Keyword: Science of Reading

Professional Development Day with Natalie Wexler inspires change in writing and literacy education

Written by lenoxhill on September 22, 2025. Posted in News.

Natalie Wexler presenting at the CECG and Think Forward Educators Professional Development Day.

On 7 November 2025, Catholic Education Canberra Goulburn (CECG), in partnership with Think Forward Educators, proudly hosted by St Mark MacKillop College Canberra for a professional development day dedicated to strengthening writing instruction and supporting student literacy.

CECG was delighted to welcome back renowned American education writer and literacy expert Natalie Wexler, who was joined by CECG’s Jessica Colleu Terradas CF, Senior Teaching & Learning Officer and Instructional Coach, and Think Forward Educator’s Jacinda Vaughan, Co-Chair.

Natalie delivered two insightful sessions:

The knowledge gap: What it is and how to narrow it
How writing instruction can revolutionise education

Natalie advocated for schools to implement a content-rich curriculum from the early years. By systematically building students’ knowledge across a wide range of topics, schools can help all learners, including those who may not have access to the same background knowledge, develop the vocabulary and understanding necessary to become confident, capable readers and learners.

“Then they’ll be able to draw on that fund of knowledge that they have stored in long-term memory to read and to write about a range of topics,” she said.

Jessica Colleu Terradas CF, CECG’s Senior Teaching & Learning Officer and Instructional Coach with Natalie Wexler

Natalie also delivered a compelling case for transforming writing instruction to boost not only students’ writing skills but also their reading comprehension, analytical abilities, and overall learning. She said schools needed to be building students’ academic knowledge and vocabulary, beginning in the early grades with reading aloud and, through discussion, introducing them to topics, including history and science.

In addition to Natalie’s sessions, participants also benefited from Jessica Colleu Terradas’ expert guidance on supporting older struggling readers and Jacinda Vaughan’s practical strategies for developing reading fluency in the early years.

The sessions were followed by Q&A, where attendees were given the opportunity to ask questions, share their experiences, and seek practical advice directly from the presenters on implementing effective literacy and writing strategies in their own schools.

CECG would like to extend a thank you to everyone who attended and contributed to this professional development day.

If you would like to stay informed on future events like this, follow CECG on LinkedIn.

Learn more about Catalyst’s approach to literacy.

S3|E6: Implementing HITP with St Mary’s War Memorial Primary School

Written by lenoxhill on September 22, 2025.

In this episode St Mary’s War Memorial Primary School’s (West Wyalong) assistant principal, Nickey Harland, and classroom teachers, Bree Taylor and Carlie Iverach chat about High Impact Teaching Practices (HITP).

Nickey will unpack for us:

Insights from HITP implementation and how to keep momentum.
How to embed HITP in daily school life, both inside and outside the classroom.
Coaching and Supporting Others
The implementation of three Direct Instruction programs – Connecting Maths Concepts, Spelling Mastery and Reading Mastery, includinghow this change was communicated with parents

Bree and Carlie individually discuss how they implement HITP throughout their day and what this looks like, providing plenty of actionable examples that can be applied to your classroom. You’ll also hear how this sounds in their classroom, with snippets from their lessons.

Sharing Success at the Australian Catholic Education Conference

Written by lenoxhill on August 28, 2025. Posted in News.

Last week, Catholic Education Canberra Goulburn (CECG) was honoured to share the transformational journey of Catalyst at the Australian Catholic Education Conference (ACEC) in Cairns. With more than 1,200 education leaders from across the country in attendance, the three-day conference explored the theme “Hope, anchored in Faith”, an apt backdrop for reflecting on the impact of evidence-informed teaching across our Archdiocese.

Over the past five years, Catalyst has become a nationally recognised example of how evidence-based practice can transform classrooms. This reputation saw CECG invited to co-present with Catholic Education Tasmania (CET), to more than 200 delegates. The joint presentation, titled ‘A Tale of Two Systems’, showcased how research-informed practices are revolutionising student outcomes across Australia. While each system reflects different contexts, both share the common purpose of investing in teachers as the most important learners, to realise every student’s God-given potential.

The presentation explored the similarities and differences between the Catalyst program and the Insight into Learning program. While both systems share a common mission grounded in Faith, similar governance frameworks, and strong leadership supported by dedicated teams, each brought differences to their rollout of their approach.

Patrick Ellis, CECG Education Lead, outlined the deliberate steps taken in Catalyst’s five-year transformative journey, including crucial foundations:

Building teacher and leadership capacity from the outset
Prioritising leader engagement across all schools
Maintaining a phased, evidence and data-driven program to sustain change – even when everything feels like a priority

With CECG’s large system spanning NSW and ACT, it was vital to approach the implementation with a strong data-focus to provide rich insights into performance and identify measurable gains.

The evidence clearly demonstrates CECG’s progress with 73% of students now competent readers, exceeding the national NAPLAN average of 68%.

*Jennifer White and Patrick Ellis at ACEC*

Jennifer White, CET’s System Lead: Curriculum and Pedagogy, shared the stage with Patrick, and demonstrated CET’s accelerated implementation, leveraging learnings from CECG and enabling a more fluid and agile approach.

Both speakers reinforced the power of whole-system approaches that empower teachers to excel in their calling. This transformation programs have been made possible through consistent change management, anchored in Catholic values and informed by the Science of Learning. By investing in teachers as the most important learners, providing them with research-informed resources and support, and maintaining our Catholic mission at the core, our students are provided with the foundations for lifelong learning.

This recognition at ACEC validates the Catalyst program even further and CECG welcome further opportunities to share our insights and collaborate with colleagues embarking on their own program of change. CECG extend our gratitude to the National Catholic Education Commission for the invitation to present.

Explore the impact of Catalyst

S3|E5: How learning happens with Dr Carl Hendrick

Written by lenoxhill on August 7, 2025.

In this episode, we welcome Dr. Carl Hendrick—educator, researcher, and co-author of How Learning Happens, How Teaching Happens, and Instructional Illusions. Carl shares his insights on the evolving educational landscape in Australia, the science of learning, and the myths that often mislead teachers and schools.

We explore key ideas from his books, including the “Engagement Illusion,” the importance of prior knowledge, and what is ‘learning’. Whether you’re a teacher, school leader, or education enthusiast, this episode will challenge your assumptions and offer practical strategies for improving learning outcomes.

What You’ll Learn

Carl’s thoughts of the Catalyst program and educational innovation in Australia
How to support autonomy in learners
The role of prior knowledge in effective teaching
Why popular practices like “discovery learning” may harm learning outcomes
How strong teacher-student relationships impact learning
The difference between engagement and deep understanding
Where technology and AI fit into modern classrooms
How to foster creativity while maintaining cognitive rigor

Featured Books

How Learning Happens – Carl Hendrick & Paul Kirschner How Learning Happens: Seminal Works in Educational Psychology and What

How Teaching Happens – Carl Hendrick, Paul Kirschner & Jim Heal How Teaching Happens: Seminal Works in Teaching and Teacher Effectiven

Instructional Illusions – by Paul Kirschner (Author), Carl Hendrick (Author), Jim Heal (Author) Instructional Illusions | Hachette Learning

Links & Resources

Carl Hendrick’s Substack:The Learning Dispatch | Carl Hendrick | Substack

Learn more about the Catalyst program: Catalyst – Catholic Education Archdiocese of Canberra & Goulburn

S3|E4: Transforming Teaching Through Catalyst with St Patrick’s Primary School

Written by lenoxhill on June 26, 2025.

In this episode, we sit down with staff from St Patrick’s Primary School Bega, a school that has embraced the Catalyst initiative to transform teaching and learning. From instructional programs to leadership strategies, we explore how this school has aligned its practices to create a knowledge-rich, student-centered environment.

School-Wide Impact

Catalyst Learnings
How Catalyst has influenced school-wide practices.
Implementation of instructional programs: Reading Mastery, Spelling Mastery, InitialLit, and CMC supplemented with units developed in partnership with Ochre.
Emphasis on a knowledge-rich curriculum: Teaching deeper, not broader, while meeting outcomes.
Curriculum beyond DI Programs

School Routines & Behaviour

Creating Consistency
Aligning expectations around routines and behaviour.
Tools and strategies: Behaveability (Ian Luscombe), scripted routines

Teaching Practice

Teachers share their experiences and reflections on Catalyst’s impact.

As a large primary school, Good Shepherd Primary School, Amaroo has worked hard to get everyone on the same page and working as one to improve student learning

Written by lenoxhill on June 23, 2025. Posted in In the classroom.

Amaroo, ACT

767 Students

37 Teachers

Good Shepherd Primary School serves students from diverse and multicultural backgrounds in Canberra. The school has transitioned from an inquiry-based approach to teaching to Catalyst’s focus on Direct Instruction and Explicit Instruction, and staff are seeing strong results from the change.

At Good Shepherd, Catalyst supports equity in learning

Prior to Catalyst, Good Shepherd adopted a student-led approach where children where taught with an inquiry-based model. Current research suggests that students benefit most from this approach when they have existing content knowledge to draw on. For this reason, Catalyst focuses on a ‘knowledge-rich curriculum’ and ensuring every student is explicitly taught the skills they need.

“We can now see that every student is getting the same thing, and one class isn’t missing out on, for example vocabulary or text level writing.” (Classroom teacher)

The Catalyst approach now taken at Good Shepherd is about giving every student the same opportunity to succeed. A strong message from leadership about equity resonates with teachers, who recognise the importance of this – not just at their school – but for every child in the system.

“The biggest conversation I would have with those new teachers is about equity.“ (School leader)

Teachers work in teams to bring this approach to life. Weekly two-hour meetings are the key mechanism for consistency, with all staff in a given year level planning together to ensure they are delivering the same content. Teachers know when and how to adapt the shared plan, when needed, to best support the children in their particular class.

The new Principal identifies the importance of student assessment

While the school has undergone a leadership change in 2024, the new Principal has maintained a strong focus on Catalyst. Data use across schools is unlocking new possibilities for teaching, and Good Shepherd is keen to be at the forefront.

The Principal identifies, “We’re really evolving a new language around assessment at the school”.

The approach to data use and assessment spans both sophisticated adaptive and diagnostic testing, to systematically using miniature whiteboards with students in classrooms. The latter is a Catalyst strategy that gives teachers instant feedback on how well all students are grasping what is being taught. It means teachers get the information they need, without students constantly doing tests.

“The biggest change is using data to inform our teaching practices. We’re collecting data more consistently. And just even the use of whiteboards we collect more data rather than relying only on formal assessments…And trusting that that is actually a good way of informing our teaching practices.”
(Classroom teacher)

Teachers are motivated by the results they are seeing students achieve

Ask any teacher at Good Shepherd about the impact of Catalyst, and they will tell you what they are seeing in their classroom, and how this motivates them to keep getting better and better.

“The results are really what’s driving us, that we can actually see these programs are working… We can see our little people are growing.”
(Classroom teacher)

Good Shepherd NAPLAN results – Year 3 and 5 combined

This improvement, and the way the school supports all students can also be observed in NAPLAN.

Empowering students to take the next step in their learning

In reflecting on the next steps for the school in 2025, there is a strong emphasis on how students can feel that they ‘own’ their assessment data (in an age-appropriate way). This aligns with research about the importance of student agency, motivation and wellbeing, and the types of feedback that best help students learn. In practice, this might look like conversations with students after tasks to help them understand the specific next step for them in their learning.

External Analysis delivered by

To measure the outcomes and impact of the Catalyst program, CECG engaged Deloitte Access Economics (DAE) for an external analysis. Starting in January 2022, DAE evaluated Catalyst’s effectiveness on schools. Their final report includes six case studies from diverse schools in the Archdiocese, highlighting academic achievements for students and advocacy impacts for teachers, along with areas for improvement.

S3|E3: Leading HITP from the classroom with Zoe Cawdron & Lauren Maher

Written by lenoxhill on June 6, 2025.

In this episode, CECG teachers Zoe Cawdron and Lauren Maher unpack the impact of Catalyst on their teaching practice, discussing:

Implementing effective classroom routines, attention signals, and engagement norms
Leading from the classroom through their Sharing Best Practice vocabulary presentation
Using assessment data to tailor instruction, support struggling readers, and extend learning opportunities

This episode offers practical strategies for educators seeking to enhance student engagement and learning outcomes through evidence-informed approaches.

Insights from Tom Bennett – how to create calm and supportive classroom environments to maximise learning

Written by lenoxhill on May 19, 2025. Posted in News.

Last week, 148 educators from across the CECG system, including colleagues from Independent and Directorate schools, gathered for a valuable day of professional learning with international classroom behaviour expert Tom Bennett.

A leading voice in evidence-based teaching, Tom draws on over a decade of classroom experience in London and his ongoing work supporting educators to create calm and effective learning environments. Since founding researchED, he has worked with educators across the world to develop research literacy and practical strategies for improving behaviour in the classroom. In recognition of his contributions to education, Tom was awarded an Order of the British Empire in 2022.

His workshop, Running the Room, focused on the critical role that behaviour, culture and routines play in creating orderly and productive classrooms. His insights reflected much of Catalyst’s Bold Goal ‘High Impact Teaching Practice is visible in every classroom’ and further highlighted that effective classroom management is key to improving academic outcomes, student wellbeing and lifelong success.

“Children thrive when we create clear expectations and teach the behaviours we want to see, just as we teach knowledge and skills.”

Building a positive culture

Tom reminded participants that every classroom is shaped by its culture, or the “how we do things around here.” He emphasised that teachers lead this work by –

Setting strong norms: Establishing and reinforcing the behaviours that are expected and celebrated.

Embedding consistent routines: Practicing key behaviours until they become automatic, helping students focus on learning.

Building positive relationships: Holding high expectations and showing a genuine interest for every student.

Behaviour management

Rather than reacting to misbehaviour, Tom emphasised the importance of explicitly teaching and practicing the behaviours we want to see. From how students enter a classroom to how they transition between activities, these routines provide the structure that supports learning.

He also reinforced the role of consequences as feedback, helping students understand that their actions have meaning and impact. While intrinsic motivation is the goal, extrinsic support is often needed to build the habits that lead to lasting change.

A shared commitment

This professional learning session reinforced to our CECG attendees that behaviour is not a separate agenda but an essential part of effective teaching. By setting clear expectations, embedding consistent routines and nurturing strong relationships, we create the conditions for every student to learn, grow and succeed.

Learn more about High Impact Teaching Practice or explore our Resources

Defining the Journey for 2025 – System Day

Written by lenoxhill on February 3, 2025. Posted in News.

Catholic Archdiocese Canberra and Goulburn Education Limited have kicked off 2025 with System Day, bringing together all staff members online from across the system to reinforce and strengthen the journey with Mission and Learning. With a continuing focus on deepening teacher’s knowledge of how students learn and how best to incorporate that learning into their classroom practice to transform student lives through learning.

With over 2,000 Principals, teachers and support staff dialing in online from their school, in groups and individually, with the opportunity to engage, learn and reflect. Guided by leadership and educational experts, recognition was given to the evidence and impact of Catalyst to date, with a focus on practical strategies and techniques that educators can adopt to enhance student learning.

Guided by Pope Francis’s theme for the Year of Jubilee: Pilgrims of Hope, Archbishop Christopher Prowse and Interim Executive Director Pam Betts reinforced the Mission and direction of Catholic Archdiocese Canberra and Goulburn Education Limited for 2025, with emphasis on the role of faith, leadership, and hope in shaping the future of learning.

“As Catholic educators, we are preparing our students not just for academic success but for lives of purpose, integrity, and faith.

Through Catalyst, we are equipping our schools with the tools and strategies needed to foster this hope-filled future, ensuring that every student has the opportunity to thrive.”

Pam Betts, Interim Executive Director

Their addresses underscored the importance of collaboration and a shared purpose across the Archdiocese, inspiring educators to continue making a meaningful impact in their schools and communities.

Event Highlights

Guided by esteemed MC Genevieve Jacobs AM, and featuring thought-provoking keynotes from Natalie Wexler and Professor Daniel Willingham, System Day 2025 was an opportunity to begin the year inspired and empowered to continue to improve student learning across the Archdiocese.

Closing the Knowledge Gap with Natalie Wexler

Education writer and author Natalie Wexler delivered an engaging session to deliver content-rich learning to improve literacy outcomes.

With insights grounded in the Science of Reading, Wexler explained that improving literacy requires a change in how we approach comprehension and writing. She challenged traditional reading comprehension methods, advocating for a shift from isolated skill drills to deep, knowledge-building instruction. With a clear path forward, she highlighted the promising results from our schools with implementing the Catalyst approach, demonstrating the impact of High Impact Teaching Practice (HITP) on improved student learning.

Developing Independent Learners with Professor Daniel Willingham

Cognitive scientist, Professor Daniel Willingham, explored how educators can empower students to take ownership of their learning. He outlined research-backed strategies for building independent study habits, including effective note-taking, managing distractions, and committing key concepts to memory.

Willingham emphasised the need for Explicit Instruction in these skills, ensuring that students, as they grow older, become independent learners who can avoid distraction, commit content to memory, take notes, judge when they have studied enough, avoid procrastination, and more. He shared tools to create students responsible for their own development, to ensure long-term academic success.

The Future of Learning is Bright

Teachers and staff closed the day affirmed with the journey to date through Catalyst and motivated to continue the momentum forward to refine their practice to positively impact student learning. The panel of speakers also reinforced the critical role of Catalyst’s evidence-based approach, highlighting its value not just for our system, but as a model for others to learn from both nationally and internationally.

Teachers undertook a HITP Survey to reflect and evaluate their learning through Catalyst. With over 1500 responses it was clear that teachers value the system strategy, resources, support and professional learning.

88.6% HITP part of my everyday practice
92.4% believe HITP is worth effort and focus
79.3% believe HITP has increased student engagement and learning
75.2% HITP has improved my teaching and I wouldn’t go back
83.3% would continue using HITP even if it wasn’t a formal requirement

System Day has laid the groundwork for 2025 to continue to foster Faith in Learning through a united system that is stronger together.

Learn more about the Catalyst Approach

Explore our Resources

Learn more about our System

CECG celebrated for ‘Making a Difference’ in ACT classrooms

Written by lenoxhill on December 5, 2024. Posted in News.

CECG schools across the ACT have been praised for notable improvement in the latest NAPLAN results released this week on the My School website.

The Australian Curriculum Assessment and Reporting Authority (ACARA) has identified the Top 20 Schools Making a Difference in each state and territory, comparing year on year data for 2023/24. Of the 20 top schools in ACT identified, 13 Catholic Education Canberra-Goulbourn (CECG) schools were recognised, a milestone widely acknowledged by media sources this week and celebrated as a clear endorsement of the power of High Impact Teaching Practice and explicit teaching.

Following its launch over four years ago, Catalyst has transformed how teaching and learning is approached in CECG schools. By implementing High Impact Teaching Practice, grounded in Science of Learning and the Science of Reading, schools have seen positive growth and improvement in literacy and numeracy outcomes.

CECG Director Ross Fox emphasised the program’s ongoing potential in an interview for RioTact –

“We’re excited by these results, but we know there’s more we can achieve. The advancements in early years learning are encouraging, and we’re confident they’ll lead to sustained higher achievements over time.”

Following the success of CECG schools, Good to Great Schools Founder and Co-Chair, Noel Pearson called for all schools to adopt explicit instruction in their classrooms. In an interview for The Australian, he acknowledges all challenges schools face but emphasised,