diocesan literacy and numeracy strategy · x developing individual learning plans for indigenous...

Catholic Education Office Diocese of Wollongong

Religious Education and Learning Services

Diocesan Literacy and Numeracy Strategy

Success for All

Catholic Education Office Diocese of Wollongong Catholic Church Offices Marian Centre 86/88 Market Street (Locked Mail Bag 8802, Wollongong 2500) WOLLONGONG NSW 2500 Phone: 02 4253 0800 Fax: 02 4253 0971 Website: http://www.dow.catholic.edu.au Email: [email protected] Publication Details: Religious Education and Learning Services May 2010 Copyright Catholic Education Diocese of Wollongong Licensed under NEALS

The Diocesan Literacy and Numeracy Strategy provides an opportunity to articulate the significant priorities and actions for Catholic schools in the Diocese of Wollongong. In the development of the Strategy consideration has been given to the specific actions that will guide the improvement of literacy and numeracy outcomes and provide educational success for all students. To develop children as literate and numerate individuals is part of promotion of the human person and is at the heart of the nature of the Catholic school. The responsibility to deliver on all aspects of the Strategy rests with all involved in Catholic schools including teachers, parents and the Catholic Education Office. In recommending the Strategy to you, I take the opportunity to acknowledge all those who contributed to it, particularly the conversation and reflection at the Diocesan Literacy and Numeracy Forum and the Diocesan Literacy and Numeracy Group.

Peter Turner Director of Schools Diocese of Wollongong

MESSAGE FROM THE DIRECTOR

CURRENT EDUCATIONAL CONTEXT

The Diocesan Literacy and Numeracy Strategy (DLNS) 2010 – 2014 has been developed within a broad educational context at National, State and Local levels. This context incorporates mandatory requirements and support from sources including educational authorities, initiatives, publications and reviews. These authorities include Australian, Curriculum, Assessment and Reporting Authority (ACARA), Board of Studies (BOS), Catholic Education Commission, NSW (CEC), Department of Education and Training, NSW (DET), Catholic Education Office, Wollongong (CEO).

AUSTRALIAN

Melbourne Declaration

Australian Curriculum

MySchool and NAPLAN

National Literacy and Numeracy Reviews

National Education Agreement

National Partnership Agreement

NEW SOUTH WALES

Board of Studies Syllabuses

Board of Studies Registration and Accreditation Requirements

CEC Educational and Resource Policy Directions

NSW DET Curriculum Directorate

NSW DET Educational Measurement and School Accountability Directorate

DIOCESAN

CEO Vision, Mission and Values

CEO Strategic Directions

How Effective is our Catholic School?

How Effective is our Catholic Education Office?

Diocesan Learning and Teaching Framework

PURPOSE

The DLNS has been designed to support teachers, schools and the CEO to achieve quality literacy and numeracy outcomes and educational success for all students. The Strategy represents a comprehensive framework for the implementation of literacy and numeracy policy directions, guidelines and professional learning initiatives. The development of the Strategy has involved significant consultation processes including a Diocesan-wide forum, a representative reference group and a number of focused working parties. It values the work of teachers in supporting literacy and numeracy development and acknowledges previous school-based and Diocesan initiatives. The Strategy provides a sound foundation for informed literacy and numeracy practice, whole school processes and accountability structures.

Literacy Literacy is a socially constructed process that involves the development of skills and knowledge to providing the ability to make meaning and communicate effectively in a variety of contexts. It encompasses the capacity to critically interpret and construct spoken, written, visual and multimodal texts in a broad range of mediums. If students are to learn effectively they must become literate in different areas of the curriculum. This requires using language systems including specialised text and language structures, vocabulary and graphics that are specific to constructing knowledge in a variety of contexts. A literate person will make appropriate oral and written language choices determined by audience and purpose. Such literacy skills demand explicit instruction to avoid any barriers to learning. Schools should ensure that all teachers see literacy teaching as their responsibility and part of their repertoire of essential skills.

Numeracy “Numeracy is the capacity, confidence and disposition to use mathematics to meet the demands of learning, school, home, work, community and civic life. This perspective on numeracy emphasises the key role of applications and utility in learning the discipline of mathematics, and illustrates the way that mathematics contributes to the study of other disciplines.” (ACARA, 2009) Students require appropriate levels of numeracy development in order to access learning and opportunities to connect this learning beyond the educational context. This development enables students to apply mathematical content, knowledge, understandings and strategies in a variety of situations. It is dependent upon teachers knowing their students, understanding the numeracy demands of their subjects and employing a range of appropriate teaching strategies. Students need multiple opportunities to practise this learning. Schools should provide students with access to a range of different contexts across the curriculum, inclusive of learning the mathematical content and developing strategic mathematical processes. To this end all teachers are teachers of numeracy.

THEORETICAL STATEMENTS

The following theoretical statements underpin the beliefs, directions and actions contained in DLNS, Policy and Guidelines. These statements have been informed by current evidence-based educational research and significant consultation processes.

Whole School Approach Whole school approach involves a learning community that engages in dialogue and reflection with a view to developing shared understanding and responsibility for all students’ literacy and numeracy learning. Critical to the successful implementation of a whole school approach is the support of strategic leadership and professional learning. Teachers need to be aware of, and respond to, the specific literacy and numeracy demands of discrete subject areas. They should promote consistent and effective literacy and numeracy practice across key learning areas and stages. This whole school, interdisciplinary effort involves parents and the wider community, in a coordination of learning practices.

Meeting the Diverse Needs of Students Meeting the diverse needs of students, values their knowledge and practices assembled in home and community contexts. It derives from positive social and emotional relationships. This allows for early identification and ongoing assessment and monitoring. The delivery of appropriate classroom practice and intervention strategies is informed by research and supported by relevant resourcing, ongoing teacher professional learning and the wider learning community.

Intervention Intervention is the purposeful and strategic support of identified students to enhance their learning. Intervention strategies are designed to ensure that these students are equipped with the literacy and numeracy knowledge, skills and understandings, which enable them to achieve appropriate learning outcomes and live productively in a globalised society. These strategies need to be driven by the gathering of authentic assessment information and the development of learning and teaching programs informed by research. Intervention programs require regular and sensitive monitoring, sustained by the learning community.

Professional Learning Professional learning refers to the growth of teacher expertise that leads to improved student outcomes. Quality literacy and numeracy professional learning is sustained in learning communities where there is a shared commitment promoted by effective leadership. This leadership values, supports and provides for purposeful learning experiences that affirm and challenge professional dialogue, pedagogy and reflective practice. It focuses on current evidence-based approaches leading to improved literacy and numeracy outcomes for students and teachers.

Assessment Assessment of literacy and numeracy is a process of identifying, gathering and interpreting information about student application of the foundational knowledge, skills and understandings of English and Mathematics. It utilises a range of assessment strategies that are fair, inclusive and appropriate providing the opportunity for meaningful and timely feedback to relevant stakeholders.

STRATEGIC ACTION AREAS

The following Strategic Action Areas define a comprehensive approach to achieve quality literacy and numeracy outcomes and educational success for all students. The graphic represents the Strategic Action Areas as interwoven and interdependent. The responsibility for the actions outlined require the collective engagement of the CEO (C), schools (S) and teachers (T).

Throughout 2010 - 2014:

Whole school planning will reflect consistent beliefs and shared understandings about literacy and numeracy learning which focus on improving outcomes for all students

ensuring school planning and processes in literacy and numeracy are directly linked to School Review and Improvement (SRI) priorities (S)

ensuring school planning includes: identification of needs; implications for classroom practice; appropriate intervention; assessment and monitoring; professional learning; and allocation of resources (S)

establishing literacy and numeracy coordinators or contacts to lead literacy and numeracy learning (S)

providing opportunities for school leaders and teachers to analyse and reflect on student achievement data (C) (S)

setting appropriate literacy and numeracy school targets in response to the analysis of student achievement data (S)

providing access to school and classroom professional learning opportunities that build capacity and expertise in literacy and numeracy (C) (S)

creating opportunities to develop partnerships with parents and caregivers to support literacy and numeracy learning (S) (T)

providing DLNS Guidelines for Whole School Approach to Literacy and Numeracy (C)

1.0 STRATEGIC ACTION AREA: Whole School Planning

Literacy and numeracy achievements will be improved by:


Quality learning and teaching in literacy and numeracy will be based on current evidence-based research utilising integrated effective practices that support the specific needs of students

implementing the Diocesan Literacy and Numeracy Policy (S) (T)

utilising the Diocesan Learning and Teaching Framework (DLTF) to critically reflect on and refine learning and teaching practices in English and Mathematics (primary) and across key learning areas (secondary) (T)

implementing balanced, integrated and explicit approaches to the teaching of literacy and numeracy (T)

providing models of quality programming, classroom and assessment practice that demonstrate effectiveness and sustainability (C)

providing DLNS Guidelines for:

Quality Primary English Practice (C)

Quality Primary Mathematics Practice (C)

Literacy and Numeracy Across the Curriculum (C)

Phonological Knowledge (C)

2.0 STRATEGIC ACTION AREA: Quality Learning and Teaching



Quality assessment and reporting practices will be implemented to inform learning and teaching practices and provide meaningful feedback whilst maintaining the dignity and self esteem of all students

implementing Best Start Kindergarten Assessment diagnostic information to support literacy and numeracy learning and teaching in the early years (C) (S) (T)

participating in National Assessment Program Literacy and Numeracy (NAPLAN) in Years 3, 5, 7 and 9 (C) (S) (T)

implementing a range of Diocesan preferred assessment tools to identify specific needs and inform learning and teaching practice (C) (S) (T)

developing assessment plans that address curriculum demands through a variety of experiences and opportunities (S) (T)

implementing a range of assessment experiences that support the ongoing monitoring of literacy and numeracy learning skills and that are aligned to learning and teaching programs (T)

analysing internal and external student achievement data to inform learning and teaching, whole school planning and professional learning priorities (C) (S) (T)

providing parents and caregivers with information about students’ literacy and numeracy achievements (S) (T)


Quality Assessment and Reporting Practices (C)

Data Analysis and Target Setting (C)

3.0 STRATEGIC ACTION AREA: Quality Assessment and Reporting



Appropriate identification and intervention processes will be implemented to meet the diverse needs of students to reach their full potential and work at levels comparable to their peers

utilising effective Review Committee processes to identify and support the needs of students at risk (S)

implementing Reading Recovery as the Diocesan preferred early literacy intervention (C) (S)

ensuring that the specific learning needs of students at or below National Minimum Standard are met through appropriate literacy and numeracy intervention (S) (T)

developing individual learning plans for Indigenous students who have specific learning needs in relation to literacy and numeracy (S) (T)

ensuring that the ESL needs of LBOTE and New Arrival students are met through appropriate intervention (S) (T)


Reading Recovery (C)

Reading Recovery Ongoing Professional Learning (C)

Designing Intervention Programs and Strategies K-12 (C)

Supporting Indigenous Students (C)

Supporting ESL Students (C)

4.0 STRATEGIC ACTION AREA: Intervention



P r o f e s s i o n a l l e a r n i n g initiatives at both system and school based level will support teachers to effectively deliver quality literacy and numeracy programs for all students

delivering the Leading Literacy and Numeracy Course to build leadership capacity in literacy and numeracy (C)

delivering Focus on Literacy courses that recognise the stages of learning in primary schools (C)

delivering Focus on Numeracy courses that recognise the stages of learning in primary schools (C)

delivering Critical Literacy and Numeracy courses for secondary key learning areas (C)

delivering Reading Recovery Training for training Reading Recovery teachers (C)

delivering Ongoing Reading Recovery Training for trained Reading Recovery teachers (C)

offering Learning Community Projects that support school-based literacy and numeracy initiatives (C)

delivering specific professional learning and support to meet the needs of schools and clusters of schools (C) (S)

5.0 STRATEGIC ACTION AREA: Professional Learning



Resources will be allocated strategically, transparently and equitably to support literacy and numeracy initiatives in schools

reviewing the school allocation for the Australian Government literacy and numeracy funds for staffing and planning days (C)

coordinating program funds to utilise resources effectively to meet the individual needs of students (C) (S)

allocating appropriate resources and support for the specific ESL needs of LBOTE and New Arrival students (C) (S)

developing resource and implementation options that support the continued quality implementation of Reading Recovery (C)

providing intensive support to assist National Partnership Agreement schools (Literacy and Numeracy and Low Socio-Economic Status Communities) in meeting accountabilities (C)

providing support for Learning Community Projects that focus on improving literacy and numeracy outcomes for students (C)

sourcing and purchasing a range of quality literacy and numeracy resources to support schools and teachers in their initiatives (C) (S)


Accessing and Utilising Funding Support (C)

6.0 STRATEGIC ACTION AREA: Resourcing


The DLNS has been developed as a 5 year strategy to provide a comprehensive approach to the improvement of literacy and numeracy outcomes for all students within the six Strategic Action Areas. It is anticipated that there will be a mid-point evaluation of the strategy conducted in 2012 to reflect the directions of the Australian Curriculum currently being developed by ACARA.

The implementation of the Strategy will be characterised by ongoing monitoring processes. These processes will include:

Diocesan Schools Council reports How Effective is our Catholic Education Office? How Effective is our Catholic School? System data analysis Accountability requirements to key stakeholders Professional learning feedback and evaluations

EVALUATION and MONITORING

To ensure that improvement in literacy and numeracy is focused on the collective responsibility of all, the Diocese will engage in a target setting process which acknowledges the contextual nature of each school community. In addition to achievement against system-wide targets, progress against the following success indicators will be monitored.

Success Indicators: Whole school planning will reflect consistent beliefs and shared understandings about literacy and numeracy learning which focus on improving outcomes for all students Quality learning and teaching in literacy and numeracy will be based on current evidence-based research utilising integrated effective practices that support the specific needs of students Quality assessment and reporting practices will be implemented to inform learning and teaching practices and provide meaningful feedback whilst maintaining the dignity and self esteem of all students Appropriate identification and intervention processes will be implemented to meet the diverse needs of students to reach their full potential and work at levels comparable to their peers Professional learning initiatives at both system and school based level will support teachers to effectively deliver quality literacy and numeracy programs for all students Resources will be allocated strategically, transparently and equitably to support literacy and numeracy initiatives in schools

The Curriculum and Pedagogy Team (reporting to the Head of Religious Education and Learning Services and the CEO Leadership Team) will be responsible for monitoring and reporting on implementation. Any adjustments to the DLNS will be communicated to schools as appropriate.

diocesan literacy and numeracy strategy · x developing individual learning plans for indigenous...

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