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Literacy Support Packages
The ERS Literacy Support Packages contain literally hundreds of documents designed to help you plan and implement your literacy program. The documents are organised into folders that cover the syllabus in your state, reading, writing, viewing, listening and speaking as well as literacy planning and teaching process.Sample: To receive some sample Literacy Support documents, click here.
Purchase: Click on one of the links below to find out more about the Literacy Support Package for your year level.
» Kindergarten & Pre-Primary / Early Stage 1
» Year 1 and 2 / Stage 1
» Year 3 and 4 / Stage 2
» Year 5 to 7 / Stage 3
Kindergarten and Pre-Primary / Early Stage 1
Click on each of the sections below to find our more>> Syllabus
This folder contains the current syllabus requirements converted to a one page statement on KP Aspects:
- Speaking and listening
- Reading
- Viewing
- Writing
- Forward planning of the syllabus / content / skills that are planned. (Highlight the text)
- Backward mapping. Indicate the syllabus / content achieved. (Colour the font)
- Accountability. Submit the highlighted / coloured text to demonstrate achievement
- Individual progress. Monitoring and recording the progress of individual students.
>> Literacy
The literacy section comprises two areas: Literacy planning and Literacy conventions.
Literacy Planning
Literacy is defined as:
The capabilities to use and produce language in both traditional and new communication technologies using spoken, print and multimedia.
Some of the principles for the teaching of literacy included in the Ultimate Literacy Package include the ongoing balance between:
- Explicit teaching: Establishment of knowledge, understandings and skills about language
- Experiential learning: Use of language in different contexts, for different purposes and different audiences.
- What is phonics. Phonemic approach. Phonemes. Graphemes. Digraphs. Diphthongs.
- Phonics planning: letter - sound combinations. Sequence for development.
- Visual processing. Word recognition.
- Phonics activities e.g. for use on interactive whiteboards. Phonics games.
- Scope and sequence charts: developmental sequences.
- Teaching of vowels, consonants and blends.
- Activities for teaching: phonics, word, sentences.
>> Teaching English Processes
A conceptual framework is provided for the teaching of English including:
- Purpose
- Context
- Audience
- producing texts
- receiving texts
- language as a means of communication
- Language as a means of learning
>> Speaking and Listening
The teaching of English is based on the strands:
Ultimate Literacy Package provides a systematic planning process for Listening and Speaking that includes:
- Language
- Literature
- Literacy
Ultimate Literacy Package provides a systematic planning process for Listening and Speaking that includes:
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: developmental sequence of the knowledge, understandings and skills
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Checklists: a clear explicit statement of key teaching / learning points to monitor achievement.
>> Reading
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: developmental sequence of the knowledge, understandings and skills
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Checklists: a clear explicit statement of key teaching / learning points to monitor achievement
- Rubrics: criteria used to establish standards and evaluate performance.
- understand what reading is,
- gain the skills to learn to read,
- to make meaning from multimodal texts,
- have strategies to solve reading / comprehension problems,
- read for appreciation of literary texts.
>> Writing
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: handwriting, conventions.
- Learning activities: understandings, skills, teaching activities.
- Checklists: a statement of key teaching / learning points to monitor achievement
- Rubrics: criteria used to establish standards and evaluate performance.
- Understanding words (See phonics)
- Structure of sentences
- Sentence construction - how to make a sentence
>> Integrated Literacy
Literacy understandings and skills are often developed during incidental / integrated activities.
A series of 50 graphic organisers are provided based on common investigations that are the basis for learning programs. The key categories are:
- Me, Family, Community.
- Environment
- Stories and fairy tales
- Imagining and creating
- Real life experiences
>> Literacy through Personal Development
Literacy capabilities are incorporated into personal development programs through the use of language to understand, describe and explain personal experiences.
The activities are aligned to the Overarching Learning Outcomes:
- Personal Development and well being
- Self-motivation, Confidence, Learning Individually and Collaboratively
- Valuing Self and Respecting Othersí Rights and Obligations
>> Learning Centres for Literacy
Experiential activities to promote independent language and learning.
A summary of indoor and outdoor activities is provided that includes:
- Title of learning centre with items that could be displayed
- Themes and activities that could be arranged within the centre.
>> Early Learning Activities
Includes a range of learning activities such as:
- A bag full of me - to promote self-concept and awareness of similarities and differences.
- Create a character - to enhance storytelling skills and to understand features of characters within a story.
- Reading restaurant - to encourage oral language, as they retell a story and their likes and dislikes.
Years 1 - 2 / Stage 1
Click on each of the sections below to find our more>>Syllabus
This folder contains the current syllabus requirements converted to a one page statement for each of the Year levels and Aspects:
- Speaking and listening
- Reading
- Viewing
- Writing
- Forward planning of the syllabus / content / skills that are planned. (Highlight the text)
- Backward mapping. Indicate the syllabus / content achieved. (Colour the font)
- Accountability. Submit the highlighted / coloured text to demonstrate achievement
- Individual progress. Monitoring and recording the progress of individual students.
>> Literacy
The literacy section comprises three key areas:
- Literacy planning
- Literacy conventions
- Text types and literacy
- Explicit teaching: Establishment of knowledge, understandings and skills about language
- Experiential learning: Use of language in different contexts, for different purposes and different audiences. .
- Scope and sequence charts: developmental sequences.
- Rules for teaching: grammar, spelling, punctuation.
- Activities for teaching: phonics, word, sentences.
>> Teaching English Processes
A conceptual framework is provided for the teaching of English including:
- Purpose
- Context
- Audience
- producing texts
- receiving texts
- language as a means of communication
- Language as a means of learning
>> Speaking and Listening
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: developmental sequence of the knowledge, understandings and skills
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Checklists: a clear explicit statement of key teaching / learning points to monitor achievement
- Rubrics: criteria used to establish standards and evaluate performance
>> Reading
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: developmental sequence of the knowledge, understandings and skills
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Checklists: a clear explicit statement of key teaching / learning points to monitor achievement
- Rubrics: criteria used to establish standards and evaluate performance.
- understand what reading is,
- gain the skills to learn to read,
- to make meaning from multimodal texts,
- have strategies to solve reading / comprehension problems,
- read for appreciation of literary texts.
>> Viewing
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: developmental sequence of the knowledge, understandings and skills
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Rubrics: criteria used to establish standards and evaluate performance.
>> Writing
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: development of text types, handwriting, research skills.
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Checklists: a clear explicit statement of key teaching / learning points to monitor achievement
- Rubrics: criteria used to establish standards and evaluate performance.
- Understanding words (See phonics) Structure of sentences
- Use of grammar - the rules
- Sentence construction - how to make a sentence
- Sentence manipulation - improving expression, conveying meaning, adding appeal.
- Modelling
- Students guided writing
- Consolidation and elaboration
- Repetition and variety
>> Year Teaching Program
A planning outline has been provided that is an overview of suggested content for:
- Listening and speaking
- Reading
- Viewing
- Writing
- Language
- Literacy
- Literature
Years 3 - 4 / Stage 2
Click on each of the sections below to find our more>> Syllabus
This folder contains the current syllabus requirements converted to a one page statement for each of the Year levels and Aspects:
- Speaking and listening
- Reading
- Viewing
- Writing
- Forward planning of the syllabus / content / skills that are planned. (Highlight the text)
- Backward mapping. Indicate the syllabus / content achieved. (Colour the font)
- Accountability. Submit the highlighted / coloured text to demonstrate achievement
- Individual progress. Monitoring and recording the progress of individual students.
>> Literacy
The literacy section comprises three key areas:
- Literacy planning
- Literacy conventions
- Text types and literacy
- Explicit teaching: Establishment of knowledge, understandings and skills about language
- Experiential learning: Use of language in different contexts, for different purposes and different audiences. .
- Scope and sequence charts: developmental sequences.
- Rules for teaching: grammar, spelling, punctuation.
- Activities for teaching: phonics, word, sentences.
>> Teaching English Processes
A conceptual framework is provided for the teaching of English including:
- Purpose
- Context
- Audience
- producing texts
- receiving texts
- language as a means of communication
- Language as a means of learning
>> Speaking and Listening
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: developmental sequence of the knowledge, understandings and skills
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Checklists: a clear explicit statement of key teaching / learning points to monitor achievement
- Rubrics: criteria used to establish standards and evaluate performance
>> Reading
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: developmental sequence of the knowledge, understandings and skills
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Checklists: a clear explicit statement of key teaching / learning points to monitor achievement
- Rubrics: criteria used to establish standards and evaluate performance.
- understand what reading is,
- gain the skills to learn to read,
- to make meaning from multimodal texts,
- have strategies to solve reading / comprehension problems,
- read for appreciation of literary texts.
>> Viewing
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: developmental sequence of the knowledge, understandings and skills
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Rubrics: criteria used to establish standards and evaluate performance.
>> Writing
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: development of text types, handwriting, research skills.
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Checklists: a clear explicit statement of key teaching / learning points to monitor achievement
- Rubrics: criteria used to establish standards and evaluate performance.
- Understanding words (See phonics) Structure of sentences
- Use of grammar - the rules
- Sentence construction - how to make a sentence
- Sentence manipulation - improving expression, conveying meaning, adding appeal.
- Modelling
- Students guided writing
- Consolidation and elaboration
- Repetition and variety
>> Year Teaching Program
A planning outline has been provided that is an overview of suggested content for:
- Listening and speaking
- Reading
- Viewing
- Writing
- Language
- Literacy
- Literature
Years 5 - 7 / Stage 3
Click on each of the sections below to find our more>> Syllabus
This folder contains the current syllabus requirements converted to a one page statement for each of the Year levels and Aspects:
- Speaking and listening
- Reading
- Viewing
- Writing
- Forward planning of the syllabus / content / skills that are planned. (Highlight the text)
- Backward mapping. Indicate the syllabus / content achieved. (Colour the font)
- Accountability. Submit the highlighted / coloured text to demonstrate achievement
- Individual progress. Monitoring and recording the progress of individual students.
>> Literacy
The literacy section comprises three key areas:
- Literacy planning
- Literacy conventions
- Text types and literacy
- Explicit teaching: Establishment of knowledge, understandings and skills about language
- Experiential learning: Use of language in different contexts, for different purposes and different audiences. .
- Scope and sequence charts: developmental sequences.
- Rules for teaching: grammar, spelling, punctuation.
- Activities for teaching: phonics, word, sentences.
>> Teaching English Processes
A conceptual framework is provided for the teaching of English including:
- Purpose
- Context
- Audience
- producing texts
- receiving texts
- language as a means of communication
- Language as a means of learning
>> Speaking and Listening
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: developmental sequence of the knowledge, understandings and skills
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Checklists: a clear explicit statement of key teaching / learning points to monitor achievement
- Rubrics: criteria used to establish standards and evaluate performance
>> Reading
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: developmental sequence of the knowledge, understandings and skills
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Checklists: a clear explicit statement of key teaching / learning points to monitor achievement
- Rubrics: criteria used to establish standards and evaluate performance.
- understand what reading is,
- gain the skills to learn to read,
- to make meaning from multimodal texts,
- have strategies to solve reading / comprehension problems,
- read for appreciation of literary texts.
>> Viewing
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: developmental sequence of the knowledge, understandings and skills
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Rubrics: criteria used to establish standards and evaluate performance.
>> Writing
The teaching of English is based on the strands:
- Language
- Literature
- Literacy
- System requirements: syllabus - knowledge, understandings, skills.
- Scope and sequence: development of text types, handwriting, research skills.
- Learning Units: knowledge, understandings, skills, teaching activities, assessments, resources
- Checklists: a clear explicit statement of key teaching / learning points to monitor achievement
- Rubrics: criteria used to establish standards and evaluate performance.
- Understanding words (See phonics) Structure of sentences
- Use of grammar - the rules
- Sentence construction - how to make a sentence
- Sentence manipulation - improving expression, conveying meaning, adding appeal.
- Modelling
- Students guided writing
- Consolidation and elaboration
- Repetition and variety
>> Year Teaching Program
A planning outline has been provided that is an overview of suggested content for:
- Listening and speaking
- Reading
- Viewing
- Writing
- Language
- Literacy
- Literature