ILLAROO ROAD PS Key Learning Area Year Plans for 2013 English Mathematics Science History Geography Creative and Performing Arts PDHPE Technology Aboriginal Education Student Engagement Reaching for the Sky
Student - Criteria Targets Years K 3: Demonstrate a 5% improvement in NAPLAN and school assessment tasks requiring students to: Complete inferred comprehension tasks. Identify the main idea and interpret figurative language in a poetic text. Determine the main idea, purpose, audience in text.. Years 4-6: Maintain current achievement in NAPLAN and school assessment tasks requiring students to: In applied comprehension interpret imagery, metaphor, the effect of sentence structure or direct speech, and the theme or tone of text. Identify literary techniques used in literary texts. Connect information across paragraphs and texts. Interpret figurative language in a poetic text. Maintain at or exceed at 70% the number of students completing the Premier s Reading Challenge Enhanced skill in sharing and developing criteria referenced assessment tasks to generate data. All teachers to participate in the review of existing scope and sequence continuums to incorporate new Australian Curriculum content. LITERACY PRIORITY AREA ENGLISH READING PLAN 2012-2014 1. Increased levels of literacy for all students with a focus on extending the top 30% of students. 2. The achievement of measurable targets with a focus on student achievement in the proficiency bands 3. Delivery of evidence based programs, teaching practice and professional learning. Student Proficiency Targets Collaborative Programs P&C Time Allocations Documented time allocations for Increase the percentage of Year 3 students Increased focus on higher order comprehension in shared and independent, guided, and modelled reading. for the new guided reading. Completed continuum checklists. Australian equal or exceed NSW DEC achievement levels. Knowledge and skill content generated from syllabus Maximise the percentage of Year 5 students Teaching and learning content to state specific knowledge, school based and NAPLAN test data. exceed NSW DEC achievement levels by 10%. skills and processes to be taught and outcomes achieved. Core K-6 programs to be stored on computer files. Strategies for teaching literal, inferred, applied comprehension and vocabulary in context for: $9000 Quality texts Literary texts. Maintain student achievement levels in the lowest Development of a K-6 assessment policy containing details for three NAPLAN bands at lower than NSW DEC Factual texts. $5000 assessing oral reading; independent reading, and percentages by at least 5%. Visual texts. Readers comprehension of literary, factual and visual texts. Item analysis of school test data to identify learning targets. Records. $1000 Oral Reading Dictionaries Stage team sharing of higher order comprehension strategies FIAs providing wpm on year level texts. to consolidate skill development for NAPLAN and year tests. Anecdotal records of reading conferences. Collaborative planning of lessons to teach identifying the main Independent Reading Additional idea and interpreting figurative language in poetic text. Reading logs or diaries for all students. Tied TPL English scope Maintenance of individual reading logs in every class to Percentage of students completing the and sequence ensure70% of students to complete the PRC. Premier s Reading Challenge. development Technology Summative criteria referenced data for: Regular sharing of teacher expertise in Tech Tasting sessions. Literary texts (narrative, recount or poetic). Resource Allocations or Purchases Priority list of resources collated and annual purchasing plans implemented to support core curriculum delivery. Collaborative planning and assessment CTJ workshops. K-2 teacher training in L3. Accessing consultancy expertise to address targets and surveyed teacher professional learning needs Review of the current school K-6 reading scope and sequence to include DEC literacy continuum and new Australian curriculum content if appropriate. Factual texts. Visual texts. NAPLAN item analysis completed. Budget allocations spent, resources Records T&D activities align with data generated strategic plan priorities. T&D activities reflect teacher survey needs. $6000 16 R/F days Tied TPL L3 training 20 R/F days $7000 CTJ and assessment preparation 33 days $13000 (Shared with maths)
Student Proficiency Targets Increase the percentage of Year 3 students equal or exceed NSW DEC achievement levels. Maximise the percentage of Year 5 students exceed NSW DEC achievement levels by 10%. Maintain student achievement levels in the lowest three NAPLAN bands at lower than NSW DEC percentages by at least 5%. Student - Criteria Targets Years K-3: Demonstrate a 5% improvement in NAPLAN and school assessment tasks requiring students to: Structure a text to persuade and engage an audience. Years 4-6: Maintain current achievement in NAPLAN and school assessment tasks requiring students to: Explore language choices to engage an audience. Elaborate and expand simple ideas. Use paragraphing to develop text. Use cohesive links to develop text. Understand that every text has a purpose and an audience. Continued collegial analysis of student text samples and sharing of expertise in teaching exposition texts. Enhanced skill in developing criteria marking. All teachers to participate in the review of existing scope and sequence continuums to incorporate new Australian Curriculum content. LITERACY PRIORITY AREA WRITING PLAN 2012-2014 1. Increased levels of literacy for all students with a focus on extending the top 30% of students. 2. The achievement of measurable targets with a focus on student achievement in the proficiency bands 3. Delivery of evidence based programs, teaching practice and professional learning. Collaborative programs include: Allocations Documented activities for independent, 2013 guided, and modelled writing. outlined Knowledge and skill content generated from above new syllabus, school and NAPLAN test data. Time Allocations Increased focus on exploring audience engagement. Increased focus on elaboration in texts. Collaborative programming emphasis on: Developing sequential lessons on paragraphing. Developing sequential lessons on text cohesion. Core K-6 programs to be stored on computer files. Developing sequential lessons on audience features. Continued development of evidence based data through the implementation of criteria referenced assessment tasks. Sharing evidence based data to determine teaching content. Technology Regular teacher sharing of expertise in tech tasting sessions. Resource Allocations or Purchases Priority list of new resources collated and an annual purchasing plan developed to support ongoing core curriculum delivery. Professional Learning CTJ days to develop assessment rubrics for literary and factual texts and the comparison of work samples. Review of the current school K-6 writing scope and sequence to include DEC literacy continuum and new Australian curriculum content if appropriate. Records. Formative Rubric Work samples Anecdotal records Year Summative Criteria Reference Tests in: Narrative text Timed task. Factual text Timed tasks. Persuasion text Timed tasks. NAPLAN item analysis completed. Annotated work samples. Rubric checklists. Anecdotal conference records. Records T&D activities align with data generated school plan priorities. T&D activities reflect teacher survey needs. Time allocations at staff meetings.
Student Proficiency Targets 1. Increase the percentage of Year 3 students equal or exceed NSW DEC achievement levels. 2. Maximize the percentage of Year 5 students equal or exceed NSW DEC achievement levels. 3. Maintain student achievement levels in the lowest three NAPLAN bands at lower than NSW DEC percentages by at least 5%. 4. Year 2 students to achieve 8 th cluster in the phonics aspect of K-6 Literacy Continuum. Student - Criteria Targets 1. Years K 3: Demonstrate a 5% improvement in NAPLAN and school assessment tasks requiring students to: Correct words with inflexional errors. Identify spelling errors in text and rewrite the word correctly. Accurately spell a word with an elided vowel 2. Years 4 6: Maintain current achievement in NAPLAN and school assessment tasks requiring students to: Identify spelling errors in text and rewrite the word 1. Increased sharing of expertise in teaching spelling. 2. Maximise teacher participation in the review of existing scope and sequence continuums to incorporate new Australian Curriculum content. LITERACY PRIORITY AREA SPELLING, GRAMMAR AND PUNCTUATION PLAN 2012-2014 1. Increased levels of literacy for all students with a focus on extending the top 30% of students. 2. The achievement of measurable targets with a focus on student achievement in the proficiency bands 3. Delivery of evidence based programs, teaching practice and professional learning. Allocations 2013 outlined above Development of a spelling, grammar, punctuation continuum checklist to include Australian curriculum content. Core K-6 programs to be stored on computer files. Continued development of evidence based data through the implementation of criteria referenced assessment tasks. Sharing of existing best practice in collaborative planning of programs and assessment tasks. Accessing of DEC and consultancy expertise to address school targets and surveyed teacher needs at staff meeting and SDD workshops, DEC inservice and online courses. Continued participation in the Premier s Spelling Bee. Technology Regular sharing of teacher expertise in Tech Tasting sessions Priority list of new resources collated and a yearly purchasing plan developed to support ongoing core curriculum delivery. Professional Learning Term collaborative planning and assessment CTJ workshops. K-2 teacher training in L3 and ISER Spelling Package training. Review of the current K-6 language conventions scope and sequence to include DEC literacy continuum and new Australian curriculum content if appropriate. Collaborative Programs Documented time allocations for spelling, grammar and punctuation. Completed continuum checklists. Knowledge and skill content generated from school based and NAPLAN test data. Strategies for teaching : Spelling. Grammar. Punctuation. Records. Year Summative Criteria Reference Tests in: Spelling Grammar Punctuation Individual Teacher Records Annotated work samples. Rubric checklists. Budget allocations spent, resources Records T&D activities align with data generated strategic plan priorities. T&D activities reflect teacher survey needs.
Student Proficiency Targets 1. Maintain at 100% the number of Year 2 to 6 students presenting a prepared and impromptu speech once a semester. 2. Maintain at 100% the number of K-1 students presenting a prepared speech each semester and presenting news to the class fortnightly. Student - Criteria Targets: For students to demonstrate an ability to: 1. Use language in a variety of informal settings. 2. Use language appropriately in formal settings. 3. Listen for enjoyment. 4. Listen for information. 5. Use a variety of spoken texts for specific purposes. 6. Apply appropriate listening and talking rules 3. Increase the number of teachers accredited as public speaking and debating adjudicators. 4. Increased sharing of expertise on the teaching of talking and listening. 5. Enhanced skill in developing criteria referenced assessment tasks to generate data. 6. Maximise teacher participation in the review of existing scope and sequence continuums to incorporate new Australian Curriculum content. LITERACY PRIORITY AREA TALKING AND LISTENING PLAN 2012-2014 1. Increased levels of literacy for all students with a focus on extending the top 30% of students. 2. The achievement of measurable targets with a focus on student achievement in the proficiency bands 3. Delivery of evidence based programs, teaching practice and professional learning. Collaborative programs include Allocations 2013 Documented activities for formal and outlined informal talking and listening activities. above Time Allocations Class schedules to ensure all students present one prepared speech and one impromptu speech each semester. Access to electronic files of existing core grade programs. Succinct and explicit statements outlining specific knowledge, skills and processes to be taught. All K-6 programs to include specific weekly listening activities. In class teacher assessment based on assessment rubrics. Peer assessment of speeches based on assessment rubrics. Integration of talking and listening activities across all KLAs. Specific skills check listed in programs signed off once taught. For 100% of students to participate in whole class listening activities once a week. All students to present one prepared speech a semester. Year 2 to 6 students to participate in Multicultural Public Speaking Competition. Extension - Talented speakers participation in the Premier s Debating Challenge and public speaking workshops. Interested teachers to participate in public speaking and debating workshops to acquire adjudicator accreditation. Continued K-2 training in L3 talking and listening skill delivery. Listening skills resources to be collated early term 1 each year. Review of current school K-6 talking and listening scope and sequence to include new Australian curriculum content if required. Records. Talking and listening marking rubrics. Anecdotal records of student achievement. Records of student competition results. Budget allocations spent, resources Records Teacher attendance at public speaking workshops. T&D activities reflect teacher survey needs. Register of teachers accredited as public speaking and debating adjudicators. Revised scope and sequence in programs.
NUMERACY PRIORITY AREA MATHEMATICS 1. Increased levels of numeracy for all students with a focus on extending the top 30% of students. 2. The achievement of measurable targets with a focus on student achievement in the proficiency bands 3. Delivery of evidence based programs, teaching practice and professional learning. Student Proficiency Targets Collaborative Programs Increase the percentage of Year 3 students equal or exceed NSW DEC achievement levels. Maximise the percentage of Year 5 students exceed NSW DEC achievement levels by 10%. Maintain student achievement levels in the lowest three NAPLAN bands at lower than NSW DEC percentages by at least 5%. Student - Criteria Targets Years K-3 Demonstrate a 5% improvement in NAPLAN and school assessment tasks requiring students to: In number Subtract two single digit numbers. Using working mathematically processes to work out the value of coins. Complete problems requiring more than one step In measurement Match digital and analogue time. Use informal units to calculate area. Identify the closest estimate of an object s length. In space and geometry Recognise 2D shapes with four sides. Identify 2D shapes after a quarter turn rotation. Identify every day shapes in prisms. Demonstrate application of working mathematically skills to questions requiring multiple steps. Class/group structures Increased focus on needs based grouping for numeracy. Revised K-6 mathematics continuum checklist based on the DEC numeracy continuum, current school policy and Australian curriculum content (over 2 years). Access to electronic files of existing core year programs. Development of consistent approaches to formative assessment in Years 2-6. Use of backward mapping from summative assessment tasks. Programs to include a greater focus on the processes of problem solving and a focus on the language of mathematics. Class programs to include regular problem solving/working mathematically activities. Year 2 classes to increase practice in NAPLAN style questions. Increased K-2 focus on teaching aspects of money and time. Increased emphasis on strategies to improve in areas of weakness identified through assessment task item analysis. Maintain or increase student participation in external competitions. For students to work in maths group tasks that require students to demonstrate to each other how answers were obtained (by running a Math-A-Thon fundraising day). Priority list of new resources collated and a yearly purchasing plan developed to support ongoing core curriculum delivery. Technology Regular teacher sharing of expertise in Tech Tasting sessions. ICT support listed in teaching programs. Timetables meet DEC guidelines. Implementation strategies outlined. Weekly strategies and content documented. Records. Records of formative assessments maintained by all teachers. Data base of K-6 criteria referenced test results. NAPLAN cohort achievement in bands NAPLAN item analysis completed. Existing resources borrowed and returned. Budget allocations spent, resources Additional Tied TPL 4X R/F days scope and sequence writing $1600 $3000
Years 4-6 1. Maintain current achievement in NAPLAN and school assessment tasks requiring students to: In number Strategies as outlined above for K-3 targets 1. Demonstrate application of working mathematically skills to questions requiring multiple steps. 2. Work mathematically to determine a higher term in a decimal number pattern 3. Determine missing terms in decimal number patterns. In measurement 4. Apply understanding of units of measurement when working mathematically. 5. Determine perimeter, area and volume using formal units and pictorial representations (grid squares). 6. Match digital time to a given analogue time. 7. Converts units to compare length. 8. Compare the length of two objects to determine a third length 9. Determine the length of objects measured from a point other than zero on a ruler 10. Use the given dimensions of two prisms to calculate the volume of a third prism In space and geometry Identify a reflected (and rotated and translated) drawing. Identify a symmetrical shape In patterns and algebra 11. Work mathematically to determine a higher term in a geometric (decimal number) pattern. Indicators as outlined above for K-3 targets Resource acquisition and TPL as outlined above 1. Maximise teacher participation in the review of existing scope and sequence continuums to incorporate new Australian Curriculum content. 2. Meet 100% participation levels in the utilisation of backward mapping from planned assessment tasks. 3. Increased sharing of expertise on the teaching of data and measurement. Professional Learning Stage and committee teams revise the current scope and sequence to include new Australian curriculum content (over 2 years). Team collaborative planning and assessment workshops during staff meetings and school development days. Records T&D activities align with data generated school plan priorities. T&D activities reflect teacher survey needs.
Student Targets 1. Maximise student achievement in end of unit assessment tasks requiring the demonstration of deep knowledge, deep understanding and the ability to use metalanguage. 2. Expand student achievement in assessment tasks requiring the application of problematic and higher order thinking. 3. Increase to 100% of students K-6 participating in Hands on science experiments each year. Student - Criteria Targets: For students to demonstrate an ability to: 1. Understand scientific terms, for example, observe, infer, predict, record and hypothesise. 2. Construct and perform a science experiment 3. Comprehend and produce visual texts. 4. Comprehend and produce factual texts. 1. Maximise teacher participation in the review of existing scope and sequence continuums to incorporate new Australian Curriculum content. 2. Maintain teacher use of Quality Teaching Model attributes in the development of work units and assessment tasks. 3. Enlarge teacher knowledge of and accessibility to resources to support the teaching of core curriculum work units. 4. Expand skill in developing programs using local school environmental resources. CURRICULUM AND ASSESSMENT PRIORITY AREA SCIENCE 1. Implement current school policies incorporating the new Australian Curriculum content. 2. Proven teaching and assessment practices to provide engaging experiences for all students. 3. Expanded curriculum opportunities for students using information and communication technologies. Collaborative Programs Time Allocations Year overview of units taught. Tied TPL Year overviews to provide a teaching schedule and time frame Quality teaching model overviews. 4 x R/F days for the teaching of core curriculum units Scope and sequence continuums for unit Integrated literacy, numeracy, CAPA and evaluation Stage teams collaboratively upgrade existing units of work Aboriginal perspective activities outlined. and using the Quality Teaching Model format to outline: preparation Deep knowledge, understandings and metalanguage taught. Records. $1600 Problematic and higher order thinking skills taught. Formative assessment tasks documented. New Australian Curriculum content to be included. Data base of end of unit assessment results Integrated literacy and numeracy activities if appropriate. recorded QTM overviews supported by weekly lesson registers. These to include scientific terms and experimentation skills taught. $1200 Catalogue of resources to teach each core Development of formative assessment observation checklists. curriculum unit of work available. Revision or development of end of unit assessment tasks. Priority list of new resources collated and a yearly purchasing plan developed to support ongoing core curriculum delivery Regular teacher sharing of expertise in tech tasting sessions. Introduction of the Australian Curriculum Develop K-6 KLA knowledge and skill continuums. Review existing science core curriculum structure to accommodate new syllabus expectations. Professional Learning Development of work units to include school grounds and local area studies for each grade (Incorporated into school grounds/garden project). Collaboration with Illawarra Education Centre personnel to document core K-6 core curriculum units. Science activity days included in three year plan cycle. Budget allocations spent, resources Curriculum Revised K-6 core curriculum scope and sequence outlining work units completed. K-6 knowledge and skills continuums completed. Records T&D activities align with data generated school plan priorities. TARS records of teachers completing designated science units.
Student Targets CURRICULUM AND ASSESSMENT PRIORITY AREA HISTORY AND GEOGRAPHY PLAN 2012-2014 1. Maximise student achievement in end of unit assessment tasks requiring the demonstration of deep knowledge, deep understanding and the ability to use metalanguage. 2. Expand student achievement in assessment tasks requiring the application of problematic and higher order thinking. Student - Criteria Targets 1. Demonstrate improvement in tasks requiring the production and interpretation of visual texts. 2. Demonstrate improvement in tasks requiring the production and interpretation of factual texts. 3. Maintain 100% student participation in ICT activities in History and Geography K-6 work units. 4. Maintain 100% student participation in the study of Aboriginal K-6 work units. 1. Implement current school policies incorporating the new Australian Curriculum content. 2. Proven teaching and assessment practices to provide engaging experiences for all students. 3. Expanded curriculum opportunities for students using information and communication technologies. Collaborative Programs Time Allocations Year overview of units taught. Year overviews to provide a teaching schedule and time frame Quality teaching model overviews. for the teaching of core curriculum units Scope and sequence continuums Integrated literacy, numeracy, CAPA and 2 x R/F days Stage teams collaboratively upgrade existing units of work Aboriginal perspective activities outlined. for unit using the Quality Teaching Model format to outline: writing Deep knowledge, deep understandings and metalanguage $800 Records. taught. Formative assessment tasks documented. Problematic and higher order thinking skills taught. Data base of end of unit assessment results Incorporate new Australian Curriculum content. recorded Update Aboriginal study units and perspectives. $1000 Integrated literacy and numeracy activities if appropriate. QTM overviews supported by weekly lesson registers Catalogue of resources to teach each core curriculum unit of work available. Develop or revise formative and end of unit assessment tasks Budget allocations spent, resources for each core curriculum work unit. Student results recorded on a grade data base tracking sheet. 1. Maximise teacher participation in the review of existing scope and sequence continuums to incorporate new Australian Curriculum content. 2. Expand teacher use of Quality Teaching Model attributes in the development of work units and assessment tasks. 3. Increase sharing of teacher expertise in the integration of ICT into teaching and learning activities. 4. Enlarge teacher knowledge of and accessibility to resources to support the teaching of core curriculum work units. 5. Increase to 100% the number of teachers participating in Aboriginal cultural awareness training. Introduction of the Australian Curriculum Develop K-6 KLA knowledge and skill continuums. Review existing HSIE core curriculum structure to accommodate new syllabus expectations. Resource Allocations or Purchases Librarian and committee collate and display existing resources to support teaching of core curriculum work units. Priority list of new resources collated and a yearly purchasing plan developed to support ongoing core curriculum delivery. Technology Regular teacher Research, Prepare & Share tech tastings. ICT support packages listed in teaching programs. Aboriginal Cultural Awareness Five cultural awareness modules delivered over 2 years. ICT support packages listed in teaching programs. Curriculum Revised K-6 core curriculum scope and sequence outlining work units completed. K-6 knowledge and skills continuums completed. Records T&D activities align with school plan priorities. Number of teachers contributing to Research, Prepare & Share tech tastings. Register of staff completing Aboriginal awareness training
Student Targets CURRICULUM AND ASSESSMENT PRIORITY AREA CREATIVE AND PERFORMING ARTS 2012-2014 1. Implement current school policies incorporating the new Australian curriculum content. 2. Proven teaching and assessment practices to provide engaging experiences for all students. 3. Expanded curriculum opportunities for students using information and communication technologies in all creative arts strands. 1. Maintain 100% participation levels in music, drama, dance and visual arts activities in all classes. 2. Maximise attendance levels at artistic and cultural performances and events. 3. Increase to 30% the number of classes participating in the Shoalhaven Eisteddfod in years that alternate with the school production. 4. Increase to 100% the number of classes participating in digital creative arts activities across the strands. 5. Meet 100% participation levels in a whole school biannual production. Collaborative stage programming to ensure learning experiences are provided in all CAPA strands. Programs delivered by specialist teacher or integrated activities as appropriate. Programs to be maintained: SRLC Music Festival choir performances. IRPS art competition with an annual curriculum focus. SRLC Visual Arts display in Education Week. Classroom and long gallery displays for parent teacher meetings, open days and NAIDOC Week. Visiting shows: Southern Touring Ensemble, Davidson High Dance Troupe, Pennant Hills High band, Cherrybrook Technology High band as available. Class items or presentations at stage assemblies. Annual Talent Quest in Term 4, and auditions term 1 to provide extra opportunities for students to perform at assemblies throughout year. Visual arts: teachers to prepare and share TPL in different strands under new curriculum. Dance: K-2 and K-6 CD, music and dance lists compiled for dance practice as preparation for semester 1 and 2 discos. Drama: teachers to prepare and share approaches to teaching drama. Music: all classes to use digital resources to support teaching and assessment in music according to continuum. Collaborative Programs CAPA timetables meet DEC guidelines. Copies of student work available for display through Long Gallery, exhibitions, SRLC activities Lesson registers of creative arts activities Records. Observations maintained as anecdotal records or checklists. Work samples for creative arts displays. Event attendance registers. Teaching and learning resources $4000 production Props, costumes, teacher R/F $2000 1. Maximise teacher participation in the review of existing scope and sequence continuums to incorporate new Australian Curriculum content. 2. Increase sharing of expertise in the use of resources and implementation of skill training for each strand of creative arts. Introduction of the Australian Curriculum Develop K-6 KLA knowledge and skill continuums. Review existing CAPA curriculum structure to accommodate new syllabus expectations. Priority list of new resources collated and a 3 year purchasing plan developed to support ongoing core curriculum delivery. Records T&D activities align with data generated school plan priorities. T&D activities reflect teacher survey needs. Budget allocations spent, resources
Student - Criteria Targets 1. K-2: Maintain 100% participation in fundamental movement skills programs. 2. Year 3 to 6: Maintain 100% participation in training of sport skills and knowledge of games to facilitate participation in school teams and carnivals. 3. K-6: Maintain 100% student participation levels in in the K-6 healthy lifestyle programs. CURRICULUM AND ASSESSMENT PRIORITY AREA PDHPE PLAN 2012-2014 1. Implement current school policies incorporating the new Australian Curriculum content. 2. Proven teaching and assessment practices to provide engaging experiences for all students. 3. Expanded curriculum opportunities using information and communication technologies. Collaborative Programs Time allocations align with DEC recommendations. PE/sport timetables meet DEC guidelines. Sharing of existing best practice in collaborative planning of Copies of PE rosters. programs and assessment tasks. Lesson registers of health, social skills and Promotion of school carnivals and state knockout teams. values taught weekly. Teaching and Programs to be Maintained learning Healthy Lifestyles resources Live Life Well @ IRPS, Crunch n Sip; water bottle. $1000 Lunch Box Blitz and No Garbage lunchbox promotion. Recycling of materials, composting for gardens. Records. Teacher R/F if Bravehearts and Happy Harold. Observations maintained as anecdotal required for Outreach Program Australian Ballet. records or checklists. carnivals, Sport/PE Work samples for health and personal knockouts and Fundamental Movement Skills. development activities. resource Carnivals in swimming, cross country and athletics Carnival and team records. organisation $1200 Active After Community Program. 100% student participation in weekly fitness. PSSA knockout and Paul Kelly Cup participation. Teacher relief for latter stages of PSSA knockout competitions. Playground mentoring program with SLSOs as required. Life Saving/ Learn to Swim and year 2 to 6 aquatics. Sport development officer coaching programs. Budget allocations spent, resources Survey of staff needs completed each semester to compile a accessioned and used by students. prioritised list of resources to be acquired within budget. 1. Maximise teacher participation in the review of existing scope and sequence continuums to incorporate new Australian Curriculum content. 2. Increase sharing of expertise in the use of resources and implementation of sport s skill training. Introduction of the Australian Curriculum Develop K-6 KLA knowledge and skill continuums. Review existing CAPA curriculum structure to accommodate new syllabus expectations. Staff meeting and SDD training in ongoing programs, eg, Sip and Crunch, gymnastics, indigenous games and safe use of equipment. Update training for child protection, asthma, anaphylaxis, RLSS, CPR and emergency care. Records T&D activities align with data generated school plan priorities. T&D activities reflect teacher survey needs.
Student Targets CURRICULUM AND ASSESSMENT PRIORITY AREA ABORIGINAL EDUCATION PLAN 2012-2014 1. Aboriginal students are engaged in schools and supported by strong partnerships between schools, their families and communities. 2. Aboriginal and non-aboriginal student performance in reading writing and numeracy is matched. 3. Participation of all staff in Cultural Awareness training. 1. Maintain or exceed 60% of Year 3 and Year 5 students achieving in the top three NAPLAN literacy and numeracy achievement bands. 2. For 100% of Aboriginal students to achieve above National benchmarks in NAPLAN. 3. Maintain current above state 94% attendance levels for Aboriginal students. Time Allocations Teaching of K-6 Aboriginal units during NAIDOC Week. Parent PLP meetings by weeks 3 in semester one and during mid-year parent teacher interviews. Koori newsletter once a term for Aboriginal families. Committee/stage teams rewrite K-6 core curriculum units to incorporate new Australian Curriculum content and update Aboriginal perspectives. Targeted Aboriginal students literacy and numeracy tested and support provided by STLA as indicated by assessments. Attendance closely monitored and contact made with parents when required. Attendance awards for good attendance 100% certificates and special morning tea. Subsidise Aboriginal participation in ICAS when appropriate. NAIDOC Week activities to include Aboriginal role models from academic, sporting, artistic, environmental or culturally significant backgrounds. Student awards at school and regional level for attendance, academic, sporting, civic achievement. Koori Club focus on learning and cultural activities. Koori club computer time. AEW funding applications completed when available. Collaborative programs include: PLPs as working documents Core units and perspectives Records. Grade summative test results. NAPLAN cohort comparative data analysis. NAPLAN item analysis. 100% student participation in NAIDOC Week activities and Aboriginal work units. Allocations 2012 Teaching resources $2000 Koori Club promotion $1000 1. For 100% of staff to participate in cultural awareness training over two years. 2. For 100% of teachers to implement updated K-6 Aboriginal units of work incorporating local AECG input and Australian curriculum content. TPL Activities TPL year schedule to timetable training module delivery. Deputy Principal responsible for PLPs with all class teachers to ensure PLP meetings with parents take place. Stage teams to trial and evaluate updated core curriculum units over a two year period. Acknowledgement of country at all assemblies. Records Cultural awareness training register. T&D activities reflect teacher survey needs. AECG input to cultural awareness training. Existing resources borrowed and returned. Budget allocations spent, resources
Student Targets CURRICULUM AND ASSESSMENT PRIORITY AREA INFORMATION AND COMMUNICATION TECHNOLOGY 2012-2014 1. Responding to learner diversity by providing engaging experiences for all students. 2. Differentiated teaching and learning practices to improve student attainment across all stages of learning. 3. Expanded curriculum opportunities for students using information and communication technologies. 1. Maintain 100% participation levels in the integration of ICT teaching and learning activities in English and mathematics. 2. Expand to 70% the number of students accessing the school website. 3. Maximise student participation in ICT to achieve mastery of the skills in the K-6 ICT continuum. 1. Maximise teacher participation in training in the use of ICT across all KLAs. 2. Expand teacher capacity and expertise in the maintenance of school network systems. 3. Increase sharing of teacher expertise in the integration of ICT into teaching and learning activities. 4. Increase to 100% the number of teachers making class contributions to the school website. Time Allocations Digital media publishing permission forms completed in term 1. Each class to establish a webpage in term 1. Release time allocated to maintain school network. Online and IWB resources listed for each unit. Digital stage folders containing ICT resources collated. ICT skills continuum checklist developed for K-6. K-6 scope and sequence continuum developed listing ICT skills to be taught in classroom and library settings. website used for sharing and presentation of work samples. One class project a semester to be posted on the website. Resource Allocations or Purchases Librarian and committee collate and display existing ICT resources to support teaching of core curriculum work units. Online resources to be accessed on network group folders. Priority wish list of new resources collated and a 3 year purchasing plan developed to support core curriculum delivery. Out of warranty computers allocated to offline class work stations. Computers under warranty distributed equally across the school and incorporated into a three year plan. ICT expert hired to help maintain hardware and school network. Professional Learning Survey staff to determine support and training needs. Training of staff in use of ICT across all KLAs. Consult staff and DEC experts to develop a 3 year TPL plan. Time allocated to teachers to regularly update class web pages. DEC to train 3 staff members to initiate and maintain the school network. Collaborative programs include: ICT resources used in each KLA. Scope and sequence continuums. Records. Observation checklists. Student self-evaluation. K-6 skills scope and sequence checklist. Hits on the school website. Network operates at maximum efficiency. Existing resources borrowed and returned. Budget allocations spent, resources accessioned and used in classrooms. DEC provides adequate backup service of the school network. Sharing of teacher made IWB resources. Records T&D activities align with data generated school plan priorities. TPL register records. Website usage records. Computer Coordinator Grant Computer technician $7000 Teacher training 6 x R/F days for network management Webpage maintenance and classroom support 4 x R/F days $1200 Mobile ipad labs $24000 P&C Purchase of 20 ipads for a mobile lab
STUDENT ENGAGEMENT AND ATTAINMENT- SCHOOL PLAN 2012-2014 Maintain effective attendance programs. Use of technology to enhance student engagement and attainment. Differentiated teaching practices and high teacher expectations of achievement for all students. Student Targets 1. Maintain above state 96% average attendance levels for all students. Administrative Practice Regular roll checks and monitoring of student attendance by teachers and stage leaders overseen by deputy principal. Parent contact by letter or phone to address poor attendance or unexplained absences. Acknowledgement at assemblies, school bulletins, Koori Club morning teas and 100% attendance awards for students with excellent attendance each term. Term attendance data reports Records of correspondence with parents. Records of correspondence with HSLOs. $1000 for awards, SRC and morning teas 2. Maintain 100% student participation in ICT activities in all key learning areas. ICT Committee Resposibilities Installation and maintenance of computers and interactive whiteboards in every classroom. Implementation of a three year strategic plan to ensure the maintenance and ongoing upgrading of the school s network systems, hardware and software. Ongoing evaluation and upgrading of the school s K-6 scope and sequence continuum to reflect changes to hardware and developments in how technology is used in schools. Listing in teaching programs of ICT resources used in all KLAs. Regular surveys of teacher ICT professional learning needs and the implementation of supportive TPL programs. Hardware and software accession registers Documented three year strategic plan. Documented K-6 scope and sequence continuum of ICT skills. Register of teacher attendance at TPL activities in ICT. Additional resources taken from office and administration dissections as required 3. Maintain differentiated curriculum activities in 100% of teaching programs. Learning support team programs catering for students with learning, behaviour or physical difficulties. Differentiated curriculum teaching and learning activities prepared by stage teams to cater for all ability levels. Gifted and talented student register updated annually to ensure extension activities are included in all class programs. Participation in competitions such as ICAS, TOM, eisteddfods, and sport carnivals and knockout competitions. OC opportunity class programs for students gaining entry through the selective school s unit placement processes. Documented LST teaching programs. Documented LST assessment records. Completed gifted and talented registers Documented OC class teaching programs.