Teachers’ beliefs about their students influence how they teach and interact with them. High expectations are linked with higher performance for all students. The reverse can also be true. Students may achieve less than their full potential if expectations of their ability are low.

The NSW syllabuses (K–10 and Years 11–12) set the expectation for student learning at a point in time. They are the focus for planning, programming, teaching, learning and assessment.

The National Literacy Learning Progression describes common literacy learning pathways. The learning progression allows teachers to more accurately locate a student’s current literacy knowledge, understanding and skills to support planning for teaching and learning.

To ensure high expectations for all students when learning to read in secondary years, the Improving reading comprehension Years 3 to 8: A guide to support conversations about evidence-based practice in reading has been developed.

High potential and gifted students require significant adjustments to ensure they are meeting their learning needs. The Differentiation adjustment tool and the CESE publication Revisiting gifted education can be used to support planning for differentiated instruction in order to extend and enrich reading experiences in all key learning areas.

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