At Balmoral State High School, literacy is at the heart of every classroom. Our whole school literacy approach ensures that all students are explicitly taught the reading and writing skills needed to access challenging subject content and succeed in every learning area.
Our approach is based on Reading to Learn, a methodology supported by strong evidence in Australia and internationally. This approach provides high levels of scaffolding and explicit instruction, ensuring every student experiences success and growth at each stage of learning.
Teachers at Balmoral have undertaken between four and eight days of professional learning in literacy pedagogy, supported by coaching, peer observation and feedback. This consistent, research-based approach builds teacher expertise and supports long-term school improvement.
As Education Queensland affirms, “there was no attempt to address literacy through one-off training days; it was an integral part of longer-term school improvement plans and informed the content of action plans for each subject” (Moving Literacy Forward P–12, EQ 2016).
Literacy Matters
We recognise that strong literacy skills are essential to every student’s success — in learning, in future study, and in life. Education Queensland identifies literacy as a cornerstone of school performance, with research showing that a shared, whole-school approach is the most effective way to improve student outcomes.
In 2014, Balmoral began a whole-school journey to put this understanding into practice. Our teachers adopted the Reading to Learn methodology — an evidence-based approach proven both in Australia and internationally to lift literacy achievement for all students.
Reading to Learn empowers every student to confidently read and write challenging texts at their year level. Through structured, step-by-step strategies, students build comprehension, vocabulary and writing skills while engaging deeply with subject content.
Our teachers undertake detailed training to master these literacy strategies, going beyond what is often covered in traditional tertiary programs. This investment in professional learning ensures consistent, high-quality literacy teaching across all subjects and year levels.
International research affirms that in the most successful schools, literacy is not addressed through one-off workshops, but embedded in long-term improvement plans — a philosophy that continues to guide Balmoral’s approach today.
Long Term Objectives |
Recent Outcomes |
Improve student literacy outcomes |
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Implement whole-school literacy methodology
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85% of teachers across the school fully trained Balmoral’s 2017 Explicit Improvement Agenda: “Consistent pedagogical practice for the teaching of literacy and to provide support for staff through professional development and training.”
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Provide professional development to support deep literacy learning, combined with best practice strategies |
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Support teachers and teacher aides to develop capacity to implement literacy strategies |
Consistent, effective literacy teaching practices built through coaching, peer observations and feedback Collaborative planning of curriculum incorporates literacy framework
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Track literacy data to inform teacher decisions at class, subject and school level |
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