Al Sadiq College, NSW

Challenge

The student body at Al Sadiq College is largely made up of students from EAL/D backgrounds, with Arabic being the primary language spoken by most students.

Approximately 20% of our students receive specialised learning support to address cognitive needs, primarily through Tier 2 small group interventions or in a smaller ability based class.

This targeted approach ensures that these students receive the additional support necessary to succeed academically.

The college’s policy is that every child, including those with special needs, sits NAPLAN. The school’s participation rate is 99%, well above the national average of 95%. 

Actions taken

Al Sadiq College implements a comprehensive Science of Reading approach across Kindergarten to Year 6, focusing on the five key areas of reading acquisition: phonological awareness, phonics, vocabulary, comprehension, and fluency. 

Students begin systematic phonics instruction in Kindergarten through the InitiaLit program. This early intervention ensures a strong foundation in decoding skills, which is crucial for reading development.

A strong emphasis on vocabulary development is maintained from Kindergarten through to Year 6. This continuous focus helps students build a rich lexicon, supporting both their reading comprehension and expression skills.

From Year 2 onwards, students are taught writing using the 'Seven Steps to Writing' approach. This program breaks down the writing process into manageable steps, helping students to plan and structure engaging texts, develop unique and cohesive ideas, hook readers from the first sentence and use descriptive language effectively.

A strong emphasis on grammar and punctuation is incorporated from Kindergarten to Year 6, complementing the writing instruction and supporting overall literacy development.

Al Sadiq College applies a 'Response to Intervention' approach, providing Tier 2 intervention as needed. This ensures that all students receive appropriate support to achieve reading and comprehension proficiency by the end of Year 6.

This comprehensive approach aligns with the Science of Reading research, which emphasises the importance of explicit instruction in phonological awareness, phonics, vocabulary, fluency, and comprehension strategies. 

In the Senior school, English and Mathematics classes are structured based on student ability levels, ensuring that differentiation remains a key focus throughout the entire college experience. This approach allows for targeted instruction to meet student needs, appropriate pacing of lessons and enhanced student engagement. 

This ability-based structure in core subjects like English and Mathematics complements the college's overall commitment to differentiated learning, creating a seamless educational experience from Junior School through to the Secondary School.