At St Christopher’s, we believe that a successful language program is one in which reading, writing, speaking, listening and viewing are integrated in a supportive and stimulating environment. Students are supported in becoming multiliterate, which means that they can make meaning from texts of all types, including written, spoken and visual, and use these text types for their own communication purposes.

 

Literacy is taught through a whole/small/whole group model for learning. This enables the teacher to differentiate the teaching focus and learning experiences to cater to individual children’s needs. In the early years, a Synthetic Phonics approach to teaching reading is used supported by the use of decodable texts.  St. Christopher's relies on evidence-based approaches which form the foundation of both our classroom practice and our intervention and support practices.  The role of the teacher is to provide contexts for learning that will enable children to develop control of language and enjoy using it, so that they can interact effectively in a literate society.

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St Christopher's has a range of interventions to support students who require further assistance in the area of Literacy. Included in these interventions are programs such as MiniLit, MacqLit, Group Reading and Rereading Easy Texts Aloud Daily (GRREAD), Rapid Automatised Naming (RAN) and Year Prep-6 Target Teaching groups.