This policy supports schools in implementing the Middle Years Literacy and Numeracy Support (MYLNS) initiative.
- The MYLNS initiative provides intensive teaching support to students in Year 10 in government secondary schools who are at risk of finishing school without the literacy and numeracy skills they need for future work and study.
- Funding is provided for schools to release teachers as numeracy and/or literacy improvement teachers to work directly with MYLNS students.
- Funding is available to all government schools with Year 10 students, except for select entry, camp, language, and specialist schools.
- Each year, schools must advise the department’s MYLNS implementation team of their nominated improvement teacher/s via the .
- Schools should ensure all students receiving MYLNS initiative support are tagged in CASES21 and reviewed each term.
- Schools are encouraged to use the assessment tools developed for the MYLNS initiative.
- For information about the role of MYLNS improvement teachers, identification of students for MYLNS support, and approaches to supporting MYLNS students including assessment, refer to the .
- Resources for schools are available on the .
The MYLNS initiative supports students as they determine their senior secondary pathways and helps prepare them to achieve their goals related to future work, education or training. Interventions at Year 10 are critical to ensure students have the foundational literacy and numeracy skills necessary for them to be able to complete senior secondary education.
The MYLNS initiative enables government secondary schools to release experienced teachers as numeracy and/or literacy improvement teachers to work directly with Year 10 students who are at risk of finishing school without the literacy and numeracy skills they need for future work and study.
The MYLNS initiative seeks to support and build on the work that schools are already doing to improve literacy and numeracy outcomes for all students, by providing additional teaching support to MYLNS students as part of a whole-school approach.
MYLNS plays an important role in a school’s teaching and learning program. Using a Response to Intervention framework, MYLNS is categorised as a Tier 3 support, where an intensive intervention is provided for MYLNS students.
Response to Intervention framework
The Response to Intervention framework is as follows.
Tier 3 (Individual)
Intensive interventions for students needing additional support to access the curriculum. Evidence-based intervention is provided individually or in very small groups by an Improvement Teacher.
Tier 2 (Small group)
Supplemental intervention for some students. Delivered in small groups by an Improvement Teacher.
Students are provided with the support they need to succeed in a general education classroom.
Tier 1 (Whole-school)
Teachers have professional learning opportunities to design whole-class instruction that meets the needs of as many students as possible. With the support of school leaders and instructional leaders (such as Improvement Teachers), teachers gather evidence about which students are responding to Tier 1 instruction and which students need additional support.
The framework is presented as a 3-tiered pyramid with Tier 3 at the top, Tier 2 in the middle and Tier 1 at the bottom.
Students in Year 10 who were below the National Minimum Standard in reading and/or numeracy in the previous year’s NAPLAN. Year 10 students exempt from the previous year’s reading and/or numeracy NAPLAN are also included in the MYLNS initiative. If there is capacity, schools should identify additional Year 10 students based on a combination of data including school-based assessments, teacher judgement data, and behavioural and attendance records.
Improvement teachers are experienced teachers within a school who are provided with time release to deliver literacy and/or numeracy direct teaching support to MYLNS students.
Reviewed 26 September 2023