English

The English teaching approach at Craigie Heights Primary School is grounded in evidence-based pedagogy, particularly Structured Literacy informed by the Science of Reading (SoR). This method prioritizes explicit, systematic, cumulative, and diagnostic teaching across reading, writing, spelling, phonics, fluency, vocabulary, and comprehension. It is built upon high expectations for all students, inclusion, and a firm belief that all learners can succeed with the right instruction. This instruction is delivered during the morning literacy block, which consists of;

Kindy to Year 2

  • Literacy reviews
  • Phonics for reading and spelling
  • Morphology
  • Handwriting
  • Fluency practice
  • Syntax and punctuation
  • Oral and written sentence development
  • Language instruction for comprehension and composition

 

Year 3 to 6

Instruction focuses more heavily on:

  • Morphology, etymology, and spelling conventions
  • Reading fluency
  • Genre-based writing
  • Complex texts linked across learning areas
  • Explicit vocabulary and syntax lessons

 

These blocks follow a predictable format using daily reviews, explicit lessons, fluency activities, and integrated comprehension and writing tasks. These components are delivered in a sequenced and cumulative way, particularly targeting at-risk learners from the earliest years.

Reading Instruction

Craigie Heights adopts a Simple View of Reading, teaching both decoding (word recognition) and language comprehension. Programs and practices include:

  • Heggerty Phonological Awareness program
  • Use of decodable texts
  • Daily fluency practice
  • Literacy-Based Units (LBUs) for comprehension and vocabulary
  • Explicit instruction of comprehension strategies (literal, inferential, evaluative)

Students apply their reading through writing tasks, discussion, and cross-curricular literacy.

Writing Instruction

Writing is taught explicitly using the “I Do, We Do, You Do” model. Key writing elements include sentence-level syntax, genre-specific structures, cohesive devices, planning and revision and vocabulary and spelling accuracy.

Talk4Writing is used to teach text structures across genres, and writing tasks are embedded within Literacy-Based Units.

Spelling, Morphology and Etymology

Spelling is taught through Structured Synthetic Phonics (SSP) in the early years, focusing on phoneme-grapheme correspondences and regular review. From Year 3 onward, spelling instruction includes morphological word study (base words, prefixes/suffixes) and etymology to understand word origins and spelling patterns.

Vocabulary Instruction

Vocabulary is taught explicitly, focusing on Tier 2 words (academic and high-utility vocabulary) using techniques such as semantic mapping, games and visuals and multiple exposures in different contexts. Vocabulary is closely linked to comprehension and general knowledge, with instruction shifting from oral exposure in early years to reading-based learning in later years.

Assessment and Intervention

Craigie Heights Primary School follows a Response to Intervention (RTI) model:

  • Tier 1: Quality first teaching
  • Tier 2: Small group intervention
  • Tier 3: Intensive support (MiniLit, MultiLit)

Regular formative assessments are used to guide instruction and monitor progress.

At Craigie Heights Primary School, English instruction is evidence-based, systematic, and responsive. The structured literacy approach ensures that every child develops the foundational skills necessary for lifelong literacy success. By explicitly teaching the building blocks of reading and writing, providing differentiated instruction, and closely monitoring student progress, Craigie Heights creates a supportive environment where all learners can thrive.