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Discuss several evidence-based strategies for developing relevant language, literacy and numeracy skills in your training environment. intro – This essay will go through several based strategies for developing relevant language, literacy, and numeracy in the context of primary school education. Making decisions based on evidence is essential for highly effective teaching. To determine where each student is in their learning, effective teachers use quality evidence. As a result, educators can pinpoint areas for additional instruction and learning and make sure that every student has access to learning opportunities that are engaging enough for them (Masters, 2018, p.3). When teaching using an evidence-based approach, teachers can determine where students are in their learning, choose the best teaching methods and interventions, track student development, and assess the efficacy of instruction (Masters, 2018, p.4). In my training environment the school prides itself on investing in professional learning that has a sound research base that is relevant. This in turn ensures that students receive the best possible teaching. They make learning visible. Students know what they are learning, why they are learning it and what being successful might look like. The starting point for deciding on what is evidenced based at the school comes from two sources. The first is John Hattie’s 2012 book, Visible Learning and the second are documents and literature reviews from The Centre for Educational Statistics and Evaluation (C.E.S.E.). Body 1 The Centre for Education Statistics and Evaluation (CESE) ‘What works best’ updated publication lists the following effective teaching strategies that have been shown to assist school improvement and enhance learning outcomes (Department of Education, 2021, Resources from the Centre for Education Statistics and Evaluation). The areas include but not limited to high expectations, explicit teaching, effective feedback and the use of data to inform practice, assessments and collaboration (Department of Education, 2020, What Works Best). These areas are not limited to activities that take place in classrooms. They provide sound strategies that individual teachers can incorporate into their teaching, but findings show that whole-school approaches are more effective when used (Department of Education, 2020, What Works Best, p.5) or (Centre for Education Statistics and Evaluation, 2020, p.5) https://education.nsw.gov.au/about-us/educational-data/cese/publications/research- reports/what-works-best-2020-update Setting high expectations is a strategy relevant to teachers because it is associated with greater performance and success. Strategies that simultaneously challenge and support students' learning requirements, such as adequate curricular differentiation, are essential for maintaining a culture with high expectations (Department of Education, 2020, What Works Best, p.6) or (Centre for Education Statistics and Evaluation, 2020, p.6). Then, through the use of explicit instructional strategies, teachers make sure that students understand why they are learning a particular concept, how it relates to what they already know, what is expected

of them, how to complete it, and what success looks like (Department of Education, 2020, What Works Best, p.11) or (Centre for Education Statistics and Evaluation, 2020, p.11). Feedback is another strategy that teachers use and is among the most powerful aspects that affect students' academic achievement. The feedback that aims to improve tasks, processes, and students' self is the most relevant (Department of Education, 2020, What Works Best, p16) or (Centre for Education Statistics and Evaluation, 2020, p.16). When teachers effectively analyse student data, they can pinpoint areas where students' learning requirements might need more attention and growth. Data can also help teachers identify which students may be having difficulty focusing on specific subject matter and determine which students benefit more from various teaching strategies in their classroom (Department of Education, 2020, What Works Best, p20) or (Centre for Education Statistics and Evaluation, 2020, p.20). Also, assessments are relevant in the primary school setting. This strategy is used in to determine students' learning levels so that instruction can be differentiated and learning progress can be assessed and observed (Department of Education, 2020, What Works Best, p24) or (Centre for Education Statistics and Evaluation, 2020, p.24) . In addition, sharing successful strategies that are supported by evidence across the teaching profession requires effective collaboration. Teachers must work together professionally with a clear goal of enhancing instructional strategies and student outcomes. To foster an environment and culture that promotes effective teacher collaboration, school leaders are crucial (Department of Education, 2020, What Works Best, p36) or (Centre for Education Statistics and Evaluation, 2020, p.36) . Body 2 In the primary school environment, the NSW Literacy Continuum informs the teaching of speaking and listening. Both speaking and listening play a vital role in all learning that occurs inside school and in students’ lives outside school. Students are taught how to speak to different audiences and for different purposes and to listen with different audiences and for different purposes. Pg 5 the NSW Literacy Continuum informs. Reading is the key element of literacy competence – it involves two basic processes: learning how to decode print; and understanding what the print means. This can be extended upon using the Simple View of Reading. (add ref name) Findings from the relevant evidence-based research indicate that for these processes to be successful, it is vital that both initial and subsequent literacy instruction (in the case of children with reading difficulties) be grounded in the basic building blocks of reading. The five essential elements of reading are: Phonemic Awareness, Synthetic Phonics, Fluency, Vocabulary and Comprehension. Evidence for the effective integration of these essential sub-skills is unequivocal. Teaching Reading, Report and Recommendations, Australian Govt, December 2005; 31-32) Writing comprises of written and visual methods of communication. During the early years of learning, students try out different ways to convey meaning with words and letters. After that, the focus moves to learning the core writing style as they start to look at the characteristics of texts. Pg 34 https://educationstandards.nsw.edu.au/wps/wcm/connect/32837681-1ffc-49b3- 8069-c756611ff054/national-literacy-learning-progression.pdf?MOD=AJPERES&CVID=us U sed BSPS ESSENTIAL AGREEMENT TEACHING WRITING below… Looking at the K-2 and K-10 English Syllabuses (add ref syllabus link) that is evidence-based form the basis of the writing program used in the primary school environment. The strategies of the teaching of writing will reflect the knowledge and skills needed to write accurately and

powerfully. Teachers can do this by providing a variety of real situations that require the use of written language, so that students can develop a range of strategies and skills that will enable them to function in society as literate adults. Writing must, as much as possible, be introduced in meaningful contexts that enable students to focus on questions. Students need to see that writing is useful to them if they are to fully engage in and appreciate the process. Direct quote “Phonological awareness is a critical skill for all students’ literacy development and a predictor of later reading and spelling success” ( https://education.nsw.gov.au/teaching- and-learning/curriculum/literacy-and-numeracy/teaching-and-learning-resources/literacy/ effective-reading-in-the-early-years-of-school/phonological-awareness Phonological awareness refers to oral language and is the understanding of the different ways that language can be broken down into smaller parts. Phonological awareness is the comprehension of the different ways that language can be divided into smaller components and is used to refer to spoken language. https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy- and-numeracy/teaching-and-learning-resources/literacy/effective-reading-in-the-early-years- of-school/phonological-awareness Explicit instruction includes clearly outlining and thoroughly highlighting what students must learn. This can be done in the classroom by using strategies like close surveillance and student interaction as they practise their skills, outlining learning objectives and specific goals in detail, and presenting worked examples to show students how to do something. Ref https://www.edresearch.edu.au/articles/evidence-based-teaching-strategies-how-often-are- australian-teachers-using-them This is where the Get Reading Right synthetic phonics program is evidenced based and used in primary schools across the UK and Australia. The research demonstrates how quickly, effectively, and efficiently a systematic, explicit synthetic phonics approach may be used by teachers in the classroom. The NSW department of education provides support to school leadership teams and teachers in primary education to access evidence based professional learning resources on literacy and numeracy. (ref) https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/ professional-learning Body 3 Numeracy is regarded as the application of mathematics to real-life contexts. It is the responsibility of each teacher to hold high expectations for their students and deliver quality instruction. NSW state schools support the view of the NSW K-10 Mathematics Syllabus Volume 1 (for the Australian curriculum), that mathematics is reasoning and creative activity, employing abstraction and generalisation to identify, describe and apply patterns and relationships. Numeracy involves a thorough assessment, interpretation, application, and delivery of mathematical knowledge in a number of real-world scenarios. It also includes the use of numerical, spatial, visual, analytical, and algebraic skills and ideas in a wide range of settings. These are relevant numeracy skills for teachers when training and teaching. To enable teachers in successfully introducing numeracy in the classroom, a variety of relevant evidenced based resources supported by research is included in the NSW Syllabus for the Australian curriculum and they include numeracy investigations, exploring patterns, teaching strategies, multiplicative strategies and understanding units of measure. Conclusion

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Therefore, strategies based on evidence and its relevance in the primary school setting is important as it ensures teachers are making decisions based on evidence which is essential for highly effective teaching. The strategies mentioned encompass, but are not exclusive to high expectations, explicit teaching, effective feedback, the use of data to inform practice, assessments, and collaboration . Evidence based strategies for developing relevant language, literacy and numeracy in the primary school environment plays a pivotal role in the development of effective teaching. Reference State of New South Wales (Department of Education), 2021 , https://education.nsw.gov.au/teaching-and-learning/learning-from-home/teaching-at-home/ learning-from-home--evidence-based#Resources0 State of New South Wales (Department of Education), 2020, https://education.nsw.gov.au/about-us/educational-data/cese/publications/research-reports/ what-works-best-2020-update

draft Ass 4 WC

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