Annabel Hamman

“We are proud that we are giving the students the knowledge and skills needed for
reading and writing success.”

Annabel Hamman says she was fortunate to be accepted into the first cohort for the BSLA microcredential as a facilitator.

“As part of my Master of Education degree (endorsed in Special and Inclusive Education), I have studied research and evidence-based literacy instruction so the BSLA microcredential was an opportunity to build on my existing knowledge and see accelerated learning in action.

“We are finding more students are entering school at 5 years of age with decreased literacy knowledge and skills. Therefore, as educators it is crucial, we deliver explicit evidence-based ‘best practice’ instruction to lift student outcomes in literacy.”

Annabel is impressed with the breadth and depth of the resources provided.

“The LEARN site is very user-friendly, every element of the approach is well explained, and information is complemented by modelling videos, comprehensive plans and templates supported with research readings.

“Teachers are not ‘guessing’ and everything is clear. Well scripted, thorough plans are provided so that teachers feel fully supported. I love the way, over time, less support is provided so that teachers can slowly take ownership of the planning and delivery.”

Weekly zoom meetings with national facilitators and lead lecturers are invaluable, says Annabel.

“It is an opportunity for clarification and have questions answered. Support is always an email or phone call away.

“The small assessment tasks are relevant to the implementation of the approach and designed to support us with the new knowledge. The case study towards the end of the 20 weeks of teaching enables us to step back and evaluate the approach as a whole and celebrate the impact it has had on student learning.”

Annabel, who has been teaching for more than 18 years, says the approach is having an impact on the children just weeks after introducing it.

“Children are seeing themselves as learners with increased confidence in their reading and writing. They are engaged as the learning is clear, building on prior knowledge, and delivered in an explicit, systematic fun way through games and activities.

“The New Zealand education system is very fortunate that the University of Canterbury and Ministry of Education have rolled out evidence-based literacy instruction that is effective in raising student achievement in early literacy.

“It is about catching students early and giving them the ‘best start’. The BSLA approach does just this.”