English

Term 1 has seen the implementation of a number of programs designed to support and enhance learning, especially in Stages 4 and 5.

The first focus for students in these groups has been on developing sustained, deep reading skills. Each student in Years 8, 9 and 10 has been issued a novel and must complete their independent reading of the novel by the end of the term.

To support their reading and develop their comprehension skills, each student must complete a fortnightly reading log, or check-in, which requires students to infer, predict and create responses based on their reading of the novel.

Teachers have each allocated one half-hour (or a full hour in Year 8) to: checking responses; questioning students on their comprehension of the novel; helping students set individual targets for reading; and supporting students in reaching these goals. Students who finish their class novel are encouraged to read, bring and share another novel of their choice.

The purpose of the reading program is twofold. First, it aims to develop students’ thinking skills: memory, abstraction, inference, creativity, imagination and vocabulary have all been linked to ongoing reading practices outside school. Second, students are encouraged to manage their daily and weekly tasks and time to reach long-term goals - to finish a chapter, a novel, a series etc. Reading independently for a short time regularly is manageable for most Mater Dei students, and the cumulative impact of reading a minimum of four novels per year, monitored and measured through reading logs, should be substantial. Year 8 was chosen as the starting point in response to research suggesting that this was the most common time for secondary students to stop reading for pleasure.

Year 8 students have also been given access to a new literacy development program: the Oxford MyEnglish 8 program. Each student has been issued with a paperback and an online version of the text. Students will be directed by their teachers to complete assigned activities to develop their skills vocabulary, grammar, spelling, reading and writing skills. Activities have been aligned with the teaching and learning of each class, making the literacy development relevant to the conceptual and literary learning of each student.

Any feedback about either program is welcomed and can be emailed to elliss2@ww.catholic.edu.au

The images below are of Year 9 English students performing scenes or creating tableaus to reflect key concepts from Shakespeare’s Romeo and Juliet.

Mr Shaun Ellis | English KLA Leader