ST. JEROME’S PRIMARY SCHOOL

CURRICULUM PLAN 2016

Section One – Profile of the Learners

St Jerome’s is a Catholic Primary School catering for approximately 703 students. St Jerome’s is a triple stream school from Pre-Kindergarten to Year 6. Our ICSEA value is 1028. In addition to providing a sound academic curriculum, students are taught by specialist teachers in Music, Italian, Health, Physical Education, Science and Library. Learning support has been provided for 2016 by three teaching staff at a 2.0FTE. Support is also provided in classes by education assistants across the school. St Jerome’s is situated in an outer metropolitan location with a growing population. Many of the students are second-generation students of the school. The community has a wide diversity of cultural backgrounds, but families are primarily of European descent. Many families would have non-English speaking grandparents and for some parents, English is their second language. Many families have fulltime working parents and we have the provision of OSH Club on site (before and after school care) to cater for these parents. Generally our families value education and are supportive of the school. We have a strong P & F Committee. The community is faith based but not necessarily ‘churched’. It is important that all staff ‘know their learners’. Currently this data is gathered through:

Australian Early Development Census (PP) – Conducted this year 2015

Performance Indicators in Primary School (PP) - Beginning and End of Year Data

National Assessment Plan – Literacy and Numeracy (Year 3 & 5)

Progressive Achievement Testing (Year 2 – 6) – Online

South Australian Spelling

National Quality Standards (PK – Year 2)

Occupational Therapy and Speech Therapy Reports (Kindergarten)

Early Years Literacy and Numeracy Data (Year 1 & 2)

Mathematics Assessment Interviews (Year 1 – 3 All Students | Year 4 – 6 At Risk)

Bishops Religious Literacy Assessment (Year 3 & 5)

Test of Learning Ability & Standard Progressive Matrices Test (Year 3) TOLA and SPM

SEQTA Pastoral Care Data (Whole School)

School Climate Survey

Running Records

CATs (Common Assessment Tasks)

Diana Rigg Tracking K to 2 There needs to be focus on improving resilience, empathy, self-regulation and self-help skills in all children from Pre-Kindergarten to Year Six. There has been a significant increase in the percentage of students (5% to 16%) with poor self-regulation skills as evident in the Australian Early Development Index. New data for this census in the form of the Australian Early Development Census was collected this year. The results of this will be available in mid-2016. It would be interesting to compare our latest results for self-regulation to this new data. Reading and comprehension, writing and spelling levels have improved across the school, which gives students the ability to engage with the curriculum. It also demonstrates that the students have the ability to improve. This improvement is evident in our 2015 NAPLAN Data, however our students’ results demonstrate improvement is required in all areas of numeracy, and this is evident in our NAPLAN, PIPS, EYLND and PAT Testing.

Section Two – Reflection – What have we been doing?

The St Jerome’s teaching staff is a well-developed professional learning community. Teachers meet once a week and these meetings are developed from the school development plan, using areas of curriculum focus to drive the professional learning agenda. Staff meetings over the term take the form of curriculum meetings, regional cluster meetings, cluster meetings and general staff meetings. Curriculum and cluster meetings are used for professional development where teachers engage in professional reading, research, dialogue and development of whole school or cluster approaches to teaching and learning. After much discussion and exploration of both NAPLAN and school level data, the Professional Learning Community believed there was a need for continued focus on developing students’ understanding of reading comprehension with an ongoing focus on the following questions in particular:

- What are the most common difficulties students have with comprehending texts? - What are the steps in the reading process? - What reading content and skills need to be covered in each year level in the Australian Curriculum? - How do we identify where students are at, in their acquisition of reading comprehension skills? - What is the best way to teach reading comprehension skills?

Although our NAPLAN Data in particular indicates that our students are performing well we would like to focus on moving our students in the middle bands of NAPLAN into the higher bands. We would also like to continue our focus on improving our reading in the lower years in particular in establishing early reading behaviours in PP. The Professional Learning Community also concluded that there is a need for a maths focus in the school particularly in the Number and Algebra Strand. In terms of mathematics in the school the focus is to target where the students are at and at differentiation rather than intervention and finally a need to address Grammar and Punctuation across the school. DOTT time has been allocated to ensure that there is minimal disruption to lesson times before recess for Junior Primary in order to facilitate an uninterrupted Literacy Dedicated Time. In terms of Reading Comprehension a variety of programs continue to be implemented across the school including Reading Eggs, Magic Words, Running Records and aspects of the Dianna Rigg Program. We have participated in a variety of school based English professional development sessions on reading and comprehension skills and a Scope and Sequence Chart has been developed based around a whole school resource ‘Springboards into Comprehension’ which focuses on a progressive set of comprehension strategies across the year levels. This year (at a considerable cost) we have also purchased comprehension boxes for each class which can be used to consolidate and differentiate comprehension strategies in Literacy Dedicated Time. We have purchased additional reading books at higher IRL Levels in Year 1 and 2 because our EYLND Data indicated that many of our Year 1 and 2 students had moved beyond our set benchmarks. There has been extensive spending to improve resources throughout the school. We have for the first time introduced Take Home Reading Books in PP in Semester Two. This decision was made based on an analysis of our PIPS and EYLND Data which indicated that a high proportion of our students had not made the expected growth in reading during PP, 2014 and into early Year 1, 2015. This raised real concerns for us on the pedagogy of literacy instruction in PP. We therefore worked with the pre-primary teachers to analyse this data and develop a plan for intervention. This intervention included professional conversation around ways that early reading behaviours can be established or improved at the PP level. One decision was to implement ‘Guided Reading’ at the PP level particularly for those students that were ready and the school purchased the necessary resources to enable this to happen. A parent workshop was also organised before the Home Readers were sent home to introduce parents to the steps in establishing early reading behaviours. We have maintained our literacy strategies such as Literacy Dedicated Time and a differentiated approach to the teaching of the English Learning Area together with the explicit instruction of comprehension through the use of the classroom resource ‘Springboards into Comprehension’. We have also maintained our whole school spelling programs, Words-Their-Way in Years 3 to 6 and Diana Rigg in K to 2. However this year we moved towards a numeracy focus. During 2015 our school took part in the PANL Project. (Principals as Numeracy Leaders) This involved the extended leadership team attending a series of workshops throughout the year presented by Dr Paul Swan and Mr Paul Woodley. The PANL Project has as its aim the upskilling of school leaders to enable them to play a

major role in developing best practice in the teaching and learning of numeracy by driving change in teacher content knowledge and pedagogical approach. Links were made from the strategies of PANL to the Teacher Appraisal Process. During 2014 teachers engaged in professional learning around the differentiated approach to the teaching of mathematics through the use of a whole-part-whole structure. During the appraisal process they were required to demonstrate a whole-part-whole lesson in numeracy. This year the appraisal process also required the demonstration of a whole-part-whole structure to numeracy instruction with the additional component of mental computation creating a four part structure. Teachers were required to demonstrate the use of data to identify students for targeted instruction. Teachers also engaged in professional learning around the plenary at the end of each whole-part-whole numeracy lesson to allow students time for metacognition. Two teacher surveys were also conducted this year to gather data on the pedagogy of mathematics instruction across the school. These were a survey on lesson structure in mathematics and a survey on the teaching of basic facts across the school. During 2015 teachers took part in professional development based on the pedagogy of numeracy teaching. This professional development focused on: the literacy of numeracy with a view to establishing a whole school approach to the explicit instruction of mathematics vocabulary across the school, the four proficiencies of understanding, fluency, problem solving and reasoning and how these should be an integral part of numeracy instruction, the trajectories of learning in the number strand and lesson structure with a move from a focus on the plenary at the end of a lesson to a focus on questioning during the lesson. Teachers took part in professional reading around the literacy of numeracy. This year we introduced a whole school text for numeracy ‘Prime Mathematics’ (which has been adapted from the highly acclaimed and widely proven Primary Mathematics Project developed by the ministry of Education in Singapore) and teachers will work in collaborative teams to link the whole school scope and sequence for the explicit teaching of vocabulary to this text. The teacher appraisal process this year also involved teachers taking the time to reflect on their own numeracy teaching through the use of the Numeracy Practices Guide Self Reflection and to invite a peer into their classroom to view a numeracy lesson and offer constructive feedback using the Numeracy Practices Guide Peer Reflection. As a leadership team we developed a schema for monitoring progress through a range of assessment tools. From Year Two to Six we are using PAT-R Comprehension, Vocabulary and Mathematics as a diagnostic tool. In Junior Primary we undertook testing via The Observation Survey. Our whole school testing is at two levels. The first level is called Screening. This testing is a quick and easy assessment that tells a teacher if a child’s learning is on track, or if more in depth assessment needs to take place. This year we have moved to the online version of this standardised testing in order to have access to an analysis tool that will give us greater in depth information about a student’s misconceptions in literacy or numeracy in order to better target intervention. The second level of assessment is called comprehensive and is a more in-depth, individual assessment that delves deeper into the strengths and weakness of a student. This can be found in Appendix 3. We have an on-site Occupational and Speech Therapists with screening at the kindergarten level. Both of these providers hosted a session to inform parents. Teachers are also required to follow the assessment monitoring information as outlined in Appendices 1 – 3. During 2014 Reading Eggs and Mathletics was implemented across the school from Pre-Primary to Year 6 and maintained in 2015 with professional development offered to enable the staff to upskill in terms of the targeted use of Mathletics and Reading Eggs. We provide targeted support to students that have been identified as SAER (Students at Educational Risk) through the provision of Mini Lit and Multi Lit and we will continue with a full time RR (Reading Recovery Teacher). In addition to this we will have a full time EMU (Extending Mathematical Understanding) Teacher in 2016 and a .4 ICT specialist. Additional EA (Educational Assistant) support has been targeted at classes with the greatest academic needs and there has been added support from the leadership team in the NAPLAN Years. This will continue into next year. The support from the leadership team has been targeted at Year 4 (a non NAPLAN year) during Term 4. This is due to the analysis of our 2015 NAPLAN Data which indicated that our current Year 4 cohort performed below the expected standard across all learning areas. This targeted support will continue as this cohort moves into Year 5 next year.

Section Three – Data Analysis

Australian Early Development Census (PP)

Performance Indicators in Primary School (PP)

National Assessment Plan – Literacy and Numeracy (Year 3 & 5)

Progressive Achievement Testing (Year 2 – 6)

South Australian Spelling

National Quality Standards (PK – Year 2)

Occupational Therapy and Speech Therapy Reports (K & PP)

Early Years Literacy and Numeracy Data (Year 1 & 2)

Mathematics Assessment Interviews (Year 1 – 3 All Students | Year 4 – 6 At Risk)

Bishops Religious Literacy Assessment (Year 3 & 5)

Test of Learning Ability & Standard Progressive Matrices Test (Year 3)

SEQTA Pastoral Care Data (Whole School)

Whole School Climate Survey

Running Records (PP to 3)

Common Assessment Tasks (Whole School)

Diana Rigg Tracking (K to 2) All results are entered on to a whole school spread sheet to allow for tracking of students across the years. This year saw a move from pencil and paper standardised testing to on-line testing. This has the advantage of instant results with immediate links to the national curriculum and gaps in student learning to enable differentiated intervention. Teachers will be upskilled in the use of this new resource and the process of analysing the Progressive Achievement Tests to identify the strengths and areas of improvement for students. The Mathematics Assessment Interview allows for tracking of children from Year 1 – Year 3 for all students and then Year 4 to Year 6 for students at risk. Teachers have been provided resources and support to assist students in moving from one Growth Point to the next. Teachers in Year 1 and 2 are required to conduct the Observation Survey on students with a Reading Level of 19 and below. Burt Testing and Writing Vocab Testing are completed for all students Year 1 – 3. From this data we are able to identify those students most at risk. In Year 1 – 3 the teachers were required to conduct Running Records at least once every three weeks. The test of Learning Ability & Standard Progressive Matrices Test is used for the identification of students for the Extension Program with a specialist teacher.

National Testing Data In this section reference is made to NAPLAN and Bishops’ Religious Literacy Test data. The following graphs show St Jerome’s Primary School’s means compared with WA Catholic Similar Schools, where possible, for this period. Religious Education

Our BRLA Data is very positive and

indicates that we are well above all WA

Schools

Numeracy

As we track the BRLA over time we can

clearly see the significant

improvement in 2015.

Reading

Spelling

Grammar and Punctuation

Writing

Data Over Time

Focus Area Data for 2016

Numeracy After much discussion and analysis of data, the Professional Learning Community at St Jerome’s Primary School believes that our data indicates Numeracy as an area of need. Observations:

For Year 3 our data indicates that our mean has been fairly consistently below that of all other WA Schools and although there has been significant improvement for Year 3 from 2014 to 2015 our data clearly indicates that we are not extending our top students.

In Year 5 our data indicates a consistent downward trend until 2015 and although we have made some gains this year we need to maintain this and move our top students up. This can also be seen in our Bands Comparison Graph where a higher proportion of our students are in the middle bands and a lower proportion in the top bands indicating that we are not extending our top students.

The above Cohort Over Time graph indicates that when our Year 5 students were in Year 3, their mean was below the mean of our hardest comparator similar catholic schools and it is now closer to similar schools. This indicates that we have narrowed the gap between our students and students at similar schools, however our mean is still below that of similar catholic schools.

The narrower spread of students below the 20th percentile on the Year 5 graph indicates that we improved in our ability to cater for students who required support.

The spread of students above the 80th percentile has not changed significantly.

Our PIPS graph for numeracy indicates that a number of students have not progressed more than expected

between Pre-Primary and Year 3.

The graph indicates that our students are grouped towards the lower end of the PIPS scale.

Our residuals data for reading in both Year 3 and Year 5 although within the average mean indicates a downward trend.

Our grammar and punctuation data for Year 5 indicates a significant improvement this year however there is a definite dip in 2014 in the Year 3 data for 2014 which is the current 2015 Year 4 cohort and the 2016 Year 5 cohort.

Our current year 3 students are sitting right on the average mean and we would like to see this surpass the mean in the future.

Section Four – Future Plans Short Term Goals

1. Focus 160 – 100 minutes Literacy / 60 minutes Mathematics – embedding of the pedagogy of a whole / part / whole structure for numeracy with an additional fourth part for the explicit instruction of mental computation.

2. WALT – We Are Learning To | WILF – What I’m Looking For – to be implemented in all classes with lesson objectives for each literacy and numeracy lesson.

3. Plenary to be included in all literacy and numeracy lessons. 4. Improve Comprehension Strategies with links to other learning areas, with a scope and sequence of

comprehension strategies based on the school resource ‘Springboards into Comprehension’. 5. Improve fluency and intonation when reading aloud – up-skilling our community. 6. Problem Solving Strategies, within Prime Mathematics, to be regularly taught. Resources to supplement to

be developed over the year, and teacher engagement in professional development in this area. 7. Outdoor program to be developed for Kindergarten and Pre-Primary by the teachers. 8. Common Assessment Tasks within Year Levels for Literacy and Numeracy at least once per term; and

Religious Education at least once a unit. Moderation meeting to be linked in to the staff meeting schedule. 9. The most qualified people to take the weakest children, not the Education Assistant the majority of the time. 10. Developmental Profile from the Occupational Therapist and Speech Therapist for what children should be

able to do at any one level as a handout. 11. Improved use of our standardised testing through the PAT Data to assist teachers to differentiate in literacy

and numeracy. 12. The explicit instruction of the vocabulary of numeracy with the development of a St Jerome’s Scope and

Sequence in line with the whole school text for numeracy. (Prime Maths) 13. The introduction of levelled reading in PP for those students who based on data are developmentally ready. 14. Rostered meetings for cluster groups for the Case Management of students within that cluster. 15. Shoulder to shoulder culture to be developed through the Appraisal Process 16. Friendly Schools Program and Making Jesus Real. 17. Introduction of EMU into the school. 18. Maintain intervention for students at educational risk through Reading Recovery Support and Mini Lit and

Multi Lit support.

Long Term Goals

1. Meet the national expectation for distribution of students in all aspects of NAPLAN testing. 2. Maintain the Bishops’ Religious Literacy Assessment results for Year 3 and Year 5. 3. To improve our student’s resilience, empathy, self-regulation and self-help through the new Friendly Schools

Plus Program and the MJR focus.

Section Five – Assessment and Reporting Case Management Policy – Appendix 1 Assessment Schedule used by teachers in Year 1 to Year 6 – Appendix 2 Mapping Assessment and Teaching Process – Appendix 3

Section Six – Evaluation of Curriculum Focus Visible in Teacher Timetables / DWP / Classroom Viewings:

- Focus 160 – 100 minutes Literacy / 60 minutes Mathematics - WALT – We Are Learning To | WILF – What I’m Looking For – to be implemented in all classes with lesson

objectives for each literacy and numeracy lesson. - Plenary to be included in all literacy and numeracy lessons. - Problem Solving Strategies, within Prime Mathematics, to be regularly taught. - The most qualified people to take the weakest children, not the Education Assistant the majority of the time.

- Friendly Schools Program and Making Jesus Real. Number of children in each Year Level at each Stanine:

- Improve Comprehension Strategies with links to other learning areas. - Use of the South Australian Spelling to collect standardised data for spelling in years 2 to 6 and further

professional development for spelling and grammar and punctuation throughout the year. Program to be saved on T: Share:

- Outdoor program to be developed for Kindergarten and Pre-Primary by the teachers. - Common Assessment Tasks within Year Levels for Literacy and Numeracy at least once a term; and Religious

Education at least once a unit. Moderation meeting to be linked in to the staff meeting schedule. - Friendly Schools Program and Making Jesus Real.

Staff Meeting Schedule: - During early to middle Term 1: Analysis of PAT – Year 2 – 6 using the new support package through ACER - Student Case Management Meetings at the cluster level

Document Completed: - Developmental Profile from the Occupational Therapist and Speech Therapist for what children should be

able to do at any one level as a handout. - Scope and Sequence for the explicit teaching of the vocabulary of numeracy. - Refinement of the Scope and Sequence for Comprehension Strategies - Refinement of the Scope and Sequence for Mental Comprehension Strategies

NAPLAN & BRLA Data:

- Meet the national expectation for distribution of students in all aspects of NAPLAN testing with a particular focus on improving our numeracy by focusing on the students in the middle bands and moving these students further up the band scale.

- Maintain the Bishops’ Religious Literacy Assessment results for Year 3 and Year 5. Discussion with Staff:

- Shoulder to shoulder culture to be developed through the appraisal process. National School Improvement Tool:

- Reflection on school performance through the use of the ACER National School Improvement Tool particularly in domains 2,6,7and 8

2 – Analysis and discussion of data 6 – Systematic curriculum delivery 7 – Differentiated teaching and learning 8 – Effective pedagogical practices

Section Seven – Considerations, Concerns and Queries Resetting our readers to take focus from Reading Levels.

Possible redistribution of reading comprehension boxes.

Parent Pack to be developed when children reach Level 30.

Common Assessment Tasks – time needs to be given for staff to develop and moderate these tasks.

Overcrowded curriculum to be monitored.

St Jerome’s Primary School

Student Case Management

RATIONALE:

The purpose of this policy statement is to provide an overview of the process to be implemented at St Jerome’s Primary School for

the Management of students who are identified as Students at Educational Risk or Students requiring extension who are involved

in support programs run in the school e.g. Reading Recovery, Mini-lit and Multi-lit, EMU and Extension Programs.

____________________________________________________________________________________

PROCEDURES:

1. The school will maintain records of students that have received support who fall into the following categories: Students at Educational Risk, students who need Curriculum Adjustment Plans, Extension, Special Needs, Behavioural and Support programs. The data is recorded under the pastoral care section of SEQTA.

2. Entry into Reading Recovery is based on Observation Survey data taking into consideration the lowest Instructional Reading

Level and the student’s birth dates. The oldest child in that year level with the lowest IRL who does not have any other

significant learning impairment will be taken into the program.

3. Entry into EMU is based on Observation Survey data taking into consideration the lowest Growth Points in the Maths

Assessment Interview and the student’s birthdate.

4. When analysing data for a cohort of students in any given year level SAER usually represent the lowest 20% of the cohort. Of

this 20% Reading Recovery and EMU generally takes the bottom 5%.

5. The Reading Recovery and EMU Program for targeted students will move from Year 1 to Year 2 of the following year until

they complete the program. Following this the focus will be in Year 1. New students to the school in Year 1 or 2 will

complete the full Observation Survey so that a decision can be made for entry into the program based on this data.

6. Support will be provided on as needs basis for mathematics through the EMU Program in the middle and upper grades.

Decisions for this will be based on data.

7. The aim of Reading Recovery intervention is to bring the student to the class average. This class average is based on the St

Jerome’s Benchmarks as stated in the document entitled ‘Instructional Reading Levels and Report Grades’ which can be

found on T-Share in the ‘Assessment and Reporting File’.

8. The aim of EMU is to bring the student to the class average. This class average is based on the St Jerome’s Benchmarks for

the MAI Growth Points as stated on the St Jerome’s MAI Student Record Sheet and on the St Jerome’s Scope and Sequence

for the explicit instruction of mental computation strategies across the school.

9. The Reading Recovery and EMU Program generally run for 20 weeks. The Reading Recovery or EMU teacher can make a

decision to exit a student earlier from the program at around 12 weeks and or before the 20 weeks if the student has reached

the class average.

10. Once a student has been exited from the Reading Recovery or EMU Program either after the full 20 weeks or earlier, the

Reading Recovery or EMU Teacher continues to track the student and oversees the student’s integration back into the

classroom for at least 12 months.

11. Exiting Reading Recovery or EMU students are not automatically taken into other support programs such as Mini-Lit or

Multi-Lit.

12. The aim of Mini-lit or Multi Lit is to take the next lowest of the original 20% of the class cohort.

13. Mini-Lit will target Year 2 level in Semester One of each year and will move into Year 1 in Semester Two of each year.

14. The school has in place whole school standardised testing each year. This data will be used to identify Students at Educational Risk (SAER). This data will also be used to decide which students will be included in the support programs.

15. Students will be involved in support programs for a period of 20 weeks, however, if it is felt that the student can function

within the classroom with adequate skills with support from the classroom teacher through a differentiated curriculum. A

decision can be made for the student to exit from the intervention. This decision will always be based on data and in

consultation with the classroom teacher, the support teacher and the leadership team. Any changes to support programs in the

school must go through the Literacy Support Team and must be requested through this team at

literacysupport@stjeromes.com.au .

16. Data in the form of Instructional Reading Levels gained through testing using the PM Benchmark Testing Kit will be used to

make decisions about students exiting the Mini-Lit or Multi-Lit Program.

17. A standard letter will need to go out to parents of students that are receiving extra support through any support program

informing them of this extra intervention and the commitment required. This standardised letter has been created and is

available on T Share in the ‘Special Learning Needs’ folder called ‘Support Letter’. The responsibility for sending this letter

Originally written: 2014 Revised: Revised 2015 Date for Review: 2016

Appendix 1

home to families lies with the support teachers who are also responsible for ensuring that a copy of the letter is placed on

SEQTA.

18. Any student involved in any intervention will require a Curriculum Adjustment Plan or an Individual Educational Plan.

19. Students at St Jerome’s will receive support at 3 levels. Level 1 (80%) through a Differentiated Curriculum, Level 2 (15%)

Small group intervention and Level 3 (5%) Individual Intervention.

20. Copies of all documentation such as placement tests etc. must be placed on SEQTA. The responsibility for this lies with the L

Support Teacher.

21. Students in the support program may be required to attend lessons during Italian time. If this is the case these students will not

receive a grade for Italian.

School Requirements: 1. The Leadership (Assistant Principal Administration/Curriculum) is responsible for the update of school data. 2. Tracking of students will occur on a regular basis at least once per term. This responsibility lies with Leadership (Assistant

Principal Administration/Curriculum.)

PROCEDURES:

1. All staff members are required to conduct the necessary assessments and record the data on the school’s share documents.

2. Based on Whole School data decisions are then made as to which students are at Educational Risk and will require intervention. Consultation with the Classroom Teachers, Leadership and Support Staff will take place to agree who will be included in support programs.

3. Letters of invitations to support programs will need to be written and sent out to the parents of those students to be

supported by such programs.

4. All students identified as “At Educational Risk”, must have a Curriculum Adjustment Plan or an Individual Educational Plan in place and therefore teachers are required to meet with parents to inform them. In addition parents of students who are targeted for Reading Recovery or EMU must meet with the Reading Recovery or EMU Teacher, and those parents in other support programs, may request a meeting with the relevant Support Teacher.

5. Parent Consent forms must be returned before any intervention can take place.

6. Any student who exits any support program will continue to be tracked by that support teacher, once they are back in the

classroom, for a further 12 months.

ST JEROME’S REPORTING SCHEDULE 2016 – SEMESTER ONE

LEARNING AREA PRE-PRIMARY YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

Religious Education R e l i g i o u s E d u c a t i o n

English Selection of CEO

Criteria R e a d i n g & V i e w i n g | W r i t i n g | L i s t e n i n g & S p e a k i n g

Mathematics Selection of CEO

Criteria N u m b e r a n d A l g e b r a | M e a s u r e m e n t a n d G e o m e t r y | S t a t i s t i c s a n d P r o b a b i l i t y

Science S c i e n c e I n q u i r y S k i l l s | S c i e n c e U n d e r s t a n d i n g

Humanities and Social Sciences

H u m a n i t i e s I n q u i r y S k i l l s | H u m a n i t i e s C o n t e n t

Technology & Enterprise

Not Applicable Technology Process

Materials Technology Process

Systems Technology Process

Information Technology Process

Materials Technology Process

Systems Technology Process

Information

The Arts Not Applicable Music & Drama

Arts Skills & Processes

Music & Media Arts Skills & Processes Art Ideas

Music & Visual Arts Arts Skills & Processes

Arts in Society

Music & Media Arts Skills & Processes

Arts in Society

Music & Visual Arts Arts Skills & Processes

Art Responses

Music & Drama Arts Skills & Processes Art Ideas

Physical Education Fine & Gross Motor

Skills S k i l l s f o r P h y s i c a l A c t i v i t y

Health Personal & Social

Development B e i n g H e a l t h y , S a f e & A c t i v e

Languages Not Applicable Listening, Responding and Speaking Listening, Responding & Speaking | Viewing, Reading & Responding |

Writing

Appendix 2

ST JEROME’S REPORTING SCHEDULE 2016 – SEMESTER TWO

LEARNING AREA PRE-PRIMARY YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

Religious Education R e l i g i o u s E d u c a t i o n

English Selection of CEO

Criteria R e a d i n g & V i e w i n g | W r i t i n g | L i s t e n i n g & S p e a k i n g

Mathematics Selection of CEO

Criteria N u m b e r a n d A l g e b r a | M e a s u r e m e n t a n d G e o m e t r y | S t a t i s t i c s a n d P r o b a b i l i t y

Science S c i e n c e I n q u i r y S k i l l s | S c i e n c e U n d e r s t a n d i n g

Humanities and Social Sciences

H u m a n i t i e s I n q u i r y S k i l l s | H u m a n i t i e s C o n t e n t

Technology & Enterprise

Not Applicable Technology Process

Information Technology Process

Materials Technology Process

Systems Technology Process

Information Technology Process

Materials Technology Process

Systems

The Arts Not Applicable Music & Dance

Arts Skills & Processes

Music & Dance Arts Skills & Processes

Art Responses

Music & Dance Arts Skills & Processes Art Ideas

Music & Dance Arts Skills & Processes

Art Responses

Music & Dance Arts Skills & Processes Art Ideas

Music & Dance Arts Skills & Processes

Arts in Society

Physical Education Fine & Gross Motor

Skills S k i l l s f o r P h y s i c a l A c t i v i t y

Health Personal & Social

Development

Contributing to Healthy and Active

Communities

Communicating and Interacting for

Health and Well Being

Contributing to Healthy and Active

Communities

Communicating and Interacting for

Health and Well Being

Contributing to Healthy and Active

Communities

Communicating and Interacting for

Health and Well Being

Languages Not Applicable Listening, Responding and Speaking Listening, Responding & Speaking | Viewing, Reading & Responding |

Writing

Appendix 2

Appendix 3