Whitford Catholic Primary School

Faith in God, Faith in Myself

LITERACY & NUMERACY

 


LITERACY

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

Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society.

Literacy involves students listening to, 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.

Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school.

Becoming literate is not simply about knowledge and skills. Certain behaviours and dispositions assist students to become effective learners who are confident and motivated to use their literacy skills broadly. Many of these behaviours and dispositions are also identified and supported in other general capabilities. They include students managing their own learning to be self-sufficient; working co-operatively with others; being open to ideas, opinions and texts from and about diverse cultures; reflective on their work; and being prepared to question the meanings and assumptions in texts.

Students at Whitford Catholic have dedicated, timetabled Literacy Time of ninety minutes each day. This time is structured enabling teaching and learning to occur at a whole class, small group and individual level ensuring that differing learning needs of students are catered for through a differentiated and personalised program.

Our Literacy strategy is based on the WA Curriculum, the Literacy Strategy of Catholic Education WA, the Catholic Education WA Vision for Learning and 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 

21st Century Learners

21st century learners are exposed to an ever-increasing amount and wide range of quantitative and mathematical information. Numeracy is fundamental to a student’s capacity to be involved in a meaningful way when they enter the wider community.

Numeracy & Mathematics

Numeracy involves students in recognising and understanding the role of Mathematics in the world, and having the dispositions and capacities to apply mathematical knowledge and skills purposefully. At Whitford Catholic Primary, teachers identify numeracy demands across the curriculum, so that students have opportunities to transfer their mathematical knowledge and skills to contexts outside the mathematics classroom. These opportunities help students recognise the interconnected nature of mathematical knowledge, other learning areas and the wider world, and encourage them to use their mathematical skills broadly.

Effective teaching & Learning

At WCPS, our programs are based on the WA Curriculum, the Numeracy Strategy of Catholic Education WA, the Catholic Education WA Vision for Learning, and the Early Years Framework. The strands of Numeracy include:

· Number & Algebra

· Measurement & Geometry

· Statistics & Probability

Students at Whitford Catholic Primary School have dedicated daily numeracy time to develop their proficiencies in understanding, fluency, problem-solving and reasoning. This is structured to enable learning to occur at a whole class, small group, and individual level, to cater to the differing learning needs of all students.

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 professional judgement. Ongoing assessment and monitoring ensure work to student need and ability.

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