A Spotlight on Literacy and Numeracy
Our school is committed to providing an outstanding teaching and learning program that sets our students up for success. MPPS adopts a whole-school approach to literacy and numeracy instruction, grounded in evidence-based practices. Our consistent instructional models are implemented across all year levels, ensuring continuity and consistency from Foundation (Prep) to Year 6.
READING
Teachers plan for explicit instruction in reading, utilising programs including Little Learners Love Literacy (LLLL) from Prep to Grade 2, and Sound Waves Literacy from Grades 3 to 6. By utilising evidence-based practices that emphasise explicit, sequential and scaffolded instruction in essential reading skills and strategies, we aim to develop proficient, confident and skilled readers prepared for the challenges of the Victorian Curriculum and beyond.
Little Learners Love Literacy:
We're excited to announce the implementation of the LLLL program for students in Prep to Grade 2. This comprehensive, evidence-based approach focuses on developing essential literacy skills in a fun and engaging way.
LLLL helps children build a strong foundation in reading by explicitly and systematically teaching key concepts like phonics (the relationship between sounds and letters), phonemic awareness (the ability to hear and manipulate sounds in spoken words), comprehension and high-frequency words. Through differentiated and interactive games and activities, students learn to decode words, improve their reading fluency, develop spelling and handwriting skills and foster a love for reading.
Students engage in daily sessions within a 2-hour literacy block. LLLL lessons use instructional routines that include whole class teaching, small group work (including small group reading) and independent work. Teachers follow the LLLL explicit teaching approach of review – teach – practise – apply – assess. The program follows the gradual release of responsibility model using an I Do, We Do, You Do structure:
All components of the Literacy Big 6 are integrated and embedded into our comprehensive Literacy program from Prep to Grade 6.
LLLL helps children build a strong foundation in reading by explicitly and systematically teaching key concepts like phonics (the relationship between sounds and letters), phonemic awareness (the ability to hear and manipulate sounds in spoken words), comprehension and high-frequency words. Through differentiated and interactive games and activities, students learn to decode words, improve their reading fluency, develop spelling and handwriting skills and foster a love for reading.
Students engage in daily sessions within a 2-hour literacy block. LLLL lessons use instructional routines that include whole class teaching, small group work (including small group reading) and independent work. Teachers follow the LLLL explicit teaching approach of review – teach – practise – apply – assess. The program follows the gradual release of responsibility model using an I Do, We Do, You Do structure:
- Teachers teach new content by modelling and demonstrating to students – I DO.
- Teachers then work with the class to practise what has been taught. This is scaffolded and active – WE DO.
- Students independently practise and apply what has been taught and practised together – YOU DO.
All components of the Literacy Big 6 are integrated and embedded into our comprehensive Literacy program from Prep to Grade 6.
Literacy Big 6:
- Oral Language - knowing and using spoken words to express knowledge, ideas and emotions
- Phonological Awareness - which is the knowledge of sounds (phonemes)
- Phonics - knowing the sound (phoneme) and letter (grapheme) relationships
- Vocabulary - understanding words in isolation and in context
- Fluency - reading accurately and at an appropriate rate with expression
- Comprehension - making meaning from text which includes developing knowledge of grammar.
The LLLL program beautifully complements the Victorian Curriculum English version 2.0 and Victoria's approach to teaching reading Foundation (Prep) – Grade 2, both of which are being implemented in Victorian government schools this year.
Sound Waves Literacy:
Sound Waves Literacy is a systematic synthetic phonics approach to literacy instruction for students in Grades 3 to 6.
With Sound Waves Literacy, teachers deliver explicit teaching lessons and targeted practice that is comprehensive and cohesive. Teachers use the Sound Waves Literacy lessons that follow the Gradual Release of Responsibility pedagogy. This program is organised around the 43 phonemes (sounds) of Australian English and the graphemes (a letter or letter combination) used to represent them in written language. It covers key areas of instruction required for reading and spelling success, including phonemic awareness, synthetic phonics, morphology and etymology.
Sound Waves Literacy:
With Sound Waves Literacy, teachers deliver explicit teaching lessons and targeted practice that is comprehensive and cohesive. Teachers use the Sound Waves Literacy lessons that follow the Gradual Release of Responsibility pedagogy. This program is organised around the 43 phonemes (sounds) of Australian English and the graphemes (a letter or letter combination) used to represent them in written language. It covers key areas of instruction required for reading and spelling success, including phonemic awareness, synthetic phonics, morphology and etymology.
Sound Waves Literacy:
- is evidence-informed
- follows a systematic synthetic phonics sequence of instruction
- is sequential and cumulative across the primary school years
- provides lesson resources to help staff explicitly teach phoneme–grapheme relationships and vocabulary concepts.
WRITING
The Workshop Model:
The Workshop Model provides a structured framework for our writing lessons that balances explicit teaching, scaffolded and guided practice, and independent writing. Key components of this model include:
The Writing Model:
To ensure consistency across all grade levels, MPPS implements the Writing Model by Ann Angelopoulos. This approach is further enhanced by evidence-based practices in the Literacy Teaching Toolkit. This model provides a clear and structured framework for teaching writing, emphasising:
The Workshop Model provides a structured framework for our writing lessons that balances explicit teaching, scaffolded and guided practice, and independent writing. Key components of this model include:
- Mini lesson: The teacher provides explicit instruction on a specific writing skill or strategy.
- Modelled writing: The teacher explicitly demonstrates the process of writing by thinking aloud as they record their thoughts.
- Shared writing: The teacher and students collaborate to compose a text, modelling the writing process.
- Independent writing: Time for students to write independently, applying the skills and strategies learned.
- Debrief: students reflect on their learning and themselves as learners, and on how they have worked towards the success criteria for the day.
The Writing Model:
To ensure consistency across all grade levels, MPPS implements the Writing Model by Ann Angelopoulos. This approach is further enhanced by evidence-based practices in the Literacy Teaching Toolkit. This model provides a clear and structured framework for teaching writing, emphasising:
- Vocabulary development: Building a rich vocabulary through exposure to diverse texts and explicit instruction.
- Writing strategies: Teaching a range of writing strategies, such as onomatopoeia, alliteration and similes.
- Genre cycles: Exploring different genres to deepen understanding of text structures and conventions.
MATHEMATICS
At MPPS we use the Top Ten Maths program to plan and implement the Victorian Mathematics Curriculum 2.0 across all LCs in a sequential, hands-on manner. Teachers deliver engaging and high-impact maths lessons that target their students' points-of-need. Our program is supported by a mathematical library of 40 selectively chosen picture storybooks. Teachers use numeracy picture books, songs, chants and jingles as an exciting tune-in opportunity for hands-on maths lessons and to? hook the students into maths.
The maths program is designed to foster deep mathematical understanding and problem-solving skills as teachers utilise the sequential and cumulative scope and sequence resources and assessments. A rich and balanced mathematics program is created for students to experience a range of lesson structures, task types and pedagogies in any sequence of learning. These include Active Mathematics Teaching and Student-Centred Structured Inquiry.
Fundamental to learning mathematics and working mathematically are the proficiencies of understanding, fluency, problem solving, and reasoning that are embedded in all 6 interrelated strands of the Mathematics Version 2.0 Curriculum.
The mathematics program supports the development of productive learner dispositions through a range of lesson structures, task types and pedagogical practices which also focus on reducing and regulating mathematics anxiety.
Furthermore, the mathematics program is numeracy-rich: with a real-life context, application of mathematical knowledge, use of tools, promotion of positive dispositions, and involving a critical orientation.
The student-centred structured inquiry approach follows the Anticipate, Launch, Explore, Summarise/Reflect framework. This model encourages active student engagement and critical thinking, empowering students to construct their own mathematical knowledge. By anticipating student responses, launching engaging tasks, facilitating exploration and discussion, and summarising key learning points, our teachers create a dynamic and supportive learning environment. This approach aligns with best practices in mathematics education and ensures that all students have the opportunity to develop a strong foundation in mathematics.
The maths program is designed to foster deep mathematical understanding and problem-solving skills as teachers utilise the sequential and cumulative scope and sequence resources and assessments. A rich and balanced mathematics program is created for students to experience a range of lesson structures, task types and pedagogies in any sequence of learning. These include Active Mathematics Teaching and Student-Centred Structured Inquiry.
Fundamental to learning mathematics and working mathematically are the proficiencies of understanding, fluency, problem solving, and reasoning that are embedded in all 6 interrelated strands of the Mathematics Version 2.0 Curriculum.
The mathematics program supports the development of productive learner dispositions through a range of lesson structures, task types and pedagogical practices which also focus on reducing and regulating mathematics anxiety.
Furthermore, the mathematics program is numeracy-rich: with a real-life context, application of mathematical knowledge, use of tools, promotion of positive dispositions, and involving a critical orientation.
The student-centred structured inquiry approach follows the Anticipate, Launch, Explore, Summarise/Reflect framework. This model encourages active student engagement and critical thinking, empowering students to construct their own mathematical knowledge. By anticipating student responses, launching engaging tasks, facilitating exploration and discussion, and summarising key learning points, our teachers create a dynamic and supportive learning environment. This approach aligns with best practices in mathematics education and ensures that all students have the opportunity to develop a strong foundation in mathematics.
INTEGRATED CURRICULUM
Teachers use an online concept-based curriculum program called MAPPEN. This platform serves as a strategic vehicle to facilitate a whole-school approach to teaching and learning, ensuring pedagogical alignment and collaborative practice across all year levels.
MAPPEN learning sequences, resources and activities are aligned with the mandated Victorian Curriculum 2.0, ensuring comprehensive coverage of required content and competencies.
The program features integrated learning sequences, each thoughtfully designed around eight rich conceptual lenses: Community, Sustainability, Social Justice, Creativity, Identity, Place, Discovery and Perspective. This conceptual framework promotes a unique opportunity for simultaneous inquiry across all year levels, fostering common thematic understanding. This exploration encourages rich interdisciplinary discussions and cultivates students' capacity to formulate meaningful and pertinent questions about their world.
Differentiation strategies, addressing content, process, and product, are embedded to empower teachers in effectively catering to the diverse learning needs within their classes.
Integral to MAPPEN's design is a commitment to cultivating students' essential 21st Century learning skills, including critical thinking, creativity, collaboration, character development, citizenship and communication proficiency. The framework strategically embeds the Habits of Mind, offering students contextual opportunities to practice sixteen key dispositions for intelligent behaviour when faced with unfamiliar challenges. Moreover, MAPPEN promotes the development of a growth mindset and reflective thinking skills, which are foundational for students' ongoing success beyond the immediate classroom context.
Cross-curriculum Priorities:
Learning about the cross-curriculum priorities of Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia’s Engagement with Asia, and Sustainability offers relevant, contemporary and engaging contexts for student learning across the curriculum. Opportunities for developing and applying these priorities are embedded into content descriptions across the different curriculum areas and integrated to the MAPPEN units from Prep to Grade 6.
MAPPEN learning sequences, resources and activities are aligned with the mandated Victorian Curriculum 2.0, ensuring comprehensive coverage of required content and competencies.
The program features integrated learning sequences, each thoughtfully designed around eight rich conceptual lenses: Community, Sustainability, Social Justice, Creativity, Identity, Place, Discovery and Perspective. This conceptual framework promotes a unique opportunity for simultaneous inquiry across all year levels, fostering common thematic understanding. This exploration encourages rich interdisciplinary discussions and cultivates students' capacity to formulate meaningful and pertinent questions about their world.
Differentiation strategies, addressing content, process, and product, are embedded to empower teachers in effectively catering to the diverse learning needs within their classes.
Integral to MAPPEN's design is a commitment to cultivating students' essential 21st Century learning skills, including critical thinking, creativity, collaboration, character development, citizenship and communication proficiency. The framework strategically embeds the Habits of Mind, offering students contextual opportunities to practice sixteen key dispositions for intelligent behaviour when faced with unfamiliar challenges. Moreover, MAPPEN promotes the development of a growth mindset and reflective thinking skills, which are foundational for students' ongoing success beyond the immediate classroom context.
Cross-curriculum Priorities:
Learning about the cross-curriculum priorities of Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia’s Engagement with Asia, and Sustainability offers relevant, contemporary and engaging contexts for student learning across the curriculum. Opportunities for developing and applying these priorities are embedded into content descriptions across the different curriculum areas and integrated to the MAPPEN units from Prep to Grade 6.
- Learning about Aboriginal and Torres Strait Islander histories and cultures
- Learning about Asia and Australia’s engagement with Asia
- Learning about sustainability
TEACHING TECHNOLOGIES
The Digital Technologies curriculum enables students to become confident and creative developers of digital solutions through the application of information systems and specific ways of thinking about problem solving. Students acquire a deep knowledge and understanding of digital systems, data and information and the processes associated with creating digital solutions so they can take up an active role in meeting current and future needs.
The Victorian Curriculum has been designed to provide practical opportunities for students to explore the capacity of information systems to systematically and innovatively transform data into digital solutions through the application of computational, design and systems thinking.
At MPPS, a range of technologies and eLearning opportunities are available to assist students with their learning including various devices and software. These opportunities engage students to explore and create independently or in collaboration with others as part of our whole school ‘one-to-many’ technologies program.
Students follow an acceptable use policy and complete programs to develop an understanding of cyber safety. In line with our motto, ‘Where Creativity Meets Technology’, we aim to foster an understanding of how to use technology appropriately providing opportunities for our students to source information and become more knowledgeable. Our goal is to encourage students to be brave enough to try new things and make informed choices, be good communicators, collaborators and decision makers.
DIGITAL LITERACY
Digital literacy forms one of the three foundational skills in the Victorian Curriculum F-10. Digital literacy is not described as a curriculum itself, rather its development is presented as a continuum of learning and enabled by the achievement of the knowledge and skills located in the Digital Technologies Version 2.0 curriculum.
Digital literacy empowers students to effectively use technology to create, communicate, and solve problems. It involves critical thinking, responsible use of digital tools, and adapting to evolving technologies while ensuring safety online.
The Digital Literacy learning continuum is organised into 4 elements:
· Practising digital safety and wellbeing
· Investigating
· Creating and exchanging
· Managing and operating.
While specific elements of Digital Literacy are addressed in Digital Technologies, concepts and skills are consolidated and extended across all learning areas at MPPS.
The Victorian Curriculum has been designed to provide practical opportunities for students to explore the capacity of information systems to systematically and innovatively transform data into digital solutions through the application of computational, design and systems thinking.
At MPPS, a range of technologies and eLearning opportunities are available to assist students with their learning including various devices and software. These opportunities engage students to explore and create independently or in collaboration with others as part of our whole school ‘one-to-many’ technologies program.
Students follow an acceptable use policy and complete programs to develop an understanding of cyber safety. In line with our motto, ‘Where Creativity Meets Technology’, we aim to foster an understanding of how to use technology appropriately providing opportunities for our students to source information and become more knowledgeable. Our goal is to encourage students to be brave enough to try new things and make informed choices, be good communicators, collaborators and decision makers.
DIGITAL LITERACY
Digital literacy forms one of the three foundational skills in the Victorian Curriculum F-10. Digital literacy is not described as a curriculum itself, rather its development is presented as a continuum of learning and enabled by the achievement of the knowledge and skills located in the Digital Technologies Version 2.0 curriculum.
Digital literacy empowers students to effectively use technology to create, communicate, and solve problems. It involves critical thinking, responsible use of digital tools, and adapting to evolving technologies while ensuring safety online.
The Digital Literacy learning continuum is organised into 4 elements:
· Practising digital safety and wellbeing
· Investigating
· Creating and exchanging
· Managing and operating.
While specific elements of Digital Literacy are addressed in Digital Technologies, concepts and skills are consolidated and extended across all learning areas at MPPS.
CURRICULUM DESIGN
MPPS follows the Victorian Curriculum A-D / F-10. This curriculum guides our teaching and learning programs across all learning areas and capabilities.
Differentiated Curriculum:
Differentiation to improve engagement and learning
Differentiated teaching is how teachers target their instruction to extend the knowledge and skills of every student in every class, regardless of their starting point. The objective of differentiation is to lift the performance of all students. Differentiation benefits students across the learning continuum, including students who are highly able and gifted. Teachers use a variety of strategies to help students become personally invested in and take ownership of their learning. Differentiated teaching allows students at risk of disengagement to experience meaningful learning.
Teachers use a range of data sources to pinpoint what students currently know, and what they are ready to learn next. Using data, teachers can decide what to differentiate in their instruction, choosing from:
To effectively target teaching, staff consider:
Differentiated teaching is how teachers target their instruction to extend the knowledge and skills of every student in every class, regardless of their starting point. The objective of differentiation is to lift the performance of all students. Differentiation benefits students across the learning continuum, including students who are highly able and gifted. Teachers use a variety of strategies to help students become personally invested in and take ownership of their learning. Differentiated teaching allows students at risk of disengagement to experience meaningful learning.
Teachers use a range of data sources to pinpoint what students currently know, and what they are ready to learn next. Using data, teachers can decide what to differentiate in their instruction, choosing from:
- Content - what students are expected to learn
- Process - how teachers will teach and how students will explore or undertake their learning. Type of instruction and activities undertaken in the lesson
- Product - how the students demonstrate their learning
- Learning environment - the physical and effective nature of the class. LCs are stimulating and conducive to learning, and places where students feel valued, safe and supported to take risks to support their learning.
To effectively target teaching, staff consider:
- students with disabilities or disadvantaged backgrounds that may need additional adjustments of varying degrees to participate in the class on the same basis as their peers
- input from colleagues including specialist staff that can assist to implement a range of teaching strategies that support the different learning goals and learning needs
- student agency and engagement by providing choice and input into the learning activities from students and assisting them to set realistic and challenging goals
- using formative assessment practices to monitor student learning progress toward and beyond learning goals and adjust learning plans in response to formative feedback
- undertaking targeted interventions to supplement the learning for groups of students experiencing difficulties. These interventions could be planned as part of a Professional Learning Community, or in collaboration with school leaders and Learning Specialists.
Diversity of Learners:
The Victorian Curriculum F–10 has been developed to ensure that curriculum content and achievement standards enable continuous learning for all students, including:
Students with disabilities and additional learning needs
Teachers at MPPS use the Victorian Curriculum F–10 to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with disabilities. Teachers provide the necessary adjustments to the curriculum content, the instructional processes, the assessment strategies and/or the means through which students demonstrate their knowledge, skills and understanding. For some learners, adjustments like these enable them to achieve educational standards commensurate with their peers. For other students, teachers focus instruction on content different from that taught to others in the class. In these cases, adjustments to how student progress is monitored, assessed and reported is also required. The Victorian Curriculum F–10 provides a scaffolded, developmentally-sequenced curriculum for teachers to support students learning below the Levels A to D as they progress towards the Foundation achievement standard.
Students who are learning English as an additional language
Teachers at MPPS use the Victorian Curriculum F–10 English as an Additional Language (EAL) curriculum that sets out what students are expected to learn and is designed as a continuum of learning structured as three pathways. The pathways are presented in scope and sequence charts to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs of students. Supporting resources are also accessible via the MPPS Assessment Schedule. The EAL curriculum pathways are structured as follows:
Gifted and talented students
MPPS is committed to providing a rich and challenging learning environment for all students, including those of high ability. By identifying high-ability students through a variety of assessments and observations, teachers tailor instruction to meet the unique needs of their students. Developmental learning allows students to progress at their own pace and foster higher-order thinking skills through complex problem-solving and critical analysis. By planning lessons at the point of need, teachers challenge high-ability students with rigorous tasks that require them to apply their knowledge and skills in innovative ways. This also supports self-regulated learning, empowering students to take ownership of their learning and set ambitious goals. Through likeability interactions, teachers create a supportive and stimulating learning community where students can collaborate with peers of similar ability. By selecting tasks that are appropriately challenging and engaging, teachers inspire high-ability students to reach their full potential. The Leadership Team is committed to supporting teachers in identifying and supporting high-ability students by providing resources and ongoing professional development as required.
- students with disabilities and additional learning needs
- students who are learning English as an additional language
- gifted and talented students.
Students with disabilities and additional learning needs
Teachers at MPPS use the Victorian Curriculum F–10 to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with disabilities. Teachers provide the necessary adjustments to the curriculum content, the instructional processes, the assessment strategies and/or the means through which students demonstrate their knowledge, skills and understanding. For some learners, adjustments like these enable them to achieve educational standards commensurate with their peers. For other students, teachers focus instruction on content different from that taught to others in the class. In these cases, adjustments to how student progress is monitored, assessed and reported is also required. The Victorian Curriculum F–10 provides a scaffolded, developmentally-sequenced curriculum for teachers to support students learning below the Levels A to D as they progress towards the Foundation achievement standard.
Students who are learning English as an additional language
Teachers at MPPS use the Victorian Curriculum F–10 English as an Additional Language (EAL) curriculum that sets out what students are expected to learn and is designed as a continuum of learning structured as three pathways. The pathways are presented in scope and sequence charts to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs of students. Supporting resources are also accessible via the MPPS Assessment Schedule. The EAL curriculum pathways are structured as follows:
- EAL Pathway A: Early immersion (Foundation–Year 2)
- EAL Pathway B: Mid immersion (Years 3–8)
- EAL Pathway C: Late immersion (Years 7–10)
Gifted and talented students
MPPS is committed to providing a rich and challenging learning environment for all students, including those of high ability. By identifying high-ability students through a variety of assessments and observations, teachers tailor instruction to meet the unique needs of their students. Developmental learning allows students to progress at their own pace and foster higher-order thinking skills through complex problem-solving and critical analysis. By planning lessons at the point of need, teachers challenge high-ability students with rigorous tasks that require them to apply their knowledge and skills in innovative ways. This also supports self-regulated learning, empowering students to take ownership of their learning and set ambitious goals. Through likeability interactions, teachers create a supportive and stimulating learning community where students can collaborate with peers of similar ability. By selecting tasks that are appropriately challenging and engaging, teachers inspire high-ability students to reach their full potential. The Leadership Team is committed to supporting teachers in identifying and supporting high-ability students by providing resources and ongoing professional development as required.