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Literacy & Numeracy

LITERACY

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Literacy involves students in listening, reading, viewing, speaking, writing and creating oral, print, visual and digital texts and using and modifying language for different purposes in a range of contexts.

 

Padbury Catholic Primary School recognises literacy as an essential skill for students in becoming successful learners and as a foundation for success in all learning areas.

 

Our Literacy teaching and learning programs involve activities at a whole class, small group and individual level ensuring that differing learning needs of students are catered for.

Our Literacy strategy is based on the WA Curriculum, the Literacy Strategy of Catholic Education of WA as well as incorporating the The Early Years Learning Framework.

 

Initial assessments are conducted to inform the starting point for instruction. These may take the form of one to one assessments, standardised tests, in class tasks as well as NAPLAN data. Ongoing assessment and monitoring of student growth in achievement occurs to ensure that students are making gains and reaching their potential.

NUMERACY

 

At Padbury Catholic Primary School our aim is to ensure all children from Pre-Kindergarten to Year Six reach their potential in numeracy. Our programs are based on the WA Curriculum, the Numeracy Strategy of the Catholic Education Office of WA and the Early Years Learning Framework.

 

Our Numeracy blocks are structured to allow the teacher to work at a whole class, small group and individual level, enabling the teacher to meet the needs of the differing levels of student achievement within each class. Explicit teaching is integral to this curriculum area.

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During this time we aim to:

  • Engage students in rich and meaningful mathematics involving concrete materials and hands on learning experiences

  • Make maths real-life and linked to student experiences

  • Allow students to take risks and make errors

  • Develop maths-specific language

  • Develop a multitude of problem solving skills

 

Data is collected to determine the starting point for instruction. This can involve one on one assessments as well as NAPLAN data, standardised tests, class tasks, informal assessments and teacher judgement.

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