A key feature of Flare is its structured literacy methodology. Flare supports schools to deliver systematic, cumulative, explicit and diagnostic instruction in the key elements of structured literacy: phonology, orthography, morphology and etymology, syntax and semantics.

The methodology is underpinned by the Simple View of Reading, which explains reading comprehension as the product of decoding and language comprehension. Through Flare, teachers are supported to explicitly teach both word recognition and language comprehension so students can develop as confident readers and writers.

Flare also includes an integrated Literacy, Humanities and Science curriculum, known as Lit-HAS. This curriculum draws on the knowledge strands of Victorian Curriculum 2.0 Humanities and Science and provides a rich content base for literacy instruction. Students read, write and speak about meaningful knowledge-rich content, helping them build vocabulary, background knowledge and comprehension over time.

The curriculum is designed to reduce unnecessary variation between classrooms and provide all students with access to carefully sequenced knowledge and explicit literacy instruction. It includes a reading and writing scope and sequence, planning templates and resources to support classroom implementation.

Flare supports schools to implement a consistent Literacy Block across Foundation to Year 6. This includes components such as daily review, fluency, language conventions, handwriting and keyboarding, text study, writing to learn and reading aloud.

This low-variance approach helps provide consistency across classrooms and year levels, supports shared routines and expectations, and reduces unnecessary cognitive load for students.

Professional learning is central to Flare. Guided Literacy Improvement schools participate in three phases of professional learning and leadership coaching, with each phase designed to build knowledge, strengthen classroom practice and support school-wide implementation.

The three phases are:

• Phase A: Learning about structured literacy and the science of learning
• Phase B: Initial implementation
• Phase C: Full implementation

Across the Guided Literacy Improvement process, schools participate in whole-school professional learning days, Literacy Leader network days and online learning modules. This provides significant support over time as schools build capacity and embed the Flare methodology.

Professional learning includes areas such as the science of reading, structured literacy, cognitive load theory, the Literacy Block, explicit instruction, comprehension and knowledge, assessment, data, intervention, classroom routines, leadership and the Lighthouse process.

Assessment and data are central to Flare. Schools use a formal assessment schedule and data tool to collect and analyse student results, identify learning needs and inform instruction, intervention and extension.

The Flare Framework uses standardised and norm-referenced data sets to assess student skills and knowledge over time and within a given year. These assessments support early identification, inform literacy teaching and intervention, and help schools evaluate the effectiveness of their pedagogy and organisational structures.

Data is used as a basis for action, not simply as a collection exercise. Flare schools are supported to use data collaboratively to improve student learning, classroom practice and literacy outcomes.

Flare is also informed by external review through a research partnership with La Trobe University, supporting ongoing evaluation and improvement of the methodology.

After completing the Guided Literacy Improvement process, schools may progress towards becoming Flare Lighthouse Schools. Lighthouse Schools are schools that have implemented the Flare methodology successfully and with fidelity, demonstrated improvement in literacy data, and committed to maintaining this focus with rigour.

Lighthouse Schools undertake review and reflection, contribute to Flare research and resources, host school visits, support other schools in their literacy improvement efforts and remain part of the Lighthouse Network.

The Lighthouse metaphor reflects the role of these schools as beacons for others on the same path to literacy improvement through the Flare Framework.

The Aurora Project sits within the broader Flare strategy and provides supplementary support to some less-advantaged schools participating in Guided Literacy Improvement. This reflects DOBCEL’s commitment to addressing the achievement gap and ensuring all students have access to excellent literacy instruction.

Flare is a long-term improvement strategy. The Flare Roadmap illustrates the progression a school may take from beginning to adopt the Flare Framework to having the framework firmly established. It can be used by schools as a planning or auditing tool as they move through the phases of support.

The recommended timeframe for moving from “Ready” to “Established” varies according to school context, but this would generally take at least five years. Schools may move flexibly along the continuum depending on staffing and other contextual factors.

Through its 2025 to 2035 strategy, Flare aims to create a stronger, more consistent foundation for literacy improvement across DOBCEL primary schools.

Flare brings together the key elements needed for sustained literacy improvement: evidence-informed practice, structured literacy, knowledge-rich curriculum, consistent classroom routines, professional learning, assessment, data, leadership and shared system support.

By supporting schools to work from a shared framework while responding to their own context, Flare aims to strengthen literacy teaching and learning across the Diocese of Ballarat and support every primary student to become confidently literate.