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Last year, Education Minister Erica Stanford mandated a change in literacy education by requiring the implementation of a Structured Literacy approach across Aotearoa. This new policy aims to promote greater consistency across schools and strives to provide all students with access to quality literacy instruction. And if you're feeling a mix of excitement and a bit of déjà vu, you're not alone—we've all been here before with other changes. Whether you’re cheering from the sidelines or scratching your head in bewilderment, one thing’s clear—change is in the air. And as part of RTLB, we’ve got a front-row seat to help teachers and schools navigate this exciting, sometimes frustrating, journey.
At 54, sleep is my elusive friend, and in the wee hours I find myself wide-eyed, staring at the clock, wondering what this all means for us at RTLB—who needs sleep!
One whakataukī that really struck a chord with me is
“Ka Pū te Ruha – Ka Hao te Rangatahi”
As the old net is set aside, the new net takes its place.
This proverb not only reminds me to honor the wisdom of our past but also encourages me to embrace fresh, new ideas.
So with that in mind, I reflected that within our service RTLB have varying degrees of familiarity with Structured Literacy (as we do with a number of things). Some of us have been around the block and know the approaches like the back of our hand, while others bring a more general background in literacy instruction. With the Ministry rolling out several professional learning and development options for teachers, there's a unique chance for us to push beyond the familiar,and open up a ton of possibilities,
On my journey, I started putting the pieces together by diving into The Science of Learning—how our minds work, from working memory to long-term memory and even retrieval practice. Understanding these processes not only eases cognitive overload but also enhances students' ability to retain and recall information.
While we may all have varying degrees of knowledge and understanding of Structured Literacy—a journey unique to each of us—our mahi can be about shining a light on the Science of Learning. By revealing the principles behind it, we can use this framework as a vehicle of support for those we work with. Whether it’s Structured Literacy, Maths, or any other area, the Science of Learning provides the foundation for effective, research-informed support.
By synthesising insights from cognitive psychology, neuroscience, and education—and acknowledging the unique emotional and social influences on learning—we can integrate these insights into our support for teachers, creating structured learning experiences that truly resonate.
First let's look at some of the science behind the science of learning:
Neuroscience: Engaging multiple senses strengthens neural connections and allows learners to retain information better.
Cognitive Load Theory: Fun and sensory-rich experiences help break up dense content, making learning feel effortless.
Self-Determination Theory: Play, creativity, and choice in learning increase intrinsic motivation, leading to deeper engagement.
Social-Emotional Learning (SEL): Fun and movement reduce anxiety and build positive learning associations
Let’s break down four effective teaching strategies grounded in the Science of Learning:
Retrieval Practice: Encouraging students to actively recall information serves as a brisk mental workout, strengthening memory pathways and boosting long-term retention.
Spaced Practice: Rather than cramming all at once, spreading learning sessions over time allows the brain to effectively consolidate and store new information.
Interleaving: Combining related topics in a single session helps students make connections, recognise patterns, and apply their learning more flexibly.
Feedback: Offering prompt, constructive feedback enables students to see where they excel and where they could improve, fostering a reflective and self-aware approach to learning.
So, what does all of this have to do with Structured Literacy? At its core, Structured Literacy is about providing explicit, systematic, and cumulative instruction.The strategies above play a key role in supporting literacy success. For instance, retrieval practice can help students lock in phonics and spelling patterns, while spaced practice ensures skills like decoding are revisited and reinforced over time. Interleaving and well-timed feedback further enhance fluency and comprehension, giving students the confidence to approach reading and writing with enthusiasm..
As we move forward, I believe our role is to support teachers by sharing these practical, research-based strategies. We can also use the same approach to support teachers as they adopt new practices and handle change. Encouraging retrieval practice helps educators recall and apply new information, strengthening their cognitive pathways and reinforcing long-term understanding. Spaced practice allows them to gradually integrate new concepts and consolidate information over time. Interleaving related ideas helps connect different teaching strategies, enabling flexible application and deeper understanding. Additionally, timely, constructive feedback fosters metacognition, empowering teachers to reflect on their progress, recognise their strengths, and identify areas for improvement. Together, these approaches create a supportive environment that eases change, builds resilience, and promotes continuous professional development.
So if we return to the beautiful whakatauki.
Ka Pū te Ruha – Ka Hao te Rangatahi
Here’s to embracing both the wisdom of the past and the promise of new ideas, and to making this transition a memorable chapter in the literacy journey across Aotearoa. And here’s to hopefully more sleep!
References
Agarwal, P. K., & Bain, P. M. (n.d.). What every teacher should know about the science of learning. Wiley. Retrieved from https://www.wiley.com/learn/jossey-bass/what-every-teacher-should-know-about-the-science-of-learning.html
Ministry of Education. (2024). The science of learning explained. Tāhūrangi - New Zealand Curriculum.
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