Pedagogy and Practice

Language and Literacy Improvement

A recent article published in The Conversation, authored by Sue Ollerhead of Macquarie University has highlighted the importance of making improved student literacy a whole-of-school priority. In the April article, titled “All teachers need to teach language and literacy, not just English teachers”, the learning and mastery of higher-order language and literacy skills is not seen as a generic skill, but rather, has subject-specific terminology and interpretation included as important factors contributing to students’ depth of understanding. 

The teaching of literacy is a whole-school priority, with each Department and subject taking responsibility for including literacy development as a key feature of the instructional program.

This issue is of particular interest at the moment as significant NSW curriculum reform is nearing its intended implementation target of 2024. Several NSW curriculum areas will have updated syllabus documents, which will include guidelines for the inclusion of specific literacy skills. We are well placed here at St Andrews for the adoption of the updated curriculum and the included literacy requirements, having Ms Linda Hicks working as a CRTENs CEDP representative, through which we are able to access the most up-to-date progress relating to the development of the emerging syllabus documents.

We are well advanced here at St Andrews with our whole-of-school literacy improvement guidelines operational across all Key Learning Areas, with all teachers actively making improved student literacy a priority for their own practice, regardless of which area of content is being investigated at any particular time. The College’s Professional Learning day reaffirmed the importance of continuing to apply the whole-of-school approach to improved language and literacy skills for all students and highlighted the excellent work being carried out by St Andrews teachers in making this a success at our school.

One way that parents and families can support their own children in developing higher-order literacy skills is to create regular, dedicated time for their child to read and write at home. It can be as little as 20 to 30 minutes per day that can make a major difference in the child’s overall language skill development, especially if that time is uninterrupted and not affected by the distractions of any digital devices, screens, music or social media. Establishing regular reading and writing time at home has a cumulative effect and adds enormously to the student’s ability to interact with the higher levels of language and learning.

If you are interested in hearing more about how to establish a positive reading and writing routine at home for your child or children, please email Mr Haras, pharas@parr.catholic.edu.au

Positive Learning Environments and Classroom Expectations

Maintaining positive learning environments involves caring for our physical spaces, including our classrooms. The College has the highest level of expectation in terms of how the physical learning environment is presented each and every lesson. Having learning spaces that are well presented assists students focus on what is most important when they are at school - their learning and the learning of those around them. The College teaching team takes great pride in ensuring every learning space is maintained at an inviting standard and will be reinforcing these expectations on our students throughout the remainder of 2022. In this way, all of our students will be able to engage in the learning process without any unnecessary distractions. All of our students are expected to assist in maintaining our learning spaces at the highest standard by following the College’s rules covering conduct in the classroom.

HSC Minimum Standards Tests and Academic Compensation

As part of our ongoing commitment to support all of the students here at St Andrews College, we have introduced an Academic Compensation program designed to assist those students who may require some additional time to successfully complete their learning needs. Every student in NSW is required to complete a series of three (3) HSC Minimum Standards tests in order to be eligible for the award of the HSC. If a student in Year 11 is yet to complete these tests they will be invited to attend an allocated Academic Compensation session in order for them to complete these tests.

Mr Paul Haras
Leader of Pedagogy and Practice