English

Developing strong literacy skills is a key feature of our class programmes and a core component of our school goals.

We are committed to developing:

  • Competent readers who are able to understand, question, think critically and respond to texts.
  • Students who have a love of reading and read for personal enjoyment.
  • Students who are able to write to meet a wide range of purposes and for a variety of audiences.
  • Students who can communicate effectively and confidently with others in a variety of situations.

 

What does literacy learning look like in the classroom?

  • Strong focus on personalised learning for each student.
  • Students know their learning needs and set their learning goals.
  • Deliberate teaching of reading, writing and spelling through workshops; children participate in workshops according to learning needs and teaching focus.
  • Grouping is flexible within classes.
  • Reading and writing are linked to the integrated inquiry focus.
  • Opportunities to cross-class group in reading and writing, especially in Years 1 to 4, to cater for a wide range of learning levels.
  • e-learning tools are used to enhance learning. 

 

What happens for assessment and knowing children’s learning needs?

  • Assessment varies depending on year level and progress.  Teachers assess for many purposes, the foremost being to allow the teacher and the child to know specific needs and next learning steps.  This assessment is ongoing throughout the year.

 

  • All students are formally tested at least twice a year in reading and writing. The results of these tests help teachers make an overall teacher judgement against the national standards for each student.  This information is analysed school-wide and is used to identify target groups, trends and areas of need.  This school-wide analysis is reported to the Board of Trustees and the school community twice a year, and to the Ministry of Education at the end of the year.

 

  • Students not making the expected progress are monitored more frequently through a school-wide monitoring system.

 

What can we offer students who are not making the expected progress in reading and writing?

Children who are not making the progress expected are supported through a range of intervention strategies such as:

In-class support:

  • Targeted teaching by class teacher
  • Cross-class grouping – the opportunity to work with another teacher to meet their learning needs.

 

 

Supplementary support in literacy includes:

*Quick 60 programme – targets students in Years 1 – 4 ( reading and spelling)

*Rainbow Reading  

*Parent Tutor reading

*Phonological Awareness groups – early reading, writing and spelling skills.