LITERACY STRATEGY (2005-2007)

Pedagogy
• In Years 1-3 our school program is based upon the Early Years Program (and First Steps) and includes a Literacy Block of 2 hours a minimum of 4 days per week. This literacy block has a strong literature base and is integrated with other Key Learning Areas, it involves ability based group work for reading, writing, viewing, speaking and listening activities. Teachers model skills and strategies regularly and provide whole class and individual work as well as group activity.
• Year 4-7 program is a composite of whole language and functional language models. Literacy crosses all subject areas and is taught through English and Thematic Units to assist students to transfer literacy learnings across the Key Learning Areas. Modelling construction and de-construction of texts is practiced to teach the planning priorities of each grade (see support materials). Activities include whole class, group and individual tasks.
• During a period of review and reflection it was noted that our school consistently achieved above like schools and state means in all external testing programs. Whilst this was the case in all areas our writing results were the least preferred and reflected lesser levels of achievement when compared to our areas of extreme high achievement. Writing improvement then became our school-based priority from 2002 and beyond. The work associated with refining the skills of writing continues alongside a close inspection of the implications multi-literacies. Moderation of writing samples occurs across the whole school.
• Consideration has been given to the implications of ICT’s and keyboarding skills. The multiliteracies focus is planned and included in the school based ICT initiatives.
• A whole school Assessment Policy includes internal and external monitoring, and is articulated for all staff. Samples of student’s work are collated for a folio annually.
• Additional support is available to students with special needs through the establishment of a reading support program for older readers (Rainbow Readers).
• The role of the library has been reviewed and was renamed an Information Resource Centre in 2003. This Centre better supports research skills and literacy practice through upgraded access to additional resources in all forms.

Key areas for goal setting (2002-2004)
• Reading – data analysis suggests reading scores at Fig Tree Pocket State School are well above the state school mean and the like school mean. Our reading program performs strongly even against like schools.
• Writing – performance will be improved over time through persistent staff development and formalisation of writing procedures across the school. A formal monitoring process will assist conversation regarding pedagogy and student improvement. The school target is to produce improved writing scores in the short term and maintain over the longer term.
• Student Diversity – programs are reviewed annually for productivity against students with special needs. Monitoring of boys scores against our girls cohort is considered regularly. In 2003 greater use was made of analysis of State testing program and general trends with University testing programs.
• Reading targets were established in 2002 for Year 1-3 and will be reviewed annually.
• End Year 1 RR Benchmark Level 10 75%cohort
• End Year 2 RR Benchmark Level 22 75%cohort
• End Year 3 RR Benchmark Level 26 80%cohort

These targets are set at an independent reading level 95% accuracy, with no prompts. The student must also have an effective level of comprehension.

Targetted professional development for (2002-2004) included:
• Development of a shared vocabulary and vision
• A focus on pedagogy
• A systematic sharing of ideas and strategies through a formal process (including using the Protocols)
• Specific areas of focus in 2003-2004 include – writing (including text analyst role and spelling), multi literacies, critical literacy and the moderation process.

Progress 2002-2004
All goals for pedagogical practice and professional development cited in the previous Literacy Strategy have been achieved.
The benchmark achievement in reading for Year 1 and 2 fell short of the school determined level. This result has been analysed and reported upon elsewhere in this report, but Year 3 benchmarks are well above those set. Resulting in high performance achievement by Year 3 testing time.

Focus for 2005-2007
• Continue to improve and refine writing practices.
• Establish internal benchmarks for Year 4-7 reading.
• Provide focused support programs for Middle Years of Schooling boys requiring additional assistance in reading or writing
• Define requirements of the Early Years program for staff, provide PD for new staff (teaching / learning activities and benchmarks)
• Target STLD support role for students not ascertained or appraised - support children in class site
• Continue to track and analyse individual student achievement over time