At St. Paul Apostle South School, we believe that to be literate means to find meaning, to understand, to comprehend, to make sense of, to symbolically represent, to articulate, to represent, to speak, to enjoy conversation and communication.

The goal of the English curriculum is to assist students to analyse, understand and make meaning, in order to communicate with and build relationships with others.

We provide a high quality literacy program that equips students with a broad range of literacy knowledge and skills to confidently meet the challenges of life. Our balanced literacy program focuses on reading, writing, oral language and visual language.

To successfully implement the literacy program at our school, we have:

High expectations of student achievement:

  • Regular assessments and monitoring of students’ progress
  • Students are individually tested each term to establish their instructional levels. This is important to ensure that all students receive guided instruction at a level that allows them to process texts successfully with teacher support
  • Setting of growth targets
  • Intervention when required (Reading Recovery, Quick 60, Speech)
  • Learning support officers to assist students
  • Literacy leader and Student Services leader

Structured teaching focused on the learning needs of the students:

  • Daily uninterrupted 2-hour literacy session where the following structure is used- whole class (shared class), small groups (focus time), whole class (reflecting time)
  • The Daily 5 concept has been adapted to provide a structure and framework for our literacy rotation groups, consistent from Prep to Grade 6.
  • The use of the CAFÉ Menu reflects a comprehensive number of strategies, which can be tailored to meet student needs at every level within the school. The system includes goal setting for students and developing explicit instruction based on individual goals and emerging needs
  • Explicit teaching of writing is necessary to support the development of student writing. Therefore, the planning, teaching and assessing of writing follows the Teaching and Learning Cycle framework of: Building the Field, Modelling/Deconstruction of text, Joint Construction of text and Independent Construction of text.

Engaged learning time:

  • Using a variety of teaching and learning strategies (e.g. Reader’s Theatre, Literature Circles, Oral Language activities, Interactive read alouds, mentor texts etc.)
  • Use of contemporary tools for teaching and learning (computers, interactive whiteboards, Web 2.0 tools etc.)