Oceans of Success

Making Waves @ Bucasia

BUCASIA

STATE

SCHOOL

SCHOOL CURRICULUM PLAN

The School Curriculum Plan outlines our school’s curriculum offerings in terms of

a) Core Learning

b) School Wide Pedagogy

c) Assessment Approaches

d) Reporting Policy and Procedures

It is our school’s belief that curriculum, pedagogy, assessment and reporting are closely interrelated and interdependent.

Core Learnings

Curriculum for Oceans of Success

The School’s vision is -

“Oceans of Success – Making Waves @ Bucasia”.

Our proposal for education (our curriculum) is future focused on the successes we are looking for.

The successes we are looking for are expressed in the qualities of a life long learner. It is a therefore a curriculum for life. The qualities of a life long learner, while future focused, are embedded in the everyday lives of our students.

Through the implementation of the School Curriculum Plan we ensure that the planned learning experiences and assessment tasks enable our students and teachers to achieve Oceans of Success.

THE SUCCESSES WE ARE LOOKING FOR

A CURRICULUM FOR LIFE

Qualities of a Life Long Learner

A knowledgeable person with deep understanding

Complex thinker

Creative person

Active investigator

Effective communicator

Participant in an interdependent world

Reflective and self directed learner

RATIONALE FOR SCHOOL ESSENTIAL LEARNING OUTCOMES

The core learning outcomes from HPE, Science, SOSE, Technology & The Arts Key Learning Areas have been grouped into two sets of outcomes – ESSENTIAL and SUPPORTING outcomes. ESSENTIAL outcomes must be taught. SUPPORTING outcomes are used at the teacher’s discretion to add interest, depth and challenge to the learning program. The following principles were used to select school core outcomes–

1. The outcomes embed the SUCCESSES we are looking for –

- a knowledgeable person with deep understanding

- complex thinker

- creative person

- active investigator

- effective communicator

- participant in an interdependent world

- reflective and self directed learner

2. The outcomes follow the syllabus ‘rules’ -

SOSE	SCIENCE	HPE	ARTS	TECHNOLOGY
The values of - democratic process - social justice - ecological and economic sustainability - peace Outcomes are interrelated and complimentary Outcomes – KEY PROCESSES 1^st Investigation 2^nd Creating 3^rd Participating 4^th Communicating 5^th Reflecting	The syllabus outcomes supports an overall way of exploring the world - engage - explore - elaborate - extend - evaluate	Recognises Physical Activity as a key so a whole strand allocated to it. Each Strand makes an equivalent contribution. PHI Strand foci - acquire - examine - investigate PA Strand foci - enhance skills - improve strategic use of skills EPD Strand foci - skills - strategies - knowledge Value of Social Justice is embedded	The 3 outcomes per strand address · create · perform · appraise dimensions respectively Music is different.	Technology Practice (TP) outcomes with either – Materials (M) or Information (I) or Systems (S) outcome.

3. Continuity of knowledge and process development.

English and Mathematics are core aspects of all learning and as such all teachers have the responsibility to develop these skills in their teaching. These skills may be developed in isolation, however they will be further refined though applying the skills and concepts within integrated units that have been planned.

SCHOOL CURRICULUM PLAN LAYERS

The Successes We are Teaching For(Set)

A knowledgeable person Active investigator Participant in an interdependent world

with deep understanding

Complex thinker Effective communicator Reflective and self directed learner

Creative person

CURRICULUM ORGANISERS (Set)

Life and Living Energy and Technology Systems

Culture, identity and Power Time, Continuity & Change

Places, Spaces and Resources Human Relations, Health and Safety

Earth and Beyond Media and Communication

Outcomes Distribution (Set)

Appendix 1 – Core Learning Outcomes have been allocated to Essential and Supporting Outcomes Sets

Possible Learning Contexts

Suggested Assessment Tasks

Possible Enhancement, Culminating and Contextualising Activities

(Flexible)

Unit Plans (Flexible)

Appendix Three – Sample Units Plans developed by Teachers.

The schools vision “Oceans of Success – Making Waves @ Bucasia” is underpinned by the following beliefs.

BELIEFS

ALL HANDS ON DECK

Partnerships between students, teachers, parents and community provide for the best classroom experiences and help to produce active citizens of the future.

SWIMMING BETWEEN THE FLAGS

Human behaviour is learned, purposeful, changeable and in most cases, chosen.

SAILING TOWARDS TOMORROW

Teachers have a responsibility to the students first and therefore, a responsibility to themselves to review and update their level of knowledge and expertise.

THE WIND IN THE SAILS

Relationships must be based on support, caring and respect.

THE RIPPLE EFFECT

The role of the teacher is multi-faceted because children are multi-faceted. So is our curriculum.

NAVIGATING HIDDEN REEFS

Managing behaviour is a process involving success, consistency and natural consequences.

SCHOOL WIDE PEDAGOGY

Pedagogy, in plain English, is the art of teaching. Our school takes great pride in delivering high quality teaching and learning. To do this we have agreed to some common ways of describing how we go about our teaching. We align our teaching to the key practices described below. All staff are committed to being expert in the art of teaching.

GOING WITH THE FLOW – KNOW THE CHILD

This means:

• we see the child as a whole being and cater for all aspects of their development including academic, social, emotional, physical, cultural, and spiritual.
• we provide learning experiences that allow for learning styles, developmental levels, and are scaffolded to each student’s needs.
• our students develop a sense of connectedness and belonging that shows a respect for themselves and others.

SEARCHING FOR TREASURE – THE CHILD’S STRENGTHS

This means:

· our first priority is the child,

· we respect and reflect their individuality and diversity,

· we ensure that success is an everyday experience for each child, developing a sense of self worth in an environment of safety and fun,

· we respect ourselves as professionals, making it our responsibility to support , share and teach each other.

EXPLORING THE DEPTHS – CHALLENGE THE CHILD

.

This means:

• the relevance of any activity can be critically examined,
• a depth of understanding is reached by each student commensurate with his/her ability,
• that identifying and solving problems leads to independent and self sufficient young people,
• students will take responsibility for their learning, and their behaviour, making choices that not only meet their needs, but allow them to work together in partnerships.

SETTING SAIL – MAKING LINKS TO THE CHILD’S FUTURE

This means:

· we make use of our environment and our community to provide learning experiences that connect each child to his world.

· real life activities, concrete objects and active involvement take us beyond our classrooms and into our lives.

· technology is not just a tool for our use, but a pathway into the future.

ASSESSMENT FOR OCEANS OF SUCCESS

Definition

Assessment is the purposeful, systematic and ongoing collection of information as evidence for making judgements about student learning.

Purposes of Assessment

• To promote, assist and improve student learning.
• To inform programs of teaching and learning.
• To provide data that can be communicated to a range of people about the progress and achievements of individual students or groups of students.

Types of Assessment

Bucasia State School is committed to an assessment culture that embeds a balance of -

1. Formative (assessment for learning).

Assessment that aims to assist in the student’s learning. It involves students’ self-assessment, provides feedback that leads students’ recognition of their next steps and how to make them and involves both teachers and students reviewing and reflecting on assessment data.

And

2. Summative (assessment of learning)

Assessment that aims to sum up and check what is learned at the end of a particular stage of learning.

Formative and Summative Assessment are equally valued.

The Assessment Process

1. The assessment task (derived from the unit plan)
2. Student Performance (which is not always written)
3. A judgment of performance with reference to a standard
4. Feedback to the learner and the teacher
5. Moderation– School Standards for Standards Based Assessment. Standard are attached.

Planning for assessment occurs as an integral part of the unit planning process. The identification of performance opportunities is linked to the learning that is planned.

Designing an Assessment Task

The teacher in designing or selecting an assessment task would answer the following questions:

• Is the task intellectually challenging
• Is the task authentic?
• How trustworthy is the task for generating sound evidence about student performance?
• Does the task support all students in the production of a performance of best quality?

Ways of Gathering and Recording

Teachers will need to make decisions about –

The Sources of Evidence

Assessment Techniques

The recording instruments

See Appendix 5 for specific examples.

Student Folios

Maintain student folios containing the development profile and selective work samples.

Yrs 1 – 3 The Net Folder } Containing – a) Developmental Continua

Yrs 4 – 7 The Student Folio } b) Selected Work Samples

School Framework for Assessment

Individual Teacher Level

Domain	Performance Opportunity	Criteria	Standard
English	Teacher’s Choice Teacher’s Discretion	Reading/Viewing Writing Speaking and Listening	Phases of Developmental Continua
Maths		Concepts Processes Attitudes	Syllabus expectations per year level
Science		Know - factual - procedural - conceptual Do - Skills - Processes	Outcome levels as per each KLA syllabus expanded using criteria and verbal descriptors of these for each outcome level.
SOSE
The Arts
Technology
LOTE
Health & PE

SCHOOL WIDE MEASURES OF SUCCESS

BUCASIA SCHOOL MEASURES – SUCCESSES WE ARE LOOKING FOR

DIMENSION	INSTRUMENT	CONTEXT	TIMING
Reading – Decoding – Understanding	Reading Developmental Continua PM Bench Marking STARS/CARS/DART	Yrs 1 - 3 Yrs 1 – 5 Phase A – D Yrs 2 – 7 Phase A – E	Term 2,4 Term 1,3 Term 1,3
Spelling	Proofreading Test Dictation test	Yrs 2 – 7 Yrs 2 – 7	Term 2 Term 2
Writing	Writing Task Yr3,5,7 Census Tests	Yrs 2 – 7	Term 3
Oral Language	First Steps	Yrs 1 - 7	TBA
Number - No Facts - Mental Arithmetic	Number Developmental Continua DART Strategy/Instant Recall Test Test	Yrs 1 – 3 Yrs 3 – 7 Yrs 3 – 7	Term 2, 4 Term 2, 4 Term 2, 4
Space	DART	Yrs 4 – 7	Term 1
Measurement	DART	Yrs 4 – 7	Term 1

BUCASIA SCHOOL MEASURES – SUCCESSES WE ARE LOOKING FOR

PARTICIPANT IN AN INTERDEPENDANT WORLD REFLECTIVE AND SELF DIRECTED LEARNER
DIMENSION	INSTRUMENT	CONTEXT	MEASURE/DATA SET	TIMING
Reactive Responses Managing Behaviour Plan.	Behaviour Logs and Database	Yrs 1 – 7	Frequency of Response	Term 1,2,3,4 Term 1
Social Skills Set	Student Survey	Yrs 2 - 7	Level of Satisfaction	Term 3

COMPLEX THINKER ACTIVE INVESTIGATOR KNOWLEDGABLE PERSON WITH DEEP UNDERSTANDING
DIMENSION	INSTRUMENT	CONTEXT	MEASURE/DATA SET	TIMING
SOSE SCIENCE TECHNOLOGY HPE ARTS	Teachers Choice Teachers Discretion	Yrs 1 – 7	Standard Achieved as per the School Standards Map	Term 4

BUCASIA STATE SCHOOL

OCEANS OF SUCCESS

MAKING WAVES @ BUCASIA

SCHOOL MEASURES OF SUCCESS TIMETABLE

QUALITIES		Term 1	Term 2	Term 3	Term 4
Complex thinker Effective communicator	Reading	PM Benchmarking Yrs 1-4 (F) Reading School Measure Yrs 4 – 7 (F)	PM Benchmarking Yrs 1-4 (F) Reading Development Continua Yrs 1,2,3 (F)		PM Benchmarking Yrs 1-4 (S) Reading Development Continua Yrs 1,2,3 (F) Reading School Measure Yrs 4 – 7 (F)
	Writing		Writing Development Continua Yrs 1,2,3 (F)	Census Test Yr 3,5,7 (S)	Writing Development Continua Yrs 1,2,3 (S)
	Speaking			Oral Language Continua Yrs 1 – 7 (S)
	Number	DART – Number (F)	Number Development Continua Yrs 1,2,3 (F)	Diagnostic Number Facts Yrs 3 – 7 (S) Mental Arithmetic Yrs 3 – 7 (S)	Number Development Continua Yrs 1,2,3 (S) DART – Number (S)
	Measurement	DART - Measurement (F)			DART - Measurement (S)

BUCASIA STATE SCHOOL

OCEANS OF SUCCESS

MAKING WAVES @ BUCASIA

SCHOOL MEASURES OF SUCCESS TIMETABLE

QUALITIES		Term 1	Term 2	Term 3	Term 4
Participant in an interdependent world Reflective and self directed learner	Social Outcomes	You Can Do It Self Talk Index (F) Yr 3 - 7		You Can Do It Self Talk Index (S) Yr 3 - 7 Managing Behaviour Data (S) Yr 1 - 7
A knowledgeable person with deep understanding Creative person Active investigator Complex thinker	HPE, Science, The Arts, SOSE		Academic Results from Reporting to Parents (F) Yr 1 - 7		Academic Results from Reporting to Parents (S) Yr 1 - 7

Reporting

Bucasia State School Reporting Policy and Procedures have been developed by the Reporting Task Group comprising teachers and parents (2001)

Purposes

The purpose of reporting at Bucasia State School is to provide information about:

- Standards achieved

- Social and academic development

- Extra Curricula involvement

- How a student can be helped

There are 3 audiences to consider when reporting – Parents, Teachers, Education Queensland

Reporting to Parents

What is to be reported?

The report will state:

• standard achieved VG – Exceeding the standard expected for the year level

G – Meeting the Standard expected for the year level

S – Within the Standard expected for the year level

L – Not meeting the Standard expected for the year level

• an explanation of the standard
• successes
• attitude
• effort
• extra help needed
• personal development
• behaviour

How is it Reported?

Reports to parents will be typed using available word processing software and processes.

Standards will be communicated using tick boxes and comments to explain.

Provision will be made for interviews.

Teachers will provide options of: morning 8:00am – 9:00am

afternoon 3:00pm – 5:00pm

evening 6:00 pm – 8:00pm

Reports are sent home with students in envelopes addressed to the parent or carer.

When is it to be reported?

First report at the end of Term 2

Final Report at the end of Term 4.

School Managed Production Process

1. Administration prepares a reporting process timeline. (Term Overview)

2. Report Covers will be mass produced using a commercial printer.

3. Teachers enter standard achieved and comments in electronic templates provided the administration via disk or intra net.

4. Drafts are prepared for editing and proofreading. (Plain Paper)

5. The report is produced on the cover and presented back to teachers

6. Teachers add a written comments, behavioural information, attitude, effort and attendance.

7. Students complete self assessment sheets.

8. Reports are passed to principal for signing.

Reporting to Teachers

What is to be reported?

Teachers will report to colleagues on

• the outcomes covered and achieved as per the School Curriculum Plan Essential Learnings
• literacy standards
• numeracy standards
• social development
• KLA standards

How is it Reported?

Teachers will report

- on outcomes by completing Outcomes Reporting Sheets. (Appendix 4). Administration will enter the data in SMS system

- On literacy standards in Yrs 1 – 7 by

a) developing and maintaining Diagnostic Net Folders Reading and Writing.

b) Entering standards achieved data via GRAPE. Administration will generate reports for individual teachers.

- On numeracy standards in Yrs 1 – 3 by

c) developing and maintaining Diagnostic Net Folders Number.

And Yrs 1 – 7 by

d) Entering standards achieved data via GRAPE. Administration will generate reports for individual teachers

When is it to be reported?

Outcomes – End of academic year

Literacy and Numeracy – Net Folders end of academic year.

English and Maths – Standards Achieved end of each semester

Other KLAs – Standards Achieved end of each semester

Reporting to Education Queensland and the Community

What is to be reported?

Education Queensland has established targets in the context of Destination 2010. Targets have been established for

a) Literacy: Reading and Writing Yr 2

b) Literacy: Reading Yr 5

c) Numeracy: Number Yr 2

d) ICTs Yrs 3 – 7

Bucasia State School has developed an internal monitoring framework that reports to teachers and the community about standards in

a) Number Facts Yrs 3 - 7

b) Mental Arithmetic Yrs 3 – 7

c) Spelling Yrs 2 - 7

d) Reading Yrs 2 – 7

How is it Reported?

Data for Education Queensland targets is gather via systemic processes

a) Yr2 Diagnostic Net

b) Yr 3,5,7 Census Testing

When is it to be reported?

Performance in relation to Education Queensland targets is included in the School Annual Report and Operational Plan.