LITERACY STRATEGY P-12 2009-2012

1. Loddon Mallee Region LITERACY STRATEGY P-122009-2012

2. Literacy is a critical factor in improving a student’s ability to learn and achieve personal and vocational goals. Literacy is a complex socially constructed and dynamic interaction. To be literate is to be able to understand information through listening, reading and viewing and to present information through speaking, writing and images. It is the foundation upon which learning and communication is built and therefore every teacher is a teacher of literacy and has a responsibility to explicitly address the literacy requirements of the learning domains they teach. Literacy is integral to learning for all students, no matter what their year level or the learning domain. Literacy Teaching & Learning in Victorian Schools (Paper No. 9 August 2006) suggests that teachers should use a variety of teaching practices and approaches. They need to explicitly teach reading, comprehension, writing, spelling and oral language, engage their students in meaningful literacy activities and make connections across domains and between school and out of school literacy practices. The aim of this strategy is to support the teaching of literacy in all schools (P-12) in Loddon Mallee Region, 2009-2012. The Breakthrough Framework (adapted from Fullan, Hill & Crevola. Breakthrough.2006) will guide the implementation of this strategy. The core components are personalisation, precision and professional learning. Personalisationplaces the learner at the centre and is tailored to the students learning and motivational needs. Precisionfocuses on accurate information/data on individual progress which is built into daily practice. Professional Learningensures focused, ongoing learning for each and every teacher. These core components are interwoven by moral purpose. This ensures continual seeking of best practice that raises the bar for all as it closes the gap. The next layer of the diagram represents the 6 components under which quality teaching and learning takes place. All 6 components are integral and collectively work towards improved outcomes for students. The plan for regional literacy improvement on the following pages is developed using these 6 components. It identifies region, network and school responsibilities. Finally, Leadership and Coordination is fundamentally collegiate, with an emphasis on strong, instructional leadership between professionals across the region, networks, schools and classrooms. Schools have a moral and intellectual responsibility to learn from other schools and contribute what they know to others.

5. Literacy Professional Learning Modules P-12 2009-2012 Loddon Mallee is dedicated to providing schools with high quality literacy professional learning modules to support schools to ‘raise the bar and close the gap’ in student literacy achievement. The Network Literacy Improvement Team will facilitate a range of professional learning modules for network and school leaders, and whole school teaching staff. In consultation with your Regional Network Leader, consider school data, network and school priorities and staff needs. Network Literacy Improvement Officers: Macedon : Pat Grumont 0400 480865 Goldfields: Sue Hinton 0412 889336 Bendigo: Kaye Parker 0437 190971 Sandhurst: Anne Smith 0407 518802 Campaspe: Kylie Lipscombe 0438 717845 Swan Hill: Janine Barnes 0400 590349 Mildura: Yvonne Madden 0427 848298 Mallee: Sandra Luitjes 0427 044393

6. Loddon Mallee Literacy Professional Learning Modules P-12 Modules are approximately 1 ½ hours and suitable for all teachers P-12. It is recommended that the modules are delivered to whole school teams. Please Note: Some modules are still being developed and are therefore not yet available to schools. Foundation Literacy Module It is recommended that all teachers in the Loddon Mallee participate in this module. Foundation Literacy will be offered to whole school teams, including leadership. The module will outline core literacy elements that should be evident in all classrooms. Through discussion, video footage and use of resources, schools will reflect on their current practice and determine future professional learning priorities. Consider network and school data, priorities and staffing to identify focus Modules planned to be developed: may chamge as needs determined Writing- 2010 Reading Speaking & Listening 2010 Early Years Oral Language Middle Years Oral Language Contextual Understanding Guided Reading Module Writing Conventions Shared Reading Module Text Types Module Independent Reading Module Writing Elements Spelling A: Personalised Spelling Spelling B: Spelling Investigations Early Readers Using Running Records Read Aloud/ Literature Module It is recommended that each school organises for all staff to have a literacy professional development folder with tab organizers. Participants will be receiving a range of resources in each of the professional learning modules.

7. Loddon Mallee Literacy Coordinator Modules Term 4 Guided Reading Term 3 Shared Reading Term 2 Foundation Literacy 2009 Term 1 Independent Reading Term 2 Read Aloud/ Literature Term 4 Text Types Term 3 Writing Elements 2010