Much of the planning for 2025 and the implementation of our chosen literacy approaches have been based upon our NAPLAN and Pat-Reading data that we collated across 2024. The key take-aways were that reading was one of our strongest domains where collectively, the College achieved above average in the state. However, the domain which has indicated needs an explicit focus, is that of grammar and punctuation. Therefore, we have planned and already begun to implement three key literacy goals for 2025. These include consolidating and continuing to develop reading skills, explicitly teach vocabulary and metalanguage and begin explicit teaching of grammar and punctuation skills.

Part of the implementation of these focuses has been to introduce whole school initiatives. Two of these include the explicit teaching of vocabulary and to include these terms in all Notification of Assessment Tasks, and to start each lesson with a 10-minute activity such as reading, a spelling test or another literacy-based task such as questioning or revising. It is important for our students to understand that reading and literacy, are not purely for the English classroom. Rather, it is in all subjects and therefore these skills need to be consistently practiced for greater success as learners.

In line with our findings from the varied diagnostic testing last year, we have identified that our primary focus is Stage 4 (Year 7 and 8). To help shape successful and autonomous learners, the foundations in reading and writing skills need to be developed. As such, in Year 7 Core classes, and Year 8 English classes, students will have a weekly grammar focus. During this lesson, students will be explicitly taught about verbs, tense, capitalisation, sentence structure, etc and then complete an independent task in their grammar and punctuation book, to consolidate their understanding. Following, there is a fortnightly quiz that will assess their knowledge. Additionally, Year 7 will also have a spelling and vocabulary workbook that will assess ten key terms taken from English, HSIE and Religion. Students can take these workbooks home to practice their spelling and complete the vocabulary exercises within, as additional study or homework set by their teacher. Lastly, both year groups will engage in a fortnightly reading lesson, on-top of the 10-minutes of reading to start their lesson. Whilst Year 7 will participate in the Accelerated Reader Program that will monitor their progress and growth in reading comprehension, Year 8 will have an allocated reading lesson that takes place in an English, HSIE or Religion lesson. These reading lessons are designed to encourage reading as pleasure which further assists in broadening vocabulary and exposing varied text and sentence.

Across the College, laptops are encouraged to be used more as a supplementary device. Exercise books and writing are encouraged to enable students with developing spelling and sentence structure. The continued focus of TEEL paragraph writing will be explicitly modelled across all subject areas. Following from last year, exemplar responses will be provided for each assessment task which will be explicitly taught, decoding not only why it is effective, but how. By providing students with a detailed model of success, we are aiming to provide the students with greater opportunity for both academic success and confidence in their writing ability.

Lastly, during Week 6 (12–14 March), Year 7 and 9 will undergo NAPLAN testing. We encourage all students to try their best and if wanting further revision, to ask their English Teacher or come and see me.

We have an exciting year ahead of us. One where we will be fostering confidence and personal growth within teaching and learning. I look forward to seeing the growth of our students and share in their success with you, later in the year.

Welcome back and have a great year.

Kaitlyn Abbott-Atchison
Literacy Integrator