ࡱ> AC@ bjbj 46[7  8 Dd$+!"  ,#m&Z  4   ::, %If  0+!pR&& +!& :    Association of Independent Schools Guiding Principles for Teaching Literacy ǸԹϒs mission is to promote a strong independent sector, which offers high quality education appropriate to the needs of Western Australian children. ǸԹ staff adheres to the United Nations Convention on the Rights of the Child (The Convention). The Convention states that all children have the right to an education that lays a foundation for the rest of their lives, maximises their ability, and respects their family, cultural and other identities and languages. In the area of Literacy, ǸԹ staff has agreed on a common definition of Literacy: Literacy in the 21st century means being able to receive and produce messages. It means knowing their purpose and intent. Literacy is more than reading and writing Standard Australian sentences that are grammatically correct. It means access to ideas, different ways of communicating, and to different ways of being. Literacy is more than a school subject. It is a cross curricular construct. (Adapted from Simpson Norris International) Literacy includes knowing that messages carry values, opinions and beliefs and that these are expressions of culture. Children coming to schools with a language/dialect other than Standard Australian English and children learning languages other than English at school have the potential to be linguistically advantaged. Moreover, research states that maintenance of the childs first language or dialect is of significant importance in maintaining a sense of self and supporting linguistic development. ǸԹ strongly supports schools reflecting the multiliteracies found in the community at large in order to promote mutual understanding and respect. (This includes digital literacies.) In a Western Australian context, literacy education across the curriculum must consider everything that students bring to the classroom including: home languages and dialects the right to maintain these home languages and dialects new languages being learnt diverse needs and abilities different cultural conceptualisations Home languages and dialects Australian Curriculum Diversity of Learners 2012 states that: Students learning at school through, and in, an additional language or dialect enter Australian schools at different ages and at different stages of English language learning and have various educational backgrounds in their first languages. For some, school is the only place they use English. This means that they will need additional time and support, along with informed teaching that explicitly addresses their language needs, and assessments that take into account their developing language proficiency. It is an expectation that educators are able to explicitly articulate the literacy requirements within their subject areas and the expected genres and the language used in these genres according to the requirements of their students. The right to home language/dialect maintenance In accordance with The Convention, ǸԹ believes that all students should have their home language(s) /dialect(s) respected and valued in their schools. The limitations of an English focused literacy education are outlined in the research of Dr. Tove Skutnabb-Kangas. ǸԹ believes that educators should be aware of students home language/dialects and where possible allow students to create links between their languages/dialects. This includes allowing students to use their languages/dialects in the classroom, during lessons, to support their learning. Directions for New Languages The Melbourne Declaration mandated the learning of languages other than English in Australian schools for all school children. That goal is supported through the Australian Curriculum(2010) and ǸԹ whereby literacy in the 21st century is being able to manage communication and knowledge transfer across languages and cultures. In Australia, there is a general belief that English is the language of the world, but for people for whom English is an additional language, this is not so. They have skills and knowledge that monolingual speakers do not. (adapted from Simpson Norris 2001) Inclusive Education needs ǸԹ respects the right of all students to learn to their full potential, to communicate and to express their understandings in whichever way they can. This includes access to literacy learning opportunities regardless of ability and mode of communication. Literacy forms may include: oral written sign (eg. Auslan) gesture (eg. Key Word Sign) symbol (eg. Compic) tactile (eg. object, Braille) behaviours (eg. refuse, express a preference) The Australian Curriculum clearly articulates a range of understandings about literacy, including for students with complex needs. Furthermore the Disability Standards for Education (2005) states that all students have the right to have access to opportunities (including those associated with literacy and foreign languages) and participate in meaningful learning experiences on the same basis as all students. To this end, ǸԹ believes that all students, regardless of ability, should have access to literacy and foreign language opportunities at school.     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