At Bungunya State School, we develop core literacy and numeracy skills using an explicit instruction approach to teaching and learning. Learning is teacher structured and directed but always student centred.
Explicit instruction is characterised by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved. (Archer & Hughes, 2011).
In addition to addressing English and Mathematics within the key learning areas, time is also set aside within the school day for the teaching of Literacy and Numeracy routines.
These routines have been identified as, but are not limited to:
- Number facts.
- Number sense and computational skills.
- Spelling (Sound Waves).
- Phonics (SSP).
- Grammar Instruction.
Through the whole of school Reading Program, students engage in literacy rotations 2-3 times each week. The program is embedded in the Big 6 in Reading (oral language, phonological awareness, phonics, vocabulary, fluency, comprehension).
Explicit teaching framework
- Structured revision of knowledge and skills
- Moving knowledge from short term to long term memories.
- Active student participation.
- Fast paced.
Learning Intention and success criteria
- Tell learners clearly what is to be learned and why it is important.
- Direct instruction by teacher.
- Explicit modelling of concept - breaks down into step by step process.
- Thinks a-lounds.
- Example and non-examples.
- Guided and scaffolded practice of new knowledge and skills.
- Completes examples with students.
- Provides visuals and prompts.
- Independent practice
- Teach actively moves around
- Provides feedback and support
- Differentiate tasks.
- Refer back to Learning Intention and Success Criteria.
- Reflect on learning.