Massada College’s English programme aims to develop the child’s ability and desire to listen, speak, read and write. It is an integrated programme which draws together oral language, written language, reading, poetry and stories, comprehension, dictation, spelling, phonics, handwriting, formalities, grammar and thinking skills.

As far as possible, aspects of the teaching of English language will be integrated, not only with each other but also with other subjects of the curriculum.  In the light of what is currently known about language acquisition and development, emphasis is placed on:

• The centrality of language in all learning.
• Children learning to use language effectively for differing purposes.
• Children developing competence in using language appropriate to the situation and audience.
• The development skills of listening, speaking, reading and writing in a context that has meaning to the child.
• The teacher having an understanding of, and sensitivity to, the functions and processes of language acquisition.
• The teacher making use of all areas of the curriculum for developing language effectiveness.
• The awareness of the enjoyment to be gained receiving and using language.

At the Victor & Odette Ades Memorial Kindergarten children who show an interest in literacy are encouraged through exposure to learning tools that they are already familiar with, such as simple books and the alphabet. The Kindy staff respond to the individual child’s early interest in this rather than introducing it to the whole group when some children are not yet cognitively matured for early comprehension.

This gives an ideal teaching focus for transition from Kindy into reception and a base on which to develop the child’s learning process through the years at Massada College.

A variety of books, articles, plays, films, newspaper and computer texts are provided in order that each child learns the skill necessary for reading with fluency and understanding.  Children learn the skills of decoding through involvement in the following activities: shared book experience, frequent oral reading practice, frequent silent reading practice, listening to stories and writing stories.  They build on these experiences and later demonstrate the skills of reviewing, editing, interpreting and researching.

Classes have daily writing sessions where each child is encouraged to work according to his/her own level of development.  The basis of these sessions is the “writing process” where children start with an idea (the inspiration comes from the child, teacher or others), s/he writes the first draft which is then proof read, edited and rewritten.  Grammar, vocabulary and punctuation rules are all taught during these sessions.

Students participate in a variety of speaking activities using large and small group discussion forums.  They plan, prepare, rehearse and present formal talks.  Evaluation of their performance is an integral part of these strategies.

Spelling is taught in the junior years using phonics, recognition of 2 and 3 letter initial consonant blends (e.g. gl..., str...), 2 letter final consonant blends (e.g. ...nd), digraphs and other word building rules (e.g. ee, ch, ing, ed) as well as words derived from their own stories and based upon their interests.  Children bring home individualised word lists.  Spelling is tested weekly.