Tuesday, 18 June 2024

Literacy education

Ryan BATCHELOR (Southern Metropolitan) (21:55): (955) My adjournment is also for the Minister for Education, and the action I seek is an update on how the recently announced education reform to implement systematic phonics education in our government schools will help the students of this state. The decision to require government schools to implement a phonics program in literacy teaching commencing in 2025 is an important step to improving Victoria’s education system and the literacy outcomes for its students. We know that Victoria is a leader in our NAPLAN results, but there is a section of our student community who require further help when it comes to reading and literacy. In Victorian schools students are taught to read in a variety of different ways, and unfortunately some of them do not work. We know that the evidence on reading instruction is very clear. The evidence is in, and we know what works. The best way for our kids to learn to read is through an explicit and consistent systematic approach to literacy and reading. Under the new model students in prep to grade 2 will be taught to read with 25 minutes a day of phonics education. Students will learn by correlating letters with sounds, not just by guessing based on context. It will combine the big six of reading, oral language, comprehensive fluency, vocabulary, phonological awareness and phonics to ensure that all pillars are being taught for a robust literacy education. Studies suggest that students will be two years ahead of their peers if able to learn literacy through explicit phonics instruction.

This reform does not just help all those already thriving in the system, it will help all Victorian students, because we know that the first three years of schooling are crucial in a child’s development and if left unaddressed, those who struggle in the education system will continue to accumulate disadvantage. If a child is not able to learn to read through osmosis or looking at pictures, as some of the methods would have it done, our system as it stands is unable to manage these failures in reading instruction. The teaching of literacy through phonics will mean that no matter a parent’s level of English, a child’s postcode or their background, all Victorian students can learn to read more efficiently and effectively. It has been very clear. We have heard from experts such as Speech Pathology Australia that with the introduction of systematic synthetic phonics in the curriculum no child will be left behind. The Allan Labor government is committed to the best possible outcomes for Victorian children. This starts with making evidence-based policy decisions that set children up to succeed with foundational skills. Children are not born knowing how to read. It is just not how it works. We must implement teaching reforms which create the most efficient outcomes and equalise the playing field beneficial to all.