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LITERACY AND NUMERACY

At Reservoir Views Primary School, we are student centred and focus on each individual as a learner. We teach using the Victorian Curriculum as a continuum of learning for our students throughout their schooling.

We follow the Berry Street model of wellbeing to ensure each child is catered to as a whole both academically and emotionally. The Victorian Curriculum is at the basis of all Teaching & Learning.


Individual Education Plans 

All students at Reservoir Views Primary School have an Individual Education Plan (IEP). The IEP is a plan each child has reflecting their next steps in their learning as an individual. It states what they are capable of, what their next goal is, how the teacher will support this learning, what the student will do to ensure they are reaching their goal and how you can support the learning at home.


Our students are self-regulated learners who know their learning needs and are able to articulate this ensuring they are able to take the next steps in their learning.  

IEPs are communicated with families on a termly basis, as parents/ carers, you are part of the process ensuring your child is catered for. Each student has Literacy, Maths and Personal Goals to guide them, students will bring home a copy each term. 


Teaching and Learning of Literacy.

‘Literacy is vital for every child and young person, and underpins their ability to engage in education, reach their potential and fully participate in the community.’ – John Hattie 2004 

At Reservoir Views Primary School we are committed to developing strong literacy skills in all our students. We understand that learning to read and write is not a natural process and therefore, students require explicit, systematic instruction with many opportunities for guided and independent practice.


Our students are involved in daily explicit instruction in the 6 main areas of Reading, including:  

  • Oral Language 

  • Phonemic awareness 

  • Phonics 

  • Vocabulary 

  • Fluency 

  • Comprehension 


Oral language plays a major role in our F-2 learning program. Teachers model and provide multiple, daily opportunities for students to develop their oral language skills through story-telling, collaborative tasks, developmental play and show and tell.  

Teachers use Heggerty Phonemic Awareness activities across Foundation-2 and Kilpatrick 1 minute drills across F-6 as needed. Students practice their phonics skills by reading a range of texts including a number of decodable books that support students to read.


Vocabulary and comprehension are taught explicitly across F-6 through the use of rich mentor texts that build student’s background knowledge on a range of topics. Our 3-6 students participate in explicit morphology lessons that support both reading and spelling.  

Writing at Reservoir Views includes explicit teaching of transcription skills including letter formation, handwriting, punctuation, spelling and text generation including planning, drafting, editing, word choice, grammar, text structure and genre. Students in F-2 focus on developing their sentence-level writing as well as experimenting with a range of narrative and informational text types. In 3-6, students’ writing is extended to paragraph and text level as they develop more control over text structures and language features.  


In addition to strong Tier 1 classroom instruction, we provide Tier 2 reading intervention for students who require some more support in reading. The small-group program MacqLit consists of MiniLit for F-2 and MultiLit for 3-6 students.  


Teaching and Learning of Mathematics.

Maths is taught each day based on the Victorian Curriculum. Teachers assess the students knowledge, ability and understanding in each mathematical area to ensure the next steps in their learning is at an appropriate level. This ensures each child is challenged and supported ensuring quality learning for all students. 


At RVPS, we aim for students to be able to: 

  • Develop mathematical skills for everyday life, work and as active citizens 

  • See connections and apply mathematical concepts, skills and process to pose and solve problems in all contexts 

  • Hands on learning is encouraged, we provide manipulatives for students to use during Maths assisting them in their understanding of Maths 

    Lessons have a ‘Warm Up’ to allow time for students to get their brains thinking about maths. ‘Explicit Teaching’ of a concept from the teacher takes place and then the ‘Student Investigation’ where students explore their learning by being challenged with their thinking. Teachers will also take ‘Focus Groups’ where they can target their teaching at a needs basis. ‘Reflection Time’ brings the lesson together, what has been learnt is shared and reflected upon.