Improving Literacy and Numeracy National Partnership

cognitive load theory thumb

Cognitive load theory is a theory of how the human brain learns and stores knowledge. It was recently described by British educationalist Dylan Wiliam as 'the single most important thing for teachers to know'. Grounded in a robust evidence base, cognitive load theory provides theoretical and empirical support for explicit models of instruction.

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Published in Learning Curve

Literacy Numeracy evidence paper

This paper provides an overview of the importance of literacy and numeracy skills. It also summarises evidence-based practices for improving student outcomes in literacy and numeracy.

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Published in Research Report
Wednesday, 07 September 2016 15:58

Report - What Works Best reflection guide

WWB reflection guide thumb 

The What Works Best reflection guide is a practical resource for teachers and school executive staff. It gives schools explicit examples of what can be done to improve student engagement and achievement. Teachers can use this guide to reflect on their individual teaching strategies and to evaluate their own practice. The themes discussed can also be implemented through a whole-school approach.

Drawing on the evidence presented in CESE’s publications What works best: Evidence-based practices to help improve NSW student performance; Six Effective Practices in High Growth Schools; Student Wellbeing and Tell Them From Me case studies; this guide assists school staff to reflect on what’s working in their schools and what can be improved. 

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Published in Research Report


'What works best' brings together seven themes from the growing bank of evidence we have for what works to improve student educational outcomes.

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Published in Research Report

TLS 22 Successful language 3[2] coverAuthors: TBA

Evaluator Company/Business: NSW Department of Education and Training, Catholic Education Commission of NSW

Year: 2011

URL or PDF: Successful Language Learners (0.5MB)

Summary:  The Successful Language Learners Whole-school English as a Second Language and Literacy project aimed to improve the English language, literacy and numeracy performance of students learning English as a Second Language (ESL), including refugee students. To achieve this, a multifaceted, integrated approach based on research about what works in schools with high concentrations of ESL learners was used. Eleven NSW schools were involved in the two-year pilot program. The schools were ethnically, religiously and culturally diverse. Data from ESL Scales, SSL Assessment Banks and NAPLAN results were used to evaluate the effectiveness of the strategies in the program. Significant improvements were made by students over the course of the project.




Published in Evaluation Repository

Improving Literacy and Numeracy National Partnership

The Improving Literacy and Numeracy National Partnership uses evidence-based approaches to lift the performance of students in literacy and numeracy, particularly for students who are falling behind and require extra support.

The Partnership builds on the most successful strategies implemented in the previous National Partnership on Literacy and Numeracy, recognising the importance of:
• a whole-school approach to quality teaching
• inspirational leadership towards a culture of continuous school improvement
• using evidence and data to identify and address students' needs, using the most effective resources
• building capacity through professional learning
• collaboration and shared responsibility.

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To request an accessible (WCAG, Level AA compliant) copy of a CESE publication, please telephone 1300 972 196 or email This email address is being protected from spambots. You need JavaScript enabled to view it. .