Ruth Thompson

Kaelene McCaull, Head of P-6 and Director of Teacher Development

Partnership with parents is important to us at Kuyper as we work to support you in the education of your precious children. This partnership enhances all learning but is especially the case when it comes to building the essential skill of literacy.

When we use the term literacy in an educational context, we are not just talking about reading. Literacy learning involves reading, writing, spelling, handwriting, grammar, and speaking and listening. Sounds like a lot, doesn’t it? 

It is! That is why we dedicate a significant part of every primary school day at Kuyper to explicit literacy learning and weave literacy skills into all the subjects taught from Kindergarten to Year 12. 

Over the next two weeks, I would like to focus on the literacy skill of reading, specifically, how we teach reading at Kuyper and how parents can support their children’s learning in this vital area.

Reading is a crucial skill. It affects every area of learning and has a significant impact on our ability to engage with others and the world around us. Reading helps us learn new information and share ideas, new knowledge, and events happening around us. It helps us to function independently in society and can be a source of much enjoyment.

Different nations have undertaken three very extensive studies into how children learn to read. In 2000, the USA conducted ‘The National Reading Panel’; in 2005, Australia conducted the ‘National Inquiry into the Teaching of Literacy’; and in 2006, the UK undertook an ‘Independent Review of the Teaching of Early Reading’. Interestingly, all three studies arrived at the same findings about the fundamental elements of learning to read. This research, along with many other studies, now form a body of research known as the Science of Reading. 

The research behind the science of reading identifies five fundamental elements of reading that students must be explicitly taught to become competent readers.

Phonemic awareness
The ability to identify and manipulate individual sounds (phonemes) in spoken words.

Phonics
The relationship between the sounds of the spoken language (phonemes) and the letters (graphemes) or groups of letters or syllables of the written language.

Fluency
Both the pace at which we read and the smoothness with which we read. It involves skills like pausing at the correct places and using appropriate expression.

Vocabulary
The words students know, understand, and use.

Comprehension
The strategies and skills students possess to understand the words they are reading and how they connect to form ideas and messages

Our reading programs at Kuyper are designed to cover all five of these essential elements. They are taught in an explicit and systematic way, progressively building on easier skills to develop more complex skills. But, like any complex skill, practice makes perfect! Reading and writing are very complex skills, and children will need several years to develop into proficient readers and writers. In this area, parent partnership is a tremendous benefit to your children. The more reading practice we provide for our children at home and school, the more we help them develop and master reading skills. 

Reading is an incredible skill we have the privilege of teaching our children. Next week, I will discuss the specific learn-to-read program we use in our K-2 classes at Kuyper and how parents can support their children’s literacy learning at home.

Mr Mark Ramsay, Principal

Kuyper Christian School is unashamedly a Parent-Partnership School. We recognise the God-given responsibility of parents to raise their children.

Last week, I asked a question: What difference should this recognition make to the actions and attitudes of each member in that partnership? I also shared some ideas about how the school demonstrates this Parent-School Partnership. In brief, as the school partners with parents, we commit to teaching students to respect their parents, communicating with you, and seeking to know and love each student individually.

Today, I want to explore some ways you, as parents, can express your partnership with the school.

Mutual respect grounded in relationship
In partnership, I would hope that parents respect and trust the school staff and give them the benefit of the doubt. Communication and good relationships are the keys to this trust. Get to know your childrens’ teachers, the principal, our support staff, and the office staff. Let them know that you believe the best of them so that if a problem arises, finding solutions will be supported by a strong foundation of mutual trust and respect.

Valuing the role of the school
In partnership, I would hope that parents support the teachers’ role and the school’s authority. Schools need structure and consistency to be effective. Engage with the information the school provides about our policy and practices. Make sure you understand what is expected of your children so that you can be a supportive and effective partner in your child’s learning journey. 

Participation
In partnership, I would hope that parents are involved. Your child’s education is ultimately your God-given responsibility; you are their primary educator. Invest in knowing what your children are doing at school, ask your class teacher what you can be doing to support your child’s learning at home, and take every opportunity to participate in our school community. You are a vital partner in your child’s education, and your contribution is valuable. 

As with any partnership, it won’t all be smooth sailing, but there is also great blessing in a partnership founded on God’s truth and a mutual desire to grow in maturity and wisdom.

In our Parent-School Partnership, it is my hope that both parents and the school will commit to each other in ways that honour God, honour one another, and create a learning environment in which students can flourish. Praise God, I have already enjoyed the blessing of these types of partnerships at work in our school. I pray that they will grow and strengthen this year.