A Whole School Approach to Literacy

Our Beliefs About Literacy

  • English begins with what children know and scaffolds to new learning.
  • English development is enhanced when a successful partnership exists between home and school.
  • English learning should be connected, meaningful, challenging and enjoyable.
  • English integrates reading, writing, spelling and listening, viewing and critical thinking.
  • Uninterrupted blocks of English teaching along with effective small group instruction are critical factors in literacy success.
  • English instruction incorporates the PALL project Big 6 strategies: Oral language and early literacy experiences, Phonological Awareness, Letter Sound Knowledge (Phonics), Vocabulary, Fluency and Comprehension.
  • Effective and targeted resourcing is essential to literacy success; this includes professional learning, teaching materials and information technology resources.

Leadership

  • The Executive and Team Leaders will have responsibility for the implementation of Team Literacy Plans, which will reflect the whole school approach to literacy and the specific needs for the students in the care.
  • The Executive and Team Leaders have responsibilities to support staff through professional learning, performance management, collaborative planning, coaching and data analysis.
  • The Executive Curriculum Team, Learning Area Leaders, SAER coordinator and teachers provide instructional English leadership to achieve planned outcomes.

Students at Educational Risk

Students at educational risk will be identified through the following processes:

  • Data collected through the school’s Management Information System including NAPLAN data, On-Entry Assessment PP/Yr 1/Yr 2, PAT Reading and Vocabulary, class teacher referrals to the school Psychologist.
  • The use of selected tools as required i.e. Wise, Neale Analysis.

The school will offer a range of interventions at three levels:

  • Differentiation of the curriculum in the classroom context.
  • The use of group and Individual Education Plans with specific goals, strategies and assessment processes. This process will be supported with the use of teacher relief, Learning Support Coordinator and outside agencies as appropriate.
  • Small group withdrawal programs including OT, Speech Pathology and Cross-Set Reading.

School and Classroom Organisation

  • Classroom timetables will be structured to support uninterrupted blocks of time for literacy instruction.
  • The school will operate in two teams; K-2, 4-7. Each team will develop a literacy plan that reflects the whole school approach. Each teacher’s classroom literacy planning will reflect the whole school approach and the team literacy plan.
  • Literacy planning at the classroom level should consider whole class, small group and individual instruction. Differentiation of instruction at the classroom level is critical to success.
  • The school will structure English Blocks using the following structure;

Warriapendi PS Literacy Block Structure

Handwriting

At Warriapendi Primary School, our aim in teaching handwriting is for students to develop a personalised, fluent and legible handwriting style that enables them to communicate effectively when writing for different purposes. An allocated prescribed time on a weekly basis will be provided for formal handwriting sessions.

Students will be taught:

  • Appropriate pencil grip
  • Correct letter formation
  • Starting and finishing points
  • Correct direction to move in
  • The number of strokes involved in producing a letter
  • Size and spacing of letters
  • To take pride and care in the presentation of their work

Scope and Sequence

Year/National Curriculum Content Descriptors / Font / Paper Size / Focus
Kindergarten
N/A / SA plain / Blank paper / Pre-Writing activities. Emphasis on developing motor skills, strength and dexterity. Focus on correct pencil grip.
Pre-Primary
EKLCY9 – Handwrite lower and upper case letters and begin to use a word processor program / SA plain / 24mm lined paper / Pencil grip, strength and dexterity. By the end of the year, the focus should lead into formation of letters and spacing in sentences.
Year 1
E1LCY10 – Handwrite upper and lower case letters and use some simple functions of a word processor program / SA plain / 24mm dotted thirds / Correct letter formations.
Year 2
E2LCY10 – Handwrite legibly and use a word processor program with growing speed and efficiency / SA plain / 18mm dotted thirds / Correct letter formations.
Year 3
E3LCY15- Handwrite using joined script in which letters are accurately formed and consistent in size and use simple functions of a word processor program. / SA plain / 14mm dotted thirds / Introduction of speed loops.
Year 4
E4LCY16 – Develop a fluid handwriting style using accurately formed joined letters that are consistently smaller in size. / SA plain / 14mm dotted thirds / Consolidation of speed loops. Joined cursive.
Year 5
E5LCY14 – Develop a handwriting style that is legible and becoming fluid and automatic and use word processing software with fluency and accuracy, integrating various functions for efficiency. / SA plain / 8mm dotted thirds / Consolidation of speed loops. Joined cursive. Introduction of a ‘Pen License’ agreement.
Year 6
L6LCY17 – Develop a handwriting style that is automatic, fluid and legible and use a word processing program with speed, fluency and skill, utilising and learning functions in response to need. / SA plain / 8mm dotted thirds / Consolidation of a consistent and fluent handwriting style, allowing for personal variations. Continue ‘Pen License’ agreement.
Year 7
E7LCY15 – Consolidate a handwriting style that is automatic and legible under conditions when sustained writing is required and use word processing software and select functions for communicating and creating. / SA plain / 8mm lined paper / Consolidation of a consistent and fluent handwriting style, allowing for personal variations. Continue ‘Pen License’ agreement.