Kindergarten -Year 2 classes at Good Shepherd  are implementing the InitiaLit program which is a comprehensive whole-class literacy program, developed by MulitLit (a research based initiative of Macquarie University). InitiaLit teaches children how to read and spell through daily lessons that are delivered using research-based pedagogies. Oral language and vocabulary are developed through engaging with quality children’s literature.

In grades 3-6, we move from ‘learning to read, to reading to learn.’ With the Australian Curriculum as our base, the teaching of spelling and writing are supported by the programs “Effective Spelling” and “Seven Steps to Writing Success” respectively.

Built on ten Big Ideas, which are covered each semester in each grade from 3-6, “Effective Spelling” requires a ‘word-conscious’ classroom whereby children, with support, explore how words are constructed and connected, looking through phonological, orthographical and morphological lenses. Vocabulary (the set of words known or understood by a learner) development is a crucial aspect of literary growth and is developed through exposure to literature and a study of words. Focussing on vocabulary is also an integral part of the InitiaLit program as it supports reading and enhances comprehension. Children grow into more capable readers and writers if they have a broad vocabulary and a strong command of oral language. Sharing texts and discussing new words is a simple way to build both the vocabulary and oral capacity of students.

The “Seven Steps to Writing Success” is a clearly structured framework which prioritises the authorial (ideas)side of writing and the process of planning, drafting, editing and publishing. The Seven Steps approach emphasises quality over quantity and follows similar pedagogical approaches to InitiaLit - repetition, chunking, lots of verbal exchange and consistency.

At Good Shepherd…  

  • two hours every day is timetabled for the teaching of English in every classroom.
  • we expect that our teachers are committed to the personal literacy growth of each and every student.
  • our plentiful classroom libraries give the children a wide range of texts from which to select their personal reading material. Teachers model reading every day – for both instructional and entertaining purposes.
  • we recognise the connectedness of all English skills which means that literacy experiences at our school are not confined to our English block. It is foundational to all teaching and learning experiences.
  • regular data collection (at both a system and school level) is to be used with purpose, considered when planning and be ‘fed-forward’ into upcoming content delivery.
  • subscriptions to the MultiLit eLibrary, Sunshine Readers and SORA are accessible to students at home.
  • we encourage parents to share the reading experience with their child daily, and emphasise the importance of home-support when it comes to developing our students into literate citizens.


Numeracy blurb for website “Mathematics is at the centre of thinking about how to spend the day, how many events and jobs can fit into the day, what size of space can be used to fit equipment or turn a car around, how likely events are to happen, knowing how tweets are amplified and how many people they reach.” – Jo Boaler

Mathematics learning is informed by the Australian Curriculum and is organised around the three key content areas of Number and Algebra, Measurement and Geometry, and Statistics and Probability. These strands are sequentially developed to become more complex as students advance through their school years. To become efficient Mathematical thinkers, students also need to develop the skills of understanding reasoning, fluency and problem solving to help them make sense of the content.

Teaching and Learning experiences at Good Shepherd provide students with multiple opportunities to visit and re-visit each content strand. Our teaching practices move students at a brisk pace through previously taught concepts, to revise and consolidate understanding. Explicit lessons introduce new concepts, and provide opportunities for students to demonstrate and practise their understanding in guided and independent situations. In all cases, students are expected to be active participants in their learning.

Each classroom is very well-resourced with a range of manipulatives ( e.g. counters, unifix cubes, 3D objects, paddle pop sticks) to enhance understanding and support hands-on learning. All classrooms have electronic whiteboards enabling students to participate in multi-modal interactive lessons.

Quick and automatic recall of number facts is important in building students’ confidence and capacity to more efficiently access the Mathematics curriculum. The Rocket Math program supports this and is being rolled out across the school in 2022. It is a student-centred program, designed to build automaticity in the recall of basic operations. It begins with writing and recognising numerals and progresses through a developmental sequence of operations and applications.

Mathematics concepts are integrated in other areas of the curriculum, providing authentic contexts for Mathematics in its broader sense. For example, statistics for migration in the Year 6 HASS (History and Social Sciences) curriculum, distances thrown or jumped in athletics track events, or recognising and reading numbers in information reports. Our aim is that all students think of themselves as Mathematicians  (Reference:

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