We want our children to be writers and authors. Some basic prerequisites for a strong English program is to create contexts that are purposeful and connected to our children’s prior experiences.

At Newport Gardens Primary School, we are committed to achieving strong and sustained literacy outcomes for all students. Teachers work collaboratively to plan high-quality literacy learning experiences and to regularly assess student progress. This ongoing cycle of planning, teaching, assessing and reflecting enables us to refine our practice and differentiate learning to meet the diverse needs of our students. A strong emphasis is placed on staff working together to stay informed about current research and best practice in literacy instruction. Our collective commitment to excellence is reflected in the continued growth and improvement seen in our students’ literacy achievement.

Literacy teaching at Newport Gardens Primary School follows a consistent and structured approach aligned with our whole-school instructional model. Each day, students engage in a session of reading and a session of writing. Reading sessions begin with an explicit whole-class mini lesson, where the teacher models effective reading strategies and addresses the identified needs of the cohort. Students then apply these strategies during independent reading. During this time, teachers confer one-on-one with students to set and review individual reading goals or work with small groups who share similar learning needs. At NGPS we understand that reading is a multifaceted skill, gradually acquired over years of instruction and practice (Hollis Scarborough, 2001). As Scarborough’s Reading Rope demonstrates, a skilled reader is made through developing the skills
of language comprehension and word recognition. As word recognition becomes increasingly automatic,
language comprehension becomes increasingly strategic.

Writing sessions mirror this structure, beginning with a clear whole-class focus. Teachers explicitly model the writing process through think-alouds, demonstrating what successful writers do. Students then work independently or in small, targeted groups, while teachers conduct individual writing conferences to provide feedback and support students in setting personalised writing goals. Mentor texts and authors are used to strengthen students’ understanding of how reading and writing are closely connected and how authors craft texts for different purposes. To ensure consistency and high expectations in writing, teachers regularly engage in moderation processes using both student-friendly and teacher rubrics. These shared tools support common understandings of achievement levels and inform consistent judgement across the school. Moderation strengthens teacher practice and provides students with clear feedback about their progress and next steps in writing.

Explicit teaching of phonemic awareness and phonics is a key component of our literacy program. We use the Sounds-Write approach to ensure students develop a strong understanding of the sound- letter correspondences in English and can confidently apply this knowledge to reading and spelling. Sounds-Write is integrated across reading and writing sessions, supporting students to become accurate, fluent and confident readers and writers.

All literacy sessions are guided by clear learning intentions and success criteria that are explicitly shared and discussed with students. This clarity supports students to understand what they are learning and how to recognise success. Through regular reflection and feedback, students are encouraged to monitor their own progress and take increasing responsibility for their learning, with the ongoing guidance and support of their teachers.

In 2020, we spent considerable time and money establishing well resourced classroom libraries. To ensure students have immediate access to quality literature we have begun sourcing books from the Premier’s Reading Challenge lists and the CBCA (The Children’s Book Council of Australia). Our aim with classroom libraries is to promote quality literature for our students that encourages our children to read a wide range of books from Australian writers and illustrators.

Speaking and listening is a huge part of everyday learning at NGPS. We encourage our students to have an active voice within the many leadership opportunities available, especially in years 3-6. Forums such as Junior School Council, House and School Captains and an SWPBS leadership (School Wide Positive Behaviour Support) give both representatives and other students opportunities to engage in regular meaningful discussions and collaborative work that benefits all students. Our students have regular opportunities to speak at school assemblies and our classes often engage in tasks that require collaboration, requiring all members of a group to communicate in a clear, positive manner.

Data informs teaching practice at NGPS. English is assessed according to the school’s assessment schedule. In reading all children are matched to texts and in writing pre and post assessments are completed using the success criteria aligned with the Victorian Curriculum achievement standards. A variety of formative and summative assessment is undertaken such as F & P running records, PAT reading, reading and writing conferences and moderated writing samples using criteria of success. Students’ data and growth is tracked throughout the year. This is done through learning communities setting goals each semester based on AIP targets and developing strategies to achieve these goals.

English support is offered in both integrated and withdrawal models but always within the learning community. This support may take the form of Leveled English Intervention, a phonological awareness program or small focus group teaching.

Professional Learning in the area of English is highly valued within the school. It ensures that teachers and students develop a shared language for English learning. Professional development is provided in various ways such as professional reading, curriculum days, professional development off site, webinars, peer coaching and access to online PD sites.
Above all, we aim to ensure our students develop a passion for being readers and writers and are able to use their literacy skills to become life-long learners.