Using the T-9 Net
This resource describes how schools use the T-9 Net to
monitor the literacy and numeracy skills of students in
Transition, Year 1 and Year 2.
Setting the scene - an overview
Literacy and Numeracy Strategy
Literacy and Numeracy Improvement Policy
Five priority action areas:
1.
2.
3.
4.
5.
School Literacy and Numeracy plans
Student monitoring and assessment
The Early Years
Quality teaching
School leadership and improvement
Research recommendations
Literacy and Numeracy Improvement
Policy statement 2
Student monitoring and assessment
Standard Australian English (SAE) literacy and numeracy achievement
of individual students is regularly monitored against the expectations of
the T-9 Net and NAPLAN data.
The monitoring and assessment of English as an additional language
(EAL) learners’ literacy and numeracy achievement takes into account
their linguistic and cultural backgrounds.
Note: the NT ESL levels continue to provide specialised information
about assessment, monitoring and target setting for EAL/D learners.
T-9 Net description
The T-9 Net consists of reading,
writing, oral language and numeracy
continua that describe minimum
expectations for what students need
to know and be able to do year by
year from Transition to Year 9.
T-9 Net – its purpose
The T-9 Net:
• is not a curriculum
• helps teachers identify those students not
achieving age-expected literacy and
numeracy learning goals
• informs teachers’ instructional decisions to
target or address gaps or delay in students’
learning.
Monitoring to inform instruction
Breakthrough strategies at the classroom level involve a shared and clear moral
purpose that is supported by three core elements:
1. Personalisation
creating tailored teaching plans that
consider each student’s learning and
motivational needs
2.
Precision
using data to inform instructional practice
3.
Professional learning
focused ongoing learning for each and
every teacher
The use of the T-9 Net contributes to the Precision element through linking
information about student learning to instruction.
Correlation with the Australian Curriculum
Spelling - Foundation Year
Know that spoken sounds and words
can be written down using letters of
the alphabet and how to write some
high-frequency sight words and
known words.
Know how to use onset and rime to
spell words.
T-9 Net - Writing
Transition Writing expectations
Making the written code
T-9 Net Writing Matrix
Teaching activities
• An activity/strategy for every
expectation
• Can be accessed through the
T-9 Net Moodle
http://ourcourses.ntschools.net/course/view.php?id=539
The place of the T-9 Net
Curriculum
The Australian Curriculum
identify curriculum (content, skills
and knowledge) for learners from
T (F) -10).
The development of literacy and
numeracy competency occurs
through teaching and learning
across all learning areas.
Monitoring
Ongoing monitoring of learning helps
teachers plan for future literacy &
numeracy teaching and learning.
Teachers use the following to monitor
learning and identify where interventions
are required to improve a student’s literacy
and/or numeracy competency across the
curriculum:
The English and mathematics
learning areas are key documents
that inform teachers’ planning and
delivery of literacy and numeracy
teaching and learning.

The ESL component of the NTCF
informs teaching across all learning
areas. It is not an alternative to the
English learning area. It is used for
planning the English Language to be
taught across all learning areas.


The T-9 Net is used by teachers to
monitor literacy and numeracy
competency across all learning areas
in the T-2 years. The T-9 Net is not a
reporting tool, nor is it a curriculum.
The Assessment of Student
Competencies assists in monitoring
the minimum competencies required
for learning to progress and is
administered on entry to schooling.
Australian Curriculum English and
mathematics achievement data
Assessment
Assessment for Learning.
Reporting
Teachers’ decisions about
student learning are based on
assessment data derived from
teacher developed tasks,
common assessment tasks and
diagnostic assessments.
The primary audience for
reporting is parents.
Reporting can be both formal
and informal.

Formal reporting to
parents identifies student
achievement of the
curriculum by providing an
A – E grade.
EAL/D students’ English
language development is
assessed using NT ESL levels.

Assessment of Learning
Literacy and numeracy
competency is assessed across
all learning areas for summative
purposes.
National assessment
NAPLAN
Informal reporting to
parents of student
achievement occurs
throughout the year e.g.
parent/teacher
conferences.
Reporting data informs school
and regional planning and
resource allocation for literacy
and numeracy.
Who and when
Who
When
All students* from Transition to Year 2 once a year
early Term 4
* EAL/D learners; and
* learners with an identified cognitive disability must be monitored
Students who did not demonstrate all expectations for that year
level (in Term 4 of the previous year) must be monitored again at
the end of the next semester
end Semester 1
This does not include learners with an identified cognitive disability
Note: It is likely that Beginning Phase EAL/D learners and learners with an
identified cognitive disability will not demonstrate age-appropriate expectations
Implementation – a yearly overview
Term 1
• Identify the T-2 students who did not meet the previous year’s expectations
and deliver targeted teaching programs to address their learning needs.
• Take the T-9 Net expectations into consideration when:
- preparing teaching plans and activities to ensure that all students are
provided with opportunities to learn, practise and demonstrate the
expectations listed in each of the continua.
-
making instructional decisions about the content to be taught and
assessed, and the pedagogies and resources that will be used.
Implementation – a yearly overview
Terms 2 and 3
• Ongoing observation and gathering of evidence of learning for T-2 students
• For students who did not meet all the previous year’s expectations, evaluate
evidence of learning and update the attainment record (end of Term 2)
This does not include learners with an identified cognitive disability
Term 4
• Determine students’ literacy and numeracy progress using the T-9 Net.
EAL/D learners and learners with an identified cognitive disability must be monitored
• Record this information in the Student Achievement Information System
Note:
1. Students who demonstrate only some expectations, must have those unmet identified.
2. Beginning Phase EAL/D learners are more than likely to be monitored as not meeting
expectations.
Recording monitoring information
• A record for all T-2 students must be maintained to enable
monitoring of student progress against the T-9 Net over time.
• Student achievement information is recorded in the Student
Achievement Information System (SAIS) (available March
2012).
• The SAIS has the ability to record in bulk student attainment of
expectations.
Responsibilities – classroom level
Classroom educators will:
 Existing practice
* New action
*
identify T-2 students who did not meet the previous year’s expectations at the beginning of the school year
*
refer to the T-9 Net when preparing teaching plans and activities to ensure that students are provided with an
opportunity to learn, practise and demonstrate the expectations listed in each of the continua

make instructional decisions about the content to be taught and assessed, and the pedagogies that they will
use for all students
*
develop targeted teaching programs for students who did not meet the previous year’s expectations to
address learning needs
*

*
*
record attainment for these students by the end of Semester 1 (on previous year’s expectations)
(excluding Phase 1 & 2 EAL/D learners and learners with an identified cognitive disability)
observe and assess regularly student progress by gathering evidence of learning
make judgements in Term 4 about students’ literacy and numeracy achievement using the T-9 Net
record this information in the Student Achievement Information System
Talk about monitoring information
Feedback to students
•
•
•
Talk with students about their literacy and numeracy progress
using the T-9 Net
Ensure students understand the learning intentions of each lesson
Help students set smart goals and self-monitor their progress
Communicating to parents
•
Ensure a process is in place for communicating to parents if their
child is not achieving age-expected literacy and numeracy
expectations
Responsibilities – school level
School leaders will:
Create and sustain processes that ensure:
• teachers’ use of the T-9 Net is effective
• teachers’ professional learning is considered
• student achievement information is regularly analysed
(whole school, class and individual students) to identify
assistance and support required
• students are making progress.
Responsibilities - regions
Directors of School Performance and regional curriculum teams will
work with schools to:
• review the management of the T-9 Net
• monitor targeted teaching plans
• review allocation of resources for students not meeting year
level expectations
• identify and facilitate regional professional learning to build
teacher capacity
Central responsibilities
Curriculum, Teaching and the Phases of Learning will:
• provide succinct and clear advice to regions and schools
• maintain systems
- T-9 Net Moodle and Learning Links page
- Student Assessment Information System (SAIS)
- resources
• provide training and support for regional curriculum teams
as required