• Publications 2012 Annual Report
  • Action Area 2 – Learning and Teaching


    • Enable every young person to be a successful, engaged and purposeful learner.

    • Plan and provide safe, contemporary and effective learning environments.

    • Attract, develop and retain the very best teachers and staff.

    Read more about the Learning and Teaching Strategic Direction. 

    The Catholic Education Office Melbourne (CEOM) continued its focus on the development of policy, strategy and initiatives in areas of contemporary learning, curriculum, and assessment and reporting that are directed at improving the learning outcomes of students in Catholic schools as defined by Learning Centred Schools – A Sacred Landscape.

    Learning and Teaching

    In 2012 the CEOM also continued to offer support to schools in the key learning areas of Literacy, Mathematics, Science and Languages Other Than English (LOTE), and in the broader areas of Contemporary Learning , Assessment, Curriculum Leadership, Reporting and Extension Education.

    Learning Innovation Tool & Learning Centred Schools Reflection Tool

    The Learning Innovation Tool and Learning Centred Schools Reflection Tool were launched in October 2012 via the publication Improving Learning and Teaching through Collaborative Professional Inquiry: Resource for Schools.

    Leadership for Contemporary Learning

    In 2012 the Leadership for Contemporary Learning in Catholic Schools Project, involved 44 primary schools across the Archdiocese, and key system staff from the CEOM. The 14-member Contemporary Learning Advisory Committee – comprised of primary and secondary school leaders from across the Archdiocese – continued to provide advice to the Executive Director on the effectiveness of current CEOM programs and future contemporary learning initiatives.

    Secondary Curriculum Leaders Program

    The Secondary Curriculum Leaders Program focused on managing the transition to the Australian Curriculum, and inductions and e-network support for curriculum and professional learning coordinators.

    Languages other than English (LOTE)

    Professional learning and other initiatives in LOTE included LOTE networks, teacher professional learning programs focused on curriculum design and transforming pedagogy, new or continuing sponsored study support, and a student film festival.


    Professional learning and other initiatives in the field of Science included action research, residential courses, networks, modelling/coaching, digital tools, grants and curriculum packages, and school-based Science Resource Officers.


    Personal Story 


    Kathy Green
    Religious Education Coordinator
    and Learning & Teaching Leader
    St Francis Xavier School, Montmorency

    The teachers at St Francis Xavier School strive for a whole-school approach with their teaching. Long gone are the days when particular subjects are taught as separate units of work. They are structured in such way that there is a learning connection across the curriculum.

    The school adopts an inclusive approach, with the aim of making education a rich learning experience for all the children. We help the students to find a connection with their lives, which will take them beyond their primary and secondary years and create lifelong learners. We would describe it as a ‘big picture’ school experience, based on our Catholic faith and identity.

    The children are expressive, articulate and proud of what they are achieving and, just as importantly, are happy to talk about it. The students are very aware of their strengths and the challenges they face, like students at any school.

    The children do wonderful things in a range of subjects from the arts, literacy and maths. This was evidenced several years ago when a group of Year 5 and 6 students, who perhaps hadn’t had much success, made a film about a bored student at school. The boy entered a cupboard and travelled through a portal into many other worlds, including the age of the dinosaurs.

    The project was awarded second prize in a national short film competition. The boys confidently talked to adults at several seminars and teacher network meetings about the project and their success. Their sense of pride and achievement when they talked to the different groups was fantastic.

    Science Stimulus Grants

    Program  Primary Schools Secondary Schools
    Science Nucleus Schools 2 2
    Science Partnership Grants 7 5
    Grants for Professional Knowledge in Science 3
    TOTALS  10  10 

    Learning and Teaching Professional Learning Activities

    Primary Programs Number of Participants
    Primary Connections Science 22
    Contemporary Approaches to Primary Science 65
    Zone-based LOTE Networks 120
    Leadership for Contemporary Learning in Catholic Schools Project 206
    Secondary Programs  
    Secondary Science Coordinators Network 16
    Secondary Curriculum Leaders Program 191
    TOTAL 610 
    P–12 Programs Primary Participants Secondary Participants
    eLearning, Science and AusVELS 5 3
    Science Teaching and Learning Project (STaL) 21 14
    eLearning for LOTE 13 10
    Contemporary Approaches to Teaching Languages 16 7
    Australian Curriculum - Looking After Land and Languages 17 2
    TOTALS  72  36 

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    Effective Tools for Assessing P–2 Reading Development

    In 2012, 28 Catholic primary schools from across Victoria participated in the Effective Tools for Assessing P–2 Reading Development research. The research was a response to previous consultation with principals, Literacy Leaders and teachers, and raised two questions:

    1. What tools can be used to measure comprehension in the early years?
    2. Is the current set of tools the most effective for measuring early reading skills?

    The Assessment Research Centre (ARC), the University of Melbourne, designed and undertook research to address these issues. It included the analysis of the trial schools’ data, as well as data from existing P–2 longitudinal and cross sectional data sets. An example of the findings are the Prep–Year 2 contributing skills outlined in Figure 1 below. The research report, Project 3: Effective Tools for Assessing P–2 Reading Development is available online via the CEVN website under Curriculum & Student Support / Literacy.

    Figure 1: Prep–Year 2 contributing skills

       Source: Report to Principals: P–2 Literacy Assessment, Catholic Education Office Melbourne. 

    In 2012, 17 Literacy Leaders were awarded a Specialist Certificate, 21 a Postgraduate Certificate in Literacy Leadership and 7 a Masters in Literacy Education.

    Literacy Professional Learning Activities

    Professional Learning for Literacy Leaders Accredited Study Individual School / Leader Support
    P–6 Literacy Leadership Regional Clusters   287
    Experienced Literacy Leaders 20  
    New Literacy Leaders   20
    Secondary Literacy Network   40
    Mentoring   2
    TOTALS  20  349 

    * The Professional Learning programs can also include different components. 


    LiteRacy Professional Learning based on identified school needs Individualised Structured Support
    P–8 Learning Literacies 10
    EAL Secondary Network 11
    Reading Recovery 255
    Collaborative Literacy Learning Communities (CLLC) 18
    Reading to Learn 60
    Literacy Assessment Project (LAP)  
    Literacy Assessment Project - Year 1 21
    Literacy Assessment Project - Year 2 16
    Literacy Assessment Project - Year 3 15
    Ongoing Literacy Assessment Project 70
    Strategic Support Project  
    School Improvement Literacy (SIL) - Primary 5
    Secondary Literacy Improvement Project (SLIP) 6
    National Partnerships - Literacy & Numeracy 12
    P–2 Effective Literacy Assessment Project 29
    TOTAL  528 

    Literacy Sponsored Study

    Program Tertiary Partner Primary Schools Secondary Schools
    LanguagesHAT Modern Language Teachers Association of Victoria (MLTAV) 2 7
    Professional Certificate in Education (Content Language Integrated Learning) University of Melbourne 2 9
    Master of Education (Studies of Asia) Flinders University of South Australia 5 21
    TOTALS    9  37 

    Other Literacy Initiatives and Responsibilities 

    • Mentoring Program
    • P–6 Literacy Leaders Clusters
    • Secondary Literacy Network
    • Experienced Literacy Leaders Program
    • New Literacy Leaders Program
    • P–8 Learning Literacies
    • Reading to Learn (Years 5–8 focus)
    • Reading Recovery (Year 1 focus)
    • Collaborative Literacy Learning Communities
    • School Improvement Literacy
    • Secondary Literacy Improvement Project
    • English as an Additional Language Network
    • P–2 Data Reports: Record of Oral Language and Running Records
    • Literacy and Numeracy National Partnership: Literacy coaching strategy.

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    Strategies for Understanding Mathematics (SUM) & Successful Mathematics Education (SME)

    In 2012 the successful SINE program was enhanced and renamed as two programs: Strategies for Understanding Mathematics (SUM) and Successful Mathematics Education (SME). SUM provides opportunities for both classroom teachers and mathematics leaders to fully explore a key area of the Mathematics curriculum from Prep to Year 6. The SME program comprises three programs targeted at three levels of the curriculum: F–2, 3–4 and 5–8 and is designed to assist classroom teachers to identify the key contemporary mathematical ideas for specific stages of schooling.

    Mathematics Learning that Counts

    The Mathematics Learning that Counts strategy was implemented through:

    • 656 professional learning days
    • 86 offsite professional learning days
    • 566 onsite professional learning days
    • Numeracy Intervention Tutors supporting Numeracy Intervention teachers onsite through regular visits
    • An education officer supporting Purposeful Teaching of Mathematics (PToM) and Secondary Maths Professional Learning Teams (PLTS) onsite
    • Myclasses online communities
    • Phone and email advice and support
    • Targeted implementation grants
    • Strategic partnerships with universities and professional associations within Victoria and nationally, including the Australian Catholic University, Monash University, the University of Melbourne, the Australian Association of Mathematics Teachers and Dr Robert Wright (Southern Cross University, NSW).

    Numeracy Intervention Program

    The Numeracy Intervention Program engaged 32 schools in the training and development of a Numeracy Intervention Teacher.

    Contemporary Teaching and Learning of Mathematics (CTLM) program

    In 2012 the fourth intake of Strategic Support Schools began their second year of the Contemporary Teaching and Learning of Mathematics (CTLM) program. The fifth intake of strategic support schools were also supported in 2012 with a reduced number of offsite professional learning days and significantly increased onsite support. The eight School Advisers: Mathematics (SAMs) and five Numeracy Coaches continued to support each of the Strategic Support schools.

    Postgraduate Certificate Mathematics Leadership

    In 2012, 25 school mathematics leaders successfully completed the Postgraduate Certificate Mathematics Leadership, as part of a partnership between the CEOM and Monash University. The program focused on building understanding of the key principles of educational leadership and provided opportunities to examine the processes for supporting teacher professionalism, professional learning and theories of learning. The program aimed to build an appreciation of the role of evidence in evaluating and supporting teaching and learning, including approaches to assessment and reporting.

    Mathematics Professional Learning Activities

    In 2012 schools were supported through the following professional learning activities:

    • Purposeful Teaching and Learning of Mathematics (PToM) Years 7–10 program
    • Mathematics Leadership P–10 program
    • Mathematics Intervention Specialist Project
    • Mathematics Regional Leadership Clusters
    • Numeracy National Partnerships
    • Sponsored Study
    • Highly Accomplished Teachers of Mathematics project.

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