THE SOUTH AUSTRALIAN EARLY YEARS LITERACY PROGRAM

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THE SOUTH AUSTRALIANEARLY YEARS LITERACY PROGRAM

• Resource for Aboriginal 3 year old children
• Joint Planning Professional Learning Day
• Tuesday 30th May 2006

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The vision

• All children are competent communicators and
  effective participators
• - through effective literacy teaching and
  learning

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The outcome

• Improvement in all learners in schools and
  preschools in literacy engagement and
  achievement.

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Targets

• South Australias Strategic Plan
• Increase Year 3 and 5 student performance in
  literacy and numeracy to reach or exceed the
  national average by 2008. (T6.10)
• Increase Year 7 student performance in literacy
  and numeracy to reach or exceed the national
  average by 2008. (T6.11)

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Related targets

• Have over 80 of government and non-government
  schools participating in the Premiers Reading
  Challenge program in 2006.
• Reduce junior primary class sizes.
• Increase the number of families participating in
  the Learning Together program.
• Reduce the gap between the outcomes for South
  Australias Aboriginal population and those of
  the rest of South Australias population,
  particularly in relation to health, life
  expectancy, employment, school retention rates
  and imprisonment.

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The breadth and depth of the program

• Develop dispositions to improve literacy skills
  and outcomes
• Maximise opportunities for learners in current
  and future environments
• Keep concepts and knowledge about literacy which
  are current and relevant

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The South Australian Early Years Literacy Program

• It is
• A set of priorities (program elements) that will
  be addressed in all preschools and schools
  supported by a site specific funding allocation
  for particular areas of focus

• It isnt
• A set of lesson plans for everyone to be doing
  on the same day at the same time or
• A statewide recipe for teaching literacy

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Funded Components

• 3 TRTs per teacher per year to be used to support
  professional learning opportunities - targeted
  and planned according to site and district
  priorities
• Funded resource to support year one children for
• 1 1 interventions
• TRT time for mentor teachers in category 1 4
  schools
• Funded resource for Aboriginal 3 year old
  children

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Towards a Culture of Inquiry in DECS
If being an educator in the 21st century
centrally involves the capacity to inquire into
professional practice, then the notion of inquiry
is not a project or the latest fad. It is a way
of professional being. Alan Reid 2004
http//www.decs.sa.gov.au/corporate/
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Early Years Literacy Program Principles and
Elements
Effective use of evidence and data
Whole site commitment focus
Effective teaching and learning for young
children
Continuous and revisited process, guided by
contemporary research          High
expectations        Assessment for learning
and of learning         Educators are
skilled professionals          Parents and
educators have different but complementary roles
Shared responsibility across DECS         
Engagement and responsiveness to
diversity          Balanced and contextual
learning programs.
Professional learning and leadership
Working within community
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Consistency and congruence

• Using a common definition of literacy
• Applying the common principles
• Using a common conceptual template
  (Multiliteracies Map) for addressing all aspects
  of literacy
• Ensuring that all design elements are covered

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Literacy defined

• Literacy is the ability to understand, analyse,
  critically respond to and produce appropriate
  spoken, written, visual and multimedia
  communication in different contexts
• South Australian Curriculum Standards and
  Accountability framework 2001

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Multiliteracies

• The term multiliteracies comprehensively covers
  the new electronic/digital literacies and the
  very important print based literacies, of
  particular importance in the early years.

It is not a question of print based (Clay 1993)

versus digital literacies, but
multiliteracies, which incorporates both.
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The meaning making dimension involves
understanding how different text types and
technologies operate in the world and how they
are used for our own and others purposes. The
focus is on the function and the form of texts to
make meaning.
The functional dimension involves technical
competence and how-to knowledge how to make it
work, recognise icons, letters, words and other
symbols.
The critical dimension involves understanding
that there is no one universal truth in any story
and that what is told and studied is selective
The transformative dimension involves using what
has been learned in new ways and new situations.
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Sites Expectations

• Address all design elements of the program
• Identify priorities for action through Early
  Years Literacy Plans, be accountable for
  improvements and use of the program funding as
  specified
• Collection of data at specific points with Year 1
  and Year 2 learners using Running Records as
  specified (Term 4)

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Sites Accountability

• All schools and preschools develop Early Years
  Literacy Plans linked to Site Learning Plans
• Completed by end of Term 1 for 2005,06,07
• Agreement between site leader and District
  Director
• Governing Council kept informed and involved
• Reporting to community

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Effective teaching and learning for young
children
Effective use of evidence and data

             
 
 
   



Literate Learners


Working within community
Whole site commitment focus
Professional learning and leadership
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• Purpose of the day
• Networking
• Part of ongoing inquiry at the centre and
  district
• Acknowledge current commitment to the resource
• Clarify responsibilities and purpose
• Strengthen the understanding of literacy in the
  early
• years
• Reflection
• Planning for professional learning
• Establish an evaluation framework

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What better way to assist teachers in New Times
with complex and critical questions rather than
simple answers
Luke. A Freebody. P