Early Years Koorie
Literacy and
Numeracy Program
2015 Guidelines
April 2015
Published by the Department of Education and
Training
Melbourne
24 April 2015
© State of Victoria (Department of Education and Training)
The copyright in this document is owned by the State of Victoria (Department
of Education and Training), or in the case of some materials, by third parties
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Authorised by the Department of Education and Training,
2 Treasury Place, East Melbourne, Victoria, 3002.
This document is also available on the internet at
http://education.vic.gov.au/about/programs/aboriginal/Pages/earlyliteracynu
meracy.aspx
Artwork
Artwork in this document is adapted from original artwork below by Dixon
Patten.
Dixon is an Aboriginal person from the Yorta Yorta peoples (Murray River) and
Gunnai peoples (Gippsland area) of Victoria. Dixon is a freelance graphic
designer and uses a new age digital medium (computer art) that is
contemporary, organic and yet, Aboriginal.
Contact: dixonpatten@gmail.com
Throughout this document, the term ‘Koorie’ refers to both Aboriginal and Torres
Strait Islander people. The terms ‘Aboriginal’ and ‘Indigenous’ have been used when
they are part of a title or text drawn from a published source. Both terms are used
inclusively of Aboriginal and Torres Strait Islander people.
Building strong foundations
Contents
in literacy and numeracy for Koorie students
in the early years of their schooling
Introduction
5
Background
5
Evidence base for an early years focus
5
The Victorian context
6
Student achievement 2014
7
Funding
8
Funding model
8
Allocation and management of funds
8
Use of EYKLNP funds
9
Accountability
Planning
10
11
Effective interventions
11
Family engagement
11
Individual Education Plans (IEPs)
11
Key considerations
12
Attendance
13
A note on curriculum content and pedagogy
14
Contacts and further information
15
Website
15
Koorie Education Workforce
15
Koorie Unit
15
Appendices
16
Appendix 1: Sample letter to parents
16
Appendix 2: Recruiting personnel – regulatory requirements
17
Appendix 3: Snapshot of the 2014 EYKLNP
18
Appendix 4: Student achievement in 2014
19
Introduction
Background
The Early Years Koorie Literacy and Numeracy Program (EYKLNP) was introduced in 2014 to support
improved literacy and numeracy outcomes for Years Prep–3 Koorie students in Victorian government
schools.
“Positive school outcomes are more likely to
occur when Indigenous young people have
positive conceptions of themselves as
Indigenous people and as students”
The goal of the EYKLNP program is that by Year 3, all
Koorie students will have established firm foundations
in literacy and numeracy as the basis for successful
learning in future years.
Positive learning environments for Indigenous children and
young people. Closing the Gap Clearinghouse, 2014
The EYKLNP also supports the broader aspiration for
all Koorie students to have a strong sense of cultural
identity and self-efficacy1 as learners.
Student achievement data from 2014 EYKLNP schools
(see page 8) indicates that achieving the goal of the EYKLNP will require focused and sustained efforts
from schools. Funding in 2015 will support these efforts by supplementing existing whole school provision
to assist schools to implement culturally informed and effective early interventions for Prep–3 Koorie
students.
Evidence base for an early years focus
Considerable evidence acquired over the last decade shows that the early years of schooling coincide
with a period of rapid development, which lays the foundation for future life chances. There is also strong
evidence regarding the disparity in literacy and numeracy outcomes between Indigenous and nonIndigenous students in the early years of school as follows:

English Online Interview data indicates that Koorie students enter school with lower English
language levels (as measured by Interview items) than non-Koorie students.

In 2014, National Minimum Standards for Year 3 in Reading and Numeracy were met by
85.3 percent and 88.5 precent of Indigenous students respectively, compared to 95 percent
and 95.8 percent of non-Indigenous students.

Despite yearly fluctuations, a significant achievement gap between Year 3 Indigenous and
non Indigenous students in NAPLAN Reading and Numeracy persists as shown in Figure 1.
This gap widens as students progress to higher levels of schooling.
Figure 1: Achievement gap between Indigenous and non-Indigenous students – Year 3 NAPLAN 2010-2014
Year 3 Reading Gap
10
10.6
8.9
8.9
9.7
7.5
8
6
4
2
0
12
Percentage points
Percentage points
12
Year 3 Numeracy Gap
10
10
9.4
7
8
7.8
7.3
2013
2014
6
4
2
0
2010
2011
2012
2013
2014
2010
2011
2012
1
Self-efficacy refers to students’ sense of self-belief in themselves as successful learners. Students with strong self-efficacy believe they can accomplish even
difficult tasks and increase their efforts in the face of failure. Students who do not believe they can be successful tend to avoid difficult tasks and are more
likely to give up in the face of difficulty or failure.
Early Years Koorie Literacy and Numeracy Program 2015 | Page 5
The Victorian context
The Victorian Aboriginal Affairs Framework (VAAF) 2014–
2018 outlines targets and strategies for developing strong
social, cultural and economic foundations for current and
future generations of Aboriginal Victorians. Under Education
and Training, the VAAF notes the target to halve the gap2 in
reading, writing and numeracy by 2018. The EYKLNP
supports the Victorian government’s commitment to this
target.
“... closing the gap requires a long term
commitment to achieve generational
change.”
Victorian Aboriginal Affairs Framework 2013–18
In 2015, implementation of the EYKLP will occur in the broader context of Victoria’s ongoing commitment
to system-wide improvement to ensure all services are inclusive of, and targeted to the needs of Koorie
children, young people and adults.
Seven key, mutually reinforcing elements have been identified as fundamental foundations of this
system-wide improvement. School cultures and practices which reflect these foundational elements will
be best placed to ensure that the strategies used to improve achievement and engagement of all
students will be effective in improving the outcomes for Koorie students. The seven foundational
elements are outlined in Table 1.
Table 1: Foundations for system-wide improvements in delivering enhanced outcomes for Koorie people
Committed and courageous leadership
Principals and school leaders lead and drive inclusiveness and improved
outcomes for Koorie students in partnership with their local communities
Respect and recognition
Respect and recognition of Koorie people, history and culture is promoted in
everyday school practice and curriculum
Culturally accessible and responsive
services
School environments are inclusive, engaging and welcoming of Koorie
people to promote greater understanding, confidence and trust between the
school and the Koorie community.
Strong and resilient families
Schools support the role of Koorie parents as first teachers and as guardians
for their children’s wellbeing and safety
A skilled workforce to facilitate change
Schools develop the capacity of both the general workforce and the
dedicated Koorie workforce to support greater inclusivity and improved
outcomes for Koorie students and families.
Partnerships and connectivity at the
local level
Schools collaborate and engage with Koorie communities and local agencies
to support vulnerable or at risk Koorie students
Robust accountability
Schools accept accountability for Koorie student outcomes.
2
The gap refers to the difference in educational achievement between Indigenous and non-Indigenous students measured by NAPLAN. In 2008, the Council of
Australian Governments (COAG) set a target to halve the gap in reading, writing and numeracy by 2018.
Early Years Koorie Literacy and Numeracy Program 2015 | Page 6
Student achievement 2014
Baseline data
Schools used a wide range of assessment tools and
methods to determine student needs and measure
student progress. As part of their 2014 program
accountabilities, schools submitted pre and postintervention achievement data for supported students.
The data provide a broad snapshot of achievement of
supported students and a baseline against which future
success of the EYKLNP can be measured. 3
A measure of progress towards the goal of
the EYKLNP will be the change over time in
the percentage of supported students who
achieve expected levels.
Schools provided assessment data for 1,405 students in
Reading and for 1,117 students in Number and Algebra. The data are summarised in Figure 2. Further
details on student achievement are provided in Appendix 4.
Figure 2: EYKLNP-supported students at or above expected level (post-intervention)
Reading (AusVELS)
60%
50%
48%
40%
40%
39%
28%
30%
20%
10%
0%
Prep (419)
Year 1 (351)
Year 2 (313)
Year 3 (419)
Year level and number of students
Number and Algebra (AusVELS)
70%
60%
57%
47%
50%
41%
40%
30%
22%
20%
10%
0%
Prep (308)
Year 1 (287)
Year 2 (260)
Year 3 (308)
Year level and number of students
3
Many schools noted that progress made by supported students was not always reflected in their AusVELS scores. AusVELS data is used for system level
evaluation since it is used by all schools for all students to provide a broad indication of student achievement in relation to expected level.
Early Years Koorie Literacy and Numeracy Program 2015 | Page 7
Funding
Funding model
A total of $2 million per annum is available for the EYKLNP. The amount of funding provided to individual
schools is dependent on the number of eligible students identified. In response to feedback from schools,
a new funding model is being implemented in 2015. The funding criteria for the new model are outlined
below.
Funding criteria
In special schools, eligibility for EYKLNP is determined by the age of
Koorie students. All Koorie students who were born between 1 January
2006 and 30 April 2010 will receive funding.
For all other schools, funding criteria have been chosen to serve as
proxies for the literacy and/or numeracy achievement of P–3 Koorie
students enrolled in 2015. The criteria provide the basis for determining
relative student need across all schools for funding purposes. The
criteria are as follows:
Proxies for literacy and
numeracy achievement are used
as a basis for distribution of
funds to schools.
Prep
Koorie students assessed as below expected level in Listening and Speaking using
the 2015 English Online Interview.
Years 1-3
Koorie students assessed as below expected level in AusVELS Reading and/or
Number and Algebra at the end of 2014.
Since the criteria above draw on a subset only of all literacy and numeracy skills, not every P–3 Koorie
student who is below the expected level in any aspect of literacy and/or numeracy will be identified.
Based on local knowledge schools may use their allocated funding to support additional Koorie students
where appropriate.
Allocation and management of funds
Activating funds
Funding to schools will be calculated centrally – schools do not need to submit data for this purpose.
Eligible schools will be informed of their funding in Term 2, 2015 and will be required to submit a brief
online Program Initiation Report (PIR) by 29 May to activate their funding. Further information will be
provided to schools via the DET School Update.
Managing funds
Schools are expected to retain appropriate financial records relating to the administration of funding for
the EYKLNP. Following submission of the Program Initiation Report, the 2015 EYKLNP allocation will be
transferred to the school’s high yield account and appropriately tagged. Funding should be receipted into
CASES21 using GL code 70080 (Other Department Grants) and Sub-Program code 9623 (Early Yrs
Koorie Lit & Num Prg).
Managing student movement
EYKLNP funding is based on preliminary February 2015 census data for P–3 Koorie students enrolled in
Victorian government schools. If an eligible student funded through the EYKLNP transfers to another
government school, the transferring school should transfer funds as appropriate. If a student leaves a
school and the destination is unknown, the school may re-direct funds to support other P–3 Koorie
students if required, or contact the program coordinator to return the funds.
Early Years Koorie Literacy and Numeracy Program 2015 | Page 8
Use of EYKLNP funds
EYKLNP funding supplements whole school literacy and
numeracy provision. Funding is intended to assist schools to
accelerate the literacy and/or numeracy learning of P-3 Koorie
students by providing individualised and culturally informed
interventions that target the specific needs of identified
students.
“The importance of having an
experienced teacher in this role
cannot be underestimated.”
EYKLNP Principal
Recruiting additional personnel
EYKLNP funded schools are encouraged to engage additional personnel in ways that ensure eligible
Koorie students receive high quality, targeted support by appropriately qualified personnel. Additional
personnel may:

work directly with identified Koorie students

provide support in the classroom (e.g. during a literacy block) so that the teacher can
provide additional focussed support to eligible Koorie students;

release an ‘expert teacher’ from classroom duties to provide a liteacy/numeracy support
program for eligible Koorie students.
Schools may choose to form clusters to
share a tutor. Payment and travel
arrangements in these circumstances
may be negotiated between the schools
and the tutor.
Additional personnel must demonstrate high-level knowledge
and skills in literacy and/or numeracy teaching and learning.
This includes skills in the use of assessment and teaching
strategies to engage, motivate and accelerate the progress of
students identified for support.
Tutors and teachers also need to understand and be culturally
sensitive to the diverse needs of Koorie students and their
families and be able to build productive working relationships
with Koorie students and their families.
For information on regulatory requirements, awards and conditions see Appendix 2.
Building family capacity
Schools are encouraged to explore strategies for enhancing the conditions for literacy/numeracy learning
for Koorie students outside of school. For example, where appropriate, a portion of funds could be
directed to providing a family literacy program to build the capacity of Koorie student families to support
their child/children with literacy and numeracy skills development in the home.
Early Years Koorie Literacy and Numeracy Program 2015 | Page 9
Unacceptable use of funding
The EYKLNP funding should not be used to implement strategies which are required of all schools or
which are part of normal curriculum provision for all students. EYKLNP funding should not be used for:

purchasing resources, or equipment, including digital devices;

employment of staff to reduce general class sizes;

interventions which are not primarily focused on literacy and numeracy, for example
developing wellbeing or self-esteem programs; and/or

camps, travel expenses, accommodation, clothing and excursions.
Accountability
Reporting
Schools funded by the EYKLNP are required to provide pre and post-intervention AusVELS assessment
data in Reading and Number and Algebra to support program evaluation and monitor progress towards
state-wide improvement of Koorie student achievement. Advice about the process for submitting data will
be provided by the start of Term 4, 2015. A snapshot of the data required is provided in Figure 3.
Figure 3: Sample EYKLNP program evaluation data
Early Years Koorie Literacy and Numeracy Program 2015 | Page 10
Planning
Schools will need to identify which Koorie students will
receive additional support, set appropriate learning goals
and plan interventions according to individual student
needs and learning dispositions.
Effective interventions
“We value fluid groupings of students,
where children move in and out of small
groups depending upon their needs. The
interventions that worked the best were
therefore changing regularly.”
EYKLNP Principal
The Australian Council of Educational Research (ACER)
has identified the common characteristics underpinning the
design of effective interventions for literacy and numeracy in the early years of schooling 4 . Effective
interventions are:

are embedded in a whole school approach;

employ early diagnosis of literacy and numeracy difficulties;

focus on key aspects of literacy and numeracy development;

use individualised approaches; and

incorporate evidence-based principles for effective literacy and numeracy teaching.
Schools should ensure that EYKLNP funded interventions share these characteristics.
Family engagement
Evidence shows that the most effective outcomes for all students are achieved when teachers and
schools engage with students and their families in a partnership focused on improving outcomes. Schools
need to be mindful of the possible impact that being ‘singled out’ for support may have on some Koorie
students or their families and discuss support options with students and their families.
The Koorie Education Workforce (see p. 15) may facilitate engagement with students’ families and assist
schools to better understand the cultural, linguistic and family backgrounds of their Koorie students.
Where students are entering school for the first time, schools should source additional information
through relevant documents such as the Transition Statements from Early Childhood Education Providers
or reports from students’ previous schools to inform intervention support.
Individual Education Plans (IEPs)
Success criteria:
- Set high expectations
- Build on strengths
Schools providing EYKLNP interventions are expected to inform families
and invite them to be involved in developing students’ Individual Education
Plan (IEP). A sample letter is provided in Appendix 1. Effective IEPs will be
based on the expectation that all Koorie students can achieve high
standards if provided with the right learning conditions and support.
Effective IEPs will typically describe:
- Set achievable goals

students’ strengths, abilities and learning dispositions;
- Celebrate success

challenging but achievable learning goals;
- Involve family

strategies for achieving the learning goals;

measures of progress; and

means for involving the student’s family.
4
Meiers, Marion; Reid, Kate; McKenzie, Phil; and Mellor, Suzanne, "Literacy and numeracy interventions in the early years of schooling : a literature review :
report to the Ministerial Advisory Group on Literacy and Numeracy" (2013). http://research.acer.edu.au/policy_analysis_misc/20
Early Years Koorie Literacy and Numeracy Program 2015 | Page 11
Key considerations
Schools identified a range of factors which
influenced the success of EYKLNP funded
interventions. The considerations, comments
and questions below may inform schools’
planning in 2015 to ensure that interventions
have the characteristics most likely to lead to
success.
“The classroom teacher … can offer the most expertise
and support. Education Support staff work with the
other students to allow the teacher more focussed 1 to 1
and small group time with the (supported) students. “
EYKLNP Principal
Consideration
School comment
Question
Expertise
“The importance of having an experienced
teacher in this role cannot be underestimated.”
Who will provide support?
“.. we value fluid groupings of students, where
children move in and out of small groups
depending upon their needs. The interventions
that worked the best were therefore changing
regularly.”
Are approaches flexible and adaptable to
changing student needs?
Models of support
Will support be provided by personnel
with the appropriate level expertise?
What changes can be made if students
are not making appropriate progress?
“Small groups were often cross class and cross
year groups, depending on the student's needs.”
Discretion
Expectations
“Some Koorie students do not want the
additional attention. Programs that deliver a
certain level of discretion … seem to work the
best.”
What is the student preference for
support?
“The learning intention and success criteria
were clear to the students and were referred to
for regular feedback.”
Are expectations and learning intentions
clear and appropriate?
Has the support model been discussed
with student and/or parent?
Are expectations and learning goals
challenging?
Are goals achievable?
How is success measured?
Confidence and selfefficacy
“Perhaps the most significant aspect … has been
the development of relationships and the
fostering of self-esteem. These have led to our
children developing the feeling that they can
achieve at school".
How is success celebrated?
How are students supported to take
risks?
How is self-efficacy5 strengthened?
“His learning … was often only hindered by his
confidence in the next challenge. [He] prefers to
read at a level that is easy and loses confidence
when he is aware of a challenge.”
5
For explanation of self-efficacy see note on page 5.
Early Years Koorie Literacy and Numeracy Program 2015 | Page 12
Attendance
“In general, schools have little control over the background and life experiences of Indigenous students.
(However) there is growing recognition in the literature that the school context plays a more important role in
improving attendance and therefore engagement of Indigenous students than family background, and that
schools can play a role in reducing the impacts of social background.”
Positive learning environments for Indigenous children and
young people. Closing the Gap Clearinghouse, 2014
Many EYKLNP schools commented on the impact of attendance on the educational outcomes of Koorie
students and cited influences that were out of the control of the school.
Some schools commented that the EYKLNP program had
had a positive impact on student attendance and had
increased students’ sense of connectedness to school and
improved relationships with students’ families.
A wide range of factors may influence student attendance
as depicted in Figure 4. Schools can influence some of
these factors.
“There has been improvement in
attendance with specified students
developing a stronger connectedness with
their learning at school.”
EYKLNP Principal
Schools are encouraged to reflect on the factors which may affect the attendance of specific students
and consider changes or adjustments which will foster a learning environment where Indigenous students
want to attend, learn and succeed.
Figure 4: Factors impacting on attendance6
6
What Works. The Work Program: Core Issue 5 - Student engagement (page 6). www.whatworks.edu.au
Early Years Koorie Literacy and Numeracy Program 2015 | Page 13
A note on curriculum content and pedagogy
Learning about, respecting and valuing the place of First Nations people enhances all Victorian children’s
sense of place in the community. A culturally inclusive curriculum also contributes to improved literacy
and numeracy outcomes for Koorie students by fostering a strong sense of cultural identity and pride in
their connection with the world’s oldest living cultures.
The Victorian Early Years Learning and Development Framework
The Victorian Early Years Learning and Development Framework (VEYLDF)
recognises and respects Aboriginal cultures and the unique place of these
in Victoria’s heritage and future. It acknowledges that children’s learning
and development is enhanced by learning about, valuing and respecting
cultural diversity and different ways of knowing and being.
The VEYLDF provides all schools with a framework for advancing the
learning and development of all children from birth to eight years. It outlines
Learning and Development Outcomes aligned to AusVELS and Practice
Principles to support the delivery of effective learning and development
experiences relevant to children in their local context.
Schools funded by the EYKLNP are encouraged to use the VCAA’s Online Illustrative Maps7 to support
the design of experiences and opportunities that connect AusVELS to the Learning and Development
Outcomes of the Victorian Early Years Learning and Development Framework.
Aboriginal and Torres Strait Islander History and Cultures priority
When planning whole school curriculum, schools funded through the
EYKLNP are encouraged to consider the opportunities afforded by the
Aboriginal and Torres Strait Islander History and Culture priority in the
Australian Curriculum.
The priority is organised through the interconnected aspects of
Country/Place, People and Culture and is included in the Australian
Curriculum to ensure all students connect their learning with this important
issue in contemporary society.
Content descriptors which link to the priority are indicated by an icon.
Further advice is provided in the elaborations.
7
http://www.vcaa.vic.edu.au/Pages/earlyyears/vfldoutcomes/index.aspx
Early Years Koorie Literacy and Numeracy Program 2015 | Page 14
Contacts and further information
Website
These guidelines and further information are available on the EYKLNP website at:
http://education.vic.gov.au/about/programs/aboriginal/Pages/earlyliteracynumeracy.aspx.
Koorie Education Workforce
The Koorie Education Workforce (KEW) comprises regionally based Koorie Education Coordinators
(KECs) and Koorie Engagement Support Officers (KESOs) that can assist schools by supporting and
facilitating engagement with students’ families. Schools are advised to contact their regional office for
assistance from the KEW.
Region
Phone Number
North–Eastern Victoria
Benalla
03 5761 2100
Glen Waverley
03 9265 2400
Bendigo
03 5440 3111
Coburg
03 9488 9488
Dandenong
03 8765 5600
Moe
03 5127 0400
Ballarat
03 5337 8444
West Footscray
03 9291 6500
Geelong
03 5225 1000
North–Western Victoria
South–Eastern Victoria
South–Western Victoria
Koorie Unit
For all central enquiries and information about the EYKLNP, please contact the program coordinator
Clyde Juriansz, Koorie Unit, Priority Cohorts Branch, Secondary Reform, Transitions and Priority Cohorts
Division, DET.
Email: juriansz.clyde.h@edumail.vic.gov.au
Phone: 9637 3529
Mail:
EYKLNP Coordinator
Koorie Unit, Priority Cohorts Branch
Secondary Reform, Transitions and Priority Cohorts Division
Department of Education and Training
Level 2, 33 St Andrews Place
East Melbourne, 3002
Early Years Koorie Literacy and Numeracy Program 2015 | Page 15
Appendices
Appendix 1: Sample letter to parents
The example letter will need to be adapted according to the nature of the support provided by the school.
Dear [insert name of parent/guardian],
I am writing to inform you about the 2015 Early Years Koorie Literacy and Numeracy Program (EYKLNP) which
is available to support your child [insert name] with [his/her] literacy and/or numeracy learning.
The EYKLNP is part of the Department of Education and Training’s commitment to assist and support Koorie
children with their learning and to engage students’ families in this process.
The program is available to Koorie students in Years P-3 who need assistance with literacy and/or numeracy
and aims to improve the achievement of these students in these areas. Our school has received funding to
conduct this program in 2015 and your child [student’s name] is eligible to receive additional support based on
assessment of [his/her] literacy/numeracy skills.
The program will be conducted during school hours and may involve one-on-one support, group work or a
combination of these approaches based on how [student’s name] learns best. The type of support provided will
be guided by [student name]’s Individual Education Plan.
Please feel free to contact me on [phone number] to arrange a meeting or if you have further enquiries.
Yours sincerely
Principal
School
Page 16
Appendix 2: Recruiting personnel – regulatory requirements
The school is responsible for all matters relating to the engagement and subsequent payment for additional
personnel consistent with the Working with Children Act 2005 and the requirements of the Victorian Institute of
Teaching.
Schools need to ensure that payments accord with appropriate awards and conditions, and for meeting all
superannuation and PAYG tax deduction requirements. It is recommended that agreement is reached in writing
regarding payment prior to commencing engagement.
Where schools use EYKLNP funding to recruit personnel as tutors who work directly with students the school
must ensure:

the tutor is qualified (i.e. a teacher registered with the Victorian Institute of Teaching); or

if the tutor is not a registered teacher, they must provide evidence to the school that they have the
skills and knowledge to provide the level of tutoring support required.

if the tutor is not a qualified teacher registered with the Victorian Institute of Teaching, they must
hold a current Working with Children Check. The Working with Children Act 2005 requires that
people who work or volunteer in certain child-related work apply for, and pass, a Working with
Children Check.

the tutor understands and is culturally sensitive to the diverse needs of Koorie students and their
families

there is no conflict of interest in using the tutor. Teachers and members of the Koorie Education
Workforce currently employed by DET cannot receive additional payments for tutoring.
For further information on awards and conditions see:

Salary Rates: http://www.education.vic.gov.au/hrweb/employcond/Pages/salaries.aspx

Victorian Government Schools Agreement 2013:
http://www.education.vic.gov.au/hrweb/Documents/VGSA-2013.pdf

Victorian Government Schools Agreement 2013 Power Point presentation:
http://www.education.vic.gov.au/hrweb/Documents/VGSA-2013-Presentation.pptx
Page 17
Appendix 3: Snapshot of the 2014 EYKLNP
In 2014, there were 3,991 Koorie students in Years P–3 in 820 Victorian government schools. EYKLNP funding
was provided to 321 schools. These funded schools comprised 2,661 P–3 Koorie students, representing 67
percent of the total 2014 Prep-Year 3 Koorie cohort. Program Initiation data from 2014 funded schools indicated
that 1,850 of the 2,661 P-3 Koorie students in funded schools (70 per cent) were provided with additional
support. The data are summarised in below.
Table 2: Schools and students with P-3 Koorie cohorts in 2014
All schools
EYKLNP schools
Proportion
Schools with P-3 Koorie cohorts
820
321
39%
P-3 Koorie students
3991
2661
67%
Table 3: Koorie students supported by the EYKLNP in 2014
P-3 Koorie students
EYKLNP supported students
All schools
3991
1850
46%
EYKLNP schools
2661
1850
70%
A dispersed Koorie student population
Of the 321 EYKLNP funded schools in 2014:

266 schools (83 percent) had P–3 Koorie cohorts between 1
and 12 students with an average P-3 Koorie cohort size of 5.
These schools accounted for 1,291 students (49 percent of P–3
Koorie students in funded schools).
In the majority of funded schools, the
average size of the P-3 Koorie cohort
was 5 students, but in a small number
of schools the average P-3 Koorie
cohort size was 46 students.

42 schools (13 percent) had P-3 Koorie cohorts between 13
and 30 students with an average cohort size of 18. These
schools accounted for 771 students (29 percent of P–3 Koorie
students in funded schools).

13 schools (4 percent) had P–3 Koorie cohorts of over 30 students with an average cohort size of 46. These
schools accounted for 599 students (23 percent of P–3 Koorie students in funded schools).
The number of schools with small, medium and large P–3 Koorie cohorts (as described above), and the
corresponding number of students are depicted in Figure 5.
Figure 5: P-3 Koorie student cohort size – number schools and number of students
P-3 Koorie students in EYKLNP schools with
different P-3 Koorie cohorts
EYKLNP funded schools with different P-3 Koorie
cohort sizes
1400
1291
1200
1000
42
266
771
800
599
600
13
400
200
0
Small (1-12, avg=5)
Meduim (13-30, avg=18)
Small (1-12,
avg=5)
Meduim (13-30,
avg=18)
Large (>30,
avg=46)
Large (>30, avg=46)
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Appendix 4: Student achievement in 2014
Reading
Figure 6 and Figure 7 provide a summary and details of student achievement in Reading for students supported
by EYKLNP funding in 2014. Blue bars indicate achievement at or above expected level.
Figure 6: EYKLNP supported Koorie students at or above expected level (post intervention) in AusVELS Reading
60%
48%
50%
40%
39%
40%
28%
30%
20%
10%
0%
Prep (419)
Year 1 (351)
Year 2 (313)
Year 3 (419)
Year level and number of students
Figure 7: Post intervention AusVELS Reading scores for EYKLNP supported Koorie students
Prep
Year 1
45%
35%
40%
40%
29%
25%
30%
19%
20%
25%
20%
28%
30%
35%
35%
17%
15%
15%
11%
8.5%
10%
10%
5%
2%
5%
5%
2%
2.0%
0.2% 0% 0% 0% 0% 0%
0%
0.3% 0% 0% 0%
0%
0 0.5
F
F.5
1 1.5 2 2.5 3 3.5 4
0 0.5
F
Expected level
F.5
1 1.5 2 2.5 3 3.5 4
Expected level
Year 2
Year 3
35%
28%
30%
31%
30%
25%
25%
25%
19%
20%
19.6%
20%
21.1%
15%
15%
10%
10%
5%
10.9%
12%
4%
7%
6%
5%
2%
1%
5%
0.3% 0%
0%
4%
1% 1% 1%
3%
1%
0%
0 0.5
F
F.5
1 1.5 2 2.5 3 3.5 4
Expected level
0 0.5
F
F.5
1 1.5 2 2.5 3 3.5 4
Expected level
Page 19
Number and Algebra
Figure 8 and Figure 9 provide a summary and details of student achievement in Number and Algebra for
students supported by EYKLNP funding in 2014. Blue bars indicate achievement at or above expected level.
Figure 8: EYKLNP supported Koorie students at or above expected level (post intervention) in AusVELS Number and Algebra
70%
57%
60%
47%
50%
41%
40%
30%
22%
20%
10%
0%
Prep (308)
Year 1 (287)
Year 2 (260)
Year 3 (308)
Year level and number of students
Figure 9. Post intervention AusVELS Number and Algebra scores for EYKLNP supported Koorie students
Prep
Year 1
50%
45%
45%
45%
40%
35%
34%
35%
29%
30%
30%
25%
25%
20%
20%
16%
15%
15%
10%
39%
40%
9%
8%
10%
2%
5%
0.3% 0% 0% 0% 0% 0%
0%
5%
7%
6.3%
1.4% 0.3%
0%
0 0.5
F
F.5
1 1.5 2 2.5 3 3.5 4
0 0.5
F
Expected level
F.5
1 1.5 2 2.5 3 3.5 4
Expected level
Year 2
Year 3
40%
35%
32%
34.6%
35%
27.9%
30%
30%
25%
25.8%
25%
19%
20%
18%
20%
15%
15%
10.3%
10%
8%
10%
5%
0% 0% 0%
0%
1%
2%
5%
3%
1% 0.4%
0%
0%
5%
3% 3%
1% 0% 0%
2%
0%
0%
0 0.5
F
F.5
1 1.5 2 2.5 3 3.5 4
Expected level
0 0.5
F
F.5
1 1.5 2 2.5 3 3.5 4
Expected level
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