Literacy Support is welcoming, vibrant and enriching, specialising in programs for all students and those at risk. It is a place where students immerse themselves in literacy/literary tasks, learning to find the treasures within, and use these treasures to unlock further doors to continued engagement and improvement. Literacy Support is provided in class and in composite groups.
The Program is well resourced. It is based on “Making a Difference”, a DET initiative. Literacy Support embraces a range of teaching strategies which is underpinned by Humanistic and Vygotskian theories of learning and teaching. Under this umbrella creative and critical thinking practices, inclusive education, the explicit teaching model, habits of mind, peer tutoring and mindfulness meditation is implemented.
Literacy Support has an open door policy where students are enrolled at any time of the year and follows the principles of teaching and learning. All students take part in a Spellathon supporting Operation Cleft, a humanitarian project for children born with cleft lips and palates. There is on-going consultation with parents and guardians, classroom teachers, psychologists, the Wellbeing Team about students’ needs. A range of diagnostic tests are used to ascertain learning differences and to measure students’ progress.
Students work on “The Intensive Reading Program” and “The Green Box Reading Program”, popular text and media to boost fluency, accuracy and comprehension in reading, writing and oral presentations. Assistance for class work and homework is provided. Literacy Support is practical, time sensitive and effective. Students feel nurtured, optimistic and empowered which results significantly in improved wellbeing and academic outcomes.
An anecdote form Rebecca Heenan Year 8 on the benefits of support:
‘During literacy I have learnt more about English but I also learnt a new skill of being able to do the elastic cube. At first I could not do it, I spent a whole year in year seven trying. In year eight I finally made it. After that I only got better and can now make the cube in seven seconds. I can make the cube with my eyes closed and behind my back. This built determination and I use that in all my classes. I feel more confident in English, thanks Mrs Chetty. When I feel I can’t do anything I think of the cube and in the end I get it done.’