English Instruction
English Instruction
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Reading, Writing and Speaking & Listening are key areas of the school's structured English instruction. Informed by the Science of Reading, our structured English sessions target specific skill development in the 'Pillars of Reading': oral language, phononolgical awareness, phonics, vocabulary and fluency. Evidence-informed teaching practices, including explicit instruction, formative assessment and retrieval practice, are scaffolded throughout the school's English planning.
InitiaLit Whole Class Instruction - Foundation to Year 2
InitiaLit is a systematic, synthetic phonics evidence-based program. This program systematically teaches letter-sound relationships and essential English skills such as grammar, vocabulary, and comprehension.
For more information, please visit: https://multilit.com/programs/initialit/
OCHRE Education - Year 3 - Year 6
OCHRE Education provides a structured approach to teaching English explicitly and systematically. Key English skills such as decoding and spelling, along with advanced skills such as reading comprehension and written expression are key components of our targeted, English lessons.
MiniLit Tier 2 Intervention - Year 1 and Year 2
MiniLit, which stands for "Meeting Initial Needs In Literacy," is an early intervention program. This program focuses on providing targeted support to improve reading skills through small-group, daily instruction.
UFLI - Tier 2 Intervention
UFLI Foundations is a comprehensive phonics program developed by the University of Florida Literacy Institute. This program supports students requiring additional, targeted support in reading.
Mathematics Instruction
Mathematics Instruction
Developing mathematical fluency and conceptual knowledge are key areas of the school's structured Mathematics instruction. Review and retrieval of learnt concepts and skills is a key component of the school's Mathematics planning.
Key objectives include:
developing useful mathematical and numeracy skills for everyday life
making connections and applying mathematical concepts, skills and processes to pose and solve problems
appreciating Mathematics as a discipline – its history, ideas, problems and applications, aesthetics and philosophy.
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