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School Goal
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To place
an emphasis on teaching and learning strategies which are designed to meet
the learning and social needs of the students in order for them to be more
engaged in becoming independent and responsible learners.
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Current
School Performance
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Intended Outcomes
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- Increased student participation and engagement through the
implementation of teaching styles being investigated by the Middle Years
Research and Development Program (MYRAD).
- The development of strategies which support the “Thinking
Curriculum” and different learning styles.
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Developing strategies to support teachers in the moderation of
student assessment, especially in English and Mathematics, with the
purpose of these judgments showing greater consistency with appropriate
CSF outcomes.
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Providing professional development which supports strategies to
assist teachers in the development of a range of teaching and learning
activities in the classroom.
- A review of the whole school English program.
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Implementation of the Literacy Plan 2002 – 2004, with an extension
in Years 4 – 6.
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Consolidating Early Years in Prep – Year 2, strengthening in Years
3 / 4 and introduction of appropriate components in Years 5 / 6.
- Investigating, adopting and adapting strategies from the Middle
Years research to use within the English program in Years 5 / 6.
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Ensuring the top 25th percentile of students is
identified, extended and challenged.
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Improving the overall student performance in English from Prep –
Year 6 by extending the emphasis on Reading and developing Writing skills.
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Development of a Literacy Assessment Schedule through to Year 6,
which will include extending the range of assessment tools such as TORCH.
- Identifying and monitoring the progress of sub-groups such as ESL,
gender and students at risk with the purpose of introducing to improve
their performance in Reading and Writing.
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Pursuing the outcomes of the Early Numeracy Research Project (ENRP)
with a view to full implementation in Prep – Year 2.
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A review of the Mathematics program with the inclusion of the
outcomes of the ENRP and Researching Numeracy Teaching in Primary Schools
Project.
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Performance Measures
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- Improved literacy and numeracy
achievement in all CSF modes and strands, indicated by CSF assessments,
school testing and AIM data.
- Improved implementation of teaching
procedures and curriculum activities that reflect a greater understanding
of contemporary learning by all staff in all KLAs.
- Improved use of integrated studies
processes and improved development of integrated curriculum units.
- Improved use of consistent assessment and
monitoring procedures for all staff.
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School Target
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Student learning outcomes to be at or
above the like school group, especially in English and Mathematics, by the
end of the Charter.
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Initial Implementation
Strategies
[one year plan]
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Data Gathering and Analysis
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After CSF 2002.2 achievement data has been entered on CASES,
utilise the Single Year Analysis module (available on Sofweb) to compile a
detailed analysis of student achievement in Reading, Writing, Number and
Measurement for the whole school in percentage terms.
- Document comparisons with like schools for all year levels.
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Identify students not achieving the appropriate level of literacy
numeracy ie
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Preps – Established Level 1;
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Years 1, 3 & 5 – Consolidating at the
indicative levels;
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Years 2, 4 & 6 – Established at the
indicative levels.
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(These students to be deemed ‘at risk’.)
- Identification of students exceeding the expected level of
literacy.
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Complete and document a thorough analysis of Early Years data with
an emphasis on students reading with less than 90% accuracy as well as
comparisons with like schools and statewide benchmarks.
- Complete and document a careful analysis of AIM data particularly
in relation to comparison with benchmark achievements.
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Complete and document an analysis of any other data which will
assist in identifying ‘at risk’ or bright students.
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Determine which students are to be assessed against the CSF
Companion and document their achievement.
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Ensure achievement data for students with disabilities and
impairments is collected and analysed in the form now required.
Program and Policy Development
- Prepare an action plan for investigating and implementing “The
Thinking Curriculum” into the teaching practice of the school.
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Prepare an action plan for developing appropriate support programs
for students identified ‘at risk’.
- Prepare an action plan for improving assessment practices including
a schedule for assessment, moderation workshops across the school and year
levels and a range of assessment tools to be used from Prep - Year 6.
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Implement Stage 1 of the developed plans.
Professional Development
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Investigate and provide sources of PD that initiate examination and
implementation of contemporary theories of learning and particularly “The
Thinking Curriculum”.
- Investigate and provide PD that targets senior school literacy and
numeracy strategies.
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Investigate and provide PD that targets improved assessment
practice and continuing moderation across the school and year levels.
Resource Support
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Learning Improvement Program (LIP) funding will be committed to
supporting professional development for all teachers in
examining contemporary theories of learning.
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Program Budgets to make adequate
allowance for resources to support literacy and
numeracy.
Management
Priority Coordinator
- The Coordinator will
be an Assistant Principal position.
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Coordinator to convene and coordinate a Priority Working Party to
oversee development of the priority and prepare action plans.
- Report to Principal and staff on priority issues and status.
English and Mathematics
Coordinators- In consultation with other staff, analyse and document student
achievement in
- English and Mathematics.
Professional Development
Coordinator- In consultation with the Working Party, determine and arrange for
the most appropriate professional development to support the priority.
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