Curriculum Plan - Nanango State High School Plan 2017.pdf · Junior Secondary Curriculum ... Hardware/Software Problems: ... syllabus then in consultation with the relevant HOD a

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Curriculum Plan

Nanango State High School

Creating a future together

2017

D:\amars188\2017\WEBSITE\Curriculum Plan 2017.doc

Contents

Philosophy ................................................................................................................................................................... 3

Junior Schooling ......................................................................................................................................................... 4

Course Structures .................................................................................................................................................. 5

Junior Secondary Curriculum - 2017 .................................................................................................................. 5

What does Junior Secondary look like at Nanango State High School? ...................................................... 6

Assessment Policy ..................................................................................................................................................... 8

Assignments/Tests ............................................................................................................................................ 8

Granting of Special Consideration to Students ............................................................................................. 9

Extensions:.......................................................................................................................................................... 9

Special consideration for students missing a test/examination ................................................................ 10

Student with a Number of Assessment Items Outstanding ....................................................................... 10

Hardware/Software Problems: ....................................................................................................................... 10

Assessment Misconduct ..................................................................................................................................... 11

Consequences for Academic Misconduct .................................................................................................... 12

Senior Schooling ...................................................................................................................................................... 13

Subject Offerings.................................................................................................................................................. 13

Alternate Courses ................................................................................................................................................ 14

Vet Courses ...................................................................................................................................................... 14

Distance Education .......................................................................................................................................... 14

University Courses ........................................................................................................................................... 14

Course Structures ................................................................................................................................................ 15

Year 10 Structure ............................................................................................................................................. 15

Year 11 and 12 Structure ................................................................................................................................ 15

Assessment Policy ................................................................................................................................................... 16

Pedagogical Framework ......................................................................................................................................... 17

Alignment of Explicit Teaching to the Six Core Principles of the Pedagogical Framework at Nanango

State High School ................................................................................................................................................ 21

What we currently do ............................................................................................................................................... 27

Reporting ................................................................................................................................................................... 30

Senior Mentoring ...................................................................................................................................................... 31

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Philosophy

Our School Vision: Creating a future together

Our School Values: Respect, Responsibility, Effort, Safety

Nanango State High school is an established rural school with a caring staff devoted to creation

of a safe, supportive environment where all students are valued and individual differences are

respected. We aim to build positive, meaningful relationships within our school and the wider

community. Our goal is to assist students reach their academic potential in a positive a

supportive environment. Our school’s programs and practices embed our values of respect,

responsibility, effort and safety into all aspects of learning and school life.

Our school is committed to providing a ‘total curriculum’ for our students. The aim of this is to

develop confident, self-directed, knowledgeable people who are morally and socially

responsible. The school aims to produce employable individuals who are capable of enjoying

life and who are prepared for further learning.

It is recognised that schooling is part of ‘life-long learning’ and that this will continue after the

school age years.

Nanango State High School prepares students to meet the future by promoting the all-round

development of each student through the equitable provision of a wide range of academic,

vocational, cultural, sporting and citizenship opportunities. Students have access to flexible

pathways and are encouraged to pursue every opportunity available to them to develop as

young people.

The school inspires students to become independent, knowledgeable, reflective thinkers who

exhibit positive characteristics including:

A caring attitude

Leadership

Individuality

A healthy self-image, and

Assertiveness

Nanango State High School encourages students to strive for personal excellence, experience

success at school and to ultimately have an enjoyable schooling experience.

Nanango State High School Creating a future together

4 | P a g e

Junior Schooling

Nanango State High School aims to be a leader in Junior Secondary education in our Region.

We have successfully implemented ‘Middle Schooling’ strategies for the last decade. We have

a strong working relationship with our seven main cluster schools which are Nanango State

School, Yarraman State School, Tanduringie State School, Blackbutt State School, Benarkin

State School, Coolabunia State School and St Patrick’s Catholic School. There are many

curriculum connections, a comprehensive transition program and an active cluster transition

team. All Year 7 students are interviewed before commencing high school so students and

parents feel confident when commencing high school at Nanango State High School. In order

to build a sense of security and confidence, students in Years 7 and 8 remain as a class group

for all classes. There is also a philosophy to limit the number of teachers that Year 7 and 8

students come in contact with to support the building of positive relationships between students

and teachers who know each other well.

The Junior School curriculum has a strong student centred learning focus based on the Explicit

Instruction Model by Archer and Hughes. (This is detailed in the Pedagogical Framework

section of this document).

The Junior School curriculum is based on the eight Key Learning Areas (KLAs) which have their

own integrity as subjects and make their own contribution to the overall learning program. The

school will deliver the National Curriculum via the Queensland Curriculum and Assessment

Authority (QCAA) guidelines.

The eight Key Learning Areas are:

English

Health and Physical Education

Humanities (Geography / History)

Languages other than English

Mathematics

Science

The Arts (Art / Drama)

Technology

Nanango State High School also incorporates a Pastoral care program called C.E.A.L.S.

(Career Education and Living Skills) into the Junior School. This program develops the

‘holistic’ development of young adults and includes:

How to become a successful secondary student / study skills

Developing positive attitudes

Building resilience and managing conflict

Human relationships education

Drug and alcohol education


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Course Structures

Throughout the Junior Secondary years (7, 8 and 9) at Nanango State High School, all

students study the core subjects of:

English

Maths

Science

Humanities (Geography/History etc)

Health and Physical Education

In addition to the core subjects, a range of elective subjects are also available. These may

vary from year to year depending on timetabling and human resource constraints.

Elective subjects can include:

Business Studies

Computer Education

Design, Automation & Technology

(DAT)

Drama

Food Studies

STEM

LOTE

Home Economics

Metal Technology – Shop B

Rural Skills and Practices

Visual Art

Wood Technology – Shop A

Junior Secondary Curriculum - 2017

Year 7 Lessons

per week * Year 8

Lessons

per week * Year 9

Lessons

per week *

English 3 English 3 English 3

Mathematics 3 Mathematics 3 Mathematics 3

Science 3 Science 3 Science 3

Humanities 3 Humanities 3 Humanities 2

HPE 2 HPE 3 HPE 3

Elective

1 per term 3 Elective #1 2 Elective #1 2

Accelerated

Reader 1 Elective #2 2 Elective #2 2

Literacy/Numeracy

Skills 1 Accelerated Reader 1 Accelerated Reader 1

CEALS 1 CEALS 1 CEALS 1

Total 20 Total 20 Total 20

* Lessons are 70 minutes in length


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What does Junior Secondary look like at Nanango State High School?

Six principles have been developed to underpin Junior Secondary. Under these guiding

principles, Junior Secondary will provide challenging educational offerings that engage young

adolescents, while giving them a sense of belonging and support through the changes they

face.

1. Distinct Identify

Junior Secondary students will be encourages and supported to develop their own

group identity within the wider high school. This can involve dedicated school areas

and events.

Junior Secondary Head of Department (HOD)

Year Level Coordinator (YLC) for all year levels

Junior Secondary ‘precinct’ provided for Junior Secondary students only

Home rooms for Year 7 and 8

Junior Secondary newsletters

2. Quality Teaching

Teachers working with students in the Junior Secondary years will be given the skills

they need through additional professional development, so they can support young

teens through these crucial early high school years.

Common approach to lesson delivery i.e. Explicit Teaching (Archer and Hughes)

Consistent classroom management, routines and expectations

Primary trained teachers an important part of Junior Secondary teaching team

Core classes to be taught as far as possible by a team of two (2)

Extensive teacher aide support in Junior Secondary focussed on literacy and

numeracy

3. Student Wellbeing

We will meet the social and emotional needs of Junior Secondary students with a

strong focus on pastoral care. This will assist students to transition through the Junior

Secondary phase of their education – adjusting to new routines and greater academic

demands.

CEALS program targeted toward young adolescents

Peer Skills – senior students trained to support junior students

PBL – key values and behaviour taught explicitly

Year Coordinator appointed to support students in each year level

Support personnel: Guidance Officer, School Based Youth Health Nurse,

Chaplain, Adopt-a-Cop, Head of Department Student Services


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4. Parent and Community Involvement

We want parents to stay connected with their students’ learning when they enter high

school Parent involvement in assemblies, special events, awards ceremonies and

leadership presentations are welcomed.

Parents invited to events and presentations

Parent afternoon teas

Familiarisation events for prospective parents

5. Leadership

Students in Years 7, 8 and 9 will be encouraged to apply for leadership roles within

their year level. Dedicated teachers experienced with teaching young adolescents will

lead Junior Secondary supported by the principal and administration team.

Junior Secondary representation on Student Council

Junior Secondary Head of Department (HOD)

Year Level Coordinator (YLC) for Year 7, 8 and 9

6. Local Decision-Making

The school community influences how Junior Secondary is implemented in our school.

P&C

Survey monkey used to establish views on current issues

Cluster planning for Junior Secondary transition, curriculum and pedagogy

Junior Secondary newsletter articles


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Assessment Policy

Student’s assessment is a vital part of the school program. All formal assessment for all year

levels is entered in the assessment calendar (posted to parents at the beginning of each

semester.

For the purpose of this policy, an “Assessment Item” is defined as a task undertaken by a

student which contributes to the student’s overall assessment profile for a particular subject.

These items may be in the form of a Test/Examination or an Assignment.

Assignments may include:

Major Research Projects

Folios of Work

Works of Art

Field Trips

Practical Performances

Extended Writing Tasks

Reports

Models

Oral Presentations

Assignments/Tests

Assignments must be printed by the student and a hard copy submitted to teacher by

4.00pm on the due date.

1. If non submitted/not sat by the due date or time frame without special consideration, the

teacher will use professional judgement to award a grade based on the following:

a) From class observation

b) Conferencing

c) Monitoring of drafts

Teachers should endeavour to obtain documentary evidence e.g. drafts, plans, journals,

reference sources etc. to be used as supporting evidence of teacher judgement. (If the

teacher believes the students work does not meet the minimum requirements outlined in the

syllabus then in consultation with the relevant HOD a non-submitted result may be entered

on the profile.)

2. If a student cannot present any documentation or the teacher has not sighted such

documentation during the drafting process/or has not sat the test and there has been no

special consideration granted a grade cannot be awarded for that item and a NR will be

entered on the profile.

3. If a student frequently does not submit substantive pieces of assessment in a particular

subject the student risks the possibility of not gaining a LOA on their report or Senior

Certificate or the number of semester units credited may be reduced. This may affect a

student’s eligibility for an OP (overall position).


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Discussions will occur between the teacher, HOD and relevant Admin personnel to determine

this course of action.

Supporting Documentation: QSA Assessment Policy and QSA Special Consideration Policy

Granting of Special Consideration to Students

It is recognised that on occasions exceptional circumstances may arise, which require

extensions of time or special consideration to be given to a student.

Extensions:

a) An extension of time can be granted by the Heads of Department following

recommendation by the class teacher, if, in their opinion sufficient reason exists.

b) In this event a new due date is set.

c) For an extension to be granted, the student must notify administration prior to the final

due date of the assignment.

Application made prior to the due date must be made on an assignment extension form

available at the office.

For extended absence due to illness up to and including the due date:

- students may produce a medical certificate

or

- parent/caregiver may speak personally with the Head of Department to discuss

relevant circumstances.

For absence due to illness on the due date only:

- students may produce a medical certificate.

d) Absence due to special circumstances, e.g. bereavement:

parent should speak personally with the Administration or Head of Department to

discuss the circumstances.


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Special consideration for students missing a test/examination

a) Special consideration may be granted by the Administration (i.e. Principal, Deputy

Principals) following recommendation by Heads of Department, if, in their opinion sufficient

reason exists.

b) In this event:

the student may be required to complete the test/examination at the next available

opportunity, the result of which would be used as a notional estimate of the student’s

performance. The student should take responsibility for negotiating this alternative

assessment time;

the student’s assessment may be deferred and determined on information from

subsequent assessments;

under exceptional circumstances Administration may grant tests/examinations to be

supervised by a parent, nurse etc. away from the school. This result would be used as a

notional estimate of the student’s performance.

c) For special consideration to be granted, the student must notify Administration:

prior to or on the due date of the test examination a request for special consideration

may be made through the appropriate Head of Department

for absence due to illness on the date of the test examination:

- students may produce a medical certificate

or

- parent may speak personally with the Administration or Head of Department on

the day to discuss relevant circumstances.

d) Absence due to special circumstances, e.g. bereavement:

Parent should speak personally with a member of the Administration to discuss the

circumstances.

Student with a Number of Assessment Items Outstanding

The student will be identified by the Year Level Co-ordinator and be subsequently

withdrawn from the regular school day, including normal lunch breaks, to complete the

items outstanding.

The completed work will be of a satisfactory quality as determined by the teacher/s

concerned.

The relevant member of Administration will notify parents.

Hardware/Software Problems:

Should a student experience hardware problems, for example a printer or other hardware

failure at home, extensions of the due date will only be considered where the teacher has

previously had draft work submitted by the student. In the situation where at least one draft

has not been submitted an extension may not be considered.


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Assessment Misconduct

This is any type of cheating that occurs in relation to any formal academic exercise. It

can include, but is not limited to:

Plagiarism which can be:

o word-for-word copying of sentences or paragraphs from one or more sources which are

the work or data of other persons (including books, articles, working papers, conference

papers, websites or other students’ assignments) without clearly identifying their origin by

appropriate referencing;

o closely paraphrasing sentences or paragraphs from one or more sources without

appropriate acknowledgment in the form of a reference to the original work or works;

o copying or cutting and pasting computer files or documents in whole or in part without

indicating and acknowledging their origin;

o submitting work which has been produced by someone else on the student’s behalf as if

it were the work of the student;

o using another person’s ideas, work or research data without appropriate acknowledgment;

o producing work in conjunction with other people (e.g. other students, a tutor, parents)

when it is purported to be work from the student’s own independent research.

Cheating: is any attempt to give/obtain assistance or advantage in any formal academic

exercise (like an examination) without due acknowledgment and or approval. e.g.

o Taking notes of any type into a formal academic exercise without permission,

o The use of data, notes, formulae or other information stored on any personal technology

device in any formal academic exercise without the express permission of the school;

o The use of the capabilities of any Personal Technology Device in any formal academic

exercise without the express permission of the school;

o Attempting to gain access to other students work without permission throughout any formal

academic exercise.


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Consequences for Academic Misconduct

o Academic Misconduct by any student is a serious issue;

o Students who are found to have engaged in Academic Misconduct may be subject to

behavioural and academic penalty;

o Consequences for senior students can be particularly serious, with implications for their

subject results, OP’s (Overall Position) and/or their eligibility for QCE(Queensland

Certificate of Education),

o Students who are found to have engaged in Academic Misconduct in Vocational (VET)

subjects may be expected to re-submit all competencies in which the misconduct occurred,

o All incidents of academic misconduct will be entered into the One School database.

Plagiarism

o The section of work that is plagiarized will not contribute to any result for that piece of

assessment; the remainder will be judged against the criteria for that assessment piece.

Cheating

o The portion of the assessment item that was cheated on will not contribute to the students

results for that semester.

Please Note:

o One incident of academic misconduct may be treated as a Minor Behaviour incident as

described in the schools Responsible Behaviour Plan.

o Second and subsequent incidents of any Academic Misconduct may be treated as Major

Behaviour incidents as described in the schools Responsible Behaviour Plan.


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Senior Schooling

Students in Years 10, 11 and 12 are considered Senior school students at Nanango State High

School. All Year 11 and 12 students at Nanango State High School participate in a Core

Program of study which includes:

English or English Communication

Mathematics B, Mathematics A or Prevocational Mathematics and

Career Education and Living Skills (C.E.A.L.S.)

The Senior C.E.A.L.S. program develops the ‘holistic’ development of young adults and

includes:

Career Education

Personal Development Activities

Drug and Alcohol Education

Leadership Training

Queensland Core Skills (QCS) Preparation (Year 12)

A range of guest speakers with expertise in various fields

The Queensland Curriculum and Assessment Authority (QCAA) set the Authority and Authority

Registered Subject Curriculum of Years 11 and 12. In total six subjects are selected from the

following list. English or English Communication and a Mathematics subject are two of the

subject selections.

Subject Offerings

Students should select subjects from the following offerings. This selection will be used to

develop the line structure for the school’s timetable. This is our initial offering and our final

offering will be dependent on staffing and numbers of students wishing to do the subject.

In total six (6) subjects need to be selected. English or English Communication and a

Mathematics subject must be included in two of these selections.

AUTHORITY SUBJECTS

Ancient History

Biological Science

Business Communication &

Technologies

Chemistry

Drama

Economics

English

Geography

Home Economics

Legal Studies

Mathematics A*

Mathematics B

Physical Education

Physics

Technology Studies

Visual Art

* Mathematics A cannot be selected in conjunction with other Maths subjects.


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VET COURSES

Business Studies: Certificate II in Business

Engineering: Certificate II in Engineering Pathways

Manufacturing: Certificate II in Manufacturing Technology

AUTHORITY REGISTERED SUBJECTS

Agricultural

Early Childhood Studies

English Communication

Hospitality Practices

Information & Communications Technology (ICT)

Pre-vocational Mathematics

Recreation

Science in Practice

Visual Art Studies (VAS)

NOTE: AUTHORITY REGISTERED SUBJECTS DO NOT CONTRIBUTE TO TERTIARY ENTRANCE STATEMENTS.

Alternate Courses

Vet Courses

These course are offered and delivered by the school or in conjunction with TAFE Qld.

These courses involve students working towards a Nationally Recognised Qualification of

a Certificate I or II level. Students can enrol in alternate VET courses offered through

TAFEs and other recognised VET institutions.

Distance Education

Students can study subjects through Distance Education. Students will be given time in

their timetable to complete these courses.

University Courses

Students can enrol in subjects at universities even in their senior school years.


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Course Structures

The Senior Access Program is used to prepare students for their chosen pathways. The

Senior Guidance Officer provides group information sessions on a range of post-school options

and the tertiary application process. Students then meet with the Guidance Officer individually

or in small groups to ensure that they secure a suitable post-school pathway.

Year 10 Structure

Students participate in four lessons per day (20 lessons per week)

English – 3 lesson per week

Mathematics B, Mathematics A or Prevocational Mathematics prep – 3 lessons per week

Science – 3 lessons per week

Humanities – 3 lessons per week

Elective subjects – 3 lessons per week – 2 electives studied each semester

Cert II Skills for Work and Vocational Pathways – 1 lesson per week

CEALS – 1 lesson per week

All students complete a Senior Education and Training (SET) Plan during Year 10. The SET

Planning process encourages students to reflect on their journey through Year 10, think about

their future and investigate their options for careers and further education. This process leads

students to a pathway through the Senior School which suits their ability, aspirations and goals

and directly links them to sustainable and rewarding pathways beyond school.

Year 10 students have the opportunity to participate in work experience during the final week of

term 3. This may be used to assist students in subject selections and to ‘firm up’ or otherwise

possible career aspirations.

All Year 10 students will also have the opportunity to attend the Careers Market held in term 3

of TAFE South West.

Year 11 and 12 Structure

Students participate in 4 lessons per day (20 lessons per week)

English or English Communication – 3 lesson per week

Mathematics B, Mathematics A or Prevocational Mathematics – 3 lessons per week

Elective subjects – 3 lessons per week – 4 electives studied each semester

TAFE subjects – as required

Workplace Traineeships and Apprenticeships – as required

VET training with external RTOs – as required

CEALS – 1 lesson per week

QCS Prep / Non QCS – 1 lesson per week (Year 12)

Cert II Skills for Work and Vocational Pathways (Year 11)


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The Learning Outcome for all students in years 10, 11 and 12 is a QCE (or a QCIA for a small

number of students in our Special Education Program). All students in Years 11 and 12

undertake a program which maintains their QCE eligibility and this is monitored very carefully

throughout the Senior Phase of learning by the Senior Outcome Team.

The program undertaken depends on the pathway selected by the student:

Overall Position (OP) – at least five Authority subjects (20 semesters) with at least three

subjects as core (studied for four semesters)

Vocational Pathway – a combination of Authority subjects, Authority Registered (SAS)

subjects and Vocational Qualifications (Certificates I, II, III, IV or Diploma) completed a

TAFE, with an outside RTO or through a Workplace Traineeship or Apprenticeship. All

students choosing this pathway are strongly encourages to complete a Vocational

Qualification.

Assessment Policy

For Senior Assessment Policy as refer to the Junior Assessment Policy on pages 9 to 13.


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Pedagogical Framework

A common, consistent and evidence based approach to Pedagogy (Teaching and Learning) is

vital to ensuring that the learning outcomes for all students are maximised. Our school, cluster

and region have adopted Archer and Hughes Explicit Instruction: Effective and Efficient

Teaching. Explicit Instruction is systematic, direct, engaging and success orientated. Explicit

Instruction has a validated strong research base demonstrating success with general and speed

education students.

All stakeholders are integral in a partnership with regards to this Pedagogical Framework. This

can be illustrated in the diagram below.


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Explication Instruction is a direct approach to teaching that includes both instruction design and

delivery procedures. It is characterised by a series of supports whereby students are guided

through the learning process with:

Clear statements about the purpose and rationale for learning the new skill,

Clear explanations and demonstrations of the instructed target, and

Supported practice with feedback until independence has been achieved.

There is a direct alignment between Explicit Teaching and the six Core Principles of the

Pedagogical Framework at Nanango State High School. This alignment can be seen in the

following table.

Explicit Teaching

Lesson Structure

Warm Up

Opening

WALT: We are learning to …

WILF: What I’m looking for …

TIB: This is because …

Body I do

We do

You do

Closing

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Explicit Teaching Lesson Structure – Prompts for Reflective Teachers

A note about the Explicit Teaching Lesson Structure (ETLS) – New information is always to be taught using the ETLS. Whilst these stages must be done in this sequence, teachers may not necessarily follow every step every time, for

example, an initial lesson may just contain the ‘Warm up’, ‘Opening’ and ‘I do’. The following lesson may do this again adding the ‘We do’. At times, some lessons require moving back and forth between the ‘I do’ and ‘We do’ several times

before moving onto the ‘You do’. Teachers will need to make these pedagogical decisions based on the content, their experience and their student’s understanding.

Prior to the

lesson

How well planned am I for this lesson? What data has informed the pedagogical choices I’ve made? What consideration have I given to the learning environment both physically and emotionally? How will my decisions

impact on the learning of all students? How well do I know my students and how is this reflected in my planning for this lesson? How will I link the learning to real world contexts? What structures and routines are in place to

provide a platform for learning? What is my personal goal for this lesson?

Warm

Up

Warm ups must be:

Data-driven

Well structured, well prepared and implemented with clarity;

Focus student’s attention; grab interest;

Include 100% active participation

Be fast-paced

Relate to the learning area

Prepare students to concentrate

May include collaborative learning strategies

Check for understanding and provide feedback

What do my students need to be ready for this learning?

Do they need to be hooked in, switched on or skilled up? Do they need a combination of these things?

What data will I use to inform this warm up?

How will I ensure 100% participation?

What routines do I need to establish for this type of warm up?

How will I check for understanding and provide feedback?

Opening Posted statements of WALT, WILF, TIB that can be referred to throughout the lesson.

We are learning to … - this is the key concept or skill that is the key focus for the lesson

What I’m looking for … - what the students will look for in the lesson to know they have been

successful; what the teacher will look for to provide feedback against. This is about the learning that

will happen but can also include a behaviour expectation.

This is because … - statement about the reason this Is a learning focus. This needs to be more than

‘because it is on the assessment’

WALT, WILF, TIB

How will I decide on the one core thing (concept or skill) I want my students to get from this lesson?

How does this concept/skill fit in the bigger picture of the unit of work?

What is it I and my students will look for and will provide feedback on? How will I know they have been successful

and to what degree?

What is the reason we are doing this?


I do Explicit teaching and modelling of the concept or skill

An anchor chart is invaluable here

Break the concept/skill down into clearly defined steps

Often more than one demonstration is needed. Be clear, consistent and concise

Check for understanding and provide feedback

What will I say during my ‘think alouds’ when I demonstrate the concept or skill?

What visuals or graphic organisers will I use?

How will I break it down into clearly defined steps?

How will I check for understanding and provide feedback to know how much to demonstrate?

How will I know my students are ‘with me’ during the modelling?

How will I know we’re ready to move to the ‘we do’?

We do Students provided with guiding prompts/scaffolds as they work through the same example that was

modelled. Prompts may include anchor charts or other visual prompts, questions, directions, clues or

reminders.

Several opportunities should be given for student s to practice the skill/strategy and experience

success. Scaffolds are gradually withdrawn to develop independence.

Move from telling to asking to reminding

Constantly check for understanding throughout to ensure every child has understood the

skill/concept and provide feedback

What prompts and scaffolds will my students need as they begin their guided practice?

Will I provide an anchor chart, visual prompts, questions, directions, clues or reminders?

How will I ensure that there is the opportunity for students to practice the concept or skill and experience

success?

What opportunities will be available for collaborative learning strategies?

How will I check for understanding and provide feedback to every child individually?

How will I let the students know they are successful?

What will I do if some students aren’t experiencing success?

How will I know it is time for independent practice (You do)?

How will I refer back to my WALT, WILF, TIB to make sure we’re still on track?

You do Students perform skill/strategy that was modelled – individual activities that every child should be

able to do independently.

Teacher constantly checking for understanding and providing individual feedback.

Differentiation evident –work given at their level – teachers differentiate by providing scaffolding or

working 1-on-1 or in a small group, while providing others harder examples or extension.

How will I provide the opportunity for every student to practice the skill independently?

How will I check for understanding and provide feedback to every child individually?

Closing Review the WALT, WILF and TIB

Students should be able to articulate what they learnt as opposed to what they did

Check for understanding of all students and provide feedback

How will I use my WALT, WILF and TIB as an effective lesson review?


How will I ensure I have time to effectively reflect?

What reflecting tools will the students use?

How will I use the information I gain through the lesson closing to inform my next lesson and/or warm up or

consolidation episodes?

After the lesson Did every child achieve our WALT statement? What needs to be revised, repeated or consolidated? How will I do this? What worked well? What will I do differently next time? How effective was my feedback? Did I

achieve my personal goal for that lesson? Why/why not? What are the implications of this lesson for the next lesson?

I do it Teacher behaviour Student

Behaviour Articulates goals and purpose Initiates Models Explains Thinks aloud Names cognitive and meta-cognitive processes Shows how to do it - demonstrates

Listens Observes Takes notes Asks for clarification May participate on a limited basis

Symphony of Teaching and Learning

We do it Teacher behaviour Student

Behaviour Demonstrates Leads Works with students Suggests Explains Checks Clues Prompts Responds Acknowledges

Listens Interacts Questions Collaborates Responds Tries Out Approximates Participates Works with teacher and peers


You all do it together Teacher behaviour Student

Behaviour Sets and teaches expectations and roles Moves amongst groups Clarifies Supports Engages

Discusses Collaborates Shares Consolidates Reviews Applies Reciprocates


You do it alone Teacher behaviour Student

Behaviour Scaffolds Observes Encourages Clarifies Confirms Validates Teaches as needed

Evaluates Coaches Provides feedback Affirms Responds Acknowledges Evaluates Sets goals

Applies learning Takes charge Initiates Practises Problem solves Self-directs Self-corrects Self-monitors Self-evaluates


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Alignment of Explicit Teaching to the Six Core Principles of the Pedagogical Framework at Nanango State High

School

Principles Explicit Instruction: Effective and Efficient Teaching Archer & Hughes

At Nanango State High School we are committed to

1.

Stu

den

t ce

ntr

ed p

lan

nin

g

Decisions based on knowledge of the students and their prior learning and attributes

The Underlying Principles of Effective Instruction (p4) indicate that to promote high levels of success for students there needs to be an appropriate match between what is being taught and the instructional needs of the students. Teachers need to know whether students have critical pre-requisite skills before beginning instruction to ensure students are able to learn new skills (p26).

Staff accessing centrally stored data on all students (G drive)

Continuing to use PAT testing as the central data source to inform student progress over time and to identify and respond to student needs (in Year 8 & 9)

Continuing to use PAT testing results to inform differentiation and how we differentiate recorded in all One School planning documents

Using Accelerated Reader data to respond to student needs

Using NAPLAN data both Nanango SHS Feeder Schools to respond to student needs

Providing opportunities to support teachers in reviewing achievement data and engaging in professional discussions with the relevant Heads of Department, and the learning support teacher through one on one meetings (at least twice a year), faculty meetings and full staff meetings

Providing targeted resource allocations (both physical and human) in response to student needs

The Senior Outcomes Team (SOT) and Junior Student Outcomes Team (SJOT) meeting regularly to analyse student performance data across all year levels

Adopted the Regional Benchmark targets

Range of agreed data used to personalise learning pathways and target resources

This approach has no explicit advice on the collection of data.

Frequent monitoring and diagnostic assessment to inform differentiation

When monitoring student performance carefully, teachers gain information on student performance and adjust the instruction within the lesson or in future lessons (p173).

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At Nanango State High School we are committed to 2

. H

igh

exp

ecta

tio

ns

Comprehensive and challenging learning goals for each student based on agreed data sets

This model suggests that students will gain more if a specific performance goal is established. They focus on the importance of setting performance criterion framed in terms of participation, completion, accuracy, fluency or performance on specific criteria (p224).

All students having a ‘Goal Setting Card’ with agreed goals on performance and strategies to reach these goals. The students/teachers/carers ‘sign off’ on these agreed goals at the start of each semester

All students working towards Nanango State High School target priorities published annually and communicated at full school parades, P&C meetings, the school newsletter and school website

All staff continue to incorporate ‘Symphony of Teaching’, Blooms and Gardeners in One School planning to ensure deep learning through higher order thinking

All staff being coached by Manager’s on their Developing Performance Plan goals at least twice each semester

All staff having a ‘Learning Partner’ to mentor, support and provide feedback to them about teaching and learning

All staff to engage in targeted professional development that is linked to the Annual Implementation Plan

Leadership Team members being coached by their line managers on their Developing Performance Plan goals

Organised and structured induction programs for new teachers (Induction Checklist) and beginning teachers (Beginning Teachers Program) with a particular focus on Explicit teaching

The Key Ticket Program as part of the School Wide Positive Behaviour Program (SWPBS) to reward students and build positive relationship between staff and students

Deep learning through higher order thinking and authentic contexts

An element of this approach is to provide (independent) distributive and cumulative practice which involves practicing skills over time then adding related skills to skills that were previously acquired and practiced. The purpose of independent practice should be to use all of the skills learnt in a unit in a meaningful context.

Agreed procedures for ongoing induction, coaching, mentoring and support in teaching and learning for all staff

The 16 Elements of Explicit Instruction can be used as a framework for observing and giving feedback on teaching and as a focus for ongoing professional development.

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. A

lign

men

t o

f cu

rric

ulu

m a

, ped

ago

gy a

nd

ass

essm

ent

Pedagogy aligned with curriculum intent and demands of the learning area/subject, general capabilities and cross-curriculum priorities

One of the Six Principles of Effective Instruction (p5) is: Increase Content Coverage – the more academic content covered effectively and efficiently, the greater potential for student learning. The model highlights the importance of considering what to teach, how to teach it and how it will be practiced (p8). When deciding on what to teach, teachers need to examine the curriculum, select critical skills and objectives and discard or at least deemphasise those that are less critical. Content coverage can be maximised when teachers focus on skills, strategies, concepts or rules that will generalise too many other items or situations (p8). Content coverage is also influenced by how skills are taught and practiced and most of the instructional considerations are related to efficiency (p9).

All staff implementing the National Curriculum

All staff implementing the Essential Learning’s in key learning areas

All planning being completed in G Drive and shared with staff

Staff providing quality exemplars to students to ensure their academic potential is reached

All staff using the ‘Explicit teaching’ lesson model with the associated meta language (WALT, WILF, TIB) including using a wide variety of strategies for warm ups

All staff participating in moderation processes at the different levels:

QCAA processes moderation

Cluster moderation processes with feeder schools

Intra school cross marking and moderation processes to ensure consistency of teacher judgement

NSHS working with cluster schools to establish alignment of standards within the National Curriculum

Providing students with quality assessment tasks that have criteria and standards outlined clearly

Provide students and their carers with an accurate Assessment Calendar at the start of each semester to assist in organisation

Supporting staff in developing networks both locally and regionally to enhance professional practice and to ensure consistent application of standards

Heads of Department updating School Curriculum Plan annually

Actively participating in staff meetings where one focus area is teaching and learning

Assessment, with explicit criteria and standards, planned up front and aligned with teaching

This model suggests that when setting assignments for independent practice that it is advisable to clarify and verify students’ understanding by going through the task directions and modelling completion of an item (p223). Additional information such as due date should be communicated to students and evaluation criteria should be presented to students prior to the task being completed (p226).

Lesson design and delivery, including monitoring and data collection practices, consistent across the school and learning area

A typical explicit lesson is presented in three logical parts: opening, body and closing.

Opening – includes several activities that frame the lesson’s purpose, as well as ensure that students have the prerequisite skills and knowledge to learn the new skill or content (p24).

Body – where instruction of the new knowledge, skill or procedure occurs. Addresses forms of knowledge – Declarative (factual), Procedural and Conditional. Generally includes three processes:

1. Modelling (I do it) 2. Providing prompted or guided practice (we do it) 3. Providing unprompted practice (you do it) (p29)

Closing – provides a review and informs students about what is coming next (p39).

Although structured, it can be adapted to meet the curriculum intent and student needs. This model highlights the importance of monitoring throughout lessons to gain information on student performance, provide corrections and affirmations and adjust the instruction within the lesson or in future lessons and provides examples of different ways to monitor and provide feedback to students.

Moderation practices to support consistency of teacher judgment about assessment data

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. Ev

iden

ce b

ased

dec

isio

n m

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Teaching and learning informed by student performance data and validated research

The suggestions in this approach are based on 30+ years of research from studies about the effectiveness of using an explicit approach to teaching academic skills (p13). The approach focuses on overarching instructional variables highly related to student achievement:

The Six Principles of Effective Instruction (p5) 1. Optimise engaged time/time on task 2. Promote high levels of success 3. Increase content coverage 4. Have students spend more time in instructional groups 5. Scaffold instruction 6. Address different forms of knowledge

Throughout a teaching and learning cycle teachers must carefully attend to student responses in order to gain information on student performance, provide corrections and affirmations and adjust the instruction within the lesson or in future lessons (p173).

All staff using student performance data (tracked and Dashboard) to inform teaching and learning, differentiation and planning via the ‘data folder’

Reporting to carers three times annually and conducting two parent/teacher interview sessions

Providing quality written feedback on assessment tasks to students through the drafting process

Providing feedback to students and carers about Queensland Certificate of Education (QCE) and Overall Position progress throughout the Senior Phase

Using the data provided to staff by the Senior Outcomes Team and Junior Student Outcomes Team to inform practice

All staff using the ‘Explicit Teaching’ lesson model with associated meta language

All staff providing timely and relevant feedback, both formative and summative, to all students

The Year Level Coordinators and the relevant Administration Representative to meet with students to provide feedback on academic performance after each reporting period

All staff providing ‘affirming’ feedback to every student at least once each teaching period

The Learning Support Teacher ‘testing’ students (new and identified) in the school to determine needs and appropriate resourcing

Responding to Client Opinion Survey data in a responsive and responsible manner

Conducting a survey mid-year to determine school progress

Providing regular reports to parent groups like the P&C

Holding information nights and afternoons for parents

Quality evidence of the sustained impact of the agreed teaching methods is used to inform teaching and learning

The model focuses on the 16 Elements of Explicit Instruction which can be seen as methods to ensure the Six Principles of Effective Instruction are addressed in designing and delivering instruction (p4). Effective delivery of instruction occurs when there is an interaction of the Six Principles and 16 Elements through a common lesson structure for teaching basic skills and strategies, concepts and vocabulary and academic skills. Throughout the lesson structure monitoring performance and providing feedback are two of the four essential delivery skills. Teachers must carefully attend to student responses in order to gain information on student performance, provide corrections and affirmations and adjust the instruction within the lesson or in future lessons (p173).

Agreed feedback practices by staff, parents and students

The model highlights the importance of providing immediate affirmative and corrective feedback to students on their performance. The focus is on giving appropriate feedback to ensure it is helpful and not harmful to students. Feedback can be given during explicit teacher-directed lessons (p157) or during independent work (p224). It is suggested that observational feedback based around the essential delivery skills is useful for teachers.

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. Ta

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nd

sca

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Comprehensive range of agreed contemporary teaching strategies that support curriculum intent, engage students and exploit available technology

The model emphasises consistent use of an explicit lesson structure and the ‘I do, We do, You do’ framework rather than a range of teaching strategies and methods. One of the four essential delivery skills from the 16 elements focuses on Require Frequent Responses and details a range of strategies to elicit student responses (oral, written and action), to ensure students are interacting and responding, which increases attention, on-task behaviour and learning and decreases behavioural challenges (p131).

Use a wide variety of teaching strategies, including technology to support the curriculum intent and ensure strong student engagement e.g. Symphony, Blooms, etc

All staff to provide relevant and appropriate scaffolding according to the identified needs of the students for assessment tasks

The Learning Support Teacher meeting and communicating regularly with staff to update student progress and performance

Teachers exploiting available technologies to their maximum potential to ensure student engagement

Teachers noting in One School planning strategies for differentiation in every unit

Providing support to students with identified needs when completing assessment by the provision of e.g. scribe, reader, laptop

Differentiated and scaffolded teaching based on identified needs of students

One of the Underlying Principles of Effective Instruction (p5) is: Have Students Spend More Time In Instructional Groups – The more time students participate in teacher led skill level groups versus one-to-one teaching or seatwork activities, the more instruction they receive and the more they learn. Grouping for instruction, by putting students into groups based on instructional needs and current functioning level allows students to learn the skills most appropriate for them, thus increasing their success. This form of grouping should be used flexibly and should always be based on students’ individual needs, which may change over time (p10). Deliberate, careful and temporary scaffolding is used to allow students to learn new basic skills as well as more complex ones, maintain a high level of success as they do so and systematically move toward independent use of the skill. Scaffolding addresses several areas of learning difficulty including attention problems, working memory deficits and poorly organised knowledge (p10).

Creating a future together

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At Nanango State High School we are committed to

6.

Safe

, su

pp

ort

ive,

co

nn

ecte

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nd

incl

usi

ve le

arn

ing

envi

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men

ts

Consistent, whole school approach to classroom and behaviour management, recognition of difference, student wellbeing and development of student autonomy

The model highlights the importance of Organising for Instruction by setting the stage in the classroom so you can deliver lessons in a way that promotes learning (p109). 1. Organising the physical space (p109) – setting up certain

conditions and organising the environment so that life in the classroom is positive and orderly.

2. Establishing classroom rules (p117) – well designed classroom rules with clear expectations promote safety, create a positive learning environment in which teacher can teach and students can learn.

3. Determining and introducing routines and procedures that guide both teacher and student behaviours throughout lessons (p121) – routines and procedures need to be clearly delineated, taught, reviewed and used to ensure appropriate behaviour occurs and the class is more likely to run smoothly.

The school’s four values – Respect, Responsibility, Effort and Safety

School Wide Positive Behaviour Support (SWPBS) embedded across the entire school

Modelling and explicitly teaching appropriate behaviours to ensure consistent and clear expectations and routines for student learning

Celebrating successes of all students including those in the Special Education Program

Developing young people into positive leaders through specific programs

Maintaining and enhancing processes both within the school and also the wider community on the appropriate use of digital technologies

Continuing a relevant and engaging CEALS program (Career Education and Life Skills) to develop the ‘whole’ student

Incorporating Essential Skills across the school

Implementing as a key school document Essential Skills of Classroom Management across the school

Complete implementation of the Learning and Wellbeing Framework

All staff having a complete understanding of the Responsible Behaviour Plan for students

All staff having an understanding of the role they play in the provision of a safe and supportive learning environment

Providing classrooms that are welcoming, well-resourced and maintained where students feel safe to take risks with their learning

Innovative, responsible and ethical use of digital technologies


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The procedures, practices and strategies for teaching, differentiating, monitoring, assessing and

moderating contained in this Framework ultimately reflect the school values and support

students in reaching their academic potential.

What we currently do

Underpinning the Nanango State High School Philosophy, Vision and Values is a Charter of

Expectations ‘The Nanango Way’. This is centred around the AITSL (Australian Institute for

Teaching and School Leadership) seven standards. Essentially it is what teaching practice

looks like at Nanango State High School. This can be seen in the following table.

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‘The Nanango Way’ – Charter of Expectations

Australian Institute for

Teaching and School

Leadership Standard

Descriptor -Proficient What it looks like at Nanango

Standard 1: Know the

student

Understand the physical, social and

intellectual development and characteristics of

students

Understand how students learn

Understand the needs of students with

diverse linguistic, cultural, religious and socio-

economic backgrounds

Understand the needs of Indigenous students

Differentiate for students across the full range

of student abilities

1. Develop productive relationships with all students.

2. Understand the characteristics/needs of students in J/S, Senior-phase and

support programs. Apply these understandings to your students.

3. Access research regarding adolescent development and apply to your classes.

4. Make data-driven decisions by using One School classroom dashboards and

One School student dashboards to identify student strengths and deficits then

plan and teach towards both. Minimum data to consult is LOA, NAPLAN, PAT,

ICP, Reading Data.

5. Consult with One School, YLC, HODS, support team and colleagues to develop

a learning profile on all students in your classes.

6. Complete the Goal Card process thoroughly with students.

Standard 2: Know the

content and how to teach

it

Content and teaching strategies of the

teaching area

Curriculum, assessment and reporting

Understand and respect ATSI people and

promote reconciliation between Indigenous

and non-Indigenous Australians.

Support Literacy and Numeracy improvement

1. Developing acceptable learning programs appropriate for every student in your

class. (ICP’s)

2. Identify and explicitly teach the critical content objectives as well as literacy and

numeracy objectives of the unit of work.

3. Front-end assessment, explicitly teach assessment skills and assessment

criteria. Supply Exemplars to students.

4. Focus on core content.

Standard 3: Plan for and

implement effective

teaching and learning

Establish challenging learning goals

Plan, structure and sequence and use

learning programs

Select and use resources

Use effective classroom communication

1. Always have high expectations and teach students to meet set expectations.

2. Consult the NSHS Pedagogical framework and plan using G Drvie.

3. Use effective warm ups in all lessons and publish learning intent and success

criteria in each lesson.

4. Use an Explicit teaching model – I do, we do, you do as core tool each lesson.

5. Provide multiple examples to ensure student mastery

6. Use multi-modal presentations through the use of ICTs

7. Plan and teach co-operatively as part of a Faculty.

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Australian Institute for

Teaching and School

Leadership Standard

Descriptor -Proficient What it looks like at Nanango

Standard 4: Create and

maintain supportive and

safe learning

environments

Support inclusive practices

Establish and maintain workable routines

and a managed learning environment

Maintain student safety

1. Focus on affirmative feedback (PBL free and frequent, use Reward System,

Postcards and other acknowledgement functions)

2. Explicitly teach and reference the NSHS Responsible Behaviour Plan

3. Have consistent routines/consequences in classrooms and focus on safety

4. Use the NSHS Behaviour Flowchart

5. Establish a “buddying relationship” with other teachers

6. Use the One School referral process effectively

Standard 5: Assess,

provide feedback and

report on student learning

Assess student learning

Provide effective feedback

Make consistent and comparable judgements

Interpret student data

Report on student achievement

1. Follow the curriculum and assessment plan for your subject area

2. Create assessment to ensure student success

3. Provide timely written feedback on assessment and maintain effective student

records

4. Participate in internal and external moderation

5. Use student data to inform planning and curriculum delivery.

6. Provide effective feedback to students and parents both formally and informally

Standard 6: Engage in

professional learning

Identify and plan professional learning

Engage with colleagues in professional

learning and improve practice

1. Create and negotiate a meaningful PDP annually through the three phases

2. Actively participate in professional mentoring/coaching including observing and

being observed by peers in classrooms

3. Seek and provide supportive feedback on teaching practices

4. Undertake PD around student teaching and learning needs

5. Participate effectively in conversations with HODs

Standard 7: Engage

professionally with

colleagues,

parents/carers and the

community

Meet professional ethics and responsibilities

and comply with legislation

Engage with parents and carers

Engage with professional networks and

broader communities

1. Attend staff and faculty meetings as well as moderation and collegial planning

meetings

2. Comply with Code of Conduct and Ethical Decision Making protocols

3. Complete mandatory PD

4. Comply with WHS including CARAs and VSR for alternative activities

5. Engage in whole-school priorities and act collegially to improve the school

6. Build links with the broader community to advance the perception of public

education in the community

References:

DDSW 16 Elements of Explicit Instruction; Archer and Hughes, Explicit Instruction ; DETE - Flying Start; NSHS Pedagogical framework;

NSHS Responsible Behaviour Plan; Curriculum Risk Assessments (CARA); AITSL


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Reporting

Reporting aims to communicate information on the results of assessment of student

achievement to a variety of audiences, in a variety of ways. Reporting at Nanango State High

School is in accordance with Education Queensland Policy. The purpose of reporting is to:

Recognise, acknowledge and give credit for what students have achieved and experienced

Contribute to students’ personal development and progress, improving motivation, providing

encouragement, and increasing their awareness of strengths, weaknesses, opportunities

and a basis for intervening in problems in learning and behaviour management

Assist the school and the system in identifying the students’ potential and identifying how

well the curriculum, pedagogy and assessment enables students to develop academic and

social skills

Assist students and their parents/carers to determine future educational and employment

pathways and be aware of their child’s progress

Account for the achievements of the school to the public and to the system

Provide opportunities for teachers and administrators to talk about individuals’ and groups’

progress and about possible interventions and curricular approaches and for teachers to

reflect on these curricular approaches

Provide information to prospective employers

The reporting system at Nanango State High School:

Is completed in consultation with the community

Is planned and regularly reviewed, using a whole-school approach

Provides information about the diverse needs of individuals

Incorporates a broad range of communication strategies

Records student progress and achievement in all mandated areas of study

Reporting to parents/carers draws on individual student records, supplemented by other

evidence such as recorded by teachers and/or students in student folios. Reporting occurs in

line with the following schedule:

Interim reporting occurs for the whole school with a written report issued in Term 1

A formal report for each student is issued at the end of Semester 1 and 2

For senior students these reports are an indication of progress towards exit levels

Graduating Year 12 students receive a Senior Statement and if achieved, a QCE issued by

the Queensland Curriculum and Assessment Authority (QCAA)

The opportunity for face-to-face reporting occurs in Term 2 and Term 3 after reports have

been issued in the form of Parent/Teacher interviews


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Parents are encouraged to communicate with teachers at any time regarding student

progress

Students on IEP’s receive individualised reports that indicate their personal performance

Senior Mentoring

All students in Year 11 and 12 are assigned an Academic Coach who is a member of the Senior

Outcomes Team (SOT). The coach meets with their students at least once each semester to

discuss their progress towards achieving their QCE, tertiary aspirations and if they are on track

regarding Ops and other issues that may be impacting on their schooling.

Documents

Curriculum Plan - Nanango State High School Plan 2017.pdf · Junior Secondary Curriculum ... Hardware/Software Problems: ... syllabus then in consultation with the relevant HOD a