Whole School Curriculum & Pedagogy Framework€¦ · Whole School Curriculum & Pedagogy Framework “Curriculum” is holistically defined as the organised or planned interaction

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


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


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.


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


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.


12a

7-10 Curriculum Planning – MSHS Steps To Ensure Integrity

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13a

21st Century SkillsPreparing student for a changing world


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


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

)


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


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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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.

Documents

Whole School Curriculum & Pedagogy Framework€¦ · Whole School Curriculum & Pedagogy Framework “Curriculum” is holistically defined as the organised or planned interaction