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.
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.
Kathy GreenReligious Education Coordinator and Learning & Teaching LeaderSt Francis Xavier School, MontmorencyThe 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
Learning and Teaching Professional Learning Activities
Return to top
Return to top
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:
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
* The Professional Learning programs can also include different components.
Literacy Sponsored Study
Other Literacy Initiatives and Responsibilities
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:
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:
Login to CEVN