Springwood Road State School Curriculum Framework

Transcription

1 Springwood Road State School Curriculum Framework Every Child, Every Lesson, Every Day Springwood Road State School Curriculum Framework 2015 Page 1 of 17

2 Curriculum Framework - Every Child - Every Lesson - Every Day Our school community strives to maximise student achievement by providing: A caring, supportive and safe environment underpinned by strong values. High learning expectations for all students in literacy and numeracy. Effective pedagogical practices to promote, deep understanding, connectedness to the world and the wellbeing of students. Support for student difference. Focused planning detailing inclusive practices. Independent learning skills, cooperative practices and effective social skills. A healthy and active lifestyle. Opportunities to develop talents and interests. Positive communication amongst home, school and community. Rationale Teaching, learning and preparing our students for the 21st century is the core business at Springwood Road State School. To ensure we maximise the learning of all students our curriculum draws on current frameworks, educational philosophies and change management models. School Values underpin our curriculum framework and optimise student sense of self-worth, commitment to learning and guide social responsibility. This document sets out clear expectations of our teachers and requirements of our school. It informs our community of what we value and how we equip our students for the future. Our change management model ensures our curriculum remains dynamic and encompasses changes around the National Curriculum. Our key reference has been The Australian Curriculum and The P 12 Curriculum Framework for Queensland State Schools. Curriculum to Classroom resources and the Support Guidelines for Curriculum Planning and Pedagogy; Assessing and Moderating Teacher Judgment; Reporting Student Achievement and Guidelines for Curriculum Leadership underpin our Curriculum Framework. Other references include: A Shared Challenge Geoff Masters April Leading Change John Kotter - Effective Schools Model Seven Correlates of Effectiveness. Providing a caring, supportive and safe environment Springwood Road State School Curriculum Framework 2015 Page 2 of 17

3 School Vision Sharing and Working Together Springwood Road s State School s motto of Sharing and Working Together, highlights our approach to education at the school. We are committed to providing a caring, supportive and safe environment underpinned by strong values. Our seven values of Respect, Responsibility, Kindness, Cooperation, Honesty, Tolerance and Perseverance permeate into all areas of our school curriculum. Explicit teaching of independent learning skills, cooperative practices and effective social skills help embed the seven school values. Our school community view these values as essential in setting the tone for our school. Our students value education and the pursuit of excellence. High learning expectations and a focus on the development of literacy and numeracy will see our students well placed for the move into higher education and beyond. The school pedagogical framework based on the broad constructs of Exploring, Responding and Reflecting, promotes deep understanding and connectedness to the world. Teachers use effective and timely assessment to inform planning and provide a differentiated curriculum to suit student learning needs. Our school targets and goals help measure student achievement during the year and from juncture to juncture. School performance is reviewed against set targets and this in turn informs our annual operational plan and improvement agenda. We define our school core curriculum and high learning expectations from the Australian Curriculum, Curriculum to the Classroom resources and the Essential Learnings. Student feedback and celebration of learning are central in driving our improvement agenda. We acknowledge that information communication technologies provide opportunities to support and enhance learning and should be integral in all class and school programs. Our school community fosters a culture that promotes an active and healthy lifestyle and provides opportunities for all students to develop their talents and interests. Springwood Road offers a broad range of activities both in school and out of school hours. Positive communication amongst home, school and community is essential to realizing our motto of Sharing and Working Together. Springwood Road State School Curriculum Framework 2015 Page 3 of 17

4 Springwood Road State School Maximises Learning Opportunities We define our school core curriculum and high learning expectations through: Education Queensland Policy Australian Curriculum Curriculum 2 Classroom Units/Resources P -10 Curriculum Framework Early Years Curriculum Guidelines NAPLAN (National Assessment Program Literacy and Numeracy ) Data School Selected Curriculum Framework Pedagogical Framework We Are All On The Same Page School KLA programs School Spelling, Writing, Reading and Grammar programs KLA Essential Break Down School yearly focus LOTE Japanese Whole School Achievement Targets and Assessment Framework Teacher Selected School Sequence Documents Year level Overviews. Year level unit plans Class Profiles / Special Provisions Year level and class assessment Springwood Road State School Curriculum Framework 2015 Page 4 of 17

5 Pedagogical Framework Springwood Road State School Curriculum Framework 2015 Page 5 of 17

6 Teaching Framework We use effective pedagogical practices to promote deep understanding, connectedness to the world and the wellbeing of students with acknowledgement and support for student difference. Our pedagogy is organized around three broad constructs of Exploring, Responding and Reflecting Reflecting Assessment Data Analysis Feedback Celebration Exploring Identifying Cognitive Demands Pre- Assessment Purpose for Learning Responding Pedagogy Decisions Explicit Teaching Framework Exploring At the beginning of a unit teachers need to consider the cognitive demands of the tasks required; what prior knowledge students bring to their learning and engage students in the learning through clear purpose for learning, high expectations, goal setting and establishing connections between what they already know. Responding At this stage, teachers design targeted learning episodes, including: - Method of instruction small individual or whole class instruction - Higher order thinking skills - Purposeful activities - School s Best Practice in Literacy and Numeracy - Adjustments for individual / group learning. Reflecting At this stage, Students review and reflect on their learning and new understandings. Assessment gathers evidence of their understanding. Timely, targeted and purposeful feedback is given and the planning cycle begins again. Springwood Road State School Curriculum Framework 2015 Page 6 of 17

7 Explicit Teaching Framework WARM UP Activate prior knowledge Short, sharp & shiny Previously taught skills Delivered through a variety of modes (IWB, flashcards, show me, number facts, rules, phonics etc Short term to long term memory Warm ups need to be dynamic and changed regularly to maintain student interest Purpose & Goal WALT & WILF State purpose and goal of lesson Explanation to students of lesson intent WALT & WILF Charts We are learning to... I am successfull when... I DO Explicit Instruction Demonstrate and describe skill to be taught. Teachers talk, students listen. Explicitly model skill / strategy being taught. Use concise 'think alouds' Break concepts into clearly defined steps. Revise and reinforce to promote retention of information to long term memory. WE DO Guided Instruction Students provided with prompts/scaffolds as they are guided through steps and work through class examples with the teacher. Students are 'invited' to talk! Opportunities to practise the new skill/knowledge and experience success. Scaffolds gradually withdrawn to develop independence. Check for Understanding - Show me boards, questioning, chant steps YOU DO Independent practice Students perform skill/strategy that was modelled. Students do, teacher observes. Opportunities to apply new knowledge or skill. Differentiated work that students should be able to do independently. Check for understanding and provide individual feedback. REVIEW Reflect on WALT and WILF Review key concepts / skills. Check for Understanding - ensure every child understands concept. Where to next? Springwood Road State School Curriculum Framework 2015 Page 7 of 17

8 WARM UP LESSON ORIENTATION I DO WE DO YOU DO REVIEW TEACHER Driving the lesson Stopping and asking questions Considering next warm-up repeat current set or add new skill to set Ensuring student engagement no opting out (don t rely on handsup only) Change warm up regularly to maintain student interest Establishing goals and purpose of lesson (or unit) Explicitly state WALT and WILF Provide gradual release of responsibility step by step teaching Modelling Thinking aloud Catering for all ability groups Check for understanding before progressing to We Do. Revise/reinforce before moving into We Do Providing interactive instruction Working with students moving among groups Checking, prompting, giving clues, scaffolding Providing additional modelling Meeting with needs-based flexible groups Clarify confusion Ensure concept is understood before progressing to You Do. Providing feedback Evaluating Judgement Determining level of understanding Moving among students / groups of students Providing support Referring to set WALT and WILF Revisit content of lesson Questioning students to reinforce understanding Consider implication for opening next lesson sequence Check understanding and clarify answers STUDENT Drilling or rehearsing a skill subset Applying skill to novel situation when asked Actively participating Actively listening Preparing for learning Be able to verbalise WALT and WILF Understand lesson intent Actively listening Taking guided notes where necessary Asking questions if they don t understand Building stamina Asking and answering questions no opting out Working with teacher and classmates to practise/apply new knowledge or skill Completing the process alongside others Building stamina Working on my own or small groups to apply new knowledge Independent work/ partner work/ group work Relying on my notes and classroom learning to complete the task Taking full responsibility for my learning Staying on task Asking for help if I need it Answering revision questions posed by teacher Consider new learning Reflect on lesson s content Acknowledge what they have learnt and what they need to improve Springwood Road State School Curriculum Framework 2015 Page 8 of 17

9 Support for Student Difference We believe effective assessment will provide critical information about student learning, enabling differentiated learning opportunities across year levels and classes. Springwood Road Special Needs Committee (SNAC) supports classroom teachers to provide timely, appropriate and quality controlled programs to suit class, groups and individual student needs based on systemic and school assessment data. Systemic School Wide Classroom NAPLAN National Assessment Program for Literacy and Numeracy Years 3, 5 and 7. AEDC- Australian Early Years Development Census Australian Curriculum Guide to Making Judgments Springwood Road State School Achievement Targets and Assessment Framework. Springwood Road State School Targets Formative and Summative Assessment Including; Observation, Consultation, Focused Analysis, Peer and Self-Assessment. Moderation of student work is an integral part of the assessment program and is built into the school meeting schedules. Intervention /Extension Classroom teachers use information from assessment and moderation to design class and year level intervention/ Extension. Through data analysis and consultation, SNAC designs a yearly intervention/ extension program for students below or above school and systemic benchmarks. This program is reviewed each term. Teacher Aide time is distributed according to programs and year level needs. Support Teacher Literacy and Numeracy and the Master Teacher, together with the Administration team, coordinate the support programs. Springwood Road State School Curriculum Framework 2015 Page 9 of 17

10 Support Extension Model Intensive Teaching in critical areas. Supplementary Teaching Programs developed collaboratively by teachers, STL&N and other school support staff. School Programs Classroom Programs Adjustments for Learning We Maximise Learning Opportunities Through Planning At Springwood Road State School our curriculum is defined by year levels and four teaching and learning terms. Curriculum Areas are to be taught as pure disciplines and underpinned by explicit Literacy, Numeracy and Information Communication Technologies. Springwood Road State School plans curriculum around the 8 Curriculum Areas: - English - Mathematics - Science - History - Health and Physical Education - Technology - The Arts - LOTE. It is important to ensure the integrity of the discipline of each curriculum area is adhered to and that the cross curricula priorities of Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia s engagement with Asia and Sustainability are embedded in these curriculum areas. The general capabilities of: Literacy; Numeracy; Information Communication Technologies; Critical and Analytical Thinking; Personal and Social Capabilities, Ethical and Cultural Understandings are embedded across all curriculum areas. Springwood Road State School Curriculum Framework 2015 Page 10 of 17

11 Aboriginal Peoples and Torres Strait Islander Peoples Perspectives At Springwood Road State School we recognize the role of and encourage teachers to develop habits for embedding Indigenous perspectives into the day-to-day aspects of learning and teaching. The EATSIPS Committee, working with community members, develops awareness and provides professional development of embedding Indigenous perspectives across curriculum areas. Time Allocations We plan our units of work in accordance with advice given by the Department of Education and Training. Department Allocation Prep- Year 2 Year 3-6 School Allocation Prep-Year 2 Year 3-6 English 7 hours per 6 hours per Parade ½ hour per ½ hour per Mathematics 5 hours per 4 hours per LOTE 90 min per Science 1 hour per 1 hour per Values ½ hour per day ½ hour per History ½ hour per 1 hour per Physical Education ½ - 1 hr per ½ - 1hr per Geography ½ hour per 1 hour per Sport 1 hour per The school provides teachers with a number of planning documents that are reviewed and refined yearly. These documents are expected to form the basis of year level and classroom planning and are saved on One Portal and the school Gdrive/SRSS Important Information/Curriculum Overviews. All documents are dated to ensure currency of information. Curriculum Includes: School Planning Curriculum Framework Pedagogical Framework Curriculum Overviews Reading Program Problem Solving Program Classroom Planning Yearly overview of Curriculum Areas and Strands Term overview of Curriculum Areas including assessment and moderation timelines Weekly or Daily Teaching Plan Listing differentiation for individual students Reading Planning Achievement Targets and Assessment School improvement agenda Class Profile Special Provisions Springwood Road State School Curriculum Framework 2015 Page 11 of 17

12 Teachers in year levels are expected to plan cooperatively and time is set aside each fortnight for Professional Learning Teams. Teachers are also provided with a one, 1/2 day cooperative planning session in Terms 1, 2 and 3 as well an extra planning day on the Pupil Free Day in January due to a work reform. We nurture independent learning skills, cooperative practices and effective social skills. Our school values program provides explicit, scaffolded programs to foster the development of positive social interactions between members of our school community and beyond. Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Fun Friends Program S-Five (Bridge Building) Values Education Tool Kit Bridge Building Program Conflict Resolution Healthy Relationships Conflict Resolution Leadership Program Emphasis on Thinking and Problem Solving Skills Early Phase Years Prep - 2 Middle Phase Years 3-6 Prep - Play based / negotiated curriculum Negotiated Curriculum Pedagogical Framework Early numeracy development explicit teaching of Problem Solving strategies and Mental Routines Year 3-6 Pedagogical Framework Explicit teaching of Problem Solving Strategies and Mental Routines Springwood Road State School Curriculum Framework 2015 Page 12 of 17

13 We provide a Healthy and Active Lifestyle Prep minutes per of physical activity Gross Motor Program Swimming Interschool Sport SCHOOL PROGRAMS Athletics Swimming and Cross Country Carnivals School Walk-a-thon Sport Development Programs School Camping Program Year 4-6 Health and Physical Education units across year levels focus on healthy eating and active lifestyles. We Provide Opportunities to Develop Talents and Interests Every year Springwood Road State School offers a range of activities dependent on student interest and staff expertise. Music Camping/ Touring Choir Junior Band Senior Band Junior Strings Senior Strings Ensembles High School Extension Program Year 4 camp at Sea World (2 days) Year 5 camp (3 days) Year 6 Canberra Trip (5 days) Instrumental Music camp (3 days) Interests Leadership Dance Computer Club Reading Club Science Club Robotics Club Homework Club Writers Club School Captains / Sports Captains Student Council High School Transition Peer Mediators Sport Interschool Sport Intra-school Sport Representative Sporting Program Swimming Program Excellence in Sports Program Springwood Road State School Curriculum Framework 2015 Page 13 of 17

14 We provide positive communication amongst home, school and community We celebrate and inform our community about our learning through: School Governance Communication Celebration * Parents and Citizens * School Annual Report * School Annual Implementation Plan * Quadrennial School Review * Parent Forums * Parent Volunteers * School Newsletter * Website * Parent Information Nights * Two Formal Report Cards (Term 2 and 4) * Two Behaviour Report Cards (Term 1 and 3) * Parent Interviews (Term 1,3 and on request) * Class newsletters * Open Days and Nights * Under 8 s day * Variety Night * Sporting Carnivals * Weekly Assemblies * ANZAC Day * Book Week * Literacy / Numeracy Week * Music Information Night * Eisteddfod Performances * Community Music Performances * Year 6 Graduation * School Fete/Carnival Days * Student Awards * Classroom Events * Special Events for recognition of excellence in behaviour Reporting Framework Springwood Road State School Term 1 Term 2 Term 3 Term 4 Meet the Teacher Night Formal Parent Interviews: End of term Written Report: Behaviour (excluding Prep) Written Report: Academic Achievement, Effort and Behaviour School Annual Report Available Formal Parent Interviews: End of Term Written Report: Behaviour and Effort (excluding Prep) National Assessment Report for Year 3 and 5 Written Report: Academic Achievement, Effort and Behaviour (excluding Prep) NOTE: Interview by request by teachers or parents Springwood Road State School Curriculum Framework 2015 Page 14 of 17

15 School Celebration and events Term 1 Term 2 Term 3 Term 4 School Leaders Induction ANZAC Parade Variety Night Carols Night / School Fete Education Week Book Week Swimming Program Easter Bonnet Parade Under 8 s Day Seniors Morning Tea Swimming Carnival Final Parade Cross Country Senior Band Camp Volunteers Morning Tea Jnr / Snr Sports Day Year 6 Graduation School Magazine Music Night Years 4-6 Interschool Sport Homework Policy Springwood Road State School Springwood Road State School believes: That in determining homework it is important to take into consideration that students may be engaged in many different activities outside of school. These may include a range of physical activities and sport, recreational and cultural pursuits. That homework is an important strategy for improving student outcomes, informing parents about what is happening in classrooms and indicating to parents student mastery of basic skills. That homework should be directly related to class work and appropriate to student s learning needs. That timelines for homework need to include flexibility to suit different lifestyles and commitments. That homework will be corrected and acknowledged. Recommended Guidelines for Homework Prep: Daily reading, reviewing letters and sounds and sight word development Year 1-3: Could be up to but generally not more than 1 hour per. Homework tasks could include: Daily reading to, with and by parents/ caregiver or other family member. Conversations around what is happening at school. Preparation for oral presentations. Opportunities to write for meaningful purposes. Activities to develop literacy, numeracy and problem solving skills. Springwood Road State School Curriculum Framework 2015 Page 15 of 17

16 Year 4-5: Could be up to but generally not more than 2-3 hours per. Homework tasks could include: Daily independent reading. Activities to develop English, Mathematics and problem solving skills. Opportunities to write for meaningful purposes. Preparation of oral presentations. Extension of class work including projects and research. Year 6: Could be up to but generally not more than 3-4 hours per. Homework tasks could include: Daily independent reading. Activities to develop English Mathematics and problem solving skills. Conversations around what is happening at school. Opportunities to write for meaningful purposes. Preparation of oral presentations. Extension of class work including projects and research. Bookwork Policy At Springwood Road State School we have an expectation for the quality of bookwork presented by the students. This Bookwork Policy is embedded across all Curriculum areas and is also expected with homework tasks. Springwood Road State School Curriculum Framework 2015 Page 16 of 17

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