Literacy and numeracy
Literacy Framework for Students with English as an Additional Language (EAL)
(31 August 2011) The draft policy (pdf 27 kb) and guidelines, procedures and frequently asked questions (pdf 40 kb) on the delivery of effective education programs for English as Additional Language learners is now available for all schools and their communities to provide feedback until 31 October 2011. The draft policy is informed by a review of the policy relating to teaching of English literacy and numeracy during the first four hours of the school day and by new 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). This work also builds on the findings of the Master's report into improving literacy and numeracy outcomes. It is important to note that this policy applies to all schools providing services to EAL learners (Indigenous and non-Indigenous).
Professor Geoff Masters, Australian Council for Educational Research Report
Professor Geoff Masters, Australian Council for Educational Research Report April 2011
Improving Educational Outcomes in the Northern Territory preliminary advice to the Northern Territory Department of Education and Training, with a particular focus on the ongoing improvement of students’ literacy and numeracy achievements. Professor Masters has been working with Territory schools and the Department of Education and Training since last year to look at how to make further improvements to literacy and numeracy. The priority areas identified in the report by ACER included improving school literacy and numeracy plans, and better monitoring and assessment of student performance. It also outlines how to better support principals and teachers in their professional development. The report outlines 15 key recommendations both at the school and the departmental level that have been accepted and are being implemented.
Literacy and numeracy
Literacy and numeracy are the cornerstones of all learning. It is crucial for students to develop literacy skills and for educators to focus on achieving real, sustained improvements in the literacy skills of all Territory learners. Equally all Territory students need to develop basic numeracy skills early in their school lives. As educators, we need to focus on improving our students numeracy skills to better prepare them for their futures.
Prioritising literacy and numeracy: a new strategy for the Territory
Prioritising literacy and numeracy: a new strategy for the Territory
A new literacy and numeracy strategy has been launched by the Department of Education.
Prioritising literacy and numeracy: a strategy to improve literacy and numeracy outcomes 2010-2012, will help all Territory students improve their reading, writing, oral language and numeracy skills and ensure children leave school with the literacy and numeracy skills they need for life. The strategy has at its core four ‘continua’ - sets of year by year expectations of student achievement against which schools and teachers can assess student progress and outcomes, and provide additional support where necessary.
Evidence Based Literacy and Numeracy Practices Framework
Evidence Based Literacy and Numeracy Practices Framework
The Framework defines the critical features of effective literacy and numeracy teaching programs. These critical features were drawn from a literature review of recent, relevant large scale studies or meta-analyses on effective literacy and numeracy teaching. It details important aspects of program design, data and assessment practices, curriculum content, pedagogical practices and professional learning that should be addressed in an effective program. The EBPF is in alignment with the DET Strategic Plan and Prioritising Literacy and Numeracy: Strategy to improve literacy and numeracy outcomes 2010-2012 and works to support the goals of both these documents. It is designed to support the work of DET at the 3 levels of; system, region and school. The Framework will be used by policy writers, educators in systems and regions and school leaders to: identify literacy and numeracy programs that align with the critical features, evaluate whole school literacy and numeracy programs and approaches, and inform site based professional learning of educators.