L3 / TENs
Artefact 1
Artefact 2
Annotation
​
The artefacts show an example of differentiation in an Early Stage One classroom and the artefacts used are the L3 Record for Reading and the Targeting Early Numeracy. What: Learning Language and Literacy (L3) is an evidence based literacy approach for Kindergarten to Year Two. Why: It encompasses the skills needed for beginning readers and writers. It is a differentiated, data driven approach, catering for every student at their specific level. What: Targeting Early Numeracy (TEN) is an evidence based numeracy approach also for Kindergarten to Year Two and it focuses on the early arithmetic strategies students use.The different strategies are emergent, perceptual, figurative, counting on and backwards, and facile. Why: It is a differentiated and data driven approach, in which teachers group students according to what strategies they use when adding and subtracting. How: Teachers are extensively trained in both L3 (2 years training) and TENS (12 month training). This training focuses on skills needed, as a teacher, to successfully differentiate learning in the classroom. When: L3 and TEN are both programs which promote differentiated learning and are used from Kindergarten to Year 2.
The Significant Impact
This learning style is in line with our school plan of Quality Teaching. L3 and TEN promote quality teaching in an enriching environment. Positive and respectful relationships across the school community underpin a productive learning environment, and support students’ development of strong identities as learners, through programs such as L3 and TEN. There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’ understandings of effective teaching strategies in these areas.
Analysis
​
In our self-assessment process the leadership team analysed a range of evidence to support our judgement.
​
SEF Connections
Learning Element
Learning Culture - Excelling
There is school-wide, collective responsibility for student learning and success, with high levels of student, staff and community engagement.
​
Curriculum and Learning - Sustaining and Growing
The school actively collects and uses information; such as data collected from L3 and TEN to support students’ successful transitions from year to year.
Teaching Element
Effective Classroom Practice - Sustaining and Growing
Teachers regularly use student performance data, which is collected every 5 weeks for L3 and 10 weeks for TEN, to evaluate the effectiveness of their own teaching practices.
​
Data Skills and Use - Sustaining and Growing
Assessment instruments, which are specified in the training teachers receive for L3 and TEN are used regularly to help monitor student learning progress and to identify skill gaps for improvement.
​
Learning and Development - Sustaining and Growing
There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’ understandings of effective teaching strategies in these areas. New teachers to K-2 are regularly trained in L3 and TEN.
​
Please check the link below re: School Excellence Framework