Literacy learning is infused into many areas of our learning day.

At the Daylesford Dharma School we have  shifted our focus in our literacy program to draw on the current evidence to guide the way we structure our learning. This new approach in education is based on the body of evidence that draws on the understanding of the cognitive processes of how children learn.  Reading research indicates that there are 6 key areas that need to be developed for proficient reading. These are often referred to as ‘The Big 6’ and include: Oral Language, Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension.

This Science of Reading approach embraces what is called Simple View of Reading. It requires us to base literacy teaching on evidence, rather than what we ‘think’ works or by following practices that have no evidence to support their effectiveness. Simple View of Reading starts from the premise that if kids can’t decode and have low fluency, then their comprehension is compromised. It’s that simple. Teachers who use this approach to teaching literacy are guided in how to use decodable texts, phonics and phonemic awareness through the early years. We also engage with comprehension in the early years which becomes a greater focus in Yrs 3-6. Continuing with integrating evidence based approaches to literacy as a whole school, we extend this also into our Spelling program. We use the Components of Spelling program to enable teachers to effectively use student data to guide planning that will improve student outcomes. In 2024 our teachers worked with Dr Tessa Daffern to deepen their understanding of this approach to teaching spelling in the classroom.  

Our teachers are also guided by Scarborough’s reading rope that breaks down all the different components of both reading and comprehension. Teachers use this to ensure that all of these components are being taught and strengthened in their program. When we approach teaching literacy based on the brain science of how children learn versus how we think it is nice for them to learn, we have the opportunity to support students to move their learning into long term memory and understanding and experience success.

Assessment is an integral part of our teaching and learning process. Assessment and Reporting combine to support students to achieve their best and to provide the basis for guiding further learning. It also provides an opportunity to inform parents about their childs’ achievement.
Children are encouraged to set goals related to their own learning needs throughout the semester and our student led learning conversation model provide opportunities for children to demonstrate the learning process related to these goals. Portfolios include snapshots of the whole learning picture ie, drafts, re-drafts, thinking processes (concepts maps etc) and published work.