A-Z Policy Directory

Literacy and Numeracy Policy

Policy

DOCUMENT DETAILS

Document Owner Office of the Director
Approval Date 15 March 2018
Release Date 19 March 2018
Compliance Date 01 February 2019
Review Date 01 December 2020
Updated NA

introduction and context

INTRODUCTION

Education Policy in Catholic Education Diocese of Wollongong (CEDoW) is developed to support the implementation of consistent and comprehensive practices to guide quality Catholic learning and teaching in Diocesan schools.

Education Policy is developed within the context of documents and frameworks. These include:

CONTEXT

Developing and improving students’ literacy and numeracy skills and dispositions is the responsibility of all schools and all teachers. Literacy and numeracy are fundamental to a student’s ability to be successful across all stages of schooling, enabling them to access their learning in all key learning areas. Being literate and numerate significantly impacts on an individual’s ability to engage productively in society, to achieve better social and health outcomes, and to positively contribute to the broader economy.

This Policy has been developed to ensure that schools and teachers meet their compliance requirements with the Catholic Education, Diocese of Wollongong (CEDoW), the New South Wales Education Standards Authority (NESA) and the Australian Education Act 2013.

 


 

1.0   BEST START KINDERGARTEN ASSESSMENT

sCHOOLS MUST:
1.1 provide appropriate structures to ensure the effective implementation of the Best Start Kindergarten Assessment (BSKA) according to the Diocesan Best Start Kindergarten Assessment Procedure
1.2 

provide Best Start Kindergarten Assessment reports for all students to parents/carers according to the Diocesan Best Start Kindergarten Assessment Procedure

       
TEACHERS MUST:
1.3 implement Best Start Kindergarten Assessment according to the Diocesan Best Start Kindergarten Assessment Procedure and record the data for each Kindergarten student in the Diocesan electronic Student Information System (eSIS)
1.4 

utilise the Best Start Gathering and Using Supplementary Information guide for Kindergarten students with disability or special need who are withdrawn from or do not respond to some or all of Best Start Kindergarten Assessment tasks according to the Diocesan Best Start Kindergarten Assessment Procedure

1.5  utilise Best Start Kindergarten Assessment information to support planning of learning and teaching experiences and early intervention
       

2.0   K-6 LITERACY AND NUMERACY

sCHOOLS MUST:
2.1 have in their School Improvement Plan a Strategic Intent Statement relating to improvement in literacy and numeracy that includes:
  2.1.1  the development of learning goals at school and classroom level to drive explicit teaching
  2.1.2 

a sustained focus on early intervention K-2

  2.1.3 

formative assessment to identify achievement gaps and target teaching

  2.1.4 

the identification of students at risk of not achieving minimum standard and/or who have significantly less than expected growth

  2.1.5 

professional learning for teachers to deepen their pedagogical and content knowledge

2.2

nominate a literacy and numeracy leader(s) to lead literacy and numeracy improvement initiatives

2.3 

participate in Commonwealth, State or Diocesan literacy and numeracy improvement initiatives when required

2.4  ensure teachers use the National Literacy Learning Progression and the National Numeracy Learning Progression to establish a starting point for learning and to monitor student progress
2.5 

identify and make available current resources and equipment to support the teaching of literacy and numeracy skills

2.6 

develop a School Literacy and Numeracy Assessment Overview identifying the types of tools and schedule to support teaching and intervention within the context of a Response to Intervention (RTI) approach

2.7  ensure the School Literacy and Numeracy Assessment Overview includes the Progressive Achievement Tests (PAT) and spelling assessment tools
2.8 

participate in Progressive Achievement Tests (PAT) for Reading Comprehension, Grammar and Punctuation, and Mathematics for Years 1-6 according to the Diocesan PAT Schedule 

2.9

participate in the National Assessment Program Literacy and Numeracy (NAPLAN) for students in Years 3 and 5

2.10  provide National Assessment Program Literacy and Numeracy (NAPLAN) reports for students in Years 3 and 5 to parents/carers as directed by the NESA’s timeline
2.11  analyse a range of literacy and numeracy assessment information including NAPLAN, Progressive Achievement Tests (PAT), National Literacy Learning Progression and National Numeracy Learning Progression data to inform the development of improvement strategies
2.12 

use the Response to Intervention (RTI) approach as a consistent reference and model for making decisions to support students requiring literacy and numeracy intervention

2.13 

adhere to the Diocesan Managing Students Pastoral and Educational Concerns (MSPEC) Procedure for students requiring literacy and numeracy intervention

2.14 

ensure that intervention approaches are selected from the Diocesan Literacy and Numeracy Approved Interventions

2.15 

develop and implement a school-based procedure for transfer of information for each student with literacy and numeracy needs at the end of each year and/or after any significant intervention

2.16   have clear role descriptions for School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) who are supporting students with literacy and numeracy needs
2.17

ensure that where School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) are supporting the development and implementation of individual plans it is done under the direction of teachers

2.18 ensure that where volunteers are supporting in the classroom it is done under the direction of teachers
2.19

provide information to parents/carers in plain language about the teaching of literacy and numeracy to ensure they can engage appropriately in their child’s education

       
TEACHERS MUST:
2.20 monitor student achievement against all elements of literacy and numeracy identified in the National Literacy Learning Progression and the National Numeracy Learning Progression
2.21  record student achievement against the National Literacy Learning Progression and the National Numeracy Learning Progression in the Diocesan electronic Student Information System (eSIS) once per term
2.22 ensure that English classroom practice includes:
  2.22.1  the use of the English K-10 syllabus to guide the daily teaching of all aspects of literacy skills informed by assessment information
  2.22.2

the explicit teaching of constrained skills; phonemic awareness, phonics and concepts about print

  2.22.3

modelled, guided and independent teaching of syllabus-based learning intentions and co-constructed success criteria

2.23

ensure Mathematics classroom practice includes:

  2.23.1

the use of the Mathematics K-10 syllabus to guide the daily teaching of all aspects of numeracy skills informed by assessment information

  2.23.2

the explicit teaching of place value and early arithmetic skills; numeral identification, forward number word sequence, backward number word sequence, pattern structure and facile strategies

  2.23.3

modelled, guided and independent teaching of syllabus-based learning intentions and co-constructed success criteria

2.24

assess literacy and numeracy skills according to the School Literacy and Numeracy Assessment Overview

2.25

use student assessment data to analyse and evaluate student understanding, identify interventions and inform teaching practice

2.26 plan and provide opportunities for students to receive whole class, small group and one-to-one instruction
2.27

adhere to the Diocesan Managing Students Pastoral and Educational Concerns (MSPEC) Procedure as part of a Response to Intervention (RTI) approach for identified students with high literacy and/or numeracy needs

2.28

address the specific literacy and numeracy learning requirements identified in the syllabuses within all key learning area (KLA)

       

3.0   7-12 LITERACY AND NUMERACY

sCHOOLS MUST:
3.1  have in their School Improvement Plan a Strategic Intent Statement relating to improvement in literacy and numeracy that includes:
  3.1.1 

the development of learning goals at school and classroom level to drive explicit teaching

  3.1.2 

formative assessment to identify achievement gaps and target teaching and intervention

  3.1.3 

the identification of students at risk of not achieving minimum standard and/or who have significantly less than expected growth

  3.1.4 

professional learning for teachers to deepen their pedagogical and content knowledge

3.2  nominate a literacy leader and literacy team to lead literacy improvement initiatives
3.3  nominate a numeracy leader and numeracy team to lead numeracy improvement initiatives
3.4

participate in Commonwealth, State or Diocesan literacy and numeracy improvement initiatives when required

3.5 

develop a School Literacy and Numeracy Assessment Overview identifying the types of tools and schedule to support teaching and intervention within the context of a Response to Intervention (RTI) approach

3.6 

monitor student achievement in Years 7-10 against all elements of literacy and numeracy identified in the National Literacy Learning Progression and the National Numeracy Learning Progression

3.7  participate in the participate in the National Assessment Program Literacy and Numeracy (NAPLAN) for students in Years 7 and 9
3.8  provide National Assessment Program Literacy and Numeracy (NAPLAN) reports for students in Years 7 and 9 to parents/carers as directed by the NESA’s timeline
3.9 

analyse a range of literacy and numeracy assessment information including NAPLAN, Progressive Achievement Tests (PAT), Higher School Certificate (HSC), National Literacy Learning Progression and National Numeracy Learning Progression data to inform the development of improvement strategies

3.10 

ensure that information relating to student achievement in literacy and numeracy is provided to all teachers

3.11 

develop and implement a school-based approach to intervention for all students at risk including structures, resources and support 

3.12 

ensure that intervention programs are selected from the Diocesan Literacy and Numeracy Approved Interventions

3.13 

identify students in Years 7-9 who are at risk of not achieving HSC minimum standard of literacy and numeracy in reading, writing and/or numeracy for appropriate intervention

3.14 

adhere to the Diocesan Managing Students Pastoral and Educational Concerns (MSPEC) Procedure as part of a Response to Intervention (RTI) approach for identified students with high literacy and/or numeracy needs

3.15  have clear role descriptions for School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) who are supporting students with literacy and numeracy needs
3.16 

ensure that where School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) are supporting the development and implementation of individual plans it is done under the direction of teachers

3.17  ensure all students in Years 10-12 participate in the NESA’s Literacy and Numeracy tests in reading, writing and/or numeracy to demonstrate they have met the HSC minimum standard
3.18 

provide further intervention to students who require additional support to meet the HSC minimum standard according to the Diocesan Managing Students Pastoral and Educational Concerns (MSPEC) Procedure Diocesan Managing Students Pastoral and Educational Concerns (MSPEC) Procedure

3.19   provide opportunities for students who choose to leave school before the Higher School Certificate (HSC) to participate in the NESA’s Literacy and Numeracy tests in reading, writing and/or numeracy in order to receive a test report indicating their skill level
3.20  provide information to parents/carers in plain language about the teaching of literacy and numeracy to support engagement in their child’s education
       
TEACHERS MUST:
3.21 ensure that English and Mathematics classroom practice includes explicit teaching of literacy and numeracy skills
3.22 

address the specific literacy and numeracy learning requirements of all courses (7-10) identified in the syllabuses to support the development of literacy and numeracy skills

3.23 

provide intervention support for students at risk according to the school-based approach

       

4.0   NEW ARRIVAL STUDENTS AND STUDENTS FOR WHOM ENGLISH IS AN ADDITIONAL LANGUAGE OR DIALECT (EAL/D)

sCHOOLS MUST:
4.1  adhere to the Diocesan New Arrival Student Identification Procedure when identifying students as New Arrival
4.2 

provide support to families to ensure students identified as New Arrival students can access, attend and engage in Catholic education where appropriate

4.3  adhere to the Diocesan Managing Students Pastoral and Educational Concerns (MSPEC) Procedure to support students who have been identified as New Arrival students
4.4 

adhere to the Diocesan Managing Students Pastoral and Educational Concerns (MSPEC) Procedure to provide additional support to students for whom English is an Additional Language or Dialect (EAL/D)

4.5  ensure that where an English as an Additional Language or Dialect (EAL/D) specialist teacher is supporting the development and implementation of Individual Plans, it is done in collaboration with the classroom teacher
4.6 have clear role descriptions for School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) who are supporting students who have been identified as New Arrival and/or students for whom English is an Additional Language or Dialect (EAL/D)
4.7 ensure that where School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) are supporting the development and implementation of individual plans it is done under the direction of teachers
       
TEACHERS MUST:
4.8  work collaboratively with the English as an Additional Language or Dialect (EAL/D) specialist teacher (where relevant) to support the ongoing development of English language proficiency of New Arrival students and/or students for whom English is an Additional Language or Dialect (EAL/D)
4.9  develop and implement an Individual Plan within the Diocesan electronic Student Information System (eSIS) for students who have been identified as New Arrival that:
  4.9.1 

utilises literacy assessment information

  4.9.2 

identifies placement on the English as an Additional Language or Dialect (EAL/D) Learning Progression to accurately determine English language proficiency

  4.9.3

uses the pointers of the ESL Scales in all 4 strands to identify the level of support required

4.10 

monitor the progress of students and make appropriate adjustments to Individual Plans as required

4.11 

adhere to the Diocesan Managing Students Pastoral and Educational Concerns (MSPEC) Procedure to provide additional support for students for whom English is as Additional Language or Dialect (EAL/D)

       
ENGLISH AS AN ADDITIONAL LANGUAGE OR DIALECT (EAL/D) SPECIALIST TEACHERS MUST:
4.12  work collaboratively with classroom teachers to support the ongoing development of English language proficiency of New Arrival students and/or students for whom English is an Additional Language or Dialect (EAL/D)
4.13  administer the Language Background Survey (Individual) or the Language Background Survey (Family) to all New Arrival students and/or students for whom English is an Additional Language or Dialect (EAL/D)
4.14  administer the New Arrival Assessment  to all New Arrival students
4.15  ensure a copy of the Language Background Survey and the New Arrival Assessment are maintained in the student’s file
4.16  ensure all survey and assessment information is entered in the Diocesan Whole School Profile of Language Proficiency
4.17  develop and implement an Individual Plan within the Diocesan electronic Student Information System (eSIS) for students who have been identified as New Arrival that:
  4.17.1  utilises literacy assessment information
  4.17.2  identifies placement on the English as an Additional Language or Dialect Learning Progression (EAL/D) to accurately determine English language proficiency
  4.17.3  uses the pointers of the ESL Scales in all 4 strands to identify the level of support required
4.18  monitor the progress of students and make appropriate adjustments to Individual Plans as required
4.19

adhere to the Diocesan Managing Students Pastoral and Educational Concerns (MSPEC) Procedure to provide additional support for students for whom English is an Additional Language or Dialect (EAL/D)

       

Implementation

LITERACY AND NUMERACY POLICY  IMPLEMENTATION PLAN

POLICY RELEASE

  • The Diocesan Literacy and Numeracy Policy will be released to Principals at the Principals’ Business Meetings Term 1 2018.
    • Dates: Primary 19 March 2018, Primary 20 March 2018, Secondary 21 March 2018.
    • Personnel will consist of Principals and key CEDoW staff (including Senior Professional Officer: Education Policy, Members of the CEDoW Leadership Team and the Senior Leaders Group, and representatives from School Improvement Services)
  • These will be followed by a Policy Workshop in Term 2 2018
    • Primary School personnel will include Instructional coaches
    • Secondary School personnel will include Literacy and Numeracy leaders
    • CEDoW Personnel will consist of Senior Professional Officer: Education Policy and staff from School Improvement Services
    • Policy Project Team members will also be invited to attend
    • The Policy Workshop will include a session which ‘unpacks’ the Policy and where school representatives can conduct a self-assessment of their school’s readiness to implement all aspects of the Policy expectations
    • The remainder of the Workshop will be for participants to undertake professional learning in specific aspects of the policy
    • Workshop (K12) will be held:
      • Tuesday 8 May 2018
        Venue: Campbelltown Catholic Club
  • Casual relief funding is available for 2 (two) representatives from each secondary school to attend the Policy Workshop
  • Ongoing Policy Communication will be the responsibility of the school Principal (or delegate) and where appropriate in collaboration with the CEDoW personnel

POLICY IMPLEMENTATION

  • Schools will be expected to be working towards the full implementation of the Literacy and Numeracy Policy and relevant Procedures specified in the Policy during the remainder of 2018
  • Full implementation of all expectations for Schools and Teachers that are outlined in the Literacy and Numeracy Policy will be expected by 1 February 2019
  • Full utilisation of all Procedures specified in the Literacy and Numeracy Policy will be expected by 1 February 2019
  • Any school that determines they will not be able to implement all expectations by the 1 February 2019 must contact the Senior Professional Officer: Education Policy
  • The Policy will be monitored for compliance through the Annual School Compliance Checklist on which Principals sign off each year.
  • Additional Compliance processes may be utilised if there are concerns raised about the quality of literacy and numeracy practices at the School, Diocesan, State or Commonwealth levels. 

POLICY MONITORING 

  • Personnel in CEDoW School Improvement Teams are responsible for providing advice to the Senior Professional Officer: Education Policy of any changes to compliance requirements.  These requirements include those determined by Catholic Education Diocese of Wollongong, New South Wales Education Standards Authority (NESA) or any changes to Australian or State government legislation that impacts on the Expectations of the Policy or Procedures. 
  • It is acknowledged that this Policy will be closely monitored and if necessary adjusted in light of the NSW Literacy and Numeracy Strategy.
  • A formal review process of the Literacy and Numeracy Policy and Procedures will be conducted in December 2020

POLICY PUBLICATION 

  • The Literacy and Numeracy Policy and Procedures will be published on the CEDoW website under Education Policy.  The Senior Professional Officer: Education Policy will be responsible for ensuring the Policy’s currency and accuracy
  • Schools should contact the Senior Professional Officer: Education Policy for any clarifications regarding Policy and Procedures
  • Schools should contact the CEDoW Education Officers in School Improvement Services for support in the implementation of any aspects of the Policy

LEGISLATION

Australian Education Act 2013  (Cth)
https://www.legislation.gov.au/Details/C2018C00012

Education Act 1990  (NSW)
https://www.legislation.nsw.gov.au/#/view/act/1990/8

Disability Discrimination Act 1992  (Cth)
https://www.legislation.gov.au/Details/C2018C00125

Anti-Discrimination Act 1977  (NSW)
https://www.legislation.nsw.gov.au/#/view/act/1977/48

RELATED LINKS

ACARA Australian Curriculum
https://www.australiancurriculum.edu.au/

NESA Registration Systems and Member Non-government Schools (NSW) Manual
https://educationstandards.nsw.edu.au/wps/portal/nesa/regulation/school-registration/registration-system-and-member-non-government-schools-manual

NESA Australian Professional Standards for Teachers
https://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation

Australian Professional Standard for Principals
https://www.aitsl.edu.au/tools-resources/resource/australian-professional-standard-for-principals

NSW Literacy and Numeracy Strategy
https://education.nsw.gov.au/literacy-and-numeracy-strategy

Disability Standards for Education 2005
https://www.comlaw.gov.au/Details/F2005L00767

Diocesan Aboriginal and Torres Strait Islander Education Policy
https://www.dow.catholic.edu.au/about-us/policies/aboriginal-and-torres-strait-islander-education-policy/

Diocesan Assessment and Reporting Policy
https://www.dow.catholic.edu.au/about-us/policies/assessment-and-reporting-policy/

Diocesan School Education Program Policy
https://www.dow.catholic.edu.au/about-us/policies/school-educational-program-policy/

Diocesan Diverse Learning Needs Policy (in development)

Diocesan Early Learning Policy (in development)

Australian Literacy Educators’ Association
https://www.alea.edu.au/

Australian Association of Mathematics Teachers
http://www.aamt.edu.au/

English Teachers Association, NSW
https://www.englishteacher.com.au/

Mathematical Association of NSW
https://www.mansw.nsw.edu.au/

support material

POLICY SELF-ASSESSMENT

The Literacy and Numeracy Policy Self Assessment is provided to support schools in their implementation of all Policy expectations.
Literacy and Numeracy Policy Self Assessment

POLICY RESOURCES

A range of resources to support the implementation of this Policy is available to schools and teachers via the following Google sites

K-6 English
K-6 English support

K-6 Mathematics
K-6 Mathematics support