The Australian Curriculum: English aims to ensure that students:

Teachers use the Gradual Release of Responsibility Model for teaching and learning in English. The Gradual Release of Responsibility Model utilises explicit instruction in two of the phases of the instructional framework, Focused Instruction and Guided Instruction. As the teacher purposefully moves from assuming sole responsibility for performing a task to the students doing so, students become competent independent learners (Fisher and Frey, 2014). Through systematic and considered planning, teachers can determine the level of responsibility required for each task, and the order in which the model is used.

Writing Goals 

Each student has a personalised writing goal to support them in knowing what is next in their learning. Teachers review goals with students on a regular basis.

Writing inquiry 

In 2021 Farrer Primary School is taking part in a Writing Inquiry in partnership with Christine Topfer and instructional mentors from the Education Support Office. This inquiry will involve teacher participation in professional learning and action research linked to writing instruction. This work complements the work undertaken by teachers in the 10 essential practices for literacy instruction with a particular focus on practice 6 research-informed writing instruction.

The 10 essential instructional practices for literacy are:

Essential Practice 1  Deliberate efforts to foster motivation and engagement within and across lessons

Essential Practice 2 Read-alouds of age appropriate books and other materials, print or digital

Essential Practice 3 Flexible groups targeted to student need in specific aspects of literacy development

Essential Practice 4 Activities that build phonological awareness

Essential Practice 5 Explicit instruction in letter-sound relationships (phonics)

Essential Practice 6 Research-informed writing instruction

Essential Practice 7 Intentional and ambitious efforts to build vocabulary and content knowledge

Essential Practice 8 Abundant reading material and reading opportunities in the classroom

Essential Practice 9 Ongoing observation and assessment of children’s language and literacy development that informs their education

Essential Practice 10 Collaboration with families in promoting literacy

Home Reading 

We encourage students to read each day at home. Students in K-2 have access to a range of books from the literacy collection to take home. They have a reading log to monitor reading and celebrate their reading achievements. Students in 3-6 have access to the library collection for borrowing and reading at home.


Fisher, D. and Frey, N. (2014). Better Learning Through Structured Teaching: A Framework for the Gradual

10 Essential Literacy Practices

Release of Responsibility, 2nd Edition. Association for Supervision and Curriculum Development. First Chapter retrieved from,-or-Not-Learning,-in-School.aspx