Our motivations are framed by the social justice principles of participation, equity and access, so that every child is enabled through literate practices to realise diverse life goals. Our ideal outcome is for all children to develop a deep understanding of the linguistic meaning making systems necessary for a just community and world.  Literacy 2015 Catholic Education Melbourne

The capacity to navigate the current landscape- to learn together, to work from evidence, to animate and support learners, and to lead in faith and transformation - presents us with great opportunities and exhilarating challenges. HOH


At Our Lady of the Immaculate Conception Parish Primary School, we believe the study of English is central to the learning and development of all young people. English underpins all learning across the curriculum. It involves developing students’ knowledge, understanding and skills in Speaking and Listening, Reading and Viewing and Writing.


Students learn how language enables people to interact effectively, express and exchange knowledge, skills, attitudes, feelings and opinions. Developing knowledge of the English language students learn to communicate effectively.


We believe that rich oral language in combination with non-linguistic forms of communication, creates meaning and provides access to all learning which is essential to our students’ success.


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. English underpins our broader aim for all students at Our Lady’s to become literate so that they are empowered to apply knowledge, skills and understandings of the English language. It helps create confident communicators, imaginative thinkers and informed citizens. This enables students to fully engage in learning opportunities required for effective functioning in their local and global communities now and into the future.  Effective use of the English language contributes both to nation-building and to internationalisation, including Australia’s links to Asia.

We value the contributions of Aboriginal and Torres Strait Islander people to Australian society and to its contemporary literature and literary heritage. 


The English Program aims to:

  • Support the learning of all students by providing equal access to students of diverse cultural, socio-linguistic backgrounds and abilities
  • Develop knowledge and skills in English that are central to the development of life skills
  • Use a variety of assessment tools to gain student data and plan explicit teaching targeting student needs
  • Implement ongoing professional development of teachers ensuring teaching practices are based on current educational research and thinking
  • Equip students for 21st century learning, focusing on multi literacies
  • Integrate and embed literacy skills meaningfully across the curriculum
  • Use rich literature to engage students in imaginative, critical and reflective thinking.
  • Develop students who are confident and successful communicators
  • Engage students in rich and purposeful experiences to promote a love of language and literature
  • Support students in developing an understanding of how the English language varies according to context and purpose
  • Ensure that students learn to read, comprehend, write, view, and create a range of written, spoken and multimodal texts
  • Support students to develop knowledge and skills to produce a range of texts that entertain, persuade and inform using a rich and varied vocabulary
  • Support students to develop personal, social, historical and cultural understandings through contemporary literature and traditional stories.

Our Lady’s school has over 70% of students coming from a language and cultural background other than English.  Our Literacy Program is informed by the Victorian Curriculum.   It provides a framework for whole school curriculum planning that sets out learning standards for use in planning teaching and learning programs.  This includes assessment and reporting of student achievement and progress. The school provides students with a variety of experiences such as excursions, incursions and whole school celebrations to enrich the Literacy Program.


Teachers are provided with one Professional Learning Day per term.  A member of the Literacy Team will meet for part of the day to assist in planning the Literacy program for the following term.  The planning will be documented on the Our Lady’s Literacy Planner.


Literacy focused planning between Year level teams and the Literacy Team member occurs regularly.  The Literacy Team member and the Classroom teacher work collaboratively through the stages of the Teaching and Learning Cycle.


The Teaching and Learning Cycle (Bruner and Vygotsky) draws on the notion of scaffolding and describes the stages any given unit of work may move through to enable teachers to scaffold students into a particular set of understandings. These stages, Setting the context, Modelling and Deconstruction, Joint Construction and

Independent Construction are implemented into planning.


Each classroom teacher will document a weekly program which contains specific information relating to differentiated teaching groups.

Literacy learning will encompass:

  • Clear Learning Intentions or Learning Questions
  • Opportunities for critical thinking: discussion, vocabulary development and `deep` questioning
  • Whole class focus; small focused groups; reflection
  • Differentiation and personalisation using a variety of strategies and tasks
  • Use of contemporary and relevant learning tools including ICT
  • Goal setting and regular ongoing feedback with students
  • Engaging students in independent and collaborative learning tasks to support the development of literacy skills.


Scheduled evaluation and assessment will occur within grade levels to monitor student learning and inform future planning, teaching and learning.  Please see the Our Lady’s Assessment Schedule (Appendix).

Discovery Learning is implemented in Foundation, Year 1 and Year 2 to target the development of oral language focusing on content specific language connected to our Faith-Life Inquiry and the language of social interaction. iTime is implemented in Years 3 - 6 with a focus on the language of learning, Learning Assets and the dispositions of a learner.

Literacy Intervention Programs are planned and implemented to target student needs.


The Literacy Team and Classroom teachers are responsible for improving student engagement and student outcomes in English. Using the Annual Action Plan, the Literacy Leader plans with Leadership and Curriculum teams.  The Literacy Team facilitates Professional Learning Communities and Year Level Planning. The Literacy Team and classroom teachers collaborate to integrate English into Faith-Life Inquiry and other learning areas. Student data is discussed and moderated through planning and Professional Learning Communities. This data is used to inform planning and differentiate learning to meet students at their point of need.

The Literacy Team provides classroom support through modelling strategies for teachers, team teaching and providing coaching for individual teachers. The Literacy Team organises testing schedules, analyses results and sets directions for Literacy improvements. The Literacy Team is responsible for keeping up to date with current initiatives in English and ordering appropriate resources.

Classroom teachers are responsible for using student data to inform and drive their teaching. They are required to write a weekly Literacy program showing their targeted groups. They are required to participate in Professional Learning Communities and planning to improve their knowledge and skills in English. Classroom teachers are responsible for resourcing their programs and advising the Literacy Team of any resources or materials needed.


We believe that students learn best when there is a close partnership between family, school and student. Parent Helper sessions are offered to provide training and develop understanding of protocols when working in the classroom setting. All family members are invited to Learning Walks which may include a Literacy focus i.e. Reading.  All families are asked to read regularly with young children and encourage older children to read independently. The Literacy Team is available to meet with any parents or carers to discuss student progress or concerns in English.