Learning & Teaching

At Our Holy Redeemer we strive to make reading and writing, speaking and listening exciting, meaningful and rewarding for all our students thus creating a love for literature.

All of our students are exposed to a wide variety of texts including, a range of books, visual texts and digital stories. We are focussed on the explicit teaching of reading, writing and comprehension strategies. Our Holy Redeemer immerses students in the writing process using the ‘6+1 Trait Writing Model’ which comprises 6+1 key qualities that define quality writing.

Our students have explained the process in this video.

Each students’ progress is carefully monitored using formal and informal assessment. This data is accessible by subsequent teachers to ensure a continuity of support and planning of programs that are aimed to meet each child’s individual needs.

Reading Recovery is available as an intervention program for eligible students in Year One. The aim of this program is to offer children a daily intensive reading, writing and spelling program that builds knowledge and confidence and teaches the strategies for successful reading.

Reading Recovery in the Archdiocese of Melbourne


At Our Holy Redeemer students progress along a developmental pathway until they can successfully integrate the four forms of spelling knowledge: phonological, visual, morphemic and etymological. To support students in spelling our program of teaching recognises students current developmental level, and builds an understanding of word patterns based on each of the four forms of spelling knowledge. 

At Our Holy Redeemer phonemic awareness is fostered in spelling by integrating the ‘Sound Waves’ phonemic approach into our teaching program.  This program of teaching ‘phonemic awareness’ is integrated along with teaching the other forms of spelling knowledge such as visual, morphemic and etymological knowledge of words. The whole-school program ensures that from Foundation to Grade 6 students use a common language,  assessment routine, and structure of learning. This whole-school framework ensures students build upon their understanding from grade to grade, and promotes long-term retention of spelling knowledge that students carry with them into Secondary School.


The video below explains a ‘sounding out’ (phonological) activity used in the classroom.