The Literacy and Numeracy Framework for Catholic Schools K-12 developed by the Catholic Schools Office sets broad parameters and identifies key goals on which schools base their own planning to achieve literacy and numeracy improvements for all students. The Framework is organised around five key goals which are inclusive of all students and teachers in systemic schools. These goals are:
- To enable all students to achieve their full potential in literacy and numeracy from Kindergarten to Year 12
- To strengthen principal leadership that prioritises literacy and numeracy improvements and teacher professional learning
- To set whole school literacy and numeracy goals and strategies within School Strategic and Annual Plans
- To strengthen teacher capacity to deliver quality literacy and numeracy practices
- To develop parents as integral partners in their child's literacy and numeracy learning.
Students are encouraged to create and interact with diverse text forms and engage critically and effectively with one another and in the global community.
Schools are involved in National Literacy and Numeracy Week which represents a collaborative approach by the Australian Government and school communities to highlight the importance of literacy and numeracy skills for all children and young people, with a specific focus on school-aged children. The NSW Literacy and Numeracy websites has some information, pamphlets and videos for parents, as well as activities and information for schools.
Schools within the Catholic Diocese of Maitland-Newcastle have participated in the Best Start Kindergarten Assessment made available from the Department of Education and Communities. The Best Start Kindergarten Assessment helps teachers identify the literacy and numeracy knowledge and skills that each child brings to school as they enter Kindergarten. The information gathered enables teachers to plan appropriate programs to cater for individual needs.
Count Me In Too (CMIT) is an innovative numeracy project initiated by the Department of Education and Communities and adopted by schools in the Diocese of Maitland-Newcastle. It is designed to assist teachers to broaden their knowledge of how children learn mathematics by focusing on the strategies students use to solve arithmetic tasks. It aims to increase teachers' understanding of how children develop increasingly sophisticated ways of solving arithmetical problems. The research-based learning framework used in the project provides direction for teaching and learning.