PARKHURST STATE SCHOOL Pedagogical · PDF filePedagogical Framework ... This document provides an overview ... Our team of teachers plan utilising and adapting the Curriculum to Classroom

PARKHURST STATE SCHOOL

Pedagogical Framework

Pedagogical Framework A common, consistent and evidence based approach to teaching and learning is vital to

ensuring that the learning outcomes for all students are maximised. This document

provides an overview of the beliefs, principles and practices that underpin our consistent

approach to teaching and learning at Parkhurst State School.

Our framework allows us to work towards achieving our motto of ‘Leap to Lead’ and

shared vision for ‘Every Parkhurst Learner to be literate, numerate, safe, happy and

learning every day’. This framework also reflects our five core values of respect,

responsibility, rigour, resilience and positive relationships, also referred to as our ‘5Rs’.

Teaching and learning at Parkhurst State School is informed by a number of key

approaches and frameworks, responsive to the individual learning needs of our students.

The varied components underpinning our Pedagogical Framework include …

‐ Productive Pedagogies

‐ Effective Teaching and Learning Elements

‐ Explicit Instruction Lesson Sequence

‐ The Four Resource Model for Literacy

‐ The Dimensions of Teaching and Learning

‐ Inquiry Based Learning

‐ Frayer’s Model for Vocabulary

‐ Kagan Cooperative Learning Structures

The enactment of our framework is underpinned by our shared beliefs and expectations,

which clearly articulate our common beliefs about students and their learning and the

ways in which we translate these beliefs into our everyday practice.

Our school has developed a range of processes to support the implementation of our

pedagogical framework, particularly in relation to curriculum planning, assessment,

feedback and coaching. Our team of teachers plan utilising and adapting the Curriculum

to Classroom (C2C) materials provided by Education Queensland. A range of student

data is drawn upon and aligned to this Pedagogical Framework. All teachers develop

and monitor clear and explicit learning goals reflective of their observations and student

data. This information assists teachers to differentiate learning in order to support all

students to achieve their individual and collective goals.

A wide range of resources are readily available to support planning processes, including a

data analysis guide, a differentiation guide, and a range of key documents and policies

relevant to the school’s key priorities, including literacy, numeracy and ICT.

As a school, we have developed a school wide approach and utilise school specific

documents and templates for lesson observations, capturing and providing feedback and

evaluation to foster an open, supportive and professional culture of reflection and

continuous improvement. Regular observation and feedback for all teachers is framed

around key reflection tools directly linked to the different components of our Pedagogical

Framework. Feedback elements are clearly negotiated using a collegial coaching and

mentoring model focussed on supporting the continued refinement and growth of

teacher expertise.

This Pedagogical Framework provides our school community with a clear and united way

to continue working together to build the professional capacity of our teachers and

improve the learning experiences and outcomes of all learners.

Our Shared Vision Every Parkhurst learner is literate, numerate, safe, happy and learning every day.

Our Mission We deliver a consistent and differentiated 21st century education to the full range of

learners through dynamic pedagogy using the latest technologies and resources, whilst

preparing learners for futures beyond the school context.

To develop our learners as global 21st century citizens that are creative, literate, numerate,

ecologically aware, democratic, healthy, digitally literate, globally informed lifelong

learners.

Connectedness and Citizenship drive our mission.

Our Shared Values (5Rs) Respect, Responsibility, Rigour, Resilience and Relationships

Our Shared Beliefs ‐ Our learners are individuals who learn at their own rate using

their preferred learning styles to reach their full potential.

‐ High expectations are essential for high performance.

‐ Our environments are warm, caring, nurturing and stimulating to develop independent,

21st Century learners.

‐ Children learn best by doing and through modelling.

‐ Negotiation, choice, risk taking and challenges are an important part of the learning

process.

‐ Learning must be engaging, futures orientated and connected to the real world.

Our Shared Mantras ‘It takes a village to raise a child.’

‘Learning is OUR work’

‘Go narrow and deep’

School Motto ‘Leap to Lead’

School Catchphrase ‘Tomorrow’s Teaching and Technology TODAY !’

Regional Mantras “Every child has a good day every day.”

“Every child matter every day.”

Parkhurst State School’s Pedagogical Framework has been developed over an extended

period of time, encapsulating the pedagogies distinct to our school as well as embracing

a range of other pedagogies that have, through research, been proven to be effective in

driving school improvement. This Framework strives to achieve high quality teaching

focused on the every learner’s achievement, implanted with consistency across all classes,

learning neighbourhoods and sectors. Instructional Leadership drives and supports its

implementation to further improve learner performance and achieve success.

Our Pedagogical Framework is aligned with strategic planning, links to our school vision,

values, beliefs and motto and supports excellence in teaching and learning. This

Framework clearly articulates clear expectations of our teachers and requirements of our

school across the following areas.

High Expectations ‐ All teachers establish and maintain high expectations for every learner

‐ Our shared school vision drives all aspects of our core business

‐ All teachers set class targets aligned to school expectations and standards

‐ Every learner collaboratively develops learning goals and aspirational performance

targets with teachers

‐ All teachers aim to achieve performance targets and goals for every learner

‐ Teachers set and maintain high standards of bookwork and presentation

‐ Teachers provide targeted feedback and support students to achieve their goals

‐ Special Needs Action Group (SNAG) identifies high achievers to design and deliver

individual curriculum adjustments

‐ All staff consistently deliver the elements of Explicit Instruction including the establishment

of learning intent, success criteria, warm ups and plough backs ‐ Principal, HoC and HoSES model quality teaching to reflect high expectations ‐ High expectations for student behaviour is communicated and delivered

Student Centred Planning

‐ Teachers collect data every five weeks aligned to the school’s Assessment Framework to

inform curriculum design and delivery, develop individual learning goals, gauge the

effectiveness of programs and learner achievement/progress

‐ Teachers analyse and use performance data to develop their knowledge of learners

and inform class data action plans

‐ Teachers differentiate for all learners based on their academic, social, physical,

behavioural and emotional needs

‐ Teachers provide targeted feedback (written and oral) to students and co-develop

relevant and achievable learning goals

‐ Teachers provide regular feedback to parents/carers about student learning, including

recommendations to support further improvement

‐ Guided Reading is facilitated in every learning space, every day

‐ Demand Writing Tasks facilitated each week and assessed against set criteria

‐ A variety of assessment collection tools used to guide class, sector and school wide

decision making, including planning and resourcing

‐ Special Needs Action Group (SNAG) meet regularly with a clear focus on learner

differentiation

‐ Principal, HoC, HoSES, STLN, and SEP Staff work with individual teachers and teams to

analyse data to make curriculum adjustments

Alignment of Curriculum, Pedagogy and Assessment

‐ Teachers adopt/adapt Curriculum to Classroom (C2C) materials, School Curriculum

Programs, QCAR Essential Learnings and ACARA National Curriculum documents to plan,

assess and report

‐ Every Teacher has a ‘Red and Black’ Folder and an A3 ‘Data Folio’ to house all

Curriculum, Pedagogical and Assessment materials, resources and documents to

consistently deliver the planned and enacted curriculum

‐ All Teachers implement and moderate a range of common tasks using transparent

criteria, including weekly Demand Writing Tasks

‐ All Teachers prominently display their Term Curriculum Intent and related Success Criteria

as ‘WALT’ AND ‘WILF’ statements for learners, parents and carers

‐ Teachers meet regularly to collaboratively plan, assess and moderate student work,

analyse data and discuss the schoolwide alignment of curriculum, pedagogy and

assessment

‐ Principal and HoC continue to mentor all staff in the delivery of Explicit Instruction

elements, providing feedback on negotiated elements

‐ Teachers participate in negotiated collegial classroom observations, feedback and

rigorous reflection sessions

‐ School specific policies are regularly monitored and reviewed

‐ All Teachers identify their learning needs as part of their Developing Performance Plans

and undertake professional learning to further enhance their pedagogy

Evidence Based Decision Making ‐ Teachers collect and analyse a range of data sets within the Schoolwide Assessment

and Monitoring Schedule to make consistent judgements about learner performance

and achievement, inform the teaching and learning cycle and differentiate

‐ Teachers engage in rigorous moderation processes in sectors to ensure assessment and

reporting consistency

‐ All Teachers meet face to face with Parents and Carers twice a year with open

invitations for additional meetings as required

‐ All Teachers utilise a school wide feedback process as part of the implementation of

Explicit Teaching

‐ ‘Red and Black’ Folders house a wide range of documents and policies to ensure school

wide consistency and facilitate staff induction

Targeted and Scaffolded Instruction

‐ Explicit Instruction is the central pedagogy used by all Teachers, supported by a range of

other pedagogies

‐ A variety of ICTs are utilised schoolwide to engage learners, collaborate, communicate

and create

‐ Multimodal approaches are enacted by teachers to cater for the range of identified

learning styles of students

‐ Classroom Displays provide learners with exemplars and expectations of high quality

work, stimulus material and environmental print

‐ Teachers meet regularly to analyse data as a strategy to continually target and

differentiate scaffolded instruction

‐ Student outcomes are monitored every five weeks to further differentiate individualised

and group programs and align resources

‐ Schoolwide data captures are amalgamated and presented to staff every five weeks to

monitor progress and celebrate successes

‐ The Special Needs Action Groups monitors student achievement to target learners for

extension and enrichment programs as well as monitoring students with learning

difficulties

‐ Extended Learning Programs are facilitated by Music Specialist Teacher and Support

Teacher (Literacy/Numeracy)

‐ Support a Reader is facilitated four days a week targeting readers requiring assistance

Safe, Supportive, Connected and Inclusive Learning Environments ‐ Responsible Behaviour Plan for Students is implemented consistently with positive and

proactive whole school approaches managing learner behaviour

‐ Schoolwide expectations are delivered through the explicit teaching of the school’s

Values (5Rs) and related Virtues

‐ Values and Virtues induct ‘newcomers’ and remind all students of schoolwide

behavioural expectations

‐ All Teachers establish positive classroom environments and relationships, with clear

expectations around student conduct, engagement and consequences

‐ All Teachers maintain an active classroom presence and engage with learners

throughout all stages of the learning process

‐ Staff regularly consider and monitor established approaches to differentiation, student

wellbeing and schoolwide management processes

‐ A detailed Special Needs Action Group Referral Process clearly articulate the roles and

responsibilities of schools personnel

‐ Guidelines regarding the school’s Special Education Program (SEP) roles and

responsibilities have been developed and communicated to all staff

‐ A wide range of digital pedagogies and technologies are embedded across all learning

spaces

‐ Every opportunity to recognise and celebrate learner and staff achievements is enacted

PARKHURST STATE SCHOOL Curriculum Design and Review

The Principles of Effective Teaching and Learning …

‐ is founded on an understanding of the learner ‐ requires active construction of meaning ‐ enhances and is enhanced by a supportive and challenging environment ‐ is enhanced through worthwhile partnerships

‐ shapes and responds to social and cultural contexts

Dimensions of Teaching and Learning

‐ recognises that effective teachers place learners at the heart of

their practice

‐ teachers focus on making critical decisions regarding the learning

of every learner

‐ each dimension links to and supports the others, there is no fixed

starting point

‐ teachers work hard to provide learning experiences to ensure that

every day in every classroom, every student is achieving

‐ in designing any learning, we seek to understand the readiness of

all learners and set challenging but achievable learning goals

‐ The quality of classroom teaching has a profound influence on

student learning and achievement.

Productive Pedagogies

Twenty elements organised under the four dimensions of …

‐ Intellectual Quality

‐ Recognition of Difference

‐ Connectedness

‐ Supportive Classroom Environment

Four Resource Model

‐ Each ‘practice’ builds learner literacy capacity and can be used

across all key learning areas

‐ articulates that effective literacy draws on four ‘practices’ that

are necessary but not sufficient on their own

‐ learners decode written text, understand and compose meaningful

texts, use texts functionally and critically analyse texts

Inquiry Based Learning

‐ takes many forms, including issue/problem based, action led,

negotiated play or play based inquiry

‐ allows learners to …

‐ ask and answer questions

‐ build on their prior knowledge and develop concepts

‐ make discoveries and discover information

‐ make connections between ideas and experiences

Learning Pyramid of Instructional Procedure

‐ Guides schoolwide differentiation and pedagogy

‐ Recognises how individuals learn best, from explicit instruction to

coaching and mentoring

‐ The first four levels are passive learning methods

‐ The bottom three levels are active learning methods

‐ The difference in retention between passive and active methods is

the extent of reflection and deep cognitive processing

Reading Pedagogy

‐ Aligned to shared beliefs around the teaching of reading

‐ Uses Whole-Part-Whole approach and key elements of modelled,

guided, shared and independent reading

‐ Incorporates Three Level Guides

‐ Gradually releases responsibility of learners

‐ Incorporates explicit teaching of a suite of comprehension skills and

strategies

Bloom’s Taxonomy

‐ Bloom's Taxonomy promotes higher forms of thinking in from

analysing and evaluating to remembering facts

‐ Can be thought of as goals of the learning process.

‐ The Taxonomy identifies three domains of learning …

‐ Cognitive/Mental Skills (Knowledge)

‐ Affective Skills (Feelings/Attitudes/Emotions)

‐ Psychomotor Skills (Manual/Physical)

Cambourne’s Conditions of Learning

A framework that allows teachers to create conditions for learning

through a series of phases …

‐ Immersion. Learner interest is sparked by what they see and hear

so that they want to learn the new skill

‐ Expectation. Learners believe that they can achieve

‐ Responsibility. Learners make decisions about how much they will

attempt

‐ Approximation. Learners are safe from criticism when they take

risks

‐ Demonstration. Learners are shown examples through direct

instruction

‐ Use. Learners have opportunities to practice new skills and

strategies to improve proficiency

‐ Response. Learners receive praise and encouragement

Maslow’s Hierarchy of Needs

‐ This hierarchy displays the levels of human needs.

‐ The lowest levels are made up of the most basic needs and include

physical requirements of sleep, food, water, warmth, safety, stability

and security

‐ The more complex needs are located at the top and include the

social needs of belongingness and love, esteem needs of self

esteem, achievement, mastery and independence and self

actualisation needs of realising personal potential, self fulfilment

and personal growth

Smart Classrooms - ICT for Learning

‐ Pedagogies that integrate information and communication

technologies can engage students in ways not previously possible,

enhance achievement, create new learning possibilities and

extend interactions with local and global communities.

‐ School curriculum should provide learning and assessment

opportunities that allow students to inquire, create and

communicate with ICT, and to use ICT safely and responsibly to

manage, store and locate information.

Butler’s Singlet Model for Teacher Reflection

‐ All teachers should take time to reflect upon their personal

philosophy and day to day teaching across the areas of

theories, personal practical knowledge, teaching practices and

learning outcomes and values, beliefs and assumptions about

education

Demand Writing Overview Demand Writing is a weekly school wide improvement strategy that aims to …

‐ Develop learners’ writing stamina

‐ Improve learners’ attitude towards writing

‐ Develop learners’ knowledge of generic structure and textual features

‐ Develop learners’ capacity to respond to writing stimulus materials on demand within a

time frame

‐ Develop learners’ skills in writing effective

‐ Model effective writing processes through modelling in an explicit instruction teaching

structure

‐ Raise learners’ awareness of key assessable elements and related success criteria

‐ Develop writing competency and writing quality

At Parkhurst State School, Demand Writing occurs weekly with all learners from Prep to Year

Six actively engaged in the process.

Classroom Teachers apply the Explicit Instruction Teaching Sequence (I Do-We Do-You Do)

to model the Persuasive and Narrative Genre.

Each week, all classroom teachers are provided with …

‐ A writing stimulus or prompt (either a visual picture, sentence starter, question or

provocative statement)

‐ The purpose for the writing activity (WALT – We Are Learning To)

‐ The success criteria (WILF – What I am Looking For)

‐ A reason that relates to the real world (TIB – This Is Because)

‐ An exemplar (WAGOLL – What A Good One Looks Like)

‐ A Marking Criteria Sheet

‐ A Genre Overview Card

The Writing Process

‘Share’

with

Princip

al

Explicit Instruction Teaching Sequence

‐ Model responses to a similar

topics (thinking aloud)

‐ Model how to plan for

writing

‐ Model brainstorming ideas

(eg; graphic organiser)

‐ Remind learners that

purpose + audience = form

‐ Think aloud to reinforce

knowledge of generic

structure and textual

features

‐ Deconstruct text examples,

making explicit references

to key features

‐ Demonstrate writing by

revisiting writing sequence

‐ Unpack tasks and make

links to purpose and criteria

‐ Explicitly model editing and

proofreading processes

‐ Immerse learners in the

genre by sharing texts,

samples and displaying

models as environmental

print

‐ Model the use of word

banks, dictionaries and

environmental print sources

‐ Cut up and deconstruct

genre models, paragraphs

and sentences

‐ Spotlight and highlight

specific text features of

generic structure, cohesion,

grammar, punctuation,

spelling and vocabulary

‐ Collaborate in small

groups, pairs, needs

groups or a whole

class to respond to

the similar topic

‐ Provide graphic

organisers for

learners to plan their

ideas

‐ Provide opportunities

to ‘talk through’ and

discuss the topic

‐ Consider thinking

frameworks to assist

brainstorm ideas

‐ ‘Scribe’ for the class

to capture their

ideas, editing as you

proceed

‐ Include ‘read and

retell’ strategy

‐ ‘Workshop’ strategies

‐ Unpack Topic/Task with

learners to clarify

understanding

‐ Learners plan, draft and

edit independently in

response to task

presented

‐ Direct learners to

environmental print of

writing process, structure

and key features

‐ Be ‘available’ to scaffold

for individuals, provide

support as required and

conference

‐ Encourage learners to

substitute, modify and

‘polish’ their sentences

‐ Learners proofread to

ensure standard spelling

and punctuation

Assessment, Moderation and Reporting ‐ Task specific Criteria Sheets and Marking Guides are provided

‐ A Genre Overview of the elements is provided

‐ Negotiated writing tasks are moderated every five weeks

‐ Every learner’s A-E (Five Star) writing achievement is reported

every five weeks and recorded on Staff Room Data Wall

‐ Assessment guides the development of individual Writing Goals

for every learner

‐ Writing, like Reading is one element that makes up English on

end of Semester Report Cards

‐ The school’s Writing Program contains a range of data collection

templates and information to assist

Feedback and Celebrating Success ‐ All learners require regular, quality, specific feedback.

‐ The School’s Glow-Grow-Know Feedback Framework will help achieve this goal

‐ For each Demand Writing Task, all teachers should aim to conference and provide

detailed feedback to at least five learners.

‐ All teachers are encouraged to share three annotated samples (an A/B Standard, a C

Standard and D Standard) with the Administration Team for each Demand Writing Task

‐ Certificates are available to present to learners on Assembly each week for writing

effort and excellence

– You are shining, doing well and deserve recognition

– You have reached your goal and have shown improvement

– You are meeting the success criteria

– You have mastered a skill and show deep understanding

– You or your teacher have identified something to work on and practise

– You may need to set a new learning goal to grow a specific skill or enhance

your understanding

– You are close to meeting the success criteria

– How do you know you doing well ?

– How do you know your areas requiring growth ?

– What plans are needed in order to glow ?

– What do you know you need to do to value add to your work ?

NAPLAN and School Writing Targets (May 2015) Year Two Year Three Year Four Year Five Year Six

MSS U2B MSS U2B MSS U2B MSS U2B MSS U2B

380 40% 415 40% 450 40% 485 40% 505 40%

PARKHURST STATE SCHOOL Explicit Instruction Lesson Structure

Lesson Phase Micro Skills

In

tro

du

ctio

n

‐ Establish/clarify roles and responsibilities

‐ State lesson intent, goals

‐ Establish success criteria and learner

expectations

‐ Review prior knowledge, vocabulary and

skills before lesson

‐ Use clear and concise language

‐ Require frequent responses

‐ Deliver at a brisk pace

En

ga

ge

me

nt


‐ Provide step by step demonstrations using

‘Think Alouds’


‐ Provide an adequate range of examples

and non examples

‐ Deliver at a brisk pace



‐ Require frequent responses

‐ Monitor student performance closely

‐ Provide immediate affirmative and

corrective feedback

‐ Provide guided and supported practice

‐ Help students organise knowledge


‐ Monitor student performance closely

‐ Provide immediate affirmative and

corrective feedback

‐ Provide distributive and cumulative

practice

Sy

nth

esi

s

‐ Recap lesson intent (WALT)

‐ Check for understanding

‐ Revisit success criteria (WILF)

‐ Celebrate success through sharing of

independent work

‐ Link to future concepts

‐ Consider what went well and what was

challenging ?

‐ Have student learning goals been adjusted

as a result ?

‐ What needs following up ?

‐ Was the lesson intent achieved ?

‐ What data do I now have ?

Reflection

Teacher Pedagogy

Learner Response

Learner Performance

Plough Back

Revision of Learning Goals

Lesson Review

You Do (Yours)

Independent Practice

Collaborative Practice

We Do (Ours)

Guided/Joint Practice

Feedback

I Do (Mine)

Modelled

Lean in

Listen

Learn

Rapid Recall Routines

Warm Ups

Drill and Skill

Brain Tune In

Success Criteria

Clarity of Purpose

WALT, WILF and TIB

Learning Intent/Goals

Clarity of Purpose

WALT, WILF and TIB

PARKHURST STATE SCHOOL

Numeracy Lesson Structure

At Parkhurst State School, Numeracy lessons across the school are framed around

a 60 Minute Analogue Clock Model. We believe that each Mathematics lesson

should comprise the four key elements of …

‐ Rote Learning

‐ Mental Computations

‐ Concept Development

‐ Recapitulation and Reflection

The following is a breakdown of a sixty minute Mathematics Lesson

Element Time Purpose

Rote Warm Up 5 mins ‐ Counting, skills, instant recall of maths

‘facts’ and ‘Numeracy’ vocabulary

Mentals Computations 5 mins ‐ Practising and applying mental

computation strategies in your head to

solve mathematical problems

Concept Development 45 mins Lesson Sequence

‐ Model (I Do)

‐ Guide/Joint (We Do)

‐ Independent (I Do)

Plough Back 5 mins ‐ Recap, Reflect and Review

‐ Future goal setting

Constant Questioning

Open

Closed

Recall

Probing

Hypothetical

‘Flip’

Creation

Evaluative

Analytical

Application

PARKHURST STATE SCHOOL Kagan Implementation Schedule

Week 1 ‐ Establish/Master a quiet/attention getting signal

‐ Introduce daily ‘Muster’ to …

‐ Settle learners after First Break

‐ Reinforce ‘quiet’ signal

‐ Introduce strategies (eg; affirmations/celebrations and structures)

‐ Play a ‘Goofy Game’ or a ‘Silly Sport’ each day

‐ Commence class building and friendship forming activities using ‘Mix-Pair-Share’ Structure

‐ Resources and materials ordered for all learning spaces

‐ Music resources compiled for iPods for every Teacher

Week 2 ‐ Introduce structures in class and use one per day, with emphasis on ‘Rally Robin’

‐ Introduce a new affirmation per week and embed

‐ At Staff Meeting, commence with a Team Building Activity and end with a ‘Silly Sport’ and

‘Goofy Game’ (facilitated by Admin)

‐ Continue modelling strategies at daily Muster

‐ Play a ‘Goofy Game’ or ‘Sill Sport’ each day

Week 3 ‐ Introduce Music in Classroom for Welcome and Entering Class, Goodbyes and Exits, Transitions

between lessons or activities, Quiet Work, Forming Groups, Movement, Call Backs and

Celebrations and Recognising Success

‐ Collect information and data to assist in forming groups of four

‐ Continue team building and friendship forming structures with an emphasis on ‘Round Robin’




‘Goofy Game’ (facilitated by Class Teacher)

Week 4 ‐ Establish groups based on data collected

‐ Share ‘Kagan’ at Parent Information Sessions

‐ Continue team building and friendship forming structures with an emphasis on ‘Think-Write Round Robin’

‐ Continue using Music with emphasis on forming groups

‐ Discuss a Chapter at Staff Meeting/Sector Group/Neighbourhood Meeting





Week 5 ‐ All Class Teachers share their groupings as part of the first Five Weekly Data Collection Process

‐ Continue using team building and friendship forming structures with an emphasis on ‘Timed Pair-Share’

‐ Continue using Music with emphasis on celebrating success





Week 6 ‐ At Staff Meeting, commence with a Team Building Activity and end with a ‘Silly Sport’ and


‐ Continue using music with emphasis on quiet, individual work

‐ Reinforce and embed structures for team building and friendship forming


Week 7 ‐ Discuss a Chapter at Staff Meeting/Sector Group/Neighbourhood Meeting



‐ Reinforce and embed structures for team building and friendship forming

‐ Continue using music with emphasis on group forming

‐ Play a ‘Goofy Game’ or ‘Silly Sport’ each day

Week 8 ‐ Continue embedding strategies and structures

Week 9 ‐ Continue embedding strategies and structures

Week 10 ‐ Continue embedding all prior strategies and structures

‐ Consider new groupings based on latest information and data

‐ Reflection at final Staff Meeting, setting direction for Term Two

Documents

PARKHURST STATE SCHOOL Pedagogical · PDF filePedagogical Framework ... This document provides an overview ... Our team of teachers plan utilising and adapting the Curriculum to Classroom