At Rostrevor College, we are committed to implementing evidence-based methods and approaches to the teaching of literacy.
We understand how vital literacy skills are in order to support all learning areas, and endeavour to develop life-long, articulate learners who comprehend and communicate respectfully and effectively.
Literacy approaches at Rostrevor in the Junior Years are based on the explicit and systematic teaching of fundamental literacy knowledge and skills.
We follow what the scientific evidence states around literacy instruction to provide the best possible environment for all boys to develop the ability to read, write and understand language and literature.
The Science of Reading (SoR) is a comprehensive body of research from relevant disciplines such as education, special education, literacy, psychology, and neurology that provides information on how the brain best learns to read. Rostrevor College Junior Years is committed to being guided by scientific research to gain a deeper understanding on how children learn to read.
The Structured Literacy model is a highly explicit and systematic way of teaching all important components of literacy.
These components include both foundational skills (e.g., reading, spelling, handwriting and letter formation) and higher-level literacy skills (e.g., reading comprehension, written expression).
Oral Language
Phonological and phonemic awareness
Phonics
Vocabulary
Fluency
Comprehension
Rostrevor College Junior Years has a dedicated Leader of Learning - Elena Lanzilli - to guide and support educators in the implementation of the Stuctured Literacy approach.
We support our educators to be highly skilled and trained in evidence-based literacy approaches and invest in the ongoing professional development of our staff. Teachers in the Junior Years deliver:
This approach paves the way for a successful learning journey for each boy.
The individual progress of children is constantly tracked through a comprehensive Assessment and Monitoring schedule. The rigorous gathering of student data allows our teachers to triangulate data, making more in-depth judgements about each child’s progress and individual needs.
Data gathered on each student is analysed by key staff to identify where intervention support may be required. These "Data Conversations" occur several times a year to ensure accurate and updated information is shared about each boy.
The Inclusive Education team offers a vast range of intervention groups within the Response to Intervention model, including MiniLit, MultiLit, MacqLit and Multisensory Structured Language for children who require this additional support. Student progress is monitored through regular cumulative reviews built into each program.
A CATHOLIC BOYS' DAY AND BOARDING COLLEGE IN THE EDMUND RICE TRADITION RECEPTION TO YEAR 12
Glen Stuart Rd Woodforde Sa 5072 Australia
