whole school curriculum & pedagogy framework€¦ · whole school curriculum & pedagogy...
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Moranbah State High School Tomorrow’s Future Today
7a
Whole School Curriculum & Pedagogy Framework“Curriculum”isholisticallydefinedastheorganisedorplannedinteractionofstudentswithinstructionalcontent,materials,resourcesandprocessesforevaluatingtheattainmentofeducationalgoalsandobjectives.MoranbahStateHighSchool’sCurriculumPlanspecifiestheexpectationsforourschooltodeliveraqualitycurriculumthatoptimiseslearningforallstudentsfrom Year7to12.
Ourplanisbasedontheassumptionthateverystudentcanlearnandthatrespondingtotheparticularlearningneedsofstudentsiscentral to teaching.
Queensland’splantolifttheperformanceofeverystateschool,student, teacher and principals is outlined in the Every Student Succeeding – State School Strategy. The strategy is supported by the School Improvement Hierarchy,whichassistsschoolstoidentifyandtargetimprovement.MoranbahStateHighSchool’sCurriculumandPedagogyFrameworkalignswith:
1. The P-12 Curriculum, assessment and reporting framework
2. The Learning and Wellbeing Framework
3. The Parent and community engagement framework
The following curriculum plan details:
Whole School Curriculum & Pedagogy Framework
“Curriculum” is holistically defined as the organised or planned interaction of students with instructional content, materials, resources and processes for evaluating the attainment of educational goals and objectives. Moranbah State High School’s Curriculum Plan specifies the expectations for our school to deliver a quality curriculum that optimises learning for all students from Year 7 to 12. Our plan is based on the assumption that every student can learn and that responding to the particular learning needs of students is central to teaching. Queensland’s plan to lift the performance of every state school, student, teacher and principals is outlined in the Every Student Succeeding – State School Strategy. The strategy is supported by the School Improvement Hierarchy, which assists schools to identify and target improvement. Moranbah State High School’s Curriculum and Pedagogy Framework aligns with:
1. The P-12 Curriculum, assessment and reporting framework 2. The Learning and Wellbeing Framework 3. The Parent and community engagement framework
The following curriculum plan details:
• Moranbah SHS Data Plan & Data-informed practices
• Responsible Behaviour Plan
• Wellbeing Plan • Junior
Secondary Map • Senior School
Map
• Curriculum Planning with Integrity – Process
• 7-10 Literacy Continuum
• QCAA Cognitive Verbs & 21st Century Skills
• Visible Teaching, Visible Learning (Hattie)
• Explicit Instruction • Surface, Deep & Transfer
Knowledge strategies • Assessment Policy • Achieving Comparability of
assessment and standards
• Teacher Fundamentals
• Instructional Rounds • EI Observations
• Diverse Learners Plan (SWD & LS)
• ICP Process • Gifted & Talented Plan
School Improvement Hierarchy
Moranbah State High School Tomorrow’s Future Today
8a
MSHS Teacher Fundamentals & Consistent PracticesMSHS CORE VALUES TEACHER EXPECTATIONS
RESPECT
Developing a culture of mutual respect
• Followconsistententryandexitproceduresandhaveprideinourschoolandclassroomenvironment. We have calm classroom environments with high levels of encouragement.
• Beontimeandreadytoteachallofthetime• Develop engaging lessons. • •Celebrateoutstandingeffort,behaviourandachievement.• Setclearbehaviourexpectationsthataligntotheschool’sresponsiblebehaviorplan.• Create welcoming and engaging classrooms
RESPONSIBILITY
Takingactiveresponsibility in my
classroom
• MarkrollsaccuratelyandnotifyAttendanceOfficer/HouseCo/YLDPofregularabsences.RefertoStudentSupport team in OneSchool where there are concerns.
• Engageincollaborativeunitplanningusingthe“guidetoplanningwithintegrity”andcreateassessmentthataddresses the scope and depth of the achievement standards.
• Usediagnosticformativeassessmentstoknowwherestudentsareat;targetteachingandpost-testingtomeasure improvement
• UseExplicitInstructionforlessondesignandreciprocalteachingasthesignaturepedagogyforreadinginstruction
• Engageinmoderationprocessesanddatareflection.• Strive to meet school wide targets• EstablishaneLearnsite/oruseClassNotebookstoprovidestudentswithatermoverview,resources,
assessment • ModelOneNotebookworkexpectations,regularlycheck&provideusefulfeedback• UsetheEssentialSkillsofClassroomManagementasstrategiestomanagebehaviourandassistancethroughclassroomprofiling.
• Followtheschool’sResponsibleBehaviourPlan• Everyclassroomhasalearningwallthatisco-constructedwithstudents.Itincludesdataandisfluidandreflective
• Designcleartasksheetsthatallowopen-endedness,extension,challenge• Identifyandexplicitlyteachcognitiveverbsinclassandhighlighttheseonassessment• Providetaskspecificcriteria/descriptorsanddeconstructwithstudents.• Modeltheassessmentitem.Scaffoldingandexemplarsmustbeprovided.• Eachstudentmustreflectontheirresultsontheirprofilesheet(locatedintheirOneNoteResultsnotebook)• Markassessmentfullyandpromptlytoprovidetimelyfeedback(within2weeks)• UpdateelectronicprofilesheetsaftereachassessmentpieceandcompleteSubjectSpecificTrackers(ExtendedR6/VETrecords)EVERYterm
• Set meaningful homework and follow up on it.
RESILIENCE
Modellingandpromotingresilience to my students
/peers.
• Committoimprovingpractice(growthmindset)• Participateinlessonobservations,collegialcoaching&classroomprofiling• Followschool-widecrossmarking-qualityassuranceprotocols.• Providestudentswithexplicitandconstructivefeedback.• Takeonconstructivefeedbacktoimproveteaching• Bepreparedtodelivera“PlanB”(beflexible)
RELATIONSHIPS
Improving my overall effectivenessasa
teacher and colleague
• Knowyourstudentswell(OneSchoolDashboard))• Beprofessionalinallinteractionswithstaff/students/community• Adoptproactive,clearandconsistentparentcommunication/contact(particularlyforatriskstudents).• AlwaysconsiderESCMs-Movearoundtheroom.Physicalityisessentialtobuildrapport.• Investtimeincreatingaphysicallearningenvironmentthatiswelcomingandengaging.• Rewardpositivebehaviour(VIVO,postcards)• Followtheschool’sbehaviourchain&theResponsibleBehaviourPlan• Timemanageyourday(meetings/appointmentsareattendedto).• Celebrate improvement• Beateamplayer(committoteachingteamrolesandresponsibilities)
At MSHS there is a high level of consistency, low level of variability and an absence of mediocrity
Moranbah State High School Tomorrow’s Future Today
9a
Moranbah State High School Data Plan Data
Collected Data Source Timeline for collection Staff Responsible Actions required
Student Learning Outcome Data
Student Reportdata
• Track Ed• OneSchool &ExtendedR6sandVETCompetency records
• End Term 1• End Sem 1• End Term 3• End Sem 2
• Deputy Principals• HoDs, Teachers• House
Coordinators• Principal
• Managementandcoordinationofaccesstodata• Data Analysis sheets completed by all teachers• Evaluatesubjectperformance&studentprogress• Subjectselectionappropriatenessforstudents• Curriculum&Assessmentreviewandresponse• MonitoringandresponsetoYearLevelperformance(+ive&-ive)• “At-Risk”studentsidentifiedandsupportplansimplemented• Feedbacktostudentsandparent/guardian• Non-participation,ShowCause
QCE/JCE • Track Ed • End of every term
• Data HOD• SS&JSDeputy
• MonitoringandresponsetoYearLevelperformance(+ive&-ive)• “At-Risk”studentsidentified,supportplans/ICPsimplemented• Feedbacktostudentsandparent/guardian• Non-participation,ShowCause
QCS • QCAA• MightyMinds
• End of Year • SSHOD&DeputyPrincipal
• SSHOD&DeputyPrincipal
• EvaluatedataandmodifyQCSPreparationProgramaccordingtoour needs
OP • QCAA• OP Analyser• Track Ed
• End of Year • SSHOD&DeputyPrincipal
• EvaluateandmodifyQCSpreparationprogramandmentoringand Guidance processes
• ReviewSETPlanningprocess
VETCompetencies and attainment
• SDCS• OneSchool• Track Ed• AQTFrecords
• End of Semester/s
• SS Deputy Principal
• RTOManager• Teachers
• Mandatedreporting• 30thJuneannually(LearnerSurveys)• Feedbacktostudentsandparent/guardianoncompetenciesnot
completed
Yr12ExitData-NextStep
• Destinationsurvey
• NextStepTeam
• March• July
• GuidanceOfficer• SS Deputy
Principal• Transitions/YSCOfficer
• Evaluateandmodifycurriculumplan&SeniorSchoolofferings• Post to School web page
Closing The Gap
• NAPLAN • October • JSDeputy • Continueimprovementofinterventionprogram• TrackingandidentifyingstudentsbelowNMS• Provideinterventionsupport
Diagnostic Data Sets
NAPLAN • CQ3S• OneSchool Year7&9
• October• End week 1
term 1
• Data HOD• JSDeputyPrincipal• HODs
• Analyseoverallschoolperformancere%belowNMSand% inU2B
• EvaluateInterventionProgram• DevelopschoolNAPLANActionPlanandimplementstrategies• EvaluateNumeracyandLiteracyActionPlansandcurriculumprogramsinrelationtoNumeracyandLiteracy
• Analysisofstudentliteracy&numeracyprogressRelativeGainreportsforyear7and9
• AnalyseYr6dataforincomingYr7stoallocateinterventionforstart of week 2
Learning Support/SWDTesting
• RangeofDiagnosticTests
• Jan/Feb • Learning Support&SWDCoordinators
• Evaluate student support needs and allocate support resources• Monitorstudentdevelopmentalprogress• DevelopICPs/ISPsasrequiredanduploadtoOneSchool
Literacy and Numeracy Testing
• Previous NAPLAN Tests
• Pre&Posttestingevery semester for all year levels
• MasterTeacher• PowerUp
Teachers• All KLAs to make
use of data
• Classes grouped according to needs• HoDstoensureallKLAsutilisetoinformpractices
PracticeQCSTest
• MightyMinds • Year 11 Term3&Year 12 Term 1
• Data HOD• SS HOD
• AnalyseperformanceandstructureQCSPreparationprogramonstudent needs.
Moranbah State High School Tomorrow’s Future Today
10a
Data Collected Data Source Timeline for
collection Staff Responsible Actions required
AptitudeTesting
• School Based • Year 11 Term3&Year 12 Term 2
• Data HOD• TransitionsOfficer
• AnalyseperformanceandstructureAptitudeTestpreparationprogram on student needs
Other Student Data
SET Plan • OneSchool&Student results
• Aug Yr 10• Semester
review Yr 11 and 12
• SSHOD&DeputyPrincipal
• GuidanceOfficer• TransitionOfficer
• ReviewSETplansandevaluateappropriatenessofsubjectchoice/mentoringadvice
Student Attendance
• OneSchool• Closing the gap
• All year (on-going)
• CARETeachers• House
Coordinators• Yr level DPs • IndigenousOfficer
• Monitorstudentattendance• Sendweeklyletterstoparents(Admin)• Trackstudentattendance(YearLevelCoordinators)toidentifystudentswhoarenotmeetingthe92%target.
• Interventionstrategies• MonitorClosingtheGaptargets
Student behaviour
• SchoolRecords/OneSchool
• SDAs
• Each term • PBLTeam/PBLDataManager
• Yr level DPs• House
Coordinators
• Identifystudentsatrisk,trendsinbehaviours• Implementproactiveprograms
Classroom Profiling
• Summary of Collated Data
• OneSchool
• Each term • Data HOD• PBLDataManager
• Analyse for trends and anomalies for PBL.• Implementandrefinebehaviorstrategies
ResilienceSurvey
• ResilienceSurvey(Fuller)
• Term 3 • PBLTeam/Student Support Team
• DP
• Analysestudentresiliencetoinforminterventionandwholeschool programs
Other Student Data
School Performance Profile
• EQData(SP) • Aug&Dec • Principal • Reviewlongitudinaltrendsandanomalies• Implement strategies to promote school improvement
School opinion Survey
• Corporate Data Warehouse
• Surveys – Aug.
• Data return – Nov.
• DP administering• Principal analysis
• Reviewlongitudinaltrendsandanomalies• Implement strategies to promote school improvement
Enrolment data
• OneSchool • Day8 • Principal • Monitorforstrategicplanning,HR,Facilities
SchoolHRData
• School Workforce Management
• School Based
• August Skyscraper report
• August
• Principal• Deputy Principal
• Reviewlongitudinaltrendsandanomalies• Implement strategies to promote school improvement• Adopt feedback from parents about ways to improve and
individualise learning for their child.
Moranbah State High School Data Plan
Moranbah State High School Tomorrow’s Future Today
11a
Moranbah SHS Data Informed Practice Knowing our students to target teaching and improve student learningAtMoranbahSHS,wemakeacommitmenttoknow our students’ data, to target teaching and improve student learning. WeutilisethedatafeedbackloopprocesstakenfromtheGrattanInstitute,2015.
Moranbah SHS Data Informed Practice Knowing our students to target teaching and improve student learning
At Moranbah SHS, we make a commitment to know our students’ data, to target teaching and improve student learning. We utilize the data feedback loop process taken from the Grattan Institute, 2015.
Stage Description 1. Assess
KNOW YOUR LEARNERS – Triangulation of data • Use Track Ed, OneSchool Dashboard, NAPLAN data & your latest results (Extended R3 & R6) AT THE START OF EACH NEW TOPIC: • Using the Australian Curriculum achievement standards /standards elaborations and the content
descriptors, collaboratively write a formative diagnostic assessment to find out what students already know.
• Present this data as a class result (displayed in the classroom) and provide individual students with their results
• Use a PMI to reflect on your results • Sort through the data to identify the strengths and areas of need for your students • Use the data to flexibly group students for class activities • Document your analysis in your unit planner (OneSchool) – “surfboard” SET GOALS & TARGETS WITH STUDENTS: • Set targets for your students that are SMART • Share targets with your students. Make time to discuss goal setting with your
students using their OneNote “Results & Reflection” Workbook. • Display your class performance data with targets on your classroom Data Wall
2. Target teaching • Consider your students and match the learning experiences to the needs identified in the data – that is TARGET TEACHING to match learning needs of students
• Differentiation Content, Process, Product, Learning Environment
3. Track • Students sit a diagnostic post-test (as a revision exercise prior to the final piece) with timely feedback
• Support students who are not making gain • Summative assessment with timely feedback • How well did your students perform? Was there measurable growth? What was the effect size?
4. Adapt • Was the sequence of teaching and learning effective? Is further intervention required? • Would the same processes be followed next time? • How does this impact on your students’ goals and targets? END OF EACH TERM • Students record their results in their “Personal Achievement Plan Class OneNote” (including R3 /
R6 trackers) • Teacher completes Data Analysis sheets at the end of each unit and submits to HOD • Classroom Data Wall updates • Data conversation with line manager.
Stage Description
1. Assess KNOW YOUR LEARNERS – Triangulation of data
• UseTrackEd,OneSchoolDashboard,NAPLANdata&yourlatestresults(ExtendedR3&R6)
AT THE START OF EACH NEW TOPIC:
• UsingtheAustralianCurriculumachievementstandards/standardselaborationsandthecontentdescriptors,collaborativelywriteaformativediagnosticassessmenttofindoutwhatstudentsalreadyknow.
• Presentthisdataasaclassresult(displayedintheclassroom)andprovideindividualstudentswiththeirresults
• UseaPMItoreflectonyourresults• Sortthroughthedatatoidentifythestrengthsandareasofneedforyourstudents• Usethedatatoflexiblygroupstudentsforclassactivities• Documentyouranalysisinyourunitplanner(OneSchool)–“surfboard”
SET GOALS & TARGETS WITH STUDENTS:
• SettargetsforyourstudentsthatareSMART• Sharetargetswithyourstudents.MaketimetodiscussgoalsettingwithyourstudentsusingtheirOneNote“Results&Reflection”Workbook.
• Display your class performance data with targets on your classroom Data Wall
2. Target teaching • Consideryourstudentsandmatchthelearningexperiencestotheneedsidentifiedinthedata–thatisTARGETTEACHINGtomatchlearningneedsofstudents
• DifferentiationàContent,Process,Product,LearningEnvironment
3. Track • Studentssitadiagnosticpost-test(asarevisionexercisepriortothefinalpiece)withtimelyfeedback• Support students who are not making gain• Summativeassessmentwithtimelyfeedback• Howwelldidyourstudentsperform?Wastheremeasurablegrowth?Whatwastheeffectsize?
4. Adapt • Wasthesequenceofteachingandlearningeffective?Isfurtherinterventionrequired?• Wouldthesameprocessesbefollowednexttime?• Howdoesthisimpactonyourstudents’goalsandtargets?
END OF EACH TERM
• Studentsrecordtheirresultsintheir“PersonalAchievementPlanClassOneNote”(includingR3/R6trackers)
• Teacher completes Data Analysis sheets at the end of each unit and submits to HOD• Classroom Data Wall updates• Dataconversationwithlinemanager.
Moranbah State High School Tomorrow’s Future Today
12a
7-10 Curriculum Planning – MSHS Steps To Ensure Integrity
7-1
0 Cu
rric
ulum
Pla
nnin
g –
MSH
S St
eps
to e
nsur
e in
tegr
ity
Star
t with
und
erst
andi
ng th
e AC
HIE
VEM
ENT
STAN
DAR
DS
Nex
t, cr
eate
you
r MAR
KIN
G
GU
IDE
(whi
ch is
your
crite
ria
shee
t usin
g th
e la
ngua
ge
from
the
QCA
A ST
ANDA
RDS
ELAB
ORA
TIO
NS)
Crea
te y
our A
SSES
SMEN
T TA
SK (c
onsid
erin
g th
e At
tribu
tes o
f Qua
lity
Task
s –
that
is, e
nsur
ing
ther
e is
In
telle
ctua
l Qua
lity,
Ac
cess
ibili
ty, C
redi
bilit
y &
Au
then
ticity
)
Writ
e an
AN
NO
TATE
D
MO
DEL
RES
PON
SE –
that
is,
an A
Sta
ndar
d Ex
empl
ar
KNO
W
(Dec
lara
tive
Know
ledg
e)
DO
(P
roce
dura
l Kno
wle
dge)
A Level C Level
List
conc
epts
fro
m th
e CO
NTE
NT
DES
CRIP
TORS
& A
SSES
SMEN
T TA
SK
into
kno
wle
dge
(Dec
lara
tive
Know
ledg
e)
and
skill
s (pr
oced
ural
kno
wle
dge)
mov
ing
from
“C” t
o “A
” lev
el
Wha
t con
cept
kn
owle
dge,
lite
racy
kn
owle
dge
and
gene
ral c
apab
ilitie
s do
stud
ents
nee
d, to
ex
cel i
n th
eir
asse
ssm
ent?
Wha
t lit
erac
y kn
owle
dge
will
they
nee
d to
sp
eak
or w
rite
cohe
sivel
y?
Wha
t con
cept
kn
owle
dge
or
liter
acy
know
ledg
e do
st
uden
ts n
eed
to
achi
eve
a “C
” in
thei
r as
sess
men
t?
Colla
ted
into
Wha
t hig
her o
rder
th
inki
ng &
leve
ls of
lit
erac
y ar
e st
uden
ts
dem
onst
ratin
g in
thei
r w
ritte
n or
ora
l as
sess
men
t? W
hat a
re
they
requ
ired
to d
o di
ffere
ntly
or a
s wel
l as
a “C
” or “
B” st
anda
rd
stud
ent?
How
is th
e st
uden
t de
mon
stra
ting
thei
r un
ders
tand
ing
& w
hat
does
the
asse
ssm
ent
requ
ire th
em to
do
to
achi
eve
a “C
” sta
ndar
d?
Wha
t are
the
verb
s in
the
crite
ria /
desc
ripto
rs th
at
unde
rpin
the
basic
lite
racy
re
quire
d to
pas
s the
ir as
sess
men
t?
Sequ
ence
d U
NIT
OVE
RVIE
W
(Doc
umen
ted
in O
neSc
hool
) Se
quen
ce th
e “K
now
” and
“Do”
obj
ectiv
es
Monitored
CHEC
KPO
INTS
Co
mpl
ete
a 0-
4 sc
ale
chec
kout
eac
h le
sson
to m
onito
r st
uden
t und
erst
andi
ng o
f lea
rnin
g go
al (k
now
ing
& d
oing
) D
RAFT
ING
OF
SUM
MAT
IVE
TASK
M
eani
ngfu
l fee
dbac
k in
dra
fting
pha
se th
at c
halle
nges
st
uden
t thi
nkin
g an
d se
lf-im
prov
emen
t
1.Co
mbi
ne c
once
pt k
now
ledg
e (k
now
s) w
ith co
rres
pond
ing
skill
and
lite
racy
requ
irem
ent (
dos)
into
key
obj
ectiv
es th
at
rese
mbl
e le
arni
ng g
oals
for s
tude
nts.
2.CO
NSI
DER
SEQ
UEN
CE
3.In
clude
LIT
ERAC
Y RE
QU
IREM
ENTS
and
gen
eral
ca
pabi
litie
s fo
r stu
dent
s to
be
succ
essf
ul.
Cons
ult t
he
liter
acy
cont
inuu
m to
und
erst
and
how
a st
uden
t sho
uld
be
resp
ondi
ng
4.En
sure
LES
SON
S ar
e pu
rpos
eful
, cle
ar a
nd h
ave
inte
nt.
Utili
se a
var
iety
of r
esou
rces
that
are
eng
agin
g fo
r st
uden
ts.
F.E.
A.T
Fron
t End
Ass
essm
ent T
ask
UN
PACK
CO
NTE
NT
DES
CRIP
TORS
& A
SSES
SMEN
T TA
SK IN
TO K
NO
WLE
DG
E &
SKI
LLS
Stud
ent
Curr
ent
Capa
city
Asse
ssm
ent
Read
y St
uden
t O
rient
atin
g
E
nhan
cing
App
lyin
g
Impact
Impr
oved
Ass
essm
ent D
ata
/ Dat
a Re
flect
ion
With
mon
itorin
g of
stan
dard
s
Moranbah State High School Tomorrow’s Future Today
13a
21st Century SkillsPreparing student for a changing world
Moranbah State High School Tomorrow’s Future Today
14a
Categories of Cognitive Verbs
Categories of Cognitive Verbs
Retrieval and comprehension Analytical processes Knowledge utilisation
The activation and transfer of knowledge from permanent memory to working memory, and the storage of critical features of information in permanent memory
Involves the reasoned extension of knowledge
About using knowledge — involves the processes individuals use when they wish to accomplish a specific task
Processes Processes Processes
recognising recalling executing
integrating symbolising
matching classifying analysing error
generalising specifying
decision-making problem-solving experimental inquiry investigating
Cognitive verbs Cognitive verbs Cognitive verbs
calculate (e.g. numerical answer; mathematical processes)
analyse appraise
clarify apply appreciate
comprehend (meaning) categorise argue
construct (e.g. a diagram) classify assess
define compare comment (make a judgment)
demonstrate consider conduct (e.g. investigations)
describe contrast construct (e.g. an argument)
document critique create (e.g. a unique product/artefact; language texts; meaning)
execute deduce
explain derive decide/determine
identify determine design (e.g. a methodology, an artefact, a proposal)
implement (e.g. a plan, proposal) differentiate develop (e.g. a strategy, product or process)
recall discriminate devise
recognise (e.g. features) distinguish discuss/explore
sketch identify errors/problems evaluate
summarise infer/extrapolate experiment/test (e.g. ideas, methods)
symbolise (e.g. through diagram, illustration, model)
interpret (e.g. meaning) express (e.g. an artistic idea or viewpoint)
understand judge generate/test (e.g. hypotheses)
use organise/sequence/structure hypothesise/propose (e.g. arguments, solutions, ideas)
reflect (on) investigate/examine (e.g. an argument, concept)
justify/prove (e.g. an argument, statement or conclusion)
make decisions
manipulate (e.g. language texts; skills; technologies)
modify
predict (e.g. a result)
realise/resolve (e.g. artistic works)
solve (e.g. problems)
synthesise
Moranbah State High School Tomorrow’s Future Today
15a
Moranbah SHS Signature Pedagogy – Targeted Teaching & Explicit Instruction
Moranbah SHS Signature Pedagogy – Targeted Teaching & Explicit Instruction
Establish prior knowledge
“Before lessons are planned, the teacher must know what a student already knows and can do. This allows the teacher to tailor the lesson, so that the student can bridge the gap between his or her current knowledge and understanding and target knowledge and understanding” (Hattie, Visible Learning, page 42) - Diagnostic pre-test using the
Australian curriculum - TARGETED TEACHING
1. Warm-up a. Review critical pre-requisite skills b. Build surface knowledge c. Choral response and show-me boards
2. Learning Goal (What, Why and How?) a. What do we need to know and be able to do? b. Why are we learning it? c. How do we know when we’ve achieved it? (Success Criteria)
3. I Do a. Modelling - Show and tell + involve the students b. Introduce new vocabulary and academic rules c. Illustrate with examples and non-examples
4. WE Do (Guided Practice) a. Guide students in performing skills or strategy b. Provide physical, verbal or visual prompts c. Scaffold
5. YOU Do (Independent Practice) a. Unprompted practice b. Check for understanding c. Provide feedback
7. Plough Back a. Review critical content b. Reflect on achievement of learning goal c. Assign independent work
Direct (Explicit) Instruction Sequence
According to John Hattie’s Visible Learning, Direct Instruction has an effect size of 0.59 – in the zone of desired
effects for improving student learning!
Check for Understanding (CFU
)
Moranbah State High School Tomorrow’s Future Today
16a
“What, Why & How” for Curriculum and Behaviour“What, Why & How” for Curriculum and Behaviour
Curriculum Behaviour For each activity, be CLEAR about the WHAT, WHY & HOW
10 Essential Skills for Classroom Management
Essential Skills Description 1. Establishing expectations Making rules and set possible consequences 2. Giving Instructions Giving clear directions about what to do 3. Waiting and scanning Stopping to assess what is happening after giving an instruction 4. Cueing with parallel
acknowledgement Praising a particular student to prompt others to copy on-task behaviours
5. Body language encouraging Smiling, nodding, gesturing and proximity (moving near) to remain on task
6. Descriptive encouraging Praise describing behaviour 7. Selective attending Not obviously reacting to certain behaviour 8. Redirecting to the learning Prompting on task behaviour using verbal or non-verbal redirect 9. Giving a choice Describing the student’s options and likely consequences of their
behaviour 10. Following through Doing what you said you would do.
10 Essential Skills for Classroom ManagementEssential Skills Description
1.Establishingexpectations Makingrulesandsetpossibleconsequences
2.GivingInstructions Givingcleardirectionsaboutwhattodo
3.Waitingandscanning Stoppingtoassesswhatishappeningaftergivinganinstruction
4. Cueing with parallel acknowledgement
Praisingaparticularstudenttopromptotherstocopyon-taskbehaviours
5.Bodylanguageencouraging Smiling,nodding,gesturingandproximity(movingnear)toremainontask
6.Descriptiveencouraging Praise describing behaviour
7.Selectiveattending Notobviouslyreactingtocertainbehaviour
8.Redirectingtothelearning Promptingontaskbehaviourusingverbalornon-verbalredirect
9. Giving a choice Describingthestudent’soptionsandlikelyconsequencesoftheirbehaviour
10.Followingthrough Doing what you said you would do.
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Moranbah SHS Signature Pedagogy – READING Reciprocal Reading
Reciprocalteaching(RT)isastructuredreadingroutineusuallyenactedbyasmallgroupofpeerswhoworktogethertoco-constructmeaningfromtext.Theemphasisisondeployingcomprehensionstrategiestomakemeaning,engageinself-questioning,andchunkingtextsintosmallerpassages.BecauseRTenlistssomanycomplexcognitivebehaviors,itiscommonlyintroducedacrossanumberoflessonsandpairedwithsubsequentstrategies(orgraphicorganizers)untilstudentsareproficientintheunderstandingofthetext.
AccordingtoHattie,VisibleLearning,ReciprocalTeachinghasaneffectsizeof0.74!
Reciprocal Teaching Phases
Moranbah SHS Signature Pedagogy – READING Reciprocal Reading
Reciprocal teaching (RT) is a structured reading routine usually enacted by a small group of peers who work together to co-construct meaning from text. The emphasis is on deploying comprehension strategies to make meaning, engage in self-questioning, and chunking texts into smaller passages. Because RT enlists so many complex cognitive behaviors, it is commonly introduced across a number of lessons and paired with subsequent strategies (or graphic organizers) until students are proficient in the understanding of the text. According to Hattie, Visible Learning, Reciprocal Teaching has an effect size of 0.74!
Reciprocal Teaching Phases 1. Predict
Predicting think about what we expect next when we read. We use clues like titles, subtitles, blurbs, and illustrations to make an informed guess about what comes next. Mastery achieved when: • Consistently uses the text features, structure and illustrations as clues
to make logical predictions. • Uses own experiences and knowledge to make predictions. • Consistently gives logical evidence for predictions. • Consistently discusses predictions after reading to confirm or change.
2. Clarify
Clarifying helps us make sense of the text and builds our vocabulary. We use clues from the sentences, context and illustrations to help us understand unknown words, phrases and ideas. Mastery achieved when: • Identifies all words, phrases and ideas that are unclear. • Makes note of new vocabulary and adds to glossary (in own words) • Consistently identifies and uses the strategies to clarify the
unknown. • Encourages group members to use the strategies to help one
another. • Consistently attempts to answer all the questions posed.
3. Question Questioning helps us look for information and helps use make sense of the text. Good readers ask questions before, during and after reading. Mastery achieved when: • Consistently asks critical thinking questions • Encourages discussion about the question and changes the question
if needed. • Ask questions about the theme and deeper meaning of the text.
4. Summarise
Summarizing helps students gather information and make sense of it. We use key words and phrases to give a short version of the text with all the main points. Mastery achieved when: • Retells in own words using key words / vocabulary / concepts from
the text. • Presents ideas in a clear logical order. • Consistently uses text structure and illustrations to support
summary. • Consistently uses graphic organizers to help sequence ideas and
concepts
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NOLayer 1 (Differentiated Teaching for all)
Appropriate and documented in class
differentiation.Atthispointyoushouldhavea discussion with the parents to simply inform themthattheirchildisstrugglinginparticularareas. (This does not include SEP and or LearningSupportintervention)
NOLayer 3 (Intensive Teaching)
RefertoLearningSupportandCurriculumHODforIntervention.
Anotherconversationbetweentheparentsandteacherisrequiredtonotifythemofthereferral. You may or may not need to consider referralforspecialistassessment(GO,SLP)viatheSocialJusticeCommittee(hearingandvisiontestsneedtogatheredforthis).
NOLayer 2 (Focused Teaching)
Createtargeted/focusedteachingfor small groups.
NOLayer 4 (Individualised Teaching)
AnIndividualisedCurriculumPlan(ICP)isrequired
Thisdocumentwillbecollaborativelycreatedwith the Class Teacher, HOD, Learning Support TeacherandotherSpecialiststaffifnecessary(HOSEandGO).Thisrequiresaparent’sapprovalandsupportingdocumentation.
With your inclusive teaching practices is the student able to engage with and be assessed at the same year level as their peers?
Curriculum Support Flowchart & Identification Process for determining if a child should be placed on an ICP
YESContinueworkingintheengagingclassroom.
YESContinuedocumentingandincorporatingdifferentiationstrategiesforthisstudent.
YESContinuewithsupportedinterventionandcontinuetomonitorprogress. Document the evidence and focused teaching thatyouareimplementing.
Key info for ICP
•Mustbebelow/aboveyearlevelacrossallelements of the KLA (Looking at standards).
•Musthavesufficientevidenceforallareasyouwilladjust.
YESContinuewithsupportedinterventionandcontinuetomonitorprogress.
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Moranbah State High School Assessment PolicyThispolicyhasbeendevelopedtoensureassessmentproceduresareenactedwithconsistencyandfairness.Underpinningthepolicyareourschool’sfourcorevalues–respect,responsibility,resilienceandrelationships.Wesethighexpectationsforourstudentsandpromotethese values in all aspects of student work. We want our students to have RESPECT and pride in their work; to take RESPONSIBILITY in meetingdeadlines;tobeRESILIENTandactonteacherfeedback;andbuildpositiveRELATIONSHIPSwithstaffbyensuringthatopenandhonestcommunicationalwaysexists.
MORANBAH STATE HIGH SCHOOL ASSESSMENT POLICY
This policy has been developed to ensure assessment procedures are enacted with consistency and fairness. Underpinning the policy are our school’s four core values – respect, responsibility, resilience and relationships. We set high expectations for our students and promote these values in all aspects of student work. We want our students to have RESPECT and pride in their work; to take RESPONSIBILITY in meeting deadlines; to be RESILIENT and act on teacher feedback; and build positive RELATIONSHIPS with staff by ensuring that open and honest communication always exists.
Junior Secondary (Year 7, 8 and 9)
Senior School (Year 10, 11 and 12)
Proactive Assessment Strategies
Assessment Calendar: All students will be given an assessment calendar detailing due dates for all subjects by Week 3 of each term. Exam timetables will be published at least 2 weeks prior to an exam block. Monitoring of Progress: Students will be monitored as they undertake the requirements of the assessment instrument, as part of a developmental process. Teachers will indicate key monitoring junctures where student progress will be evaluated (eg: drafting dates). Points of Intervention: Where students fail to adequately meet the requirements / expectations of the monitoring junctures, teachers may have students on lunch and/or after school detention and parents will be contacted by phone or email. Appropriate members of school staff (Year Level Coordinator, Head of Department or Administration) may intervene to avoid cases of late and non-submission.
Submission of Assessment
Submitting Your Assignment: Assignments MUST be submitted in hard copy ON or PRIOR TO the DUE DATE Assignments are to be collected and recorded by the class teacher by 4pm on the day that it is due. This provides sufficient time for students who have left work at home to drop it in the front office. Assignments which are handed in on or before the due date will be:
Evaluated and commented upon Credited towards completion of the course Credited towards the student’s level of achievement
If a student does not hand in a completed assignment, they must submit ALL work that has been done on the assignment to date. The teacher will collect and gather evidence about student achievement and may use the following to substantiate the grade awarded:
Class work Drafts Rehearsal notes Observations Photographs of student work
Late and Non- submission of Assessment
Evidence collected as part of the teaching, learning and assessment process will be used to make judgements when, for example, a student: Partially completes an assessment instrument Does not submit the assessment instrument by the due date Refuses to do an assessment instrument.
When proactive measures have been exhausted and a student has not submitted the assessment task to the best of their ability, referral to the curriculum HOD is made. Consequences deemed appropriate by the HOD are applied (including referral to the Support Room)
Please note for Senior Students who do not submit assessment:
Students may not receive semester credit for the subject which may affect the attainment of a QCE. Blatant refusal to complete may result in the commencement of cancellation of enrolment process.
Student Absence
If a student is absent on the day the assignment is due or an exam scheduled: A parent or caregiver must contact the administration personally on the
day to explain the absence from the assessment OR provide written explanation of the absence on the first day you return to school. If possible, a medical certificate should be obtained.
If possible, the assignment should be brought to school for you otherwise, the assignment must be submitted to the teacher before 9am on the day of your return.
If you miss an examination, you are to see the Head of Department by 9am of the day of your return to reschedule the exam.
If you know in advance that you will miss an exam your parent or caregiver should contact the administration personally to explain the circumstances and to discuss special consideration arrangements (if applicable). In most cases you will be allowed to sit your exam at a time negotiated between yourself and the Head of Department.
If a student is absent on the day the assignment is due or an exam scheduled:
A parent or caregiver must contact the administration personally on the day to explain the absence from the assessment and a medical certificate should be handed to your teacher on the day of your return.
The assignment must be submitted to the teacher before 9am on the day of your return.
If you miss an examination, you are to see the Head of Department by 9am of the day of your return to reschedule the exam.
If you know in advance that you will miss an exam your parent or caregiver should contact the administration personally to explain the circumstances and to discuss special consideration arrangements (if applicable).Students not meeting the above requirements will be awarded an N/R which may result in no credit being awarded for the semester unit in that subject.
Special
Consideration
There will be times when students will have valid reasons for submitting an assessment / sitting an exam other than on the due date (medical appointments, prolonged illness, representation at a sporting / cultural event, family holiday). In these circumstances, students must complete a Special Consideration form PRIOR to the due date and have it signed by their parents. They are then required to negotiate a new due date with their classroom teacher before final approval is given by the Head of Department.
Academic Ethics
Consequences for a breach of academic ethics (eg. plagiarism, gaining unfair advantage, cheating, false pretences, fraud etc) shall be determined by the Head of Department in consultation with the administration and QCAA policy. Consequences will depend on the degree of severity of the breach of academic ethics and the year level involved. Consequences for senior students will be more severe. Penalties may include: 1st Offence Academic penalty for plagiarism – blatant cheating or fraud may lead to behavioural penalty. Parents will be contacted and the incident entered into our OneSchool database. 2nd Offence Academic and behavioural penalty
Technology If you complete an assignment on a computer you will need to keep clear evidence of hard copies or printed drafts to reasonably substantiate that you have completed the assignment in the event that your computer or USB crashes. Technology problems are NOT an excuse for late assessment.
In all cases professional judgement, natural justice and common sense will be used in making decisions. The Principal has the final say at the school level with regards to the implementation of this policy.
Junior Secondary (Year 7, 8 and 9) Senior School (Year 10, 11 and 12)
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Achieving Comparability of Assessment Standards of Student Work at Moranbah SHS
Achieving Comparability of Assessment Standards of Student Work at Moranbah SHS
SUBJECT DEPARTMENT MONITORING PROCESS
Teaching teams should write their own assessment items to complement their unit and teaching/learning program. These tasks:
× Must be monitored by the entire teaching team. Attached to each assessment task to be monitored
should be a completed Assessment Checklist Form prompting consideration of the Attributes of a Quality Task (See Appendix) by all members of the team
× Should complement the teaching/learning of the class. If an individual teacher would like a different
task for their class, this must be discussed with the team and Head of Department.
× The Head of Department will give the final approval of the item before it is administered.
× The item is to be completed and distributed to the teaching team at the beginning of the unit
• Criteria for monitoring assessment tasks. × Does the task reflect the teaching and learning within the unit? × Are there sufficient demands in terms of intellectual rigour? × Does the criteria measure the expected outcomes? × Is the task accessible to all students in the class? (use of language, clarity of expectations etc.)
The following process will be carried out for departments in which there are a number of classes for one subject.
1. INDIVIDUAL ASSESSMENT TASKS
Teachers will mark assessment in a timely fashion (2 week turn around). Once this is completed they will hand a sample of items to another teacher to ensure their standards are comparable.
Minimum samples should include:
× one sample from each level of achievement awarded. × any borderline pieces or any for which the teacher may require further advice.
Any discrepancies must be monitored by the Head of Department.
The monitoring schedule is to be drawn up at the beginning of each semester by the Team Leader or Head of Department and a time frame for completion must be included.
There is flexibility in the way that this process can be undertaken. The expectation is that all assessment items will undergo a monitoring process of some sort – individual Heads of Department may have requirements as to the number. Minimum requirements are listed above.
Students receive their results once this process is completed.
Step 1: MONITORING ASSESSMENT TASKS
Step 2: MONITORING COMPARABILITY OF STANDARDS
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Achieving Comparability of Assessment Standards of Student Work at Moranbah SHS
2. JUNCTURE MONITORING POINTS (END OF SEMESTER REQUIREMENT) At the end of each semester, all teachers of each subject (Year 7-12) are to be involved in monitoring meetings. These can be facilitated by the Team Leader in consultation with the Head of Department. Before these meetings, teachers are to rank each student within a level of achievement. At the meetings all teachers are to bring their students’ folios. They will all put forward at least one sample from the top, middle and lower bands from each level of achievement. These folios are to be read by at least one other teacher (where appropriate). The students are then to be informed of their placement in Years 11 & 12. 3. YEAR 11 MONITORING (TERM 4) / YEAR 12 VERIFICATION PROCESS (END OF TERM 3) Before R6s / R3s / SAIs can be finalised, it is important that Heads of Department conduct monitoring meetings and establish a process for ranking students. It must be remembered that the exit criteria for levels of achievement are to inform student placement. Evidence of these criteria is to be sought from a holistic reading of the student folio, as well as a reckoning of the results on the profile sheets. Teachers are to assign a ranking within each level of achievement for each student. The teacher is to attach a blank sheet on the front of the folio and record the level of achievement on it. All folios are then monitored by at least one other teacher (or Head of Department). After reading the folio, the teacher is to indicate on the front sheet whether they agree with placement. If you disagree, comments related to the Exit Criteria from the syllabus must be included. This will assist the Head of Department to make a final decision. Differences within each band can also be indicated by + or - (eg. VH1+). This will assist with SAI ranking. Borderline folios HA10 / VH1; SA10 / HA1; LA10 / SA1 are to be carefully read and may involve consultation with the Head of Department / SAC. Samples for Monitoring or Verification can then be selected. For subject in which there is only 1 class, these processes can be carried out through consultation between the teacher and the Head of Department.