MITEY Integrated into our Literacy Curriculum

Linking our literacy approach to the MITEY framework has added a powerful dimension to our learning in Room 4. By integrating MITEY’s focus on well-being, I have been able to support students’ emotional and social skills through literacy, making learning not just about reading and comprehension, but about empathy, self-awareness, and resilience. This aligns well with our goals: for higher-level readers, the focus on meaningful discussion and comprehension links naturally to MITEY’s emphasis on critical thinking and personal reflection. For lower-level readers, building confidence and enjoyment in reading supports well-being by fostering a sense of accomplishment and connection to the stories they read. 

Using Mophead (written and illustrated by Selina Tulitasi Marsh) as a key text has inspired Room 4 learners to think critically, engaging deeply with themes of identity, resilience, and self-expression. The story encourages them to reflect on their own experiences and the importance of embracing what makes them unique. 

For higher-level readers, Mophead has been a springboard for rich discussions about societal expectations and self-acceptance, aligning beautifully with the critical thinking goals in both literacy and our MITEY approach. Meanwhile, lower-level readers are connecting with the story’s visual elements and accessible language, which builds their confidence in comprehension and decoding while fostering a genuine enjoyment for reading. 

Mophead has helped us take literacy beyond basic skills, encouraging students to relate personally to the text and recognize the value of embracing individuality—a powerful lesson that ties directly into their social and emotional growth.

Through MITEY, each reading task becomes a chance for students to not only grow academically but to build their emotional toolkit, creating well-rounded learners.




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