Andersons Bay School has adopted a structured approach to literacy with a strong sequential spelling programme happening across the school. We are continuing to grow our own professional knowledge about the Science of Learning and using a structured approach when we introduce new learning for our students. We are excited about the positive impact this evidence-based approach is having on learning.

We have implemented a very explicit approach to the teaching of spelling, with a much more systematic sequence to the practising of spelling words.

Our approach to the teaching of spelling, handwriting and reading includes deliberate, evidence informed practices that really support every student. As a school, we access the iDeaL platform to ensure our teachers are well supported with this teaching approach and that it is embedded and sustainable across our school.

The findings from the Science of Reading have taught us some very important lessons that we cannot ignore. This body of research findings has been a welcome addition to the education sector and we are proud to share with you that we are certainly taking heed of these. Key takeaways from the Science of Reading include the following:

• Reading is not a natural process. It was previously believed that learning to read was like learning to speak.

• We now know the skills that good readers implement and the associated parts of the brain that are involved in the reading process.

• Likewise, we know what aspects we should assess and teach to students who are not progressing in reading and spelling.

• We now know that all brains learn to read in the same way and that these areas of the brain can be taught and developed.

• A Structured Literacy approach is the most efficient teaching and learning approach for all children, and particularly for dyslexic children and those with reading difficulties.

• The teaching of spelling in a systematic and explicit way enables students to become capable readers and writers.

We are very grateful to our wonderful Parent Teacher Association for giving us $5000.00 towards building a resource of decodable texts for reading in junior classrooms and older catch-up readers with older students.

As a parent, you may wish to learn more about this new approach and the Science of Reading. If you have questions, please feel free to find further information at:

• Lifting Literacy Aotearoa

• Learning MATTERS

• iDeaL Approach

• APM Reports – At a Loss for Words.

Ngā mihi kia koutou,

Pauline Simpson