In the Primary setting at Exmouth District High School, we are committed to providing students with the highest quality Literacy instruction through an explicit teaching approach, guided by our BEACON Instructional model. Our teaching programmes are evidence-informed and supported by research.

Through the use of PreLit, InitiaLit and Talk for Writing in the early years, teachers create strong foundations in reading, viewing, writing, speaking and listening. This is then built upon and further developed using Spelling Mastery, Critical Reading and the Seven Steps to Writing Success in Years 3-6, providing students the skills and knowledge they require to be successful in their later schooling.

Daily Literacy Reviews reinforce essential concepts previously taught, ensuring that students retain crucial knowledge. During these reviews, students practice skills and enhance their fluency while receiving valuable feedback. The structure of these reviews is designed around three key components: revise, recall, and apply (using worked examples). By following this approach, we maximise the transfer of information from short-term to long-term memory, ultimately allowing for more efficient ‘automation’ of knowledge and reducing the cognitive load on working memory.

We believe every child deserves the opportunity to succeed. Through using LanguageLift, MiniLit Sage and MaqLit we provide targeted support for students who may require it. By identifying and addressing individual learning needs early on, we strive to ensure that every student reaches their full potential. Home Reading is also an important focus within our literacy program.

Our teachers continue to take part in professional learning so that programs that are delivered to reflect current best practice to improve learning and progress for our students. 


The English course at EDHS is built around the National Curriculum’s three interrelated strands of language, literature and literacy. The strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. 

Students communicate with peers, teachers, individuals, groups and community members, developing their verbal and written communication skills. Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and create a range of spoken, written and multimodal texts, such as newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry and dramatic performances, to inform, persuade and show control of style.