Literacy involves the integration of speaking, listening and critical thinking with reading and writing.
At Our Lady of the Immaculate Conception Parish Primary School, we believe that English underpins all learning. English involves developing students’ knowledge, understanding and skills in speaking, listening, reading and viewing, and writing. We acknowledge that rich oral language development is essential to our students' success in reading and writing. Early intervention across all modes of English is crucial, particularly in the area of oral language.
Our programs provide opportunities for our students to analyse, understand, communicate with and build relationships with others and the world around them. We believe that effective literacy is intrinsically purposeful, flexible and dynamic and continues to develop throughout an individual’s lifetime.
The Victorian Essential Learning Standards (VELS) provides a framework for whole school curriculum planning that sets out learning standards for use in planning teaching and learning programs. These include assessment and reporting of student achievement and progress.
The areas in the Literacy curriculum incorporate Listening and Speaking, Reading and Writing.
Students are engaged in a two hour Literacy session with a focus on the development of speaking and listening, reading and writing skills on a daily basis.
- Each session begins with a whole class activity that centres on developing specific skills
- This is followed by students engaging in a range of differentiated activities that focus on meeting individual needs, which includes teacher-directed and student-selected activities
- Each session will involve the teacher working closely with two intervention groups targeting specific needs
- Sessions conclude with students reflecting on their learning and articulating the skills they are developing
PROGRAMS AND ASSESSMENT
At Our Lady’s Primary School, we have been involved in the Literacy Advance (CLaSS) program. The students complete a Literacy Observation Survey (pre- test) at the start of the year to assist teachers in identifying the skills and areas of need. This information is used to inform future learning and teaching. Students also complete a post-test to measure growth and development.
Reading Recovery is a specialized intervention program targeted at year one students who are falling behind their peers when reading. The program runs for 12 to 20 weeks, with daily half hour sessions. The students work on a one-to-one basis with a trained reading recovery teacher.
Teachers also administer the PAT Comprehension, PAT spelling and PAT Vocabulary tests to gather evidence of student ability and to inform future learning and teaching.
We have been participating in the Literacy Assessment Project (LAP) run by the Catholic Education Office in conjunction with Melbourne University. This project focuses on improving reading comprehension skills and uses ongoing assessment and data to place students on a developmental reading continuum. Future teaching and targeted strategies to improve development of student’s reading comprehension are implemented.