Junior Years Literacy at Rostrevor

Setting Foundations for Learning

Setting Foundations for Learning

Our Literacy Commitment

At Rostrevor College, we are committed to implementing evidence-based methods and approaches to the teaching of literacy.

We understand how vital literacy skills are in order to support all learning areas, and endeavour to develop life-long, articulate learners who comprehend and communicate respectfully and effectively. 

Helpful Information

Assistant Principal - Junior Years:
Mrs Siobhan Paley

+61 8 8364 8333


Our Approach

Literacy approaches at Rostrevor in the Junior Years are based on the explicit and systematic teaching of fundamental literacy knowledge and skills.

We follow what the scientific evidence states around literacy instruction to provide the best possible environment for all boys to develop the ability to read, write and understand language and literature. 

The Science of Reading

The Science of Reading (SoR) is a comprehensive body of research from relevant disciplines such as education, special education, literacy, psychology, and neurology that provides information on how the brain best learns to read. Rostrevor College Junior Years is committed to being guided by scientific research to gain a deeper understanding on how children learn to read.  

Structured Literacy

The Structured Literacy model is a highly explicit and systematic way of teaching all important components of literacy.

These components include both foundational skills (e.g., reading, spelling, handwriting and letter formation) and higher-level literacy skills (e.g., reading comprehension, written expression).  

Read more:

The 6 Key Areas of Reading

  1. Oral Language  

  2. Phonological and phonemic awareness 

  3. Phonics 

  4. Vocabulary  

  5. Fluency  

  6. Comprehension  

Coaching for Educators 

Rostrevor College Junior Years has a dedicated Leader of Learning - Elena Lanzilli - to guide and support educators in the implementation of the Stuctured Literacy approach. 

We support our educators to be highly skilled and trained in evidence-based literacy approaches and invest in the ongoing professional development of our staff. Teachers in the Junior Years deliver:

  • Carefully planned and sequenced lessons;
  • Clear and detailed instructions and modelling;
  • Frequent and systematic monitoring of student progress with feedback given throughout the lesson
  • An opportunity for students to provide feedback during the lesson to monitor the effectiveness of their teaching.

This approach paves the way for a successful learning journey for each boy. 

Tracking Student Progress  

The individual progress of children is constantly tracked through a comprehensive Assessment and Monitoring schedule. The rigorous gathering of student data allows our teachers to triangulate data, making more in-depth judgements about each child’s progress and individual needs. 

Identifying where Support is Needed

Data gathered on each student is analysed by key staff to identify where intervention support may be required. These "Data Conversations" occur several times a year to ensure accurate and updated information is shared about each boy.  

Learning Supports for Students

The Inclusive Education team offers a vast range of intervention groups within the Response to Intervention model, including MiniLit, MultiLit, MacqLit and Multisensory Structured Language for children who require this additional support.  Student progress is monitored through regular cumulative reviews built into each program.  


Glen Stuart Rd Woodforde Sa 5072 Australia