Literacy

Early Intervention and Tiered Support

Research evidence indicates that Foundation to Level 2 is the critical period for establishing strong foundational literacy skills. At Edithvale Primary School, we prioritise early identification and targeted support to ensure students develop secure reading foundations that support sustained growth in later years.

This is achieved through:

• Early screening of phonological awareness and phonics
• Ongoing formative assessment to inform instruction
• Timely intervention and differentiation aligned to student need

The Big Six of Reading

Our literacy curriculum reflects the six interrelated components of reading, underpinned by oral language development:

• Phonological Awareness
• Phonics
• Heart Words (irregular/high-frequency words)
• Fluency
• Vocabulary
• Comprehension

These components are systematically planned, explicitly taught, and revisited across year levels to support cumulative skill development.

Structured Literacy Approach

Our structured literacy approach includes:

• Explicit teaching of phonological awareness and phonics
• Automaticity training in the recognition of irregular (heart) words
• Guided and repeated practice to develop reading fluency
• Explicit vocabulary instruction, including structured morphology from Foundation to Level 6
• Engagement in a knowledge-rich curriculum to build background knowledge
• Explicit instruction in comprehension strategies
• Explicit teaching of comprehension questioning techniques

Fluency

Fluency is defined as the ability to read with speed, accuracy, and appropriate expression. Students are explicitly taught how fluent reading supports comprehension. Teachers model fluent reading and provide guided practice to support phrasing, intonation, and expression in both oral and silent reading.

Vocabulary

Vocabulary instruction is a core component of literacy learning and is essential for comprehension and academic success. Teachers explicitly teach the meaning of new words prior to and during reading, enabling students to access increasingly complex texts. Vocabulary instruction is intentional, systematic, and directly linked to comprehension and writing.

Spelling

Spelling instruction focuses on developing students’ understanding of word structure. Lessons include spelling, blending, and segmenting, with explicit teaching of:

• Spelling patterns and generalisations
• Morphology (prefixes and suffixes)
• Rules that govern English spelling

Spelling lessons are purposeful and focused and do not include activities such as alphabetical word lists, word searches, or sentence writing. These activities align more appropriately with grammar or writing instruction. Spelling lessons do not exceed 30 minutes.

Morphology and Etymology

Students develop an understanding of morphology through the explicit teaching of base words, prefixes, and suffixes. Etymology is introduced to deepen understanding of word origins and spelling patterns, supporting accurate spelling and expanded vocabulary knowledge.

Writing

Writing instruction at Edithvale Primary School is systematic and explicit. Students are taught the fundamentals of writing, including letter formation, handwriting, spelling, sentence construction, and paragraphing, progressing to more complex writing tasks over time.

Writing lessons include:

• Modelled, shared, guided, and independent writing
• Explicit instruction aligned to clear learning intentions
• Opportunities to write across a range of genres and purposes
• Regular, timely feedback to support improvement
• Consistent, school-wide approaches to writing instruction

Feedback and Practice

Teachers provide clear, actionable feedback that supports students to understand what they are doing well and what their next steps are. Practice opportunities are purposeful and aligned to lesson intentions, ensuring students are supported to consolidate and extend their learning.