟon The “Purposes of Secondary EducaƟon” raised a number of comments and insights within the PFWA membership: Page 1 of 10 ABN: 75 019 162 710 􀁸 Figure 3 captures the current situaƟon. However, schools have to provide for their students as best they can with the resources available. Lack of funds, lack of suitably qualiﬁed teachers, geographical isolaƟon, socioeconomic issues, etc all impact upon a school’s capacity to cater for“student interests and aspiraƟons”. 􀁸 A stated purpose won’t necessarily result in change. Change is dependent upon planning, resourcing, funding etc. 􀁸 The premise of student interests and aspiraƟons appears to be at odds with an underlying tone throughout the paper for increased numbers of students receiving an ATAR score. This paper appears to promote ways of increasing students with an ATAR score without addressing the elephant in the room – why are universiƟes sƟll driving school curriculum delivery? 􀁸 There are quesƟons concerning RecommendaƟons 1&2 . Why is one purpose not clearer and suﬃcient? Modes of Assessment The highest val

FAQs

Why does the PFWA say the six key imperatives may not translate into action immediately?

The PFWA argues that the imperatives are broad and idealistic, and action requires sufficient system capacity, willingness for change, and realistic planning and implementation timelines. It highlights constraints such as staffing shortages, funding gaps, and limited time for communication and professional development.

What capacity challenges does the PFWA identify for significant system change?

The response cites staff shortages (both quantity and quality), lack of funding and inequities between school contexts, and excessive existing workloads for leaders and teachers. It also notes barriers to relief funding due to insufficient relief teachers in many secondary schools.

Why does the PFWA question the consultation paper’s proposed change timelines?

The PFWA notes urgency language paired with a three-year change timeline, calling the timelines unrealistic. It points to practical requirements such as parent consultation, counselling, workforce planning, timetabling, staff professional development, and SCSA compliances.

Sep 5, 2026

Uploaded by Emma Mercer