Literacy and Numeracy
NSW Curriculum
Armidale Catholic Schools work together as a system to ensure literate and numerate students for a hope-filled future.
Successful teaching of literacy and numeracy occurs when there is a consistent, comprehensive whole school approach, clearly identified in the school’s Annual Improvement Plan (AIP).Â
Armidale Catholic Schools recognise the significance of strong foundational literacy and numeracy pedagogy and have invested system-wide resources to enhance the English and Mathematics outcomes for our students. The next best instructional steps for our students are informed by teacher and leader use of our Data Ecosystem. These data sets inform the appropriate learning sprints and allow for the evidence of impact to be celebrated.
English
The Uninterrupted Literacy Block is a dedicated period where literacy instruction is given undivided attention, ensuring that students receive consistent and focused teaching.
By implementing system-wide non-negotiables, all our teachers promote the Balanced Reader by focusing on decoding, fluency, phrasing, and comprehension. Our schools ensure high-quality literature in our K-6 classrooms, emphasising a combination of decodable and leveled texts.
Our primary schools implement the InitiaLit program, an evidence-based Tier 1 literacy program for Kindergarten to Year 2 students.
This program equips students with essential knowledge and strong foundations for becoming successful readers and writers. To monitor progress, our schools use the Data Ecosystem to employ explicit literacy programs such as MiniLit and MacqLit as Tier 2 interventions for students who need additional support to reach their reading goals.
Our Primary Schools employ the Big Write / VCOP methodology as an instructional approach to enhance students’ writing skills through a structured and engaging process. It focuses on four key components: Vocabulary, Connectives, Openers, and Punctuation (VCOP). The Big Write involves daily, explicit writing sessions as part of the uninterrupted literacy block where students plan, draft, edit and uplevel their work.
Writing is celebrated through ongoing opportunities for students to practice writing in context, focusing on opportunities for descriptive feedback, peer and self assessment, and the development of individual writing goals.
Secondary literacy coaches are developing the skills required for students to craft texts for specific audiences in a variety of curriculum contexts. The approaches are formed with consideration to the writing demands of Stage 6 courses and backwards mapped to ensure the correct orientation of skill development in Stage 4 and 5 in each faculty.
Mathematics
The MaST Project is dedicated to enhancing the mathematical knowledge, curriculum understanding, and pedagogical practices of our teachers, ultimately improving student learning outcomes. By adopting a system-wide approach that incorporates high-impact instruction and the Gradual Release and Acceptance of Responsibility model, we aim to create meaningful and effective learning experiences in mathematics.
MaST Teachers and Collaborative Support
Each school is equipped with a Mathematics Specialist Teacher (MaST) who collaborates with the Leader of Pedagogy (LoP), Armidale Catholic Schools Subject Matter Experts (SMEs) and the school leadership team to support classroom teachers. The MaST focuses on:
- Promoting a data-informed strong team culture that improves pedagogy and enhances learning outcomes for all students.
- Using evidence-based reflection tools and coaching strategies to enhance teaching practices.
- Building teacher capacity to effectively implement the Great Mathematics Learning Sequence in the uninterrupted Mathematics block.
- Modelling lessons (co-plan, co-teach, co-assess and co-reflect)
- Conducting regular Learning Walks & Talks with the school leadership team, teachers and parents.
- Leading Professional Learning Team meetings (PLTs) and disseminating contemporary research and strategies.
- Disseminating mathematics units of work to ensure deep understanding of syllabus content and targeted outcomes.
- Analysing data to inform instruction and drive targeted learning.
- Integrating formative and summative assessment data to develop targeted learning sprints to enhance student achievement.
The Great Mathematics Learning Sequence
Our Great Mathematics Learning Sequence promotes effective mathematics learning and teaching through the gradual release and acceptance of responsibility, ensuring that students progressively acquire the skills and strategies necessary for success. Emphasis is placed on the logical progression of concepts rather than isolated lessons.
Professional Learning
MaSTs and LoPs attend weekly online PLTs, where they engage in ongoing professional learning with the SMEs. This knowledge is then shared with staff through PLTs, staff meetings, and parent workshops, ensuring that all stakeholders are informed and equipped with the latest research and pedagogical practices.
Consistency Across Schools
We ensure consistency in teaching through:
- Common Scope and Sequences: These are designed to build on prior learning and support continuous student progression.
- Common Units of Work and Assessments: Quality K-6 units of work provide a unified approach to mathematics instruction, following Jerome Bruner’s model of Concrete, Pictorial, and Abstract learning.
- Bullet-proof Definitions: All programs include precise definitions of mathematical terms, sourced from the NESA Glossary, to promote a common language across schools.
- Misconceptions: All programs identify possible student misconceptions. This enables teachers to identify gaps in students' knowledge and address misunderstandings effectively.
Differentiation within the teaching program
Activities in the units are differentiated using elements of Bloom’s Taxonomy to ensure that all students can access the content at a level that best suits their need at the time. Assessment directly informs the teacher which content and tasks are most suitable for success for each student.
Collaborative Teaching and Data-Informed Learning
Through co-teaching and modelling, teachers receive ongoing support to maintain high-quality instruction. Data from both internal and external assessments is systematically analysed through the Data Ecosystem to inform learning and teaching and track student progress, ensuring that learning is responsive and targeted.
