The SfCE strongly believes that literacy (and numeracy) play an important role in the educational journey of each individual learner in our schools. Our unit works to increase the awareness, attitudes and knowledge among the different stakeholders and policymakers in our schools. With much dedication our small team carries out different related tasks including:
- Various parental meetings were held for all KG 2 students including new entrants at the end of the scholastic year. The aim of these meetings is to guide and inform parents of literacy strategies in preparation of literacy programmes in schools.
- At the beginning of the scholastic year, similar parental meetings are offered to all KG 2’s and Grade 1’s. The aim of these meetings is to equip parents with the necessary skills in line with the literacy methodologies used in the different schools. Further parental support is provided in January and May with further information on the literacy programmes being provided to schools.
- Various parental meetings are offered to students identified as struggling students.
- During the year, the literacy unit offers support to various schools in the use of various methodologies including phonics, shared and guided reading.
- Supporting schools in the development of school action plans for the development of literacy as a whole school approach.
- Provision of support to teachers through demo lessons and follow up sessions in all schools.
- The SfCE provides schools with the necessary tools to provide identify as early as possible in order to give the appropriate intervention
- Professional Development of Teachers
- Participation in Erasmus + training abroad
- Provide further support on literacy to families as these are generally recognized as the most influential in literacy development
- Increase the availability of literacy materials and tools at primary and secondary level;
- Implementation of an improved coherent literacy curriculum which is in line with effective research based methodologies that are currently improving literacy levels in different countries and that are effectively increasing literacy levels;
- Reduce the rate of struggling readers at all levels, including students in secondary schools in particular those with statemented needs;
- Support Learning Support Assistants in the implementation of literacy programs for statementing students;
- Provide further early identification and support structures;
- Offer further differentiated and individual support to students who come from disadvantaged backgrounds including poor socio economic backgrounds;
- Improve provision of support to struggling students including those with special needs, specific learning needs such as dyslexia;
Reference:
Progress in International Reading Literacy Study (PIRLS) 2016 – National Report
Sharing Books, Building Brains | Cincinnati Children’s
✨ When the characters of our stories come to life! ✨
When this happens, it’s usually because the owner only shared it with a small group of people, changed who can see it or it’s been deleted.
Accreditation Code: 2024-1-MT01-KA121-SCH-0000208978
SFCE Literacy and Numeracy
SFCE Literacy and Numeracy
SFCE Literacy and Numeracy
Our teacher turned our story into a fun script, and we brought it to life by acting it out! 🎭 Dressed up as the characters, we enjoyed a magical literacy lesson in the garden—learning, laughing, and having fun together. 📖🌿 Storytime Magic, Learning Through Play, Literacy in Action
The Archbishop's Minor Seminary
Fiona Ellul
SFCE Literacy and Numeracy updated their status.
SFCE Literacy and Numeracy
TESTIMONIAL by Laura Agius, Literacy Support teacher.
Job shadowing at Istituto Comprensivo De Amicis- Giovanni XXIII, San Ferdinando di Puglia, Italy.
Taking part in this Erasmus mobility program was a highly valuable experience that broadened my perspective on various educational methods. I gained valuable insights into early years education, particularly playful methodologies that foster engagement and learning. I observed storytelling sessions where teachers used Italian books containing English vocabulary. Flashcards with pictures were shown to help explain the meaning of English words. Additionally, coding activities, such as guiding a student with directional arrows to find the missing object of the story on the mat, encouraged active engagement and supported multisensory learning. Songs were also effectively used to reinforce vocabulary acquisition.
In terms of literacy activities in the primary years, I appreciated the emphasis on inclusive strategies such as group work and pair activities to enhance communication and collaboration. The use of computer labs and internet resources, furthermore, allowed for interactive learning and ensured that children with special needs could participate fully. The school’s focus on empowering students to express their ideas through discussions, fosters confidence and independence. I was particularly inspired by the in-depth discussions on human rights during a poetry lesson. Rights such as freedom and resource sharing were emphasised, promoting social awareness and empathy. I truly believe that this interdisciplinary learning enriches the overall educational experience.
Finally, this job-shadowing opportunity has significantly broadened my perspectives and will positively influence my support in schools.
Funded projects within SFCE