Literacy

Catholic Education NT believes literacy is a basic human right and essential for all students.

Defining Literacy

Literacy includes reading, writing, speaking, viewing, and listening effectively in various contexts.
In the 21st century, literacy also involves using and creating traditional texts and using new communication technologies.

Literacy and the Catholic Worldview

In Catholic schools, literate learners think critically, create meaning, and respond to the world through a Catholic faith perspective.

Foundational Beliefs

Every student has the right to be literate.
All students can achieve high standards with the right time, support, and opportunity.
High expectations and early, ongoing intervention are crucial.
All teachers can teach to high standards with the right assistance.
Teachers should be able to explain their teaching methods and reasons.

Effective Literacy System Approach

Leadership: School leaders will develop and monitor literacy plans, support teachers, and allocate resources for effective literacy teaching, assessment and learning.
Assessment, Monitoring, and Feedback: Continuous assessment and clear, evidence-informed feedback are vital for tracking student progress and informing teaching.
Literacy within and across the Curriculum: Literacy supports deep learning in all subjects. Teachers use evidence and data informed practices to collaborate when creating authentic learning experiences and address literacy demands in all areas.
Identification and Intervention: Early identification of at-risk learners and flexible, responsive intervention strategies are essential.
Professional Learning: A professional learning plan will align with school improvement and student needs. Teachers will engage in evidence-informed professional learning and share best practices.
School and Classroom Organisation: Effective use of resources, flexible grouping, and differentiated programs support quality teaching, assessment and learning.
Home, School, and Community Partnerships: Schools value and engage parents, caregivers, and community members in promoting literacy development.

Overall, these measures ensure children develop their potential and fully participate in society.

References (hyperlinked to):

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2024). Australian Curriculum, version 9.0. https://v9.australiancurriculum.edu.au/
CENT Frameworks
Hunter, J., Stobart, A., & Haywood, A. (2024). The Reading Guarantee: How to give every child the best chance of success. https://grattan.edu.au/report/reading-guarantee/
Sharratt, L. (2018). Clarity: What matters most in learning, teaching, and leading. Corwin Press
United Nations. General Assembly, & Canada. Human Rights Directorate. (1991). Convention on the Rights of the Child. Human Rights Directorate.
NCEC Cognitive foundations: Using a theoretical framework for evidence-based reading instruction and assessment 2024