Recently I had the pleasure of joining Amanda Sutera on her Multidimensional (Literacy) Magic podcast to discuss John Paul College’s whole school literacy journey.
Amanda has created a fantastic platform for educators to share authentic stories of literacy improvement. Rather than focusing on the latest initiative or program, her conversations explore what sustainable literacy improvement actually looks like in schools. It was a privilege to share our journey and reflect on both the successes and the lessons we’ve learnt along the way.
One of the questions Amanda asked me was, “Where did your literacy journey begin?”
The answer wasn’t with a literacy program.
It began with instruction.
Over the past three years, our work at John Paul College has centred on developing a consistent Vision for Instruction, building an explicit instructional model across every classroom. Developed as part of the work of Melbourne Archdiocese Catholic Schools, the model has given teachers a shared language and a consistent approach to lesson design, modelling, guided practice, checking for understanding and student engagement.
That consistency has become the foundation on which our literacy strategy has been built.
Rather than introducing literacy as another initiative, we’ve deliberately embedded it into everyday teaching practice.
One of the biggest shifts has been changing the conversation from “Literacy is the responsibility of the English faculty” to “Every teacher is a teacher of literacy.” Every subject has its own language, vocabulary and ways of thinking. Whether students are analysing historical sources, interpreting scientific texts or unpacking complex mathematical word problems, literacy is fundamental to success.
That philosophy has shaped many of the initiatives we’ve introduced across the College.
One area has been disciplinary vocabulary. Each faculty has identified the command terms, academic language and subject specific vocabulary that students need to master by the end of Year 12. Rather than leaving that learning to chance, teams have worked backwards through the curriculum, identifying where and how those terms will be explicitly taught, revisited and strengthened as students progress through each year level. This has created much greater consistency across learning areas while ensuring vocabulary instruction is intentional rather than incidental.
We’ve also significantly redesigned our literacy intervention program. By introducing the Macquarie Literacy Program, we’ve been able to provide more targeted support for students requiring intervention while building stronger connections between classroom instruction and intervention. Our goal has never been to create a separate literacy pathway. Instead, intervention complements the work already taking place in classrooms so that students can successfully access the broader curriculum alongside their peers.
Perhaps the biggest lesson we’ve learnt is that literacy improvement doesn’t happen through isolated projects. It requires alignment.
At John Paul College, literacy is now embedded within our Annual Action Plan and School Improvement Plan. It isn’t viewed as an initiative that sits alongside teaching and learning. It is a strategic priority that informs curriculum design, professional learning, intervention, instructional practice and faculty planning. This whole school approach has created the conditions for literacy improvement to become sustainable rather than dependent on individual champions.
Amanda and I also spoke openly about the initiatives that didn’t quite work as intended. I think that’s an important part of leadership. Schools often celebrate the polished outcomes, but some of the most valuable learning comes from the ideas that require refinement. Every school improvement journey involves adjusting, reflecting and trying again.
Looking back, one thing has become increasingly clear.
Schools don’t improve literacy because they purchase a better program.
They improve literacy because they create consistent instructional practices, build teacher capability and ensure every adult understands the role they play in helping students read, write, think and communicate more effectively.
I’m grateful to Amanda for creating a podcast that celebrates these authentic conversations. Through Multidimensional (Literacy) Magic and her work with Hands on Heads, she’s providing educators with practical ideas, thoughtful reflection and an opportunity to learn from schools that are genuinely trying to improve outcomes for students.
If you’re interested in whole school literacy, explicit instruction or leading sustainable school improvement, I hope you enjoy the conversation as much as I enjoyed being part of it.
