Ararat North Primary School

Teaching and Learning Framework

What we value and how we operate in

our classrooms

Mission Statement:

At Ararat North Primary School our mission is to provide every student with rich learning opportunities in a happy, safe and inclusive educational community.

Model for Curriculum Development, Instruction & Assessment

FOUNDATION TO LEVEL 6

GANAG FRAMEWORK AND MARZANO HIGH

YIELD STRATEGIES

Wh

at

we

te

ac

h

Our Curriculum – a guaranteed learning experience

Curriculum documentation

Our curriculum has a 4 level documentation process: whole school guaranteed and viable curriculum, subject maps, unit plans and daily planners

The GANAG Framework incorporating Marzano strategies

THE VICTORIAN

CURRICULUM

TheoriesofAction• Strongteacher-student

relationships• Highexpectationsforeach

student• Clearlearningintentions• AssessmentforLearning• Effectivefeedback• VocabularyDevelopment

inallsubjects• UsingEffective

InstructionalStrategies

SchoolFocus

• InstructionandDeliveryo CommonInstructionalPractices–GANAGInstructional

Model• Knowingourstudents/ExtendingEachStudent

o Accessingstudentdataandadaptingcurriculumaccordingly

o Useofexplicitlearningintentions,successcriteriaanddifferentiatedtasks

• StimulatingLearningo Providingforstudentchoicewithinthecurriculumo Varietyofinstruction

• AssessmentandFeedbacko Assessmentforlearning–selfandteacher

feedbackthatidentifiesthenextstep

Formative Assessment

Ongoing timely feedback to students from self and teacher that identifies the next steps for learning

Achievement reported to parents and students

Summative Assessment Regular assessments aligned with the Ararat North Assessment Schedule used to inform reporting and to measure student growth

Ho

w w

e t

ea

ch

it

Ho

w le

arn

ing

is

ass

ess

ed

ANPSInstructionalModel

AnOverview

AtAraratNorthPrimarySchool,teachersworkasaProfessionalLearningTeamtodesignlearningexperiencesthatdevelopskills,enhanceunderstandingandsupportandextendstudents.Studentsareintroducedtokeyconceptsthroughexplicitteachingandprovidedwithopportunitiestolearnindividually,andcollaborativelywiththeirpeers,instudentcentredclassrooms.TeachersatAraratNorthPrimarySchoolaremindfulthattwenty-firstcenturylearnersrequireskills,dispositionsandknowledgetocontributeassuccessfulcitizensinanincreasinglyglobalisedworld.Becauseofthis,teachersdesignopportunitiesforstudentstoseetheapplicabilityoftheirlearningwithinourworld.

CurriculumDocumentation

• EverysubjectateveryyearlevelhasdocumentedcontentwhichhasbeendevelopedtoalignwiththeVictorianCurriculum

• Theschoolhasdocumented,sequentialprogramsfortheteachingofEnglishandMathematics–allclassesimplementVCOP,BigWrite,theANPSSpellingandGrammarProgram,GuidedReadingandiMaths

• Teachersareresponsibleforthedevelopmentandpublicationofothercurriculummaterial.

• Curriculumdocumentationisreviewedannuallyandadaptedtomeetchangingneeds

• CurriculumdocumentationispublishedtoStaffPublic(onourcentralserver)withinrelevantteacher-namedfolders

PedagogicalApproach

• OurSchoolhasarticulatedaGANAGInstructionalModelthatformsthebasisforteachinginourclassrooms

• TeachersworkwithintheGANAGframeworktoimplement9essentialstrategieswhichreflectevidence-basedbestteachingpractise

• Professionaldevelopmenttosupporttheseinstructionalpractisesisprovided

Ararat North Primary School values the following in the process of Teaching and Learning:

CredibleTeachers

Who:- Fostertrustbygenuinelycaring

aboutstudents’academicandpersonaldevelopment

- Displaycompetencebybeingwell-prepared,organizedandstructured

- Aredynamicandshowpassionforwhattheyareteaching

- Exhibitimmediacybybeinginvolvedwithstudentsastheyareworking

DocumentedCurriculum

That:- Issequentialandalignedtothe

VictorianCurriculum- FollowsourUnitPlanner

(BackwardDesign)template- Isengagingandaccessiblefor

studentsthroughuseofGANAGlessonsincorporating9essentialteachingstrategies

- Isavailableonourschool’scentralserver

- Iscommonacrossallclasses

HighExpectationsWhich:

- Arearticulatedasabeliefthatallstudentscanprogress

- AreimbeddedinclearLearningIntentions

- UseSuccessCriteriatocelebratedevelopment

- Buildonindividualstudentabilitieswiththeprovisionofeffectivefeedback

- Encourageallstudentstosethighpersonalgoalsandprogressivelytakeresponsibilityfortheirownlearning

ReflectivePractise

Wherewe:

- Develop,implementandevaluatecurriculum- Shareideas- Setgoalsforcontinualimprovement- Accessprofessionallearning

AraratNorthPrimarySchool

Conditionsforhighlyeffectiveteachingin

EveryClassroom,Everyday:

Teache

raction

Teacha

bleidea

orskill

Co-con

struction

teache

r&

stud

ent

Knowingourstudents.Teachershavelearntabouttheirstudentsusingavarietyofdataandinterpersonalcommunicationsthatshowaninterestinthestudentasapersonandalearner.

Connectingwithstudents.Teachershavemadeaconnectionwitheachstudentonapersonallevelsothatthechildfeelsknown,safetoaskquestions,connectedtotheteacher

Connectingtheclass.Asenseof‘group’hasbeenformed.Eg“Weareagroupwhowillbelearningtogether”

RelationalandPositiveBehaviourNorms:Sharedvaluesandexpectationshavebeenestablishedandarticulatedandareactivelytaught(recognizingthatthesearelearnedbehavioursandcanbetaughtandmisstepscanbeacknowledged).Eg:“Wetreateachother’sideaswithrespectandinterestandengagewiththem.”“Wecomeprepared.”“Werespondtofeedback.”“Wereturnworkontime.”“Weareontimetoclass”.

LearningandTeachingBehaviourNorms:Organisationalnormsandroutinesfortheclassroomthatenableefficientuseoflearningtimehavebeenestablishedinlinewithschool-wideagreements.Eg.teachingstudentshowtoorganizetheirbooks,representideas,followastructure,writelegibly,trackcorrectionsandchanges,trackquestions”,etc.“Wearecarefulwithmathematicalideasandarecuriousaboutpatternsandproblems.”“Wewillwriteeverydayusingthelanguageofoursubject.”“Weexperimentwithpossibilities.”“Weanalyzeerrorsandmissteps.”“Weaskquestions.”

GANAGPLANNINGANDINSTRUCTIONALMODELINCORPORATING9ESSENTIALSTRATEGIES

StageofLesson

EvidencebasedFrameworksGANAGMarzano9EssentialStrategiesHattieVisibleLearning

Questions ObservableTeacherBehaviours

LearningIntentionandSuccessCriteria

GoalsStudentsshouldhavethesameideaastheteacheraboutwhatisgoingonintheclassroom.WhereamIgoing?HowamIgoing?Wheretonext?HattieVisibleLearning

Wherearethestudentsat?Whatwillthestudentslearn?WhatVic.Curric.skillorknowledgeisitconnectedto?Canfeedbackbeprovidedhere(frompreviouslessons)?

• DisplaysLearningIntentionandSuccessCriteria• Hasadiscussionwiththestudentsaboutwhatthe

learningis(context/narrative)• UsesStudentFriendlyLanguage• Makesexplicitwhatwillbeexpectedofthe

studentsattheendandthroughoutthelesson.• Connectslearningtorealworldissues(whyarewe

learningthis?)

Engagement AccessPriorKnowledgeYouneedtohavesurfaceanddeepknowledge.Ifyouwanttopromotedeeplearning,youmustaccessyourstudents’foundationalknowledgeandbuildonthat.HattieVisibleLearning

HowcanIactivatepriorknowledge?Whatwillstimulatetheirinterest?Aretheconceptschallengingenoughtogeneratecuriosity?

• Stimulatescuriosity• UtilisesYoutubeclips/

games/questions/predictions/wordle/brainstorm/nonlinguisticrepresentations/connectionstoreallife

PresentNewContent

NewInformation

Whatconceptsorvocabularydotheyneed?HowwillIchallengeindividualsorgroupstobeextendedbeyondtheircurrentlevelofknowledge?

• Presentations• GradualReleaseofResponsibility“Modeling”• HighReliabilityLiteracyTeachingPractices• Readingprompts• ProvidingConcreteExamples• ExplicitteachingofrelevantVocabulary• Providestepstoscaffold• Presentingtheconceptinmultipleways

Activity

ApplyCultivatehigherorderthinkingMonitorprogressSetchallenginglearningtasksFramehigherorderquestionsImplementcooperativegroups

Howdoestheactivityrelatebacktothelearningintention?Doallstudentsknowwhattheyhavetodo?Istheactivitytooeasyortoohardforanyone–differentiatedforgroups/individuals?Arethereopportunitiesforstudentchoice/agency?

• Challengesthestudents• Provideopportunitiesforstudentagency

(meaningfulchoice)• UseofBlooms(Understand,apply,synthesiseand

analyse)• UseofGradualReleaseofresponsibility"I

do....Youdo"• Facilitatescollaborativelearningactivities• Directssummarisingandnotetaking• Allowsstudentstopractise,generateandtest

hypothesis,identifysimilaritiesanddifferences

ReviewReflect

GoalReviewandSummarizeAssessperformanceagainstsuccesscriteriaRecognizeeffortandprovidefeedbackSetobjectives

HastheLearningIntentionbeenmet?Haseveryoneunderstoodandprogressedasexpected?Wheretonext?

• ClassdiscussioninreferencetoSuccessCriteria• SelfreflectioninreferencetoSuccessCriteria• Teacherobservationsandfeedback(Shouldalso

occurthroughthe“Activity”phase• Strategicquestioning(waittime)• UseofratingscaleinreferencetoSuccessCriteria

e.g.rubric

Post-lesson:

Teache

raction

Stud

enta

ction

Engageinreflectiononwhatwentwell.

Respondtoworksubmissions/correctionsinatimelymanner.

Reflectonwherestudents/groupsofstudentsgottoinasequenceoflearning.Prepareforthenextstageofthesequenceoflearningforthosestudents.

Engagewithcolleaguesaroundwhatisworking.Collectivelyagreeonanyrefinementsneededtothecurriculumfornexttimethisunitistaught.

OurGuides:

• ProfessorJohnHattie–VisibleLearning• RobertJ.Marzano–InstructionalStrategiesThatWork• Dr.JanePollock–GANAGLessonPlanning• Bloom’sRevisedTaxonomyofThinking• VCAA–TheVictorianCurriculumF-10