Catholic Education Canberra Goulburn is thrilled to announce the launch of a brand-new Knowledge Pack exploring the fundamentals of our 8 Big Ideas of Learning.

Our 8 Big Ideas are guided by the Science of Learning, and insights from global experts in education, including the work of ED Hirsch Jr, Barack Rosenshine, Dylan Wiliam and Emeritus Professor, John Sweller. These ideas distil the research into readily accessible principles for adoption by teachers across our system:

1. School is where we learn biologically secondary information
2. Learning is a change in long-term memory
3. Teaching is a profession that should be informed by evidence
4. Knowledge matters, it’s what we think with
5. The most effective way to teach knowledge is explicitly
6. High quality whole class instruction will help all students to learn
7. Reading is essential for students to acquire knowledge
8. Curriculum should be ambitious, coherent, sequential and cumulative

Our two previous Knowledge Packs are the most frequently downloaded resources on our website, receiving overwhelmingly positive feedback from teachers. Knowledge Pack 3.0 encompasses a carefully curated collection of over 60 articles, podcasts and webinars exploring each of these Big Ideas.

Since 2020, the Catalyst program has embedded evidence-based, High Impact Teaching Practice (HITP) across the 56 schools in our Archdiocese, supported by three pillars – Curriculum (What to teach), Pedagogy (How to teach) and Assessment (How we know). The release of this pack reinforces our commitment to empower teachers by translating research into practice.

Director, Ross Fox, commented, “I am delighted to endorse our third Knowledge Pack as a key resource for any system adopting Science of Learning. As we witness positive shifts in student learning and teaching practice, we are validated in our investment in our teachers by providing them with quality resources, professional learning and support.

By sharing the knowledge gathered from our own journey, alongside pedagogical best practice from global educational leaders, we hope to pave the way for schools nationwide to readily adopt the principles in their own system and have similar positive impact.”

Download Knowledge Pack 3.0

Catholic Education Canberra Goulburn (CECG) is delighted to support Catholic Education Tasmania (CET) in the second annual Teaching Matters National Science of Learning Summit, in Hobart. The three-day Summit, which has drawn over 400 educators from around the country, provides a platform to engage with global experts in the best practice teaching methodologies founded in the Science of Learning. We welcomed the opportunity to share our experiences and Catalyst journey.

Ross Fox addresses delegates at the Welcome Reception on Sunday, 24 March

“The Summit offers participants the opportunity to learn from, and network with, some inspirational thought leaders. It was fascinating to witness the enthusiasm throughout the day as like-minded educators obtained actionable insights to elevate their teaching practice,” said CECG Director, Ross Fox.

In his keynote presentation, Ross Fox discussed the philosophy of the Catalyst program, sharing our bold goals for high impact teaching and competent reading, and the expert research and evidence underpinning the approach. He shared the professional learning journey undertaken by CECG over the past three years to embed best practice teaching methodology across curriculum (what we teach), pedagogy (how we teach) and assessment (how we know).

Ross Fox presents his Opening Address on Day One of the Summit

Of particular interest to delegates was how readily the system-led changes were adopted by schools, with four in five teachers expressing wholehearted support and appreciation for the program. Ross Fox showcased the successful outcomes in performance testing, illustrating improvements in student performance across the board, identified through system-wide assessment protocols including DIBELS, Phonics Screening checks, NAPLAN and ATAR which generated national media attention. Listen to Ross Fox’s presentation here.

Dr Gerard Gaskin delivered an equally enlightening address, sharing the significant progress achieved by the Insight program and noting how rapidly CET schools have come on board, attributed in part to Catalyst’s resounding proof of concept.

Day One ended with a lively Science of Learning (SoL) panel discussion, chaired by Dr Jenny Donovan, CEO, Australian Education Research Organisation. Panellists Glenn Fahey, Jordana Hunter, Dr Lorraine Hammond, Ross Fox and Dr Gerard Gaskin articulated the importance of teacher education and support at a system and university level. The conversation encompassed the value of high integrity curriculum to reduce variation and enable the teacher to focus on the student and their pedagogy.

Ross Fox participates as a panellist discussing the Science of Learning

The momentum continued into the second day of the Teaching Matters Summit, with keynote presentations from global experts in the Science of Learning and the Science of Reading.

To begin the day Jan Hasbrouck PHD, leading researcher, educational consultant and author spoke on the importance of comprehension when assessing fluency.

Toni Hatten-Roberts, Mastery Schools Australia and COGLearn, and Brendan Lee, Education Consultant and Host of Knowledge for Teachers Podcast spoke to the importance of rote learning and utilising the Instructional Hierarchy: Stages of Learning in the context of mathematics.

The afternoon commenced with a conversation surrounding links between Science of Learning and Wellbeing by Rebecca Birch, English Teacher and Director of Research and Practice, Queenwood. The final keynote was from Jennifer Buckingham who spoke to the landscape and quality of Initial Teacher Training.

To round out a knowledge rich second day, Glenn Fahey, Program Director at The Centre for Independent Studies, led the second panel discussion on the Science of Learning. This panel included Rebecca Birch, Lyn Stone, Dr. Nathaniel Swain, Brendan Lee, Dr Jan Hasbrouck and Michael Roberts. The discussion commenced with a vibrant exchange on the challenges of implementing the Science of Learning, with Lyn Stone highlighting the importance of finding a supportive school environment conducive to growth. Subsequently, the panel explored the primary considerations essential for understanding the Science of Learning within a classroom context, elucidating the advantageous aspects observable in such environments.

Learn about findings and recommendations from the Grattan Institute’s latest report, ‘The Reading Guarantee: How to give every child the best chance of success’. Read more and download the report from the Grattan Institute.

The report provides educators and policymakers data and insights to substantiate a national shift towards a ‘structured literacy’ approach and provides clear recommendations on next steps to achieving reading equity nationally.

This landmark the report highlights Catalyst as a system example of successful change and implementation, with evidence-based teaching practice at its core. Learn more about the Catalyst literacy approach, and high impact teaching approach.

In the lead up to the Sharing Best Practice conference in Canberra, Catholic Education Canberra Goulburn welcomed colleagues from South Australian schools Elizabeth Vale Primary School and Port Lincoln High School, NSW schools Our Lady of Rosary Primary School, Fairfield and Windsor South Public School, and Senior Education Improvement Leaders, Inner Gippsland Victoria to visit schools across the Archdiocese to observe teaching practice implemented through Catalyst.

Visitors at St. Monica’s Primary School, Evatt

Director Ross Fox said it was terrific to see the Science of Learning teaching approach gaining momentum across the nation.

“We are delighted to show other schools and systems our teaching approach in action,”

“By sharing our experiences in rolling out a program like this across 56 schools, we hope we can support others to do the same.”

Brendan Lee, an experienced school teacher who has developed a passion for the Science of Learning and host of the podcast Knowledge for Teachers, said he could see the impact of the teaching practice

“Your classes and corridors are so calm. I can actually see the students are learning”.

The Sharing Best Practice conference at Merici College in Canberra brought together educators from across the nation to network with the experts in evidence-based teaching practice. Keynote presenters, Professor Anne Castles and Dr Bartek Rajkowski were joined by leading researchers, practitioners and educators, to share key learnings and insightful recommendations in the practical application of evidence-based teaching.

Sharing Best Practice Conference Canberra Presenters

In a day filled with knowledge sharing, attendees were able to select from a number of specialised breakout sessions to fully immerse themselves in the practicalities of the pedagogy.

Catholic Education Canberra Goulburn were consistently featured across the day through Catalyst, in several sessions including

• The Power of Words and How to Make them Stick with Zoe Cawdron, teacher at St Vincent’s Primary School, Aranda and Lauren Maher, teacher at Mother Teresa Primary School, Harrison.
• Transforming Writing: Strategies for Success in K-3 with Lauren MacDonald, Literacy Coordinator at St Francis of Assisi Calwell
• Pacing, Gestures, Whiteboards and Encouragement Chants… A Practical Guide to Student Engagement with Monique George and Lauren Jameson, teachers at St Thomas the Apostle, Kambah

The event was rounded off with a presentation from the Catalyst team, showcasing the Catalyst Program as CECG’s approach to improving student outcomes.

One participant from the day said “thank you everyone involved. It was the best PL I’ve done in 17 years of teaching”.

Learn more about Sharing Best Practice and their upcoming events.

Principals and teachers throughout Catholic Education Canberra Goulburn are delighted in the 2023 NAPLAN results achieved, which are testament to high impact teaching practice implemented through

the Catalyst program, which was launched in October 2020.

Notably, Year 3 and 5 students at CECG schools as a whole outperformed the national averages in both Reading and Numeracy. These results show the Systems progress towards achieving one of the Catalyst approach’s bold goals of “every student a competent reader”.

Catholic Education Archdiocese of Canberra & Goulburn Director, Ross Fox, attributes the results to high quality classroom instruction. “If we get that right, 90 to 95 per cent of students should reliably progress. And for those students who may still need further help and support, the program places high priority on early intervention.”

Mr Fox said that the results were being quantified to provide an evidence base on the new approach, supporting research already undertaken by the Snow Foundation, early in 2023, which showed improvement in performance against expectations in reading.

Sts Peter and Paul Primary, Garran, has seen a significant improvement in their NAPLAN results, credited to the implementation of a Science of Learning based teaching approach. This year’s NAPLAN results have shown the efficacy of the explicit method, Principal Cameron Johns told the Canberra Times.

“The results are very pleasing and it’s certainly an indication of the great work that the system has put into schools,”

“I do think it’s evidence that it’s working,” he said.

Meanwhile, at St Vincent’s Primary School in Aranda, NAPLAN results across reading, writing, spelling, grammar and numeracy were higher than the ACT, NSW and national averages. In Year 3, 41 percent of students excelled in reading and 52 percent were rated as strong readers.

Acting principal Monique Egan reads with year 3/5 students, Mila, Liz, Ryan and Bjanuka at St Vincent’s Primary School in Canberra. Picture: Martin Ollman. Image credit:
The Australian

In an interview with The Australian, Acting Principal, Monique Egan, said “We believe our strong performance is a result of the change in pedagogy we have undergone in recent years. We set very high expectations and we revisit the same idea over and over again and do multiple checks for understanding with students’ understanding every lesson.”

In addition, the explicit teaching methods have not just delivered higher academic standards, but also has led to happier and more engaged students, “and when you have more focused kids, you get more learning done.”

Ms Egan has a Masters in Cognitive Science and is delighted to see the ‘brain science’ underpinning the Catalyst framework delivering impact in the classroom.

St John Vianney’s Primary School in Waramanga was featured in an ABC news article celebrating the strong NAPLAN scores for Canberra Catholic Schools. Assistant Principal, Nina De Rosa, expressed her excitement at the “great difference” the Catalyst teaching approach has made, saying,

“I think our results still shine because our children are happy to learn and they’re achieving at their level”

Featured news articles

NAPLAN 2023 results proves science of reading, explicit teaching works, St Peter and Paul Primary School principal Cameron Johns says, The Canberra Times
Read online (subscription required)

$662bn debacle: one in three kids fails NAPLAN literacy, numeracy, The Australia
Read online (subscription required)

Canberra’s Catholic schools celebrate strong NAPLAN scores as ACT students perform better than national average, ABC News
Read online

Catholic schools show way as new ‘explicit teaching’ approach reaps NAPLAN rewards, Riotact
Read online

Sts Peter and Paul Primary, Garran, has seen a significant improvement in their NAPLAN results, credited to the implementation of a Science of Learning based teaching approach. This year’s NAPLAN results have shown the efficacy of the explicit method, Principal Cameron Johns said.

“The results are very pleasing and it’s certainly an indication of the great work that the system has put into schools,”

“I do think it’s evidence that it’s working,” he said.

Read the Canberra Times article: Download a PDF copy | Read online (subscription required)

Catholic Education Canberra Goulburn’s approach to teaching and learning has continued to draw national interest from across the Nation, with colleagues from Catholic Education Diocese of Cairns visiting some of our schools to see it in action.

Viewing teacher practice at Holy Family Primary School, Gowrie

Viewing teacher practice at St Gregory’s Primary School, Queanbeyan

The Catalyst team were delighted to host four system leaders from the Cairns Diocese as they sought to learn more about how High Impact Teaching Practice has been implemented across our schools.

Our colleagues from Cairns visited 4 schools observing HITP in action and speaking to teachers and school leaders about the positive impact at both school and classroom levels, as well as the improvement in student outcomes.

They also spent time with CECG Director Ross Fox and the Catalyst team to gain insights into the implementation approach from a system level.

Viewing teacher practice at St Vincent’s Primary School, Aranda

Meeting the team at Holy Family Primary School, Gowrie

Catholic Schools in Canberra have made marked improvement in the reading performance of its students according to the Equity Economics report, prepared for the ACT Alliance for Evidence-Based Education.

The analysis found Catholic schools lifted the performance of Year 3 students in NAPLAN reading over the past four years after adopting Catalyst in 2020.

Ross Fox, director at Catholic Education Archdiocese of Canberra and Goulburn, welcomed the report as an endorsement of the sector’s efforts to lift literacy outcomes.

“It’s great that the dedicated efforts of our teachers to improve learning for students is recognised in this way.

“We need more time to measure long-term outcomes, but we are seeing significant improvements in schools and classrooms and positive feedback from parents that we are on the right track and making good progress,” he said.

The Equity Economics report has urged others to adopt many of the changes made at Catholic schools under the Catalyst program.

‘Raising the grade: How schools in the ACT can lift literacy outcomes for students and the economy’ report cover page

Read the report here.

Good Shepherd Primary School, Amaroo was delighted to host Senator Sarah Henderson, Shadow Federal Education Minister on her visit to understand how evidence-based teaching practice translates to the classroom.

Senator Henderson toured the school with the Principal David Austin, Education Lead Patrick Ellis, other leaders, teachers and Year 6 students to view the impact that the system project of Catalyst has had on teaching practice and student learning.

Senator Henderson observing teacher practice

Teachers across Kindergarten, Year 1, 4 and 5 demonstrated explicit teaching practice they had learnt through High Impact Teaching Practice professional learning. Senator Henderson also talked to students who shared their experiences with the changes in teaching practice and how it has impacted their learning.

The whole school was delighted to have the Senator visit and for her to see firsthand the positive impact Catalyst is having on teaching practice and student learning. Senator Henderson shared that Catholic Education Canberra-Goulburn is leading the nation in the evidence-based approach to teaching and she is very supportive of our continued effort and focus in this area.

Thank you to Principal David Austin and his staff for hosting the Senator on the very first day of school for the term.

Senator Henderson meeting students

Senator Henderson with Patrick Ellis, Education Lead, David Austin, Good Shepherd Primary School Principal and Jane Kilmartin, Consultant to CECG Director