Education

Literacy and Numeracy
Direction
Our Learners First Strategy is the foundational source
of direction for improvement in literacy and numeracy
performance, which continues to be one of the
department’s highest priorities.
In particular, the ‘School Education: Great Schools… Great
Communities’ section of the plan details the priorities for
improving the literacy and numeracy performance of
all Tasmanians. In 2012–13, the department has further
implemented comprehensive reforms to address
these priorities, with a strong emphasis on literacy and
numeracy achievement in the early years, schools, further
education and training, and in adult learning.
Tasmanian Government schools are currently
implementing the Australian Curriculum from Prep to
Year 10. In 2013, all students in these year levels are
being assessed against the Australian Curriculum in English,
Mathematics, Science and History. Assessment in all other
learning areas remains under the Tasmanian Curriculum
Framework. Australian Curriculum: Geography is planned
for implementation in 2014. All other areas will be
progressively implemented from 2015 onwards.
Literacy and Numeracy are General Capabilities under
the Australian Curriculum and are expected to be taught
across all curriculum areas. However, English and
Mathematics remain key areas of study for teaching and
learning in literacy and numeracy. The knowledge, skills,
understandings and capacities that children develop are
central to learning and necessary for success in all areas of
the curriculum.
The early years are a critical time for all learning and
laying down the foundations for success in literacy and
numeracy. Belonging, Being and Becoming: The Early Years
Learning Framework for Australia guides teachers working
with children from birth to five years and is used in
Tasmania to support all early years programs including
Launching into Learning programs, child and family centres
and Kindergartens. The framework and supporting
resources highlight many important practices to support
children in becoming effective and confident learners,
communicators and thinkers: noting the importance
of adult interaction and conversation with children.
A play-based approach to learning is advocated as best
practice for young children to build literacy and numeracy
capability and make sense of their world through
interactions with people, objects and representations.
The Raising the Bar (RTB) initiative supports Tasmania’s
literacy and numeracy improvement strategy and aims
to increase the number of children finishing primary
school with functional literacy and numeracy skills.
Full implementation of RTB was achieved with the
extension of the program into selected secondary
schools from 2011–12.
The implementation of the Tasmanian Literacy and
Numeracy Framework 2012–2015 explicitly sets out the
priorities, intentions, and approaches to teaching and
learning as well as progress measures, reflecting a statewide
approach to improving learning outcomes for all students.
Schools have an explicit literacy and numeracy strategy as
part of their school improvement plan so that every child’s
literacy and numeracy learning needs can be supported.
Major Initiatives
The department’s direction and literacy and numeracy goals are supported by a range of targeted initiatives.
The progress and influence of these initiatives are generally reflected in literacy and numeracy performance over time –
see ‘Performance’ (next section).
Early Years
In the early years, literacy and numeracy experiences in
the Launching into Learning (LiL) initiative are guided by
Belonging, Being and Becoming – The Early Years Learning
Framework for Australia (EYLF). Literacy and numeracy
capabilities are important aspects of EYLF outcome
number five: ‘Children are effective Communicators’.
The importance of early literacy and numeracy
experiences were highlighted by the inclusion of the early
years in ‘Snapshots of the Practices and Strategies in
Action’ section in the department’s publication Supporting
Literacy and Numeracy Success – A teacher’s resource for
Early Years to Year 12.
The involvement of parents in the early years is critical
for children to be effective communicators and positive
partnerships between schools and parents help to build a
strong foundation for future learning.
The latest results from the longitudinal analysis of LiL
demonstrate the continued effectiveness in boosting
educational outcomes for participating students, and
particularly those from lower socioeconomic backgrounds.
30 Pre-Compulsory and Compulsory Education » Literacy and Numeracy