English & Mathematics



At Newcomb PS our Reading Instructional Model incorporates the five essential skills for reading. This means that a typical lesson will have explicit phonemic awareness and phonics instruction, a mini lesson focusing on comprehension, fluency or vocabulary, independent practice of the mini lesson focus and reflection.


The teacher guides students to develop their reading through the use of mentor texts along with modelled, shared, close, guided and independent reading. 


Our reading instruction approach is based on Scarborough’s Reading Rope. This consists of lower and upper strands. The word-recognition strands (phonological awareness, decoding, and sight recognition of familiar words) work together as the reader becomes accurate, fluent, and increasingly automatic with repetition and practice. Concurrently, the language-comprehension strands (background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge) reinforce one another and then weave together with the word-recognition strands to produce a skilled reader. 



Students are explicitly taught the ‘Sounds-Write’ initial and extended codes. Sounds-Write is a quality first phonics programme. Its purpose is to provide a comprehensive system with which to teach reading, spelling and writing. It is a very highly structured, multi-sensory, incremental and code-oriented, instructional approach to teaching children to read and spell. All classroom teachers at Newcomb PS are trained to deliver this program. 


We use DIBELS Data System to complete benchmark screening and progress monitoring for word reading fluency, oral reading fluency and comprehension. The student performance results become powerful reports to make data-driven, timely decisions and improve student outcomes. Students read decodable texts at school and home whilst phonics learning is a priority. 

All students have book boxes with a range of ‘good fit’ books. (These include levelled texts, decodable and high interest books.) Children also take home books each night to practise their reading at home. It is expected that parents will assist them and record in diaries each night.




At Newcomb PS our Writing Instructional Model follows a Writing Workshop Model. This means that a typical lesson will have an opening, mini lesson, workshop related to the learning Intention and reflection.


The teacher guides students to develop their writing through the use of mentor texts along with modelled, shared, interactive, guided and independent writing. 


Students are explicitly taught to use the 6+1 Traits to guide and improve their writing choices.




At Newcomb PS our Math Instructional Model follows a framework of Launch, Explore, Summarise. This means that after our Fluency Warm Up a typical lesson will have an interesting prompt, question or activity that enables students to explore ideas, concepts and methods. 


The teacher guides students to share and justify their solutions with the aim of developing a deep understanding of the content, refining efficient strategies and developing a toolbox of problem-solving skills. It is during the Summarise phase where connections are made and the main teaching occurs.


At Newcomb we have developed a scope and sequence to teach mathematics that reflects the needs and diversity of our learners. This guaranteed and viable curriculum has been inspired by professionals such as Doug Clarke, Peter Sullivan, Charles Lovitt and Jo Boaler.


We use the Maths Online Interview as a tool for assessing the mathematical knowledge of students. Teachers record formative assessment in tracking books, conduct pre, post and rich assessment tasks.