| CURRICULUM
PLAN
Curriculum Plan 2004-2007
Pedagogy
• Our school is organised on a year and level plan.
All planning is across grade as well as across school, with
Level outcomes tracked across 2 years. Level meetings, Grade
meetings and school based meetings are held to unite planning.
Work units and excursions are grade based connected to level
appropriate outcomes.
• Our curriculum organisers are literacy, numeracy
and integrated studies. Integrated studies incorporates
Science, SOSE, HPE, The Arts and Technology Outcomes as
appropriate for each integrated unit. Literacy and Numeracy
is embedded within these units as well as featuring in English
and Mathematics topics.
• Unit Plans are recorded on a planning matrix which
incorporates the Multiple Intelligences and Blooms Taxonomy
of Higher Order Thinking.
• Annual tracking documentation is reviewed and upgraded
annually.
• A coloured folder system flags students requiring
additional support and a database of all students with special
needs exists and is kept current by the Learning Support
teacher.
• Students’ end of year, and competition results
across all grades are compiled and analysed by the admin
team, progress is internally monitored. The same process
is applied to Year 3,5,7 tests.
• Staff and community have engaged
in many discussions regarding preferred futures for FTPSS
students. From these conversations teaching staff have analysed
processes that will best maximise learnings for our students.
• The planning process has involved analysis of syllabus
documents and the KLA outcomes desired. The planning of
interesting purposeful units of work will provide many opportunities
for students to achieve the syllabus outcomes. These units
and associated excursions form the basis of our integrated
planning. Expenditure for resources is allocated directly
to integrated unit plans.
• Our professional conversations
focused upon the assessment process, developing meaningful
assessment tasks, the recording and tracking of achievement
and incorporation of ICT into the many and varied facets
of learning.
Our curriculum plan is designed to
• increase intellectual engagement and relevance across
the Years 1-7
• strengthen Learning and Teaching
• engage with future scenarios and technologies
• consider and incorporate the cross curricular priorities
Assessment Practices
• Teachers gather and record sufficient valid evidence
to support reliable judgement about student performance.
• Analysis of state testing program information is
conducted by School Administrators, upon the data returning
to schools in November. Class teachers involved with students
in the testing programs (Year 2,3,5,7) are provided with
this data when available. The analysis of data is shared
with staff at staff meetings early in the subsequent year.
• Analysis of Science, Mathematics, Writing and English
competitions are dispersed in a similar way as this becomes
available.
• Class and grade records are kept in any given year
and available for the following teacher. Formal grade and
school based collections take place towards the end of the
school year, these are specified by the Principal and endorsed
by staff.
• Close monitoring of results allows the school’s
administration to consider trends and improvements over
time. Formal review is considered in any given year prior
to the development of the SAROP.
• Success is monitored through improved results across
state based and school based testing and assessment programs.
• Not all outcomes can be measured and teacher’s
professional judgement is duly considered. These judgements
will be best identified and articulated through the school
based monitoring process. Student work is assessed against
a clear and transparent set of criteria. The criteria has
been developed from the planning and teaching process and
encompass a focus upon the standards matrix work initiated
by Kerr and Wall and refined to a process usable in the
FTPSS context.
Reporting
• Formal reporting to parents/carers continues once
a semester and summarises information collected in individual
student portfolios. Reports of students
social development also occurs at these times.
• A generic report card structure is used for students
in Years 4-7. Year 1,2,3 reports progress against the developmental
continua (First Steps Literacy and Numeracy) and report
specifically to the priority learnings characteristic of
these grades.
• Interviews are held for each family at the end of
Term 1 and again in Term 3 or by request during the year.
• Reporting school progress occurs monthly at P&C
Meetings and through the weekly newsletter at appropriate
times.
• Feedback is provided to individual families by class
teachers during the year, as necessary.
• There are several reward/award systems in place
both in classes, grades and across the school. These systems
are positive and reward appropriate behaviour.
Progress 2002-2004
All goals for pedagogical practice and professional development
cited in the previous Curriculum Plan have been achieved.
Focus for 2005-2007
• Continue to improve and refine planning, assessment
and reporting practices.
• Establish Science and ICT focus in school practices
through establishment of Science and ICT Centre and use
of an expert Science and ICT specialist that will assist
teachers with in class support for planning and implementation.
• Refine in-class enrichment program
• student negotiated plan built on MI matrix
• in context of unit of work
• Continue and add to enrichment opportunities
• Continue to track and analyse individual student
achievement over time
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