From the APA's desk...

Reading Instruction @ SSPS

I thought it would be timely to explain the changes to reading instruction that have occurred over the last six months at SSPS.

This year we are changing the way we teach reading across the school.  This alteration is in response to changes in our mandated national curriculum.  Version 9 of the ACARA curriculum makes very clear the approach to the teaching of reading.  Research and evidence of practice over time has confirmed a very clear way forward in how to best teach ALL children how to read.  Previous styles of reading instruction have worked for many, yet not consistently for all students.  The Science of Reading research is underpinned by the Simple View of Reading which describes the reading process as having two clear processes, word level reading and comprehension.  All reading is about understanding what has been read, however, to get to comprehension we have to be able to first decode words.  The staff have spent considerable time last year learning about the changes to the curriculum and this year in particular developing their skills in the area of reading instruction.  We have been supported by the Toowoomba Catholic Schools Office to do this, as they have adapted and changed their approach to supporting teachers to implement best practice in reading instruction.  The Diocesan Approach to Reading replaces the previous Reading Improvement Strategy and we have been, and will continue to be, ably supported by Kara Locke our Education Officer in this journey.

For teachers in the classroom, and then parents at home, the biggest obvious change involve the types of reading processes we focus on and the types of texts that we use to support this.  We are transitioning to using decodeable readers, rather than predictable texts to support students in the early years of school as they first learn to ‘crack the code’ of reading.  Decodeable texts are different to other ‘predictable’ texts as they only contain words made up of sounds and their matching letter that have been explicitly taught to students and are a way for them to practice blending these words together.  We have chosen Decodeable Readers Australia as a systematic synthetic phonic program  that guides our early reading instruction.  This of course has meant changes for teachers in the way they teach and assess reading development, students in the way they learn to read and for parents in how they support their child to read at home.  Thank you to the parents who attended the Parent Information Sessions for Prep and Year 1 and 2 this week where we explained this information in more detail. 

Although our approach to reading instruction has changed, what has not changed is our relentless focus on developing the reading skills of our students.  Please reach out to your child’s teacher, myself or to Bec Thomas if you would like more information.

Wellbeing @SSPS

Yesterday I was walking beside a student returning to class after a one-on-one conversation and I noticed he high fived another student from a different grade walking in the opposite direction.   No words were spoken between the two, just a positive acknowledgement of the other students presence in their space.  This exchange is one of many that reinforce to me that positive connections help to build a community that is welcoming, safe and supportive.   Simple acts of acknowledgement regardless of how big or small, all help to contribute to feelings of belonging and welcome.   Sue Chandler, our wellbeing consultant has been working with the leadership team this week again as we continue to define how best to support students’ wellbeing at SSPS.  I am excited to progress this framework not only as it will support all students, but it reaffirms many current practices that are a part of the St Saviour’s culture that makes it an inclusive and welcoming place for all.  

 Katie Hauser