Grenville Green is a leader who knows how to turn ideas into action.
Since joining Haileybury in 2004, Green has been at the forefront of shaping innovative teaching practices that make a real difference at the school. From his early days as Literacy and Junior School Coordinator to leading Haileybury’s celebrated Explicit Teaching Model as Head of Junior School, Green’s initiatives have made a meaningful difference.
His work has inspired teachers at over 40 schools across Australia, and as Deputy Principal (Junior School) since 2020, he has continued to drive collaboration, coaching, and a relentless focus on improving outcomes for every student.
The Educator recently sat down with Green to discuss the impact of phonics on learning, the back-to-basics movement shaking up classrooms, and the impact that explicit teaching is having on young people’s learning.
TE: Drawing from the outcomes you’ve seen whilst Deputy Principal of Haileybury’s Junior School, what do you believe makes phonics such an essential foundation for early literacy, and how does its role align with broader literacy goals in primary education?
At Haileybury, we’ve seen how a strong foundation in phonics enhances broader literacy outcomes. As we introduced a structured and sequential phonics program, students grew increasingly efficient and confident with ‘cracking the code’ of reading and spelling. Like adults, students have a limited working memory – the number of things they can process and think about at the same time. However, as students become efficient with using phonics, they free up important working memory when reading, spelling and writing. This supports students to focus on higher-order comprehension skills including critical thinking, frees up brainpower when spelling and allows students to focus on their vocabulary and the complexity of their ideas. Integrating phonics into a broader literacy framework produces confident, capable and lifelong learners who thrive in all aspects of literacy.
TE: A growing body of evidence backs phonics-based instruction, but some critics argue that it overemphasises a single method and undermines teachers’ professional expertise. How would you address these concerns?
Research clearly shows that phonics is important in the beginning stages of reading and should be a part of early reading programs. Phonics forms an essential part of a balanced, evidence-based approach to literacy, along with oral language, phonemic awareness, fluency, vocabulary development and comprehension. Teaching should not be a ‘choose your own adventure’ when it comes to literacy programs. Decades of research, including recent insights from the Grattan Institute, show the effectiveness of phonics in improving literacy outcomes. However, this focus on evidence doesn’t diminish professional expertise; it enhances it. Teachers’ expertise is amplified, not undermined, when informed by evidence-based practice. Phonics instruction empowers educators to deliver impactful teaching while ensuring students achieve an essential foundation for reading and spelling.
TE: What has driven the renewed focus on foundational skills like reading, writing, and numeracy, and what does it say about shifting priorities in Australian schools?
The renewed focus on foundational skills like reading, writing and numeracy reflects a necessary recalibration in Australian education. Without them, students struggle to access and engage with more complex learning. Haileybury has had success though continued focus, refinement and teacher training on evidence-based practice. We’ve continually built the knowledge and expertise of our teachers with explicit teaching and core literacy and numeracy skills. Part of the problem for some schools has been the lack of quality training for teachers, with some entering their careers with minimal practical knowledge in teaching core skills, such as phonics. Strong foundational skills aren’t just priorities; they are imperatives for ensuring that Australia remains globally competitive and prepares students for an increasingly complex world.
TE: Critics argue explicit teaching can stifle creativity and excludes diverse learners. How do you respond to this, and how might the approach evolve to meet modern educational needs as we head into 2025?
Explicit teaching is often misunderstood as outdated and rigid, conjuring images of ‘chalk and talk’ classrooms. In reality, it is a dynamic, high-impact strategy grounded in evidence and tailored to meet diverse student needs. Far from stifling creativity, explicit teaching provides students with a strong foundation that enables them to think critically and express themselves with confidence. Haileybury’s ‘I Do, We Do, You Do’ approach exemplifies how explicit teaching supports all learners. This gradual release model ensures students first observe and understand a concept (‘I Do’), actively engage with guided practice (‘We Do’), and then build independence through application (‘You Do’). Mastering core literacy and numeracy skills, equips students with the tools they need to apply their knowledge in a range of meaningful and authentic contexts, preparing them for success in the classroom and beyond.