Corrimal East Public School

Explicit teaching

Corrimal East Public School implemented explicit teaching through engaging an additional executive to lead evidence-based data discussions followed by differentiated learning sprints.

School context



School type Primary
School subtype K - 6
Current student enrolment 241 - 420 students
FOEI range 51 - 100
Aboriginal background enrolment 0 - 10%
EAL/D enrolment 11 - 20%
IEC No
Support class(es) Yes
School demographic information

Corrimal East Public School implemented explicit teaching through engaging an additional executive to lead evidence-based data discussions followed by differentiated learning sprints.

Initiative purpose

A continuous cycle of planning for differentiated teaching through on-going formative assessment with a focus on creating texts, understanding texts - comprehension and quantifying numbers.

Students are plotted on the learning progressions (literacy and numeracy) twice per term.

Teachers work shoulder to shoulder in classrooms and collaborate with the instructional leader to co-plan, co-teach and co-evaluate.

Corrimal East Public School implemented explicit teaching through engaging an additional executive to lead evidence-based data discussions followed by differentiated learning sprints.

Implementation timeframe and activities

The whole year initiative involves:

  • five-weekly data discussions and learning sprints
  • the use of the literacy and numeracy progressions in our three agreed focus areas: creating texts (crafting ideas – whole school writing focus), quantifying numbers (Building Numeracy Leaders) and understanding texts – comprehension (Focus on Reading)
  • the use of the Spiral of Inquiry and Learning Sprints methodology promoted the leadership of collaborative, evidence-informed inquiry in ways that keep learners’ progress at the centre. Using these methodologies allowed teacher action research to maintain a constant emphasis on what was occurring for learners from an evidence perspective.

Corrimal East Public School implemented explicit teaching through engaging an additional executive to lead evidence-based data discussions followed by differentiated learning sprints.

Resources and funding sources

  • 0.4 FTE Assistant Principal (AP) to Deputy Principal Higher Duties = $13,243 (Socio-economic background - flexible)
  • 1.0 FTE x $112,118 to release AP from class = 0.6 FTE $67,271 (Low level adjustment for disability - staffing) and 0.4 FTE $44,847 (Socio-economic background - flexible)
  • Data capture days casual relief 40 x $534 = $21,360 ($15,000 - Professional learning) and ($6,360 - Literacy and numeracy).

Total cost: $146,721 approximately per year

Funding sources used
Socio-economic background
Low level adjustment for disability
Literacy and numeracy initiative
Professional learning

Corrimal East Public School implemented explicit teaching through engaging an additional executive to lead evidence-based data discussions followed by differentiated learning sprints.

Evidence of impact


  • K to 3 value-add data well above state average
  • Year 3 Writing, Grammar and Punctuation and Numeracy NAPLAN were all above state and statistically similar school groups (SSSG)
  • Year 3 and 5 NAPLAN Reading above both state and SSSG
  • Year 5 demonstrated a major lift in Writing from a raw score 456 in 2018 to 491 in 2019
  • Year 5 NAPLAN Numeracy above SSSG
  • teacher capacity was developed through evidence-based professional learning in a variety of forms, for example, Focus on Reading (FoR) and research by John Hattie and Dylan Wiliam.

Corrimal East Public School implemented explicit teaching through engaging an additional executive to lead evidence-based data discussions followed by differentiated learning sprints.

Next steps

In 2020 (S1), Corrimal East PS had two executive interventionists, one working with K-2 and the other 3-6. They provided demonstration lessons, team teaching and lesson observations. In 2021, as a part of the School Improvement Plan (SIP), this was reduced to one executive interventionist who works in every classroom to give support as the ‘bump it up’ coordinator.

Our focus has shifted from improving teacher capacity to directly having an impact on student learning needs. Students are identified through internal and external data and classroom teacher recommendations. In semester 1, the focus was on writing and numeracy which will shift to reading and numeracy in semester 2. Students have been identified as reaching stage outcomes but with further intervention we aim to move them in to the top two bands and achieving above stage outcomes.

Through targeted intervention, professional learning and support from an Instructional Leader or executive interventionist we aim to bump up more students into the top two bands driving improved growth targets from Years 3 to 5.

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