The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships with others and with the world around them.
Victorian Curriculum, English
With this understanding in mind, at St Thomas More Catholic Primary School we offer a wide variety of engaging literacy experiences, within authentic real-life contexts, to build and apply essential skills in reading, writing and speaking and listening. We offer a knowledge rich curriculum, embedding the humanities and science in reading and writing to learn.
We have high expectations for students and work diligently to achieve growth for all. It is our belief that focused teaching, engaged learning time and high expectations impact on the literacy outcomes of all.
At St Thomas More Catholic Primary School, we strive for best practice, actively seeking sound research and evidence-based strategies that will improve student-learning outcomes. The strategic implementation of a range of explicit instructional strategies creates a solid foundation for literacy learning.
Fundamental to this is the implementation of a Structured Literacy methodology at our school.
Heggerty’s Phonemic Awareness Curriculum
At St Thomas More Catholic Primary School, we have also implemented a phonological and phonemic awareness curriculum F-2. This curriculum includes 35 weeks of explicit and systematic phonological and phonemic awareness lessons. These oral lessons are completed daily across the F-2 classes and are designed to link with reading skill development for students at these levels. Lessons take between 10/12 minutes (Foundation) -15/20 minutes (1/2).
Spelling
Spelling is an integral part of the Systematic Synthetic Phonics program we use, and the Structured Literacy methodology. There is scope for the teaching of spelling rules and high frequency words as well, to support reading and writing.
In Years 3-6, we focus on the consolidation of spelling rules as well as looking at increasingly more complex vocabulary and engaging in word investigations in greater depth (morphology and etymology). Our approach to spelling is carefully planned to ensure it is sequential, building on previously taught and learnt skills and knowledge. We use the scope and sequence from the SMART Spelling Program to guide us in areas of focus, spelling rules, and example words to practice.
Rigorous initial and ongoing assessment and monitoring ensures that student needs are met through planned learning experiences. Students are also encouraged to monitor their own learning through specific goal setting opportunities.