From Foundation to Year 6, students engage in a two-hour daily literacy block that follows a structured literacy approach. All teachers follow instructional models to create consistency and routine within each classroom, enabling students to transition seamlessly between each component. Each component prioritises methods supported by cognitive science and educational research to enable teachers to deliver high impact literacy instruction. F-2 Instructional Model Components of our F-2 Instructional Model: Daily review: Daily review is a systematic approach to revisiting previously covered material, enhancing learning outcomes, consolidating knowledge and bolstering retention. Sounds Write: Sounds Write is a systematic synthetic phonics approach that is successfully used to teach students to read and spell. It draws on well-established theories of learning and teaching. Handwriting: Letter formation is taught and practiced in handwriting to build fluency, legibility and automaticity. Fluency: Reading fluency routines are practiced using decodable texts at individual levels, to enable students to become increasingly faster, smoother, more accurate and expressive in their reading aloud of progressively complex texts. Reading: Reading skills are taught through exploring high-quality fiction and non-fiction texts to build knowledge, comprehension and vocabulary. Each term, two units are taught, one linked directly to the Humanities focus and one based around classic literature. Writing: Writing lessons are linked directly to our reading text and are used to apply knowledge/concepts taught at a deeper level. Sentence- and text- level writing skills and concepts are taught explicitly before students work towards mastery and independence. Syntax and Punctuation: Sentence-level writing skills are taught explicitly to build deep understandings of how words and phrases are arranged to make communication effective in spoken and written forms.