What do we want?

  • High-Quality Literacy Instruction in All ACT Schools

    • Systematic and explicit reading instruction that incorporates the five essential elements: phonemic awareness, phonics, fluency, vocabulary, and comprehension (as recommended by Five from Five).

    • Instruction informed by rigorous peer-reviewed research and ongoing assessment of student progress, with transparency in data collection and reporting.

  • Support for Teachers Through Curriculum and Professional Development

    • Implementation of a high-quality, research-aligned curriculum that reduces teacher workload and supports effective literacy instruction.

    • Access to professional development for all Kindergarten, Year 1, and Year 2 teachers on evidence-based, high-impact teaching practices, including strategies to teach foundational reading skills.

  • Effective Intervention Models for Struggling Students

    • All students should receive high-quality whole-class instruction, with targeted, additional teaching for students requiring extra support, through adoption of a Multi-Tiered System of Support (MTSS) model, which provides structured, tiered interventions to ensure that all students receive the appropriate level of support, with additional, intensive teaching for those who need it (source: Grattan Institute).

    • Regular and transparent updates on intervention outcomes, ensuring accountability for student progress.

  • Use of Decodable Texts for Emergent Readers (K-1)

    • A transition from predictive readers to decodable texts that align with the Australian Curriculum V9.0, ensuring early readers develop strong decoding skills based on letter-sound correspondences.

    • Clear reporting on decodable text implementation, monitoring its impact on early literacy outcomes.

  • Mandatory Year 1 Phonics Screening Check

    • Implementation of a Year 1 Phonics Screening Check to identify students with gaps in phonics knowledge by Term 3, along with universal literacy screening in foundational grades and into High School.

    • Transparent sharing of screening data with educators, parents, and the community, and using this data to inform evidence-based teaching practices.

  • Research-Aligned Teacher Training and Professional Learning

    • Comprehensive initial teacher education and ongoing professional development aligned with evidence-based literacy practices and the AITSL standards, consistent with the Australian Curriculum.

    • Collaboration with local universities to ensure teacher qualifications are aligned with rigorous, peer-reviewed research on effective literacy instruction.

  • Establishment of a Reading Clinic and Collaboration with SPELD

    • Creation of a reading clinic at a local university campus, in partnership with a SPELD (Specific Learning Difficulties Association) organisation, to provide targeted, evidence-based intervention for students with significant reading challenges.

    • Ensure that the clinic offers specialised support for students with dyslexia and other learning difficulties, drawing on SPELD expertise.

  • Commitment to Equity and Improved Literacy Outcomes

    • A firm commitment from the ACT Government to ensure that all students, regardless of socio-economic background, achieve competency in reading.

    • Adoption of specific literacy targets to reduce the number of students not meeting basic literacy levels, with data transparency throughout the implementation process.

  • Transparency and Accountability

    • The ACT Government must ensure that the implementation of the Inquiry into literacy and numeracy in ACT public schools recommendations is transparent, with regular, public reporting on the progress and impact of these reforms.

    • Continuous evaluation of literacy data both during and after the implementation to ensure the reforms are effective in meeting the stated goals.

  • Equity in Access to Early Literacy Interventions

    • Commitment to ensuring all ACT students receive timely and effective literacy interventions, comparable to those in neighbouring NSW and non-government schools.