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Literacy and numeracy improvement

Working to make schools even better

A 2011 report outlined plans to make further improvements to Northern Territory schools to help students. Professor Geoff Masters of the Australian Council for Education Research has been working with Territory schools and the Department of Education and Training (DET) since last year to look at how to make further improvements to literacy and numeracy. The report outlines key recommendations for literacy and numeracy improvement, which DET has accepted and identified as priority areas for action.

English as an additional language learning policy

Framework for students learning English as an additional language

The Framework for Learning English as an Additional Language policy, guidelines, and frequently asked questions guide the delivery of effective teaching and learning programs for English as Additional Language (EAL) learners.

It is important to note that the policy applies to all schools providing services to EAL learners (Indigenous and non-Indigenous).

The policy has been informed by a review of the policy relating to the teaching of English literacy and numeracy during the first four hours of the school day, by research undertaken by the Menzies School of Health Research on literature concerning language acquisition of Indigenous students with home languages other than English (pdf 2.6 mb), and also feedback received during the consultation phase of the draft version of the policy. 

Key policy messages will be translated into selected home languages and progressively made available to support parent and community understanding of the policy.

Priority areas for literacy and numeracy improvement

The Literacy and Numeracy Improvement Policy (pdf 28 kb) identifies five priorities that provide the focus for whole of school approaches using student demographic and achievement data to inform and drive improvement:

  1. School Literacy and Numeracy Plans
  2. Student Monitoring and Assessment
  3. The Early Years
  4. Quality Teaching
  5. School Leadership and Improvement

The literacy and numeracy strategy Prioritising Literacy and Numeracy 2010-2012 (pdf 407 kb) identifies the importance of using data as the basis for literacy and numeracy improvement practices, and the implementation of strategies aimed at continuous improvement. The evidence-based, whole-school approach described in the poster below acknowledges that teacher effectiveness is strongly influenced by principals and school leaders.

Evidence-based whole-school approach diagram

  Literacy and numeracy strategy process poster (pdf 102 kb)


 

 

The T-9 Net

The continua within the T-9 Net are used as a regular feature of classroom practice for the ongoing monitoring of literacy and numeracy progress of students Transition to Year 9. The continua describe what every child should be able to do in reading, writing, oral language and numeracy. They allow teachers and parents to know whether their children are on track to be literate and numerate. Students in Years 7, 8 and 9 are expected to be able to meet and go beyond the literacy and numeracy expectations described for Year 6 as essential for further learning and employment. This is in addition to NAPLAN testing in years 3, 5, 7 and 9.

Regional staff will work with schools to develop their familiarity with the T-9 Net and support its implementation in all schools during 2012. The Using the T-9 Net powerpoint is the key resource for this process.

The supplementary powerpoint Multilingual Learners and the T-9 Net provides additional guidance for use of the T-9.

T-9 Net support materials

Literacy and numeracy support materials

A partnership with families and carers

The strategy promotes literacy and numeracy teaching and learning partnerships between parents and families. Principals, especially those in remote areas, will work with their communities to support families and children in the years prior to formal schooling.  The Families as First Teachers initiative is designed to complement the new strategy in this way.