At St. Vincent de Paul Primary School, English is taught using the Victorian Curriculum English Version 2.0 with an Explicit Direct Instruction (EDI) approach. This structured, evidence-based method ensures high-quality, sequenced lessons that progressively build literacy skills.
Our curriculum focuses on developing students’ ability to listen, speak, read, view, and write with confidence and purpose while fostering a love of language and literature.
In the early years (Prep to Year 2), we use a systematic synthetic phonics program to build strong foundations in phonemic awareness, letter-sound relationships, and early reading and writing. This structured approach equips students with essential decoding skills for fluent reading. Rich literature is integrated to expand vocabulary, strengthen comprehension, and foster a love of reading. Explicit grammar and handwriting instruction enhance written communication, while a focus on phonics patterns and morphology supports the development of strong spelling skills.
From Year 3, students participate in comprehensive novel study units that incorporate the five pillars of literacy—phonemic awareness, phonics, fluency, vocabulary, and comprehension. Explicit instruction in spelling and morphology enhances their understanding of word structures, meanings, and patterns, strengthening both spelling accuracy and vocabulary. Writing instruction, based on the Hochman Method (2009), progresses from sentence construction to composition writing, while targeted grammar and handwriting lessons further develop written communication skills.
We incorporate retrieval and spaced practice to reinforce learning over time. Formative assessments within lessons allow teachers to monitor progress and tailor instruction. Explicit teaching provides clear explanations, step-by-step modelling, and guided practice before independent work. Scaffolding supports diverse learners, ensuring access to the curriculum at their level.
Students needing extra support benefit from a dedicated Literacy Intervention Teacher and a school-based Speech Pathologist, who collaborate with classroom teachers to provide targeted programs addressing literacy and language challenges.
To maintain high-quality instruction, teachers receive ongoing professional development in explicit teaching, differentiation, and assessment strategies. This structured, research-backed approach ensures consistency while allowing flexibility to meet diverse classroom needs.
Through this model, students develop strong literacy foundations, confidence, and a love of reading and writing in a supportive and inclusive environment.