Teaching and Learning

This year, our school has taken an exciting step forward in strengthening students’ reading experiences through the introduction of novel studies in Years 3–6. Current research shows that shared reading experiences; where students explore a common text with teacher guidance and rich discussion; significantly strengthen reading comprehension. This approach places rich, high-quality texts at the centre of learning, allowing students to engage with stories while developing essential skills in comprehension, vocabulary and critical thinking.

Overall, the introduction of novel studies has been a positive and enriching addition to our reading program. By engaging with high-quality texts together, students are developing stronger comprehension skills, building vocabulary, and learning to articulate their thinking with more confidence. Just as importantly, they are experiencing reading as a shared, meaningful activity that encourages curiosity, discussion, and a genuine enjoyment of literature. With the support and expertise of Nathaniel Swain; as mentioned in the Principal’s Report; we are continuing to refine and strengthen our practice to ensure the greatest possible impact on student learning.

The following texts were the focus of our Term 1 novel studies:

• Year 3 – Matilda by Roald Dahl
• Year 4 – Charlotte’s Web by E.B. White
• Year 5 – The Witches by Roald Dahl

• Year 6 – Once by Morris Gleitzman

   

We are already seeing enthusiasm for reading across classrooms. Below are some reflections from students at the end of Term 1:

“I like how we get to read as a whole class. It gave us lots of chances to join in and talk because we were doing it together.”

“It helped us learn a lot of new words that we can use more often.”

“We talk about the main ideas in each chapter, and it helps us understand.”

“When we’re reading and talking about the book, you learn about the author and can then read more of their books. You don’t get to discuss books when you read alone.”

“It was good when the teacher understood the different levels of students’ abilities and made sure everyone understood.”

“In a way, it’s better than other types of reading because you can talk about the ideas.”

We look forward to building on this work throughout the year and celebrating the ongoing growth of our students as thoughtful and engaged readers.

Dimi Sfetsas