From the Head of Teaching and Learning

In the last edition of HouseNews, I introduced our focus for 2024 - to commit to an EXCELLENT year of HEROIC learning. I mentioned the focus on Deep Learning competencies - collaboration and communication as a whole school COMMUNITY, our determination to continue enriching our academic culture, through whole school goals K to 12: ‘inclusivity and acceptance of diversity’ and ‘explicit literacy/numeracy strategies’.

A few weeks ago, The Sydney Morning Herald published an article citing the disagreement about how to teach reading and the lack of guidance schools were historically offered, as key causes of a past reading problem in schools. Grattan’s education program director Jordana Hunter added; ‘We need a reading revolution to make sure students aren’t left behind, and a huge effort to get it right in every classroom across the country.’ However, Hunter noted NSW is now a leading state for using phonics to teach reading and evidence-based instruction, as a direct result of the curriculum reform. At Pittwater House we have started our own ‘reading revolution’. Students in the Junior School read aloud with their teacher, silently and visit the library as part of their fortnightly program. As a passionate English teacher, I am always so thrilled to pass a class of our young students, proudly returning from their library visit with a well-chosen book snugly held in their library bags. In the Senior School, every student from Years 7 to12 enjoys a DEAR period in Form, once a week and our newly launched Reading Program in English classes, twice a week. We value and prioritise time for reading in our teaching programs to address the curriculum requirement, but more importantly, to allow a slower, meandering learning opportunity for brains to wander, creative thinking to emerge and vocabulary to extend. Immersing oneself in literary worlds, offers a temporary escape from the fast pace of our rapidly evolving society. As George R.R. Martin, American novelist and short-story writer, screenwriter, and television producer of the series ‘Game of Thrones’ stated, “A reader lives a thousand lives before he dies…The man who never reads lives only one.”

Famous author George Orwell: ‘Animal Farm’ and ‘1984’ held the firm belief that ‘If people cannot write well, they cannot think well, and if they cannot think well, others will do their thinking for them.’ As part of our focus on writing K to 12, our newly launched ‘HEROIC Heights’ is in direct action of our School goal: ‘explicit literacy/numeracy strategies’. Each subject/class will experience 1 to 2 episodes of rapid writing (10 to 15 mins) per fortnight, directly targeted to promote new ‘heights’ in literacy/numeracy, for every student at Pittwater House. I now share with you, the road map of what each ‘HEROIC Heights’ literacy/numeracy strategy will look like in your child’s Stage in Junior School or subject area in Senior School:

Kindergarten – Sequencing a series of events through oral retell and/or drawing along with Magic Writing and from Term 2 onwards, ‘Sentence of the Day’. 

Year 1 – To create a quality sentence using prepositional phrases that are relevant to the text that is being discussed and relevant to a character chosen from the focus text. 

Year 2 – Improving writing fluency and speed through a weekly ‘free write’ session. The second weekly session will focus on improving students' ability to edit, with a focus on grammar and punctuation.  

Year 3 – Improving sentence structure by introducing a question of the day – students will practise answering questions in full sentences. 

Year 4 – Development of sentences from simple to compound and complex whilst incorporating Tier 2 words (high-frequency words. for mature language users). 

Year 5 – Inclusion and development of literary devices in written pieces. Science- Explaining ideas and predictions in full sentences with correct punctuation and accurate vocabulary. Numeracy – Integrating numbers into all units of work and having daily number skills to improve student understanding and retention of all core number concepts. Inclusivity – Looking beyond the school community for lessons on inclusivity. 

Year 6 – Use apostrophes correctly in writing by adding detail to visual prompts. Science – Explaining ideas and predictions in full sentences with correct punctuation and accurate vocabulary.  Literacy – More explicit use of a variety of mentor texts to improve the quality of student writing.  Numeracy – Integrating numbers into all units of work and having daily number skills/drills to improve student understanding and retention of all core number concepts.  Inclusivity – Looking beyond the school community for lessons on inclusivity. 

English - Writing - Small sections of assessments, both formative and summative tasks, re-atempted to measure growth. Literacy based upon developing understanding of the vocabulary of English in understanding question requirements. Mastery of the techniques and structure. Wide-Reading program implemented in Library lessons twice a fortnight. 

Mathematics - Stop drop and write (number crunching too). Focus on questions requiring an extended response. Use of directive verbs in the question. Some questions contain large amounts of information and students must unpack a lot of literacy.

Science - Stage 4 and 5 - scaffolded worksheets targeting a specific literacy area/strategy whilst simultaneously integrating with the curriculum. All students in Years 7 to10 will spend 15 to 20 minutes of one lesson per week completing a worksheet that targets a specific literacy area/strategy relevant to their learning. 

HSIE - Stage 4 – Focus on directive verbs identify, describe; explain; outline, compare and define. Specific reference to PEEL with integration of evidence and connective language. Stage 5 – Focus on directive verbs assess; evaluate; to what extent; analyse. Integration evidence and use of specific terminology and integration of evidence. 

Languages - Year 9 – Develop students’ metalinguistic awareness and writing skills. Students get creative whilst practising their literacy skills and increase their intercultural awareness / language skills related to Modern Languages syllabus outcomes. Students “Drop everything and Write” in French or Chinese or English according to the prompt.

Computing Studies Stage 6 - Develop the students' understanding on how to respond to a question based on the syllabus verb posed. Stage 5 - Provide a greater range of reading and handwritten opportunities. ‘Computers off’ activities. 

TAS - Stage 4 – Ensure that students can write a better response in a sentence structure or paragraph with regards to the different content being asked of them. Stage 5 – Create a Stronger link to descriptive writing from identify or explain as they progress through Stage 5. Stage 6 – Develop stronger understanding of the main verbs used within both Food and DT. The main expression of analysis and how it is linked to the progression from detailed description, specifically in a written context for both folio and exam writing. 

PDHPE - Stages 4 and 5 – completion of practice question linked to topic being studied. Progression of verbs from outline and describe (Stage 4) to explain, discuss, and evaluate (Stage 5) Stage 6 – HSC past paper (Year 12), Yearly Examination (Preliminary) – linked to topic of study. 

Visual Arts - Literacy as a scaffolded approach building upon previous stages: Stage 4: Reading 10-15 min, spelling, sentences, definitions. Stage 5: Paragraphs into extended responses, development, and use of metalanguage. Stage 6: Using the Conceptual Framework students will appreciate and critique aspects of inclusivity and diversity through reflection, empathy, and impact of the artworld.

Music - Students will be engaged in explicit Music Numeracy and Literacy activities. Numeracy: Calculation, estimation and measurement knowledge and skills to collect and make sense of information, structure and form of music works. Literacy:  Interpreting music works, composing, improvising, arranging, or re-imagining, document processes, responding to music and exploring other peoples’ responses.

Dance - Stage 5 – Fortnightly logbook writing/reflections. Option for video to prepare for interview aspects.  Stage 6- Practical class logbook reflections. In class interview practice. ‘Charade-ing movement examples’ 

Drama - Stage 4- Articulating observations of peers using elements of Drama. Stage 5- Logbook writing /reflections - using journal. Stage 6- Logbook writing/reflections. Performance Essays.

Reading Aloud at Home

With the term in its second half, soon your child will be experiencing either a NAPLAN test or a school-based assessment. I often get asked how parents can assist their child in preparing for these assessments. In the case of NAPLAN, the best preparation is a good night’s sleep and a healthy breakfast. With our school-based assessments, helping your child at home prepare for assessments can become a nice bonding time with your child, even amidst the busyness of the week - whilst preparing a meal or in those quiet coffee moments. Ask your child to read aloud to you the written response that they have prepared to submit to their teacher. It is in reading aloud that both you and your child will notice where the punctuation and grammar need attention. It will ensure a more succinct response and hopefully a better performance, and importantly it allows your child to feel supported in their learning, through a nice quiet moment with you. I wish all our students every success in their forthcoming assessments this term.