A shared language of literacy
A shared language of literacy yields dramatic results
A new inter-disciplinary initiative has been introduced in the Secondary School that focuses on improving and expanding literacy skills for students. Known as ‘Visible Literacy’ it aims to ensure a shared language around writing structure across faculties, in order to deepen learning and improve student writing.
By Layla Harris
Driven by St Andrew’s Cathedral School’s Ms Estee Stephenson, Head of Gifted Education and English teacher Mrs Lizzie Skipsey, the programme initially began in 2022 for Middle School students and was so successful, it expanded to Year 10.
The Visible Literacy project was born from the realisation that students were taught a range of strategies to structure writing across different faculties, but this often confused students changing from class to class.
“It has dramatically improved the written output of our students and they are engaging with writing tasks in a more critical manner,” says Ms Stephenson.
Mrs Skipsey says Visible Literacy seeks to unite the teaching and learning of key literacy skills, chiefly around writing, but particularly regarding using a shared language.
“It is important because by using the same terminology across multiple subject areas, students’ cognitive load is reduced,” she says.
Ms Stephenson says the value of Visible Literacy extends beyond students to their teachers.
“In HSIE, teachers are more confident in teaching the mechanics of writing, rather than just focusing on structure,” she says.
“It complements and enhances what English and HSIE teachers are already doing in the classroom by streamlining ideas, scaffolds and language,” says Mrs Skipsey. “This ties in neatly with the increased focus on grammar in the new NESA version of the Australian English curriculum, being implemented in 2024.”
Year 9 student Keet said Visible Literacy has helped her avoid plagiarism and create quality notes that were easy to read.
“I have used these strategies to study for assessments, get myself in the right headspace when studying and reduce procrastination when studying,” she says.
This sentiment was echoed by Stephanie, a Year 9 student, who said the programme clarified the structure of paragraphs which then allowed her to write essays and analytical paragraphs across all of her subjects and during assessments.
“I like that it breaks down essays into more manageable sections and helps build up my literacy skills,” she says.
Prior to introducing Visible Literacy to St Andrew’s Cathedral School, Ms Stephenson and Mrs Skipsey completed comprehensive training provided by the book The Writing Revolution taken from the philosophy of Dr. Judith C. Hochman. Hochman’s world-renowned philosophy offers a method to teach writing to students in the early years through a variety of activities and steps with the aim of establishing strong foundations.
Ms Stephenson and Mrs Skipsey utilised elements of Hochman’s teaching to create a Visible Literacy plan catering to St Andrew’s Cathedral School students and staff alike.