The following terms are used in this resource. Some are commonly understood terms and others have a specific meaning in the context of schooling or family/school partnerships. [Definitions listed alphabetically]
comprehension – Capacity to analyse the meaning of sentences and texts. Comprehension is regarded as a series of interactions between the text and the reader.
curriculum – Provides schools, teachers, parents, students, and the community with a clear understanding of what students should learn, regardless of where they live or what school system they are in
early learner– The learner in an early learning centre, preschool or school setting below the age of 8
everyday activities – Family-led games or activities that happen at home (and elsewhere) that also lay the foundations of literacy and numeracy
EYLF – Early Years Learning Framework – describes the principles, practices and outcomes that support and enhance young children’s learning from birth to five years of age, as well as their transition to school
family – Family is defined as a specific group of people that may be made up of partners, children, parents, aunts, uncles, cousins and grandparents.
fluency – Capacity to read texts with speed and accuracy. Fluency is developed with guided oral reading practice that improves word recognition, the speed and accuracy of oral reading and comprehension.
inquiry -based learning – Inquiry-based learning involves discovering new knowledge and skills through questioning and investigating
KLAs – Key Learning Areas
literacy – Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy development is learning about sounds, words and language. Literacy is the basis for your child’s ability to read, write, communicate and socialise
NESA – The NSW Education Standards Authority (NESA) replaced the Board of Studies, Teaching & Educational Standards (BOSTES) in January 2017. BOSTES was created by the NSW Government to sustain and improve the already high standards of achievement in NSW schools. NESA has an increased focus on developing evidence-based policy to improve student achievement and support teachers
numeracy – Numeracy broadly includes understandings about numbers, patterns, measurement, spatial awareness and data as well as mathematical thinking, reasoning and counting
parent engagement – The terms parent engagement and parent involvement describe how parents and families support their children’s academic achievement and wellbeing. Parent involvement usually focuses on school-based activities such as attending events or volunteering in class. Parent engagement encompasses children’s learning at home, at school and in the community, recognising the cultural and social diversity of families and communities. There is strong evidence linking parent engagement with improvements in academic achievement for children of all ages
partnerships – Family-school partnerships are collaborative relationships between families and school staff, focused on student learning and development. Through these partnerships, parents and families can participate in purposeful and productive relationships that expand their interests, knowledge, needs and resources
phonics – Knowledge of letter-sound correspondence. Essential for beginning to learn to read. Phonics involves learning the alphabetic system as letter-sound correspondences
phonemic awareness – Ability to focus on and manipulate phonemes in spoken words. Phonemic awareness is an important skill in acquiring reading and writing skills
play is a context for learning that:
allows for the expression of personality and uniqueness
enhances dispositions such as curiosity and creativity
enables children to make connections between prior experiences and new learning
assists children to develop relationships and concepts
stimulates a sense of wellbeing
syllabus – Syllabus is a guide to a course and what is expected in the course
teacher – A teacher is a person who helps students to acquire knowledge, competence or virtue
transition – Transition is broad and covers the process of moving between home and early childhood settings, between a range of different early childhood settings, or from early childhood settings to full-time school. Children, families and early childhood educators all contribute to successful transitions between settings
wellbeing – The state of being comfortable, healthy and happy. Sound wellbeing results from the satisfaction of basic needs – the need for tenderness and affection; security and clarity; social recognition; to feel competent; physical needs and for meaning in life It includes happiness and satisfaction, effective social functioning and the dispositions of optimism, openness, curiosity and resilience
working mathematically – Working Mathematically is integral to the learning process in mathematics. It provides students with the opportunity to engage in genuine mathematical activity and develop the skills to become flexible, critical and creative users of mathematics. In this syllabus, Working Mathematically builds on the skills developed in Stage 5, and encompasses six interrelated aspects which form the focus of the syllabus
vocabulary – Knowledge of the meaning of words. Oral vocabulary is a key to learning to make the transition from oral to written forms. Reading vocabulary is crucial to a skilled reader’s comprehension process
