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TABLE OF CONTENTS Our House p.3.
1. Whole school curriculum and assessment plan: Australian Curriculum 7 - 12
p.4.
2. School Context p.6.
3. Curriculum Outline 2020 Junior Secondary 2020 Senior Secondary
p.7. p.8.
4. Assessment Overview p.9.
5. Profession Learning Teams at Springwood State High School p.10.
6. Reporting p.13.
7. Differentiation p.15.
8. Significant 72 p.16.
9. ASOT Overview p.17.
10. Deep Learning p.18.
11. Balance and Coverage of General Capabilities and Cross-Curriculum Priorities across 7-10
p.19.
12. Guaranteed and Viable Curriculum p.20.
13. Appendix Pedagogical Framework Whole School Assessment Policy Moderation Processes PLTs Example ASOT Unit Plan Example Band Plans
p.21. p.22. p.53. p.61. p.79. p.87. p.99.
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Whole school curriculum and assessment plan: Australian Curriculum 7 - 12
Schools plan curriculum and assessment across three tiers — whole school planning, year level planning and classroom planning. This whole school curriculum and assessment plan provides an example of the whole school planning tier.
School: Springwood State High School Regional: South East
School information and data Sources for gathering information and data
Total enrolments 630 Systemic
staff opinion survey
student opinion survey
parent opinion survey
National Assessment Plan – Literacy and Numeracy
(NAPLAN)
QCAA Endorsement and Confirmation of Senior General
Subjects
VET external audit
Distance Education
PBL
School-based
School and classroom assessment may include:
teacher developed assessment tasks
PLT developed common formative assessment tasks
selected Assessment Bank items
PAT-R and PAT-M ACER diagnostic marking
SWRT (Short Word Reading Tests)
Literacy Planet Program
Academic review of senior students program
VET internal audits
Internal Moderation in all subjects and all year levels
Data analysis of Indigenous student results
Pre and post testing utilising C2C and other sources
Springwood State High School’s analysis of systemic and school-
based data is used to reflect on and guide decisions in relation to
teaching, learning and assessment to meet the needs of our students.
It is also used to inform and enact our priorities and discerning
programmes.
Year levels Year 7- 114; Year 8- 112; Year 9 – 87; Year 10 – 118; Year 11 – 111; Year 12 – 88
Student information 324 males: 306 females:
59 Aims
32 Indigenous students
70 South Pacific Islander/New Zealander
31 Countries are represented in our school
Staff information Number of teaching staff: 66 Number of non-teaching staff: 19
Targets Refer to “Region improvement trajectories” and school targets – attached to Annual Implementation Plan
Explicit Improvement Agenda Priorities:
1. Upper Two Bands – Reading and Numeracy
2. Overall Reading Data
3. Engagement and Attendance
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School-based areas of focus
1. Annual Implementation Plan
2. The Pedagogical Framework – embedding The Art and Science of Teaching; embedding consistent language; focusing on differentiation, formalised student goals and feedback, lesson intent, proficiency scales, classroom rules and procedures; embedding e-learning practice
3. Annual Performance Development Plan
4. Professional Learning Teams
5. Curriculum Framework Plan
6. Data Flashlight
7. Senior School Intervention Process
8. A whole school identity
9. Student achievement and cultural celebrations
10. Embedding student leadership forums
Curriculum Implementation:
Springwood State High School has implemented:
Full alignment to version 8 of the Australian Curriculum by the end of 2020
Discerning Programs 2020
1. Australian Curriculum for Years 7, 8, 9, 10
2. Special programs for academic excellence
3. Performing Arts and Instrumental Music
4. Sport and Sports Extension Program
5. VET Pathways
6. TAFE Partnerships
7. Embedding of ICT into classroom practice via BYOD
8. Griffith University Business Program
9. Binnacle (Certificate III Fitness)
10. ASMI (Certificate III in Hospitality)
11. PBL
12. High Resolves
13. SPACE (Springwood Partnerships Accelerating Collegiality and Enrichment)
14. Specialist support programs and referrals e.g. Deadly Choices, Rowing, Boxing, PCYC, Project Booyah
15. House System
16. Deep Learning
17. Kokoda Challenge
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1. School Context Our Motto: Excel
Our Vision: The Highest Expectations Our Values: Respect, Co-operation and Industry
Our Houses: Academia, Action, Activist and Arts
School Philosophy Springwood High is a coeducational school offering an extensive range of academic, sporting, arts and vocational pathways to students from Years 7 through 12. The school is fortunate to be set in expansive grounds that is shared with protected native habitat and features ample classroom space. Staff believe in fostering a strong sense of community amongst our students, other staff members and parents. Curriculum at Springwood High is delivered using innovative lessons, integrating technology and non-technology based strategies to support an engaging learning environment. This year our positive behaviour and teaching and learning frameworks have a focus on classroom routines, identifying learning goals, proficiency scales to support student achievement and engagement. The school vision, 'The Highest Expectations' focusses around students setting goals for learning, targeting continuous improvement and is underpinned by a teaching and learning framework supporting individual learning needs and the development of skills that are highly valued as students move through secondary school and transition to further study, training or the workplace. Year 12 outcomes are excellent with students achieving workplace certificate qualifications, receiving offers of traineeships and university placements. The school has highly regarded training and industry links as well as focused university pathways programs, successfully preparing students for their future. In 2019, 91.7% of our tertiary applicants received an offer with 75% receiving their first preference and 83.3% receiving their first or second preference. Our OP results included an OP 1, OP 3, two OP 4s and two OP 6s. 68% of our students received an OP 1-15. 100% of students graduated with a QCE or QCIA. We offer specialist programs in Junior Secondary academic extension through EXCEL and extension programs in Sport and Performing Arts. We offer a number of literacy and numeracy programs including RAW and WIN in Junior Secondary to support all students to achieve their best. Our VET pathways are an outstanding example of community relationships, offering school-based apprenticeships and traineeships, TAFE partnerships and school-based training. Extra-curricular activities are a focal point of Springwood State High, with activities including interschool sport, leadership activities across the school, house based student-led activities, instrumental music ensembles and bands, tutoring, Kokoda Challenge, rowing, boxing, Drama Ensemble, Creative Generation and the Opera Queensland residency program. Our ongoing commitment to embedding ICTs into classroom practice ensures that technologies are used meaningfully to create information rich environments. In 2020, BYOX will be gradually implemented across targeted year levels. Our culture of care is highlighted through the implementation of our new House System which promotes learning and values our students’ unique attributes. Student wellbeing and engagement is paramount; embedded through internal and external programs and supported by our Care Group teachers, House Leaders, Success Coach, Guidance Officer, School Health Nurse, Community Education Counsellor and Chaplain. Springwood State High has a proud history of achievement across the full spectrum with past students including ice skater Steven Bradbury and swimmer Jodie Henry. Sporting programs are extensive and support student progress each year to District, State and National level competitions. In 2020, Springwood State High School has embarked on the journey to achieve excellence in 21st century Teaching and Learning within a culture of care by embracing our collective belief in high expectations and empowering students for success.
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2. Curriculum Outline 2020 SPRINGWOOD STATE HIGH SCHOOL
CURRICULUM OUTLINE 2020
Our School Vision The Highest Expectations
Junior Secondary
Year 7 Curriculum Year 8 Curriculum Year 9 Curriculum
SE
T P
LA
NN
ING
PR
OC
ES
S
→ Y
EA
R 1
0
English
Literacy English
Literacy English Literacy
Mathematics Numeracy
Mathematics Numeracy
Mathematics Numeracy
Science Science Science
History
Geography
Civics and Citizenship
Economics and Business
History
Geography
Civics and Citizenship
Economics and Business
History
Japanese
Japanese
Japanese
HPE HPE HPE + HPE Extension
The Arts Integrated Arts Program Performing Arts Extension
The Arts Integrated Arts Program Performing Arts Extension
The Arts Art Dance
Drama/Media
Music
Technology Design Technology
Food Design Technology Digital Technology
Technology Design Technology
Food Design Technology Digital Technology
Technology Food Design Technology/Manufacturing Technology/Digital Technology
Humanities
Business/Civics/Geography
All Year 7 students study core subjects with learning experiences in
The Arts and Technology delivered in rotations each term such that over the course of a year each student experiences all curriculum
offerings. Identified students receive Literacy and Numeracy
intervention lessons. The Year 8 Excel Program is delivered through the four KLAs (English, Mathematics, Science, SOSE). Students
with particular aptitude and interest in Performing Arts and Sport
can opt for specialised programs.
All Year 8 students study core subjects with learning experiences in The Arts
and Technology delivered in rotations each term such that over the course of a year each student experiences all curriculum offerings. Identified students
receive Literacy and Numeracy intervention lessons. The Year 8 Excel
Program is delivered through the four KLAs (English, Mathematics, Science, SOSE). Students with particular aptitude and interest in Performing Arts and
Sport can opt for specialised programs.
Every Year 9 student studies English and Maths. Identified students receive
Literacy and Numeracy intervention lessons. Students begin to specialise according to interests, outcomes and aptitude. Each student is able to select
from a range of subjects in the Social Sciences, The Arts and Technology as
a sampling of Senior Phase Curriculum. The Year 9 Excel Program is delivered through the 4 KLAs (English, Mathematics, Science, SOSE).
Students from Years 7, 8 and 9 participate in weekly pastoral care lessons (LEAD). Years 10 to 12 students participate in weekly pathways preparation (BLAST). These programs underpin the curriculum PATHWAYS
and aim to: build positive school culture, support students to excel and develop the life skills and self-knowledge required for successful futures. and develop the life skills and self-knowledge required for successful futures.
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The process which leads to the individual Student Education and Training Plan is a year-long program delivered through dedicated BLAST (Career Education Short Course) classes. This is in recognition of the importance of making well informed
curriculum decisions which are consistent with career aspirations. At Springwood State High School every student commits to
achieving a Queensland Certificate of Education prior to exit. Subject performance is closely monitored for every student with
compulsory intervention in the event that students are not on course for success.
SPRINGWOOD STATE HIGH SCHOOL CURRICULUM STRUCTURE
Our School Vision The Highest Expectations
Senior Secondary
Year 10 Curriculum Year 11 and 12 Curriculum Certificate Courses Post Schooling Pathways
SET
PLA
NN
ING
PR
OC
ESS
English English Extension
English General English
Certificate II in Skills for Work and Vocational Pathways Cert II in Logistics (through a partnership agreement) Cert II in Tourism (through a partnership agreement) Certificate III in Fitness (through a partnership agreement) Certificate III Hospitality (through a partnership agreement)
Universities Griffith UQ QUT CQU USQ ACU
Mathematics Mathematics Extension
General Mathematics Mathematical Methods Specialist Mathematics Essential Mathematics
Science
Biology Chemistry Physics Psychology Aquatic Practices Science in Practice
TAFE Southbank Acacia Ridge Logan Alexandra Hills Private RTOs
Humanities History Business Studies Justice Studies
Ancient History Modern History Legal Studies Business Studies
Queensland Certificate of Individual Achievement (QCIA)
Traineeships
Japanese Apprenticeships
HPE HPE Extension
Physical Education Sport and Recreation Studies
The Arts Art Drama/Performing Arts
Visual Art / Visual Arts in Practice Drama Film, TV & New Media
Alternate Providers
Get Set for Work YMCA Yourtown Eagleby Learning Centre Bridges Reconnect Multilink Kingston CCSE
Technology Hospitality Technology Manufacturing
Engineering Skills Industrial Technology Skills Furnishing Skills Information and Communication Technology Studies
VET Certificate Courses Cert II in Sport and Recreation Cert II in Business
Students from Years 7, 8 and 9 participate in weekly pastoral care lessons (LEAD). Years 10 to 12 students participate in weekly pathways preparation (BLAST).
These programs underpin the curriculum and aim to: build positive school culture, support students to excel and develop the life skills and self-knowledge required for successful futures.
PATHWAYS
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4. ASSESSMENT OVERVIEW
Implementing quality assessment Assessment flows from the curriculum and is reflective of the learning intent expressed in our pedagogical framework. Assessment is an ongoing process involving both pre and post testing; gathering evidence to determine what each student knows, understands and can do, to inform teaching pedagogy and support student learning. Assessment also provides data to inform reporting on individual students or groups of students. Across learning areas and year levels, assessment programs include a range and balance of formative and summative tasks. Student opportunities to maximise outcomes are supported through explicit teaching of assessment task requirements and the provision of exemplars.
Assessment Guidelines Assessment guidelines are specified within the relevant curriculum frameworks, appropriate to each subject area and year level (C2C, The Essential Learnings, The Year 10 Guidelines, QCAA subject syllabi and study guides, Australian Skills Quality Authority). Adjustments may be used to support SWD students to demonstrate their mastery of the curriculum.
Monitoring student learning and providing useful feedback Teachers monitor student progress so they can identify learning needs and adjust pedagogy accordingly. Feedback to students is provided in a timely fashion, is positive and contains detailed suggestions for improvement using the terminology of the task criteria. Faculties use the PLT process to support the development of Proficiency Scales to discuss assessment of the skills student require including student feedback to achieve the Learning Goals. Students receive a range of exemplars to support their learning and completion of the task to the best of their ability. Upon returning the assessment item, the class teacher reviews the item and demonstrates “A” standard responses.
Non-submission of assessment Springwood SHS has a 100% submission policy. All assignments have a drafting process. Students submit two copies of their drafts, one is returned with suggestions for improvement, the other is retained by the teacher in case of non-submission. Very clear processes are implemented in cases of non-submission as outlined in the assessment policy, student planners and staff handbooks.
Moderation of assessment Each faculty uses the School Moderation Process for subject-based internal moderation. Senior subjects are subject to external endorsement and confirmation processes, specified by the Qld Curriculum and Assessment Authority and the Australian Skills Quality Authority. In alignment with AQTF principles students undertaking VET programs are assessed under a competency-based approach and work is moderated within faculties.
Recording of assessment Student records are maintained through One School and the QCAA Student Management app system and archived in alignment with QCAA guidelines.
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5. Professional Learning Teams at Springwood State High School
WHAT ARE WE AIMING
FOR?
“A Professional Learning
Team (PLT) involves educators
committed to working
collaboratively in ongoing
processes of collective inquiry
and action r4esearch to achieve
better results for the students
they serve. PLCs operate under
the assumption that the key to
improved learning for students
is continuous, job-embedded
learning for educators.”
-adapted from Learning by Doing (DuFour, Du
Four and Eaker)
IN OUR SCHOOL, WHAT MIGHT IT LOOK LIKE? Professional Learning Teams (PLTs) use a Cycle of Inquiry to plan common formative assessment, collaborate instruction, analyse student learning, put in place interventions, assess and review and plan for the next cycle of learning. At the beginning of each semester, each PLT develops a shared mission and vision which will guide their work. Time is provided through the schools meeting schedule to meet for each stage of the Inquiry Cycle at least once per term.
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PLTs @ Work
The four key questions we ask in our PLT’s are:
1. What is it we expect our students to learn? 2. How will we know they have learned it? 3. How will we respond when some students do not learn? 4. How will we respond when some students already know it?
The six Characteristics of the PLT
1. Shared mission, vision, values and goals. 2. Collective inquiry – our collective need to grow and improve – learning
teachers, learning students; gathering evidence about what works better; improving our knowledge so that we can provide best practice for students.
3. Collaborative culture: in PLTs, teachers do not work in isolation. 4. Action orientation and experimentation: for a PLT to be functioning
effectively, PLT members must be trying new things. 5. Continuous improvement – in a PLT we never say we have learned enough. 6. Focus on results – PLTs are guided by evidence of student learning. PLTs analyse and act upon data (formative & summative
assessment). One of the key goals of the PLT is to focus on learning for all students.
It is essential that all teachers work in collaborative teams and are committed to the collective school mission. Collective teacher efficacy has an effect size of 1.57. What do we expect students to learn? – This is our learning goals and proficiency scales that are based on the Australian Curriculum. All teachers in the year level must work collaboratively to identify the essential learnings, the learning goals and to develop proficiency scales. Students need to know what they need to know. Therefore another key piece of work we need to do is to identify our Guaranteed and Viable Curriculum (GVC) – what are the essential standards that all students must master by student, by standard and by learning goal. How do we know they have learned? – Specifically, which students did and did not master the specific essential standards? Which instructional practices did and did not work.
Each PLT must develop Common Formative Assessments. Common Formative Assessments have an effect size of .90. “A professional learning community is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.” DuFour, DuFour, Eaker & Many
A summative assessment gives the student the opportunity to prove what he or she has learned. ...A formative assessment gives the student opportunity to improve on his or her learning.
DuFour
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Each PLT will continue to have a focus on a cyclical approach following the DuFour model (this is a model we are already using). Each PLT will plan common formative assessment, will collaborate on the instruction, analyse results, put in place interventions, assess and review and plan for the next cycle. We are not judging teacher but judging learning. Evidence-based practices –
Teacher clarity (0.75) Feedback (0.73) Providing formative assessment (0.9) Respond to intervention (1.097)
How do we respond when they do not learn? Response to Intervention (RTI) is a three tier process. Tier 1 – Core program Tier 2 – Supplementary Interventions Tier 3 – Intensive Interventions All students don’t learn the same way or at the same speed. Some may lack prior knowledge or academic behaviours. All students need to access the essential grade level standards. Therefore all students need to be retaught the year level essential standards through Supplementary Interventions or Intensive Interventions. Universal skills of learning
Reading Number Sense English Language Writing Attendance Behaviour
Formative assessment Feedback — What do my students already know? Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve practice. Data Days • ASOT – exit strategies, proficiency scales • PLT – what do we do to improve, what do we want to see students do to improve • Student profiles, where are you at and where are you going? • Student summary data discussions
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6. REPORTING
Reporting attempts to provide: a) productive feedback to students and parents. b) productive feedback to teachers with respect to teaching strategies and perhaps the
need for other differentiating strategies to be used. c) feedback with respect to higher order thinking skills by students and where to extend
student’s learning. d) advice on how to improve. e) feedback to respond flexibly and constructively to what the evidence is saying.
End of semester reports are provided at the end of Semester I and Semester 2 and are
complete reports regarding student outcomes. These contain: Achievement to date Effort Homework completion Parent interview request Comments regarding work completion, work ethic, behaviour and ways to improve are included. All reporting is provided in a way that is clear to those who have need to access it.
Data Days Track-Ed Data and Goal Setting lessons are delivered through the LEAD and BLAST lessons via designated Data Days. Students receive an individual Track-Ed Student Data Summary (Academic Grade, Behaviour Grade, Effort Grade, Attendance and Overall Behaviour) and are supported to create SMART goals and IDENTIFY strategies for success in their subject areas.
A comprehensive Academic Review process is undertaken at key junctures throughout the academic year to support the tracking of our Senior students, to provide timely feedback to students and parents and to implement intervention strategies as required in order to support student success.
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Follow up Reporting is available through parent teacher interview formal nights twice a year and informal telephone calls, emails and
interviews as required. Informal interviews by telephone, email and/ or face to face should be conducted at any time a teacher or parent feel the situation warrants it. For some Students with Disabilities, the impact of their disability will limit their access to some aspects of their same age cohort curriculum. Before assessment reporting is conducted, they need to have multiple opportunities to achieve and consolidate their learning with the same age cohort. For SWD, who are assessed with modified criteria, they will be reported on using Other Learning Areas as opposed to KLAs. Other differentiated learners who have Learning Support Needs -QCIA- , will have their achievement reported on the standard report (KLA) with comments reflecting those aspects of their learning according to the essential standards. Students who are EAL/D designated (in their first year of arrival to this country) may not be reported against their age cohort, for example, the decision to sit for NAPLAN. This remains a school based decision. Students who are assessed as achieving at a high level will have opportunities to achieve and consolidate the age cohort intended curriculum in all KLAs. To extend these students even further, they may be offered a place in extension classes.
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7. DIFFERENTIATION
A key priority is to use a pedagogical approach that identifies and monitors the individual needs of students and matches these with ways of teaching. It focuses on HOW something is taught and centres the learner as pivotal in the classroom. (Teaching and Learning Connect April 2012)
Differentiation is:
a strategy for ensuring that every student is engaged, challenged and learning successfully significant adjustments (Individual Learning Plans) for some students a feature of every teacher’s practice using regular data on the achievements, progress, strengths and weaknesses of individuals to make
judgements about individual needs using data as a starting point for teaching and to personalise
teaching and learning activities through multiple opportunities NOTE: Differentiation will apply to teaching strategies used in the classroom. Teachers are not required to differentiate assessment tasks unless it is required for some Students With Disabilities and students on Individual Curriculum Plans (ICPs).
RESPONSE TO INTERVENTION
Differentiation involves giving students a range of ways to: 1. access curriculum, instruction and assessment
Flexible groupings – extension classes
ICPs
Open ended and investigative assessment (CVs - analyse, justify, synthesise)
2. understand and take in information
ASOT – DQ 2 interacting with new knowledge and DQ 6
Reciprocal Reading, QAR, Peer tutoring
Tactical Teaching of Reading – before, during and after reading strategies
Tactical Teaching of Writing
3. demonstrate and express what they learn
Exit strategies-checking for understanding
Proficiency Scales
What is RTI? “Response to Intervention is a systematic process of tiered support to ensure every student receives the additional time and support needed to learn at high levels”
-Uniting Academic and Behaviour Interventions; Buffin, Mattos, Weber and Hierck (2015)
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8. Significant 72
WHAT IS SIGNIFICANT 72?
Significant 72 named after Hattie’s research that the effect size of strong staff-student relationships yields an effect size of .72 on student achievement. (An effect size of .40 equates to a ‘normal’ year’s progress.)
Teachers are supported to get to know their students during the first three days, or 72 hours, of the school year, instead of diving into their curriculum.
Seventy-two minutes a month is set aside for students to work on collaborative or team building activities, or to celebrate achievement on parades and in care groups.
Teachers are asked to set aside 72 seconds a day to explicitly build student relationships: for example, asking a student about a sporting event on the weekend, acknowledging a student’s birthday, acknowledging an interesting answer.
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9. ASOT Overview
Springwood State High School
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10. Deep Learning: Our Curriculum Journey for 21st Century Learners
At the beginning of 2019, Springwood State High School nominated to become a Group 2 school in the implementation of Deep Learning. A lead team of teachers participated in a range of professional development opportunities and collaborative planning days throughout 2019. The implementation of Deep Learning has run as an inquiry cycle with each term focused on one phase of the cycle.
- Term 1: Scan and assess – lead teachers engaged with the Deep Learning system and participated in professional learning - Term 2: Develop and plan – development of our Deep Learning units using the resources on the Hub; teachers participated in on-site training day with the Regional
facilitator to build their understanding of the process - Term 3: Act – implementation of our first Deep Learning unit/s
- Term 4: Review – reflection on successes and identification areas for improvement, feedback provided to staff at a staff meeting on the Deep Learning process, development of resources to support the delivery of Deep Learning at Springwood State High School.
The implementation of Deep Learning will continue during 2020 and beyond.
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11. Balance and coverage of general capabilities and cross-curriculum priorities across 7-10
Key
Literacy Numeracy ICT capability Critical and creative thinking Ethical understanding Personal and social capability
Intercultural understanding Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Term 1 Term 2 Term 3 Term 4
En
gli
sh
7
8
9
10
Ma
the
mati
cs 7
8
9
10
Scie
nc
e
7
8
9
10
His
tory
7
8
9
10
Geo
gra
ph
y
7
8
9
10
20
12. GUARANTEED AND VIABLE CURRICULUM All faculties have undertaken the Guaranteed and Viable Curriculum process in order to: identify and communicate the content considered essential for all students in that subject and year level ensure the essential content can be addressed in the amount of time available for instruction sequence and organise the essential content in such a way that students have ample opportunity to learn it ensure that teachers address and access the essential content in that subject and year level protect the instructional time that is available Year level Band Plans have been developed across all faculty areas in order to ensure a Guaranteed and Viable Curriculum is provided to ensure all students have an equal opportunity to become successful lifelong learners.
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APPENDIX
Pedagogical Framework
Whole School Assessment Policy
Moderation Processes
PLTs at Springwood State High School
Example ASOT Unit
Example Band Plans
p.22.
p.53.
p.61.
p.79.
p.87.
p.99.
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Springwood State High School Pedagogical Framework
Robert Marzano’s
The Art and Science of Teaching
SPRINGWOOD STATE HIGH SCHOOL Respect Industry Cooperation
23
Springwood State High School’s Pedagogical Framework The Art and Science of Teaching (ASOT) Springwood State High School utilizes Robert Marzano’s ‘Art and Science of Teaching’ (ASOT) as its pedagogical framework to support teaching and learning. The ASOT framework assists teachers to reflect upon, and develop, their pedagogical practice in a way that results in improved teaching and student results. Effective classroom instruction results in engaged students and improved student outcomes; to achieve this teachers will focus on all elements of the teaching process. The ASOT framework promotes a professional discourse about teaching practice and provides a shared language through which staff can discuss common goals. All elements of the framework do not need to be focused on at one time. We have chosen three design questions to focus on in order to meet the needs of the school community and to ‘phase in’ the ASOT framework. Art – refers to the creative way teachers implement the “on the spot” lesson segments. Science – refers to the structured way that teachers need to implement the “routine events” lesson segments. There are four domains within the ASOT framework:
- Domain 1 - Classroom Strategies and Behaviours. - Domain 2 – Planning and Preparing. - Domain 3 - Reflecting on Teaching - Domain 4 – Collegiality and Professionalism.
The ASOT framework focuses on three key areas for improving teaching and learning:
1. Use of effective instructional strategies. 2. Use of effective management strategies. 3. Use of effective curriculum design.
Effective
These three key areas of improvement are underpinned by 10 design questions: 1. What will I do to establish and communicate learning goals, track student progress, and celebrate success? 2. What will I do to help students effectively interact with new knowledge? 3. What will I do to help students practice and deepen their understanding of new knowledge? 4. What will I do to help students generate and test hypotheses about new knowledge? 5. What will I do to engage students? 6. What will I do to establish or maintain classroom rules and procedures? 7. What will I do to recognise and acknowledge adherence and lack of adherence to classroom rules and procedures? 8. What will I do to establish and maintain effective relationships with students? 9. What will I do to communicate high expectations for all students? 10. What will I do to develop effective lessons organised into a cohesive unit?
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The ‘Art and Science of Teaching’ – Domain 1: Classroom Strategies & Behaviours – Design Questions & Action Steps
Lesson Segments Involving Routine Events Lesson Segments Addressing Content Lesson Segments Enacted on the Spot
DQ1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
1. Providing clear learning goals and scales (rubrics)
2. Tracking student progress
3. Celebrating success
DQ2: What will I do to help students effectively interact with new knowledge?
1. Identifying critical information
2. Organizing students to interact with new knowledge
3. Previewing new content
4. Chunking content into "digestible bites"
5. Processing new information
6. Elaborating on new information
7. Recording and representing knowledge
8. Reflecting on learning
DQ5: What will I do to engage students?
1. Noticing when students are not engaged
2. Using academic games
3. Managing response rates
4. Using physical movement
5. Maintaining a lively pace
6. Demonstrating intensity and enthusiasm
7. Using friendly controversy
8. Providing opportunities for students to talk about themselves
9. Presenting unusual or intriguing information
DQ6: What will I do to establish or maintain classroom rules and procedures?
1. Establishing classroom routines
2. Organizing the physical layout of the classroom
DQ3: What will I do to help students practice and deepen their understanding of new knowledge?
1. Reviewing content
2. Organizing students to practice and deepen knowledge
3. Using homework
4. Examining similarities and differences
5. Examining errors in reasoning
6. Practicing skills, strategies, and processes
7. Revising knowledge
DQ7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
1. Demonstrating "with-it-ness"
2. Applying consequences for lack of adherence to rules and procedures
3. Acknowledging adherence to rules and procedures
DQ4: What will I do to help students generate and test hypotheses about new knowledge?
1. Organizing students for cognitively complex tasks
2. Engaging students in cognitively complex tasks involving hypothesis generation and testing
3. Providing resources and guidance
DQ8: What will I do to establish and maintain effective relationships with students?
1. Understanding students' interests and background
2. Using verbal and nonverbal behaviours that indicate affection for students
3. Displaying objectivity and control
DQ9: What will I do to communicate high expectations for all students?
1. Communicating value and respect for low expectancy students
2. Asking questions of low expectancy students
3. Probing incorrect answers with low expectancy students
DQ10: What will I do to develop effective lessons into a cohesive unit?
1. Identifying the focus of the unit
2. Developing effective lessons
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Holistic Overview: ASOT in Practice
In 2014 at Springwood State High School, we have started our engagement with, and implementation of, the ‘Art and Science of Teaching. As a team, we aim to achieve a cohesive blend of the ‘art’ and ‘science’ of teaching in order to provide high quality teaching and ensure students achieve outstanding outcomes. In order to achieve Design Question 10: ‘What will I do to develop effective lessons organised in a cohesive unit?” teachers will holistically consider and incorporate elements and action steps from each of the preceding 9 Design Questions:
Design Question 10: What will I do to develop effective lessons organised in a cohesive unit?
Encouraging Student Engagement DQ5
Build
ing E
ffective S
tude
nt a
nd T
each
er
Re
latio
nship
s
DQ
8
Follo
win
g t
hro
ug
h w
ith r
ega
rd to r
ule
s a
nd p
roce
dure
s
DQ
7
Establishing Routines and Common Language
- Establishing rules and procedures DQ6
- Developing learning goals, targets and activities (communicating and tracking) DQ1
- Celebrating success DQ1
- Providing detailed and effective feedback DQ1
Addressing Content in Specific Ways
Interacting with new
knowledge
DQ2
Practicing and
deepening
DQ3
Generating and testing
hypotheses and new ideas
DQ4
Establishing High Expectations DQ9
All teaching staff at the school will engage in regular professional learning with regard to the ASOT framework. This will be facilitated through the school’s mandatory meeting allocation through full staff and faculty meetings. Scheduled sessions will provide an opportunity for staff to learn new skills, reflect on teaching practice and share classroom successes. ASOT leaders will meet fortnightly to discuss the implementation of the framework and ensure a consistent team approach across the school. Key focus areas for 2015 Domain 1: Classroom Strategies and Behaviours In every classroom, every day, the following aspects of pedagogical practice will be evident:
1. Learning intent – ‘What am I Learning Today’? (WILT) 2. Learning strategies – ‘How am I Learning Today’? (HILT) 3. Learning progress – student and teacher feedback on knowledge & skill development (learning
scales 0 – 4). Weekly walk-throughs will be in place in 2015 to support the implementation of ASOT, celebrate staff and student successes and identify areas of continued focus to ensure consistent implementation of the framework. Domain 2: Planning and Preparing All faculties will utilize a common unit planning template in 2015 which incorporates ASOT. Domain 3: Reflecting on Teaching & Domain 4: Collegiality and Professionalism All staff will complete a professional learning plan and work with a peer as part of the school-wide Professional Learning and Performance process. Staff will share feedback with their professional peer and eflect upon aspects of their teaching practice. Staff foster collegial and professional relationships with their peers.
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Learning Environment Teaching, Learning & Assessing
Q5
: Hig
hly
En
ga
ged
Stu
den
ts
Relationships Learning Goals and Feedback
Positive Behaviours
Q9
: Hig
h E
xpec
tati
on
s
New Knowledge Deepening Knowledge
Evidence of Learning
Q7
: Ad
her
ence
to
Ru
les
an
d P
roce
du
res
Q8: What will I do to
establish and maintain
effective relationships
with students?
Q1: What will I do to
establish & communicate
learning goals, track
student progress &
celebrate success?
Q6: What will I do to
establish classroom rules
and procedures?
Q2: What will I do to help
students effectively interact
with new knowledge?
Q3: What will I do to help
students to practise and
deepen their
understanding of new
knowledge?
Q4: What will I do to help
students generate & test
hypotheses about new
knowledge?
Q10: What will I do to develop effective lessons organised into a cohesive unit?
Teachers at Springwood State High School: Care about their students and seek to establish connections (learning about students through goal setting, etc) Seek to maintain positive relationships with all students Establish and maintain a positive classroom environment (setting consistent expectations & using de-escalation) Use a common language around expectations using the SMASH focus and established school values Recognise & celebrate student successes & achievements using Springwood Snippets & student awards Provide a range of leadership opportunities for students Seek to build relationships with support services to assist students
Teachers at Springwood State High School: Establish clear curriculum learning goals for students at the start of each unit of work and guide students in the use of proficiency scales to track their learning progress Provide clear and visible learning goals for students each lesson (learning intent) Track student progress, identify & implement strategies for student improvement using the OneSchool dashboard tool Regularly meet with students to set learning goals Provide structured feedback to students Seek feedback from students regarding their progress Use formative assessment to provide feedback to students and their parents Provide a supportive classroom environment
Teachers at Springwood State High School: Use school values and SMASH to set classroom procedures and rules Organise classrooms to promote a safe, positive learning environment Consistently implement classroom management strategies (in line with the school’s RBP) Utilise OneSchool to record behaviour concerns, actions taken to support students and manage behavioural breaches Engage student support services when necessary Support and promote positive behaviour programs Develop individual support plans for identified students Nominate suitable students for recognition of positive behaviour (awards) Recognise & celebrate student successes & achievements using Springwood Snippets
Teachers at Springwood State High School: Plan sequential units of work linking teaching, learning and assessment Identify critical information Establish clear curriculum learning goals for students at the start of each unit of work and provide clear and visible learning goals each lesson for students (learning intent) Use a variety of previewing techniques including front loading, KWL, Y Charts Use a range of strategies for students to engage in new knowledge – reciprocal teaching, explicit teaching, QAR, cooperative learning strategies, think pair share, questioning techniques, etc. Explicitly teach Higher Order Thinking (HOT) skills and the Common Curriculum Elements (CCEs) Chunk new knowledge into digestible bites Summarise knowledge using visual tools and graphic organisers Reflect on learning opportunities for students
Teachers at Springwood State High School: Use a range of revision techniques Use different groupings to practise deepening knowledge Teach similarities and differences - comparison, classifying, inductive and deductive reasoning Examine errors Practise skills and processes Explicitly teach Higher Order Thinking (HOT) skills and the Common Curriculum Elements (CCEs) Revise and add notes when reflecting on student learning
Teachers at Springwood State High School: Are resource providers Unpack success criteria for all assessment tasks Provide exemplars for students including ‘A’ standard exemplars Organise students into groups for complex tasks (reciprocal teaching) Provide students with opportunities to hypothesise, generate and test, problem solve, investigate and invent Provide students with constructive feedback on assessment drafts to support learning Challenge students to improve (utilizing Learning Scales)
DOMAIN 1: CLASSROOM STRATEGIES & BEHAVIOURS - Routine events (DQ1 & 6); Addressing content (DQ2, 3 & 4); Enacted on the spot (DQ5, 7, 8 & 9).
DOMAIN 2: PLANNING & PREPARING – Developing effective lessons & cohesive units (DQ10).
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Design Question 1: What will I do to establish and communicate learning goals, track student progress and celebrate success? Action Step 1: Providing clear learning goals and learning activities (learning intent)
Teachers must establish curriculum intent during the planning phase of every unit of work. Only with a clearly articulated understanding of what students need to know to achieve success and what they need to be able to do to demonstrate their knowledge, can appropriate learning activities and the learning intent for each unit can be determined.
Learning goals are so important because they set the course for learning in the brain. There are two questions the student brain asks to help filter information during the course of a lesson:
1. Is this learning important?
2. Does it have meaning?’
Students will be more willing to participate and persevere if they know the point and the outcome/direction.
What is a learning goal? A learning goal is the what – it is a statement of what students will know or be able to do by the
end of a unit or series of lessons. Each unit will likely have multiple learning goals.
A learning activity (tied to learning intent) is a statement of tasks or learning progressions students
will engage in during a lesson. The learning intent or learning activity/ies for each lesson
cumulatively help students move towards the final learning goal. They are critical for getting to the
end but are not the end point.
At Springwood State High School, we differentiate between learning goals and learning activities or learning intent in the following ways:
The learning goal outlines the critical learning students will do within a unit of work and defines a
desired future state of competence in a subject area.
Learning goals must have a level of difficulty – they should be challenging but attainable for students.
Learning goals are long term. A learning goal plots the ‘journey’ undertaken within a unit of work. It
describes – the ‘I can’, the what, the outcome, the destination.
The focus for staff when setting learning goals at the start of each unit should not be, ‘What do you
want me to do?’ It must be, ‘What do you want me to learn to do’?
Without a precise description of where they are headed, students are flying blind.
Learning activities are the pedagogy and strategies used to achieve the learning goals.
Learning activities and learning intent is structured lesson by lesson.
Types of goals/intents How they are written Learning targeted
Declarative goal or target Students will know… / Students will understand…
Knowledge
Content based
Procedural goal or target Students will be able to… HOT skills/CCEs
Processes & strategies
How are learning goals used at Springwood State High School? Teaching teams will identify learning goals as part of unit planning – these goals will be built into unit
plans.
Teaching teams will make a distinction between learning goals and learning activities or assignments.
In the long term, teaching teams will develop learning scales for each unit of work in Junior
Secondary. These will be explicitly taught to students (using learning scales or proficiency scales).
Junior Secondary students will engage explicitly with learning goals at the start and end of each unit
(via the learning scale booklet). Students will write down the learning goals for the unit. Students
will rate themselves on their knowledge and skill at the start and end of the unit and complete
reflection activities. Teacher feedback is also provided at these junctures as part of formative
assessment and the feedback loop.
Learning goals can be made visible in the classroom – if teachers have a home room and/or the
facility to do this, they can.
The learning intent for each lesson (Year 7 to 12) will be displayed on the board for students at the
start of each lesson and explicitly addressed by the teacher to set the course of learning for the
lesson.
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Action Step 2: Providing clear learning scales - the role of proficiency scales or learning scales
Proficiency scales – called learning scales at Springwood SHS – provide a tool for teachers to assess and monitor student learning. Learning scales are set for the significant learning goal or goals within a unit of work and provide a tool to measure each student’s success in achieving the learning goal/s.
Learning scales are a critical tool for ensuring consistency across classrooms as they help ensure all
teachers of a unit of work have the same understanding of ‘success criteria’ for students.
Learning scales are also a useful tool for differentiation as students who are struggling with specific
aspects of the learning goal can be identified and provided with additional support or opportunities
for further skill development.
Learning scales also allow students to monitor their learning progress throughout the course of a unit
and make students more active in the learning process.
Learning scales provide feedback for students and help them to identify the specific areas they need
to improve in order to gain success in the classroom. They are also a useful formative assessment
tool for use at parent teacher interviews.
There is a clear difference between a learning scale and an assessment scale (or level of achievement). Assessment tasks measure if the students can ‘do’ the task. Proficiency scales help teach the skills that students will use for assessment and evaluate how successful students were at meeting the targets of the unit of work.
Notionally a ‘3’ on the learning scale is a ‘C’ or sound level of knowledge, however reporting is an on
balance judgement made against assessment criteria sheets.
Having students track progress on their own learning goals has been shown to result in a 32%
increase in student achievement.
Learning scales will be phased in for implementation in the Junior School. They will be developed only for those learning goals that have been identified as a priority within the unit of work. Examples of learning scales can be downloaded from the Marzano Research Lab (http://www.marzanoresearch.com/) A school template for learning scales has also been developed: Score 4.0 In addition to Score 3.0 performance, in-depth inferences and applications that go beyond what was taught, such as
Students are able to apply knowledge in new contexts Students are able to make predictions Students are able to transfer knowledge from one form to another Students are able to apply knowledge to problem solving or real life situations Students are able to apply knowledge to real world scenarios
Score 3.5 In addition to Score 3.0 performance, in-depth inferences and applications with partial success
Score 3.0 No major errors or omissions regarding any of the information and processes (simple or complex) that were explicitly taught
Should align to Australian Curriculum achievement standards and content descriptors and match the criteria sheet (‘C’ standard) Student demonstrate understating of the simple and complex content that was taught in class
Score 2.5
No major omission regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content)
Score 2.0 No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes (Score 3.0 content)
Includes the prerequisite knowledge and skill students require to have mastery and achieve a score of 3.0 The student independently demonstrates understanding and skill related to the simpler details and processes but not the more complex ideas and processes Student knows definitions and basic terminology Students can complete basic solutions Focus on subject specific vocabulary – what do students need to understand in order to achieve a score of 3.0
Score 1.5 Partial knowledge of the simpler details and processes (Score 2.0 content) but major omission regarding the more complex ideas and processes (Score 3.0 content)
Score 1.0 With help, a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content)
Students demonstrate partial knowledge of both simple and complex ideas Partial understanding of some of the simpler details and processes
Score 0.5 With help, a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content)
Score 0.0 Even with help, no understanding or skill demonstrated
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Action Step 3: Celebrating success
Celebrating success is an essential aspect of the assessment process – both formative and summative. Recognising and celebrating student success allows students to see their progress and individual learning growth. Celebrating success is not limited to recognising students who have achieved at a scale of ‘3’ or higher. Whilst this is the benchmark we aim for all students to achieve, students progressing from a score of 1 to 2 or 2 to 2.5 will also have demonstrated a significant improvement in their learning. It is important to recognise this success with students and then assist them to set new targets for continued improvement. At Springwood State High School, student success is recognised in a variety of ways:
Success walls (in classrooms and blocks)
Springwood Snippets (positive postcards)
One-on-one feedback from teachers and phone calls/emails home to parents
Classroom or faculty level certificates of achievement
Whole-school student award ceremonies
Other teacher-developed classroom reward systems
Student progress charts (running records) will be used for Year 7s (with a focus on reading and to be
rolled out to include numeracy)
Faculties also use pre-assessment, formative and diagnostic assessment and moderation to track
student progress and recognise student success
Success criteria may include (but are not limited to):
Achievement of academic goals
Improved effort demonstrated in class - improved learning behaviours (focus in class, participation,
motivation, submission of drafts, seeking teacher feedback, etc.)
Improved effort in achieving the learning goals set for the unit
Higher efficacy levels demonstrated using learning scales (e.g. movement from a 2 to a 3)
Adherence to classroom expectations and positive engagement in the classroom environment
Positive interactions with teachers and peers
Leadership within group work tasks or other classroom learning activities
Improvement in the school focus areas of literacy or numeracy
Planning for learning goals, learning activities and learning/proficiency scales
Image sourced from: (http://indulgy.com/search/Marzano/page/2)
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Design Question 2: What will I do to help students effectively interact with new knowledge? Students are supported in learning new content by engaging in critical input experiences - where teachers plan to engage students in actively processing content. Learning experiences that are critical to understanding new content should be identified and highlighted by teachers and delivered through a variety of action steps. Students need to be taught how to be receptive to learning and need to be given the opportunity to actively process new content knowledge (‘chunking’). As part of this design question, teachers choose specific teaching strategies for a purpose, linked with the lesson intent, to assist students engage effectively with new knowledge. A key element of DQ2 is ‘chunking’ - we remember what comes first best; what comes last second best and risk losing information delivered in the middle. The ASOT approach is to teach a 70 minute lesson as three ‘chunks’ of 20 minutes (or similar) to maximise learning time and allow students opportunities to process knowledge.
Action Steps Pedagogical Tools
Action Step 1:
Identify critical-input
experiences
Design learning experiences that present new information in such a way that students are “hooked” and engaged – and clearly understand what they are learning and why they are learning it.
Use HOT colours to draw attention to words/phrases (red, yellow, orange)
Use a combination of visual, dramatic and verbal instruction
Teaching specific vocabulary
Teaching specific to content
Reading a section of textbook
Listening to information presented
Observing a demonstration or participating in a demonstration
Watching a short video clip
Discussions in small groups
Action Step 2:
Preview the content prior to
a critical-input experience
Activate student’s prior
knowledge relating to new
content.
Graphic organisers (K-W-L or variation of it)
Overt linkages – connecting new content to content previously taught
Preview questions - use preview questions before presenting new content
Brief teacher summary
Skimming and outlines
Teacher-prepared notes
Student/whole class brainstorm
Teacher use of motivational hook/launching activity
Anecdotes
Short selection from video
Teacher use of word splash activity to connect vocabulary to upcoming
content
Action Step 3:
Organise students into groups to enhance the active processing of
Groups of 2-5 students
Group Role Assigner - to assign roles to each group member (Note Taker, Speaker, Time Keeper, Norm Enforcer)
Think-Pair-Share
“Throughout a well-structured unit teachers are continually providing input to students
regarding new content. Sometimes this occurs in the form of answers to questions, discussions with individual students,
discussions with small groups of students, and other types of rather spontaneous interactions. At other times, input is planned as part of the
overall design of the unit. For example, a teacher might plan to have students engage in one or more of the following activities: read a
section of a textbook, listen to a lecture, observe a demonstration, be part of a
demonstration, or watch a video. I refer to these designed input activities as critical-input
experiences.” (Marzano, R.J. 2007: 29)
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information
Group work helps students to:
use “low risk” situations to establish what they know and to find out what they have yet to learn
develop language and social skills needed for cooperation; take turns in discussion; develop social and team working skills
use exploratory language to try out ideas; stretch their language as they talk critically and construct-ively; develop a sense of empathy and to understand other views
support and build on each other’s contributions; acknowledge and utilise the strengths and talents of others; practise and to learn from each other
develop important life skills, e.g.: organisation; negotiation; delegation; team work; co-operation; leadership; responsibility and accountability.
Café to Go
Ensuring effective group work
Have clearly defined tasks, with sharp timings and with the appropriate tools organised
Have clearly defined group roles
Have clear ground rules for talk, listening and fair allocation of workload etc.
Target your support and interventions throughout the task, but make them interdependent of one another, not dependent upon you
Always be prepared to stop group work if students don’t follow your high expectations.
Enhancing group work
Explicitly teach the rules and procedures of group work. Ensure they are clearly understood and consistently enforced
Organise classes into small groups with a common goal; ensure that pupils within a group work collaboratively until they understand and have completed the task
Ensure that pupils engage in peer teaching, learning and assessment
Celebrate collaborative efforts with pupils.
Presentations which engage the audience
Poster presentations
Individual follow-up assessments
A mark or grade which assesses how the group engaged with the task in terms of interaction and cooperation
Action Step 4:
Present new information in small chunks
Chunking content into “Digestible Bites”.
Age roughly equates to attention span of learners. E.g. 13 year old = 13 minutes of attention before losing focus. Max. (all ages) = 18-20 mins.
Lesson structured into episodes
Individual/pair/group work
Warm up games
Academic games – Jeopardy
Whole class delivery of information
Reciprocal Teaching
Jigsaw learning task- small groups each assigned topics on which they become experts.
Rephrase/paraphrase content
Action Step 5:
Ask questions that require students to elaborate on new information
Elaborative questions can be organised into two broad categories: general inferential questions and elaborative interrogations.
General Inferential Questions Elaborative Interrogations
Inference involves asking students questions that require them to go beyond what was presented in a critical input experience.
Default inferential questions
• How long do you think a person can be a member of the upper house?
• How many politicians make up the House of Representatives?
• To answer these questions students must draw on their existing knowledge about politicians.
Reasoned inferential questions:
• What would happen to the Senate (upper house) if the allocation of seats were determined much like the House of Representatives?
• The Upper house is often called the House of Review why is this the case?
• To answer these question students must use what is explicitly stated in the input experience to generate conclusions about what might happen.
Elaborative Interrogations
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Elaborative Interrogations begin with simple inferential questions but ask the student to further evaluate or investigate their responses with additional evidence.
This requires skilful interaction with students to explicitly generate the answer to a question:
• What are some typical characteristics of a …?
• What would expect to happen if…?
• What would be the ongoing impacts of this chain reaction on society?
• Interesting point… what would happen if we failed to stop ….
This type questioning allows for students to expand their thinking past what is being taught explicitly and place the content in real life situations or contexts - thus making the ‘chunk’ important and realistic.
Sample DQ2 activity process:
Previewing question
Routine: Time provided to manage effective group
work
Identify critical-input information: HOT colours to draw attention to
specific words or phrases
Provide opportunities for students to reflect on and record
information
Present new information in small chunks using
academic games: Jigsaw activity to encourage
learner interaction and engagement
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Building academic vocabulary:
To interact with new knowledge effectively, students require direct
vocabulary instruction.
Teachers need to identify and explicitly teach essential
academic vocabulary (content terms and processes specific to
the unit or subject area).
For each unit, teachers should identify critical vocabulary (versus
supplementary vocabulary).
This vocabulary can then be taught using Marzano’s ‘Six Step Process for Teaching Academic
Vocabulary’.
Additional strategies: introduce direct experiences that provide examples of the term; ask students to investigate the term and present the information to the class (skit, poster, etc.).
Also ensure you: monitor and correct misunderstandings.
In Step 2, students must provide their own original ideas, not repeat examples provided by the teacher.
Additional strategies: play “Pictionary”; dramatize the term using speech bubbles; allow students to find a picture on the internet if necessary.
Additional strategies: highlight the prefixes, suffixes and root words that will help students remember the term’s meaning; list related words; write brief reminders of common confusions; compare similarities and differences; write incomplete analogies about the term and have students complete the analogy.
Additional strategies: have students describe their pictures to one another; explain to each other any new information they have learned; identify areas of disagreement or confusion and seek clarification.
Students can make revisions to their work.
Additional strategies: play “Jeopardy” – write the vocab words on the board and have players make up a question to define the term; play “Bingo” – teacher provides the definition, students mark off the word on their bingo sheet; create a skit (students are given vocab words to make a skit out of).
34
(Images sourced from - http://thislittleladybug.blogspot.com.au/2014/08/building-academic-vocabulary.html)
Teaching tools for building academic vocabulary:
(Images sourced from - http://www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf)
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http://www.greatschoolspartnership.org/wp-content/uploads/2014/06/x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf
Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? In addition to actively processing information – the starting point of learning and the focus of DQ2 – students must engage in practice (repeated exposure) and knowledge-deepening activities in order to build upon their new awareness. DQ3 focuses on long-term retention and use of knowledge. Without the type of processing targeted through this Design Question, knowledge that students initially take in may fade. The table below outlines tools and strategies which teachers at Springwood State High School commonly use to help students practice and deepen their understanding of new knowledge.
Action Steps Outline Tools/Strategies
Action Step 1:
Provide students with tasks that require them to examine similarities and differences
Mostly used for declarative knowledge (informational in nature). Students require about 3-4 exposures with no more than a two day gap to new knowledge to adequately integrate into existing knowledge base.
Identifying similarities and differences is a common instructional activity.
Other activities to target this AS include: comparing, classifying, creating metaphors and creating analogies.
Graphic organisers specifically for comparing and contrasting
Sentence stems, Venn diagram, comparison matrix, double bubble, concept maps, classification charts
Creating analogies and metaphors
Ranking and consensus
Four Corners
Action Step 2:
Help students identify errors in thinking
Used to analyse the validity of information.
4 types of errors in thinking: faulty logic, attacks, weak reference, misinformation.
Mostly used for declarative knowledge.
QAR
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Action Step 3: Provide opportunities for students to practice skills, strategies and processes
Mostly used for procedural knowledge (oriented toward skills, strategies or processes).
E.g. performing long division, reading a contour map, shooting a free throw, editing compositions.
Over time procedural knowledge is shaped by the learner – steps are added, changed, deleted.
When developed, skills can be performed at a level of automaticity. For procedural knowledge to be developed it must be practiced.
Guided practice may include: organising, rehearsing, summarising, comparing and contrasting. Students should not be just ‘turned loose’ to practice but need structured guidance (20-24 practice sessions needed).
1. Initially provide structured practice sessions spaced close together
2. Provide practice sessions that are gradually less structured and more varied
3. When appropriate, provide practice sessions that help develop fluency
Highly structured, teacher guided practice
Peer teaching
Action Step 4: Determine the extent to which cooperative groups will be used
May be used for students to check the accuracy of their work and describe their personal approaches to the activity.
The cooperative group strategies listed commonly involve structured steps:
1. Teacher shows
2. Peer explanation
3. Students practice on their own.
QAR
Hot Potato
Harvest Strategy
Huddle
Round table or Round Robin
Inside Outside Circle
Pin Wheel
Café to Go
Think : Pair : Share
1:2:4
Expert jigsaw
Action Step 5:
Assign purposeful homework that involves appropriate participation from home
Must have an articulated purpose and be directly linked to learning goals and be achievable independently.
Homework should be based around the guiding principle of 10 mins/night/year level (in total).
Homework can be used for:
Introducing new content: for previewing
an activity, read an introduction, watch media, develop or answer questions, etc.
Deepening knowledge: use ‘similarities
and differences strategies’
Enhancing Fluency: for skill practice at home with follow up in class
Action Step 6:
Have students systematically revise and make corrections in their academic notebooks
Should require students to add new information to the topic being revised, as well as correct errors and clarify distinctions.
Students periodically review what they have recorded and identify changes/development in understanding, adding insight.
Individual review as well as review books in groups.
Three stars and a wish
Silent card shuffle
Academic games
Design Question 4: What will I do to help students generate and test hypotheses about new knowledge? Design Question 4 deals with strategies to help students progress beyond basic levels of knowing by engaging them in tasks that require experimentation with the new knowledge. The table below outlines tools and strategies which teachers at Springwood State High School commonly use to help students practice and deepen their understanding of new knowledge.
Action Step Outline Tools/Strategies
Action Step 1:
Teach students about effective support (valid claims)
Students should be aware that to be valid, claims must be supported (grounds); the support should be explained and discussed (backing); and exceptions to the claims should be identified (qualifiers).
Students should be exposed to various types of errors in thinking that can occur when constructing support.
Framework for supporting a claim: grounds, backing, qualifiers.
Four categories of errors: faulty logic/attacks/weak reference/misinformation
Action Step 2:
Engage students in experimental inquiry tasks that require them to generate and
Students are taught to make predictions based on observations and to design ways to test those predictions and then examine the results in light of the original prediction.
Experiments
Surveys
Questionnaires
Interviews
Observations
37
test hypotheses Stimulus questions for experimental inquiry:
What’s my prediction?
How will I test my prediction?
What do I expect to see if my prediction is accurate?
What actually happened?
Did my prediction come true?
How has my thinking changed?
Symphony Tool:
Scamper
Action Step 3:
Engage students in problem-solving tasks that require them to generate and test hypotheses
Problem solving tasks require students to use knowledge they are learning in order to generate and defend solutions to situation involving an unusual context or constraint.
The defining feature of a problem-solving task is that students are challenged to determine what must be done differently given the unusual context or the constraint.
Problem Solving Questions:
What’s the goal?
What obstacle or unusual situation makes it difficult to accomplish the goal?
What are some ways one might overcome the obstacle or the unusual situation?
Which solution do I predict will work best and why?
What actually happened?
Do the results fit with my original prediction?
If not, how should my thinking change regarding the problem?
Symphony Tool:
Five Whys
Action Step 4:
Engage students in decision-making tasks that require them to generate and test hypotheses
Requires students to select among equally appealing alternatives.
Decision making questions:
What alternatives am I considering?
What criteria am I using to select among alternatives?
Which alternative came out on top?
Do the results fit with my original prediction? If not, how should my thinking change?
Yes/No Decision-Making Matrix
Quantitative Method
Symphony Tool:
Drawing conclusions
Action Step 5:
Engage students in investigation tasks that require them to generate and test hypotheses
Involves testing hypotheses about past, present or future events.
There are different types of investigation tasks:
Historical Investigation:
Why ‘X’ happened?
Projective Investigation:
What would happen if …?
Definitional Investigation:
What are the important features of …?
Questions to stimulate investigation:
Am I focusing on something that has to be defined better, something that happened in the past, or something that might possible happen?
What do I predict I will find out?
What is known about my subject?
What are some confusions or contradictions in what is known about the topic?
What do I predict to be the resolution to these confusions or contradictions?
Did my findings fit with my original prediction? If not, how should my thinking change?
Symphony Tools:
Expert jigsaw
Pinwheel
Somersault question
Action Step 6:
Have students design their own tasks
Students design their own tasks for the generation and testing of hypotheses. e.g. student generated problem solving and decision making tasks.
Scoring scales (rubrics)
Academic notebooks for data collection and analysis
Journal and think logs
Interviews with students
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Peer response groups
Formal self-evaluation
Action Step 7:
Consider the extent to which co-operative learning structures will be used
Tasks can involve a combination of independent and co-operative learning activities.
Students can work in small groups (co-operative groups) to complete the information-gathering component of a task.
Jigsaw co-operative
Learning groups
Pairs
Triads
Larger groups
Symphony Tools:
Fishbowl
Think : Pair : Share
Publish, Reflect
Café to Go
Resource for Design Question 4: teachingchannel.org
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Design Question 5: What will I do to engage students? A key component in promoting high levels of student achievement is ensuring all students are intellectually, emotionally and socially engaged with the content they are learning. The five factors associated with high levels of student engagement are high teacher energy, missing information, the self-system, mild pressure, mild controversy and competition.
Action Step Outline Strategies/Tools
Action Step 1:
Recognising moments to engage students
Constant monitoring of students’ level of engagement.
- Take preventive action if engagement is low.
Devise lesson into 20 minute episodes (‘chunks’)
Balance ‘teacher talk’ throughout the lesson
Verbal and/or non-verbal cue to regain focus
Action Step 2:
Using games to promote student engagement
Game-based learning tasks and activities can help students deepen their understanding of core curriculum content as well as expand students’ motivation and energy levels.
- Games stimulate students’ attention because they require them to access and supply missing information, one of the key building blocks of engagement.
- Games should focus on key academic content e.g. important concepts and vocabulary terms.
What is the question?
- Modelled on the television game show Jeopardy!
- http://www.pftq.com/jeopardy/
- Whole class
Name that Category
- Small groups or pairs
Talk a Mile a Minute
- Pairs or small groups
Classroom Feud
- Multiple choice, fill in the blank and short answer questions
- Similar to a debate
Action Step 3:
Using inconsequential competition
When students complete in the spirit of fun, their engagement increases in response to a combination of mild pressure, high energy, and activation of the self-esteem.
Involves placement of students into small groups.
Group membership can be changed so that students who exhibit a high degree of content mastery are pair with those who do not.
Points can be assigned to achieving teams and at the end of the unit, points totalled (tangible reward).
Inconsequential-competition tasks focusing on the review of vocab, spelling, and literacy/numeracy/ subject specific terms and elements.
Use games to create various types of inconsequential competitions to help students remember critical information (heightened emotions from games).
Action Step 4:
Questioning, physical movement and pacing
How can we be sure our students are engaged and motivated?
- On task behaviour
- Emotional reactions (expressing positive emotions and feelings that reflect their connection to the task)
- Cognitive investment (when students appear genuinely invested in understanding and retaining)
Questioning:
Can activate student engagement through two pathways:
1. Encouraging the learner to investigate missing information
2. Providing mild pressure for the learner.
Effective questioning ensures that the students understand what they are being asked and why.
Questioning types:
Retrieval: students recall, recognise and execute knowledge that was directly taught. E.g. “What are the key elements of a compound sentence?”
Analytical: students take apart information and determine how parts relate to the whole. Most effective when students are asked about complex content they have just read, heard, observed through demonstration or experienced in some other way. E.g. “How did the social and cultural conflicts we have been studying give rise to imbalance and unrest within the region?”
Predictive: form an opinion about what will happen next…Students can explain and defend their predictions. E.g. “How do you predict the story will end?”
Interpretive: requires students to make and defend inferences about the intentions of an author. Students need to present textual support and evidence to confirm their conclusions. E.g. “What do you think the speaker in the poem mean when he says…?”
Evaluative: students provide evidence to justify their conclusions. E.g. “In your opinion, how
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This action step ties in with the school’s Upper2Bands strategies: guided reading, complex texts, higher-order questioning.
Using Physical Movement
Increases students’ energy and ability to concentrate, two key factors in active engagement in learning.
Promoting Engagement Through Pacing
An essential ingredient in promoting high levels of engagement, effective pacing requires effective classroom management, including clearly articulated and understood rules and procedures.
effective was the argument that was presented in this article about global warming?”
Using Physical Movement:
Stand up and stretch
Body representations
- Act out important content
Give One, Get One
- Compare notes with a partner
- Review information together
- Discuss terms and concepts they would like to revisit in order to develop a deeper understanding
- Share information with a partner/group and add in missing information
Vote with Your Feet
Corners Activities
- Each corner represents a different question related to the content
Stand and Be Counted
- Self-assessment of how well they understood key ideas and concepts
- “I get it, I’m close, “I’m having trouble”: students place a personalised peg to reflect their level
Promoting Engagement Through Pacing:
Procedures for handing in assignments/distributing material
- Communicate well-established procedures. E.g. Science lab use, computer room use, signing in and out of a practice room, gym room use.
Transitioning between activities
- Signalling and cues
- Announcing the next activity
- Moving quickly to the next activity
Logical sequencing of activities
- Lesson segments:
1. Administrative segments (uniform check, roll…)
2. Introduction of new knowledge
3. Practicing of deep knowledge
(Can be in any order in your lesson)
- Flow of lesson
Action Step 5:
Using wait-time strategies
Teachers greatly expand the number of students who both hear the question and cognitively process it.
Post-Teacher-Question Wait Time
- After you ask a question, allow three seconds for students to respond. Remind them to take a moment to respond.
Within-Student Pause Time
- Provide adequate time to think during pauses
Post-Student Response Time
- Pause after response to focus attention
Teacher Pause Time
- After new information is presented wait a few student processing
Impact Pause Time
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- Provide uninterrupted silence to focus attention at any given time
Action Step 6:
Using follow-up questioning and response strategies
In addition to wait-time techniques, teachers can enhance student engagement by using a variety of follow-up questioning and student-response strategies.
Follow-up probes require students to justify or defend their responses to questions with evidence from text or personal knowledge.
Response Cards
- Small white board, chalk board, cardboard for students to write a response to a teacher’s question.
Choral Responses
- Students review and repeat key information, especially content that they are finding difficult. Teacher provides class with target information and asks them to repeat the information as a group
Response Chaining
- Linking student responses by beginning with a question to which a student responds – the class votes on the accuracy of the response, using three options: the answer was correct, the answer is partially correct or incorrect. Students are asked to explain the part of the answer that was correct, incorrect or partially correct.
Hand signals
- Used to indicate how well students understand key content
Action Step 7:
Demonstrating intensity and enthusiasm for content
Teacher intensity and enthusiasm should be clearly evident in situations critical for learning.
Teacher’s tone and manner should communicate to students that the content is important.
Directly stating to students why they are expected to learn that they will be studying, including direct connects to both their personal interests and the world beyond the classroom.
Using a variety of verbal and nonverbal signals:
- Gestures
- Vocal inflections
- Eye contact
- Pacing
Direct statements about the relevance and importance of the content
Describing personal anecdotes about the content
Action Step 8:
Engaging students in friendly controversy
The more students’ debate and challenge one another over content studied and varying perspectives that are associated with it, the more active and engaged they become in the learning process.
Debating
O-P-V: students are asked to defend the “opposite point of view” from the one they agree with or support.
Seminars
Varying perspectives: incorporate issues and content that allow students to explore, discuss and debate varying perspectives on the same issue, event or process.
Expert Opinions: students research opinions of experts who hold contrasting perspectives about a particular topic or issue.
- Cooperative learning jigsaw to engage students in exploring a researcher and reporting back to the whole class their findings. Class debates validity, merits of varying perspectives and the evidence presented.
Action Step 9:
Providing opportunities for
Strategies that engage affective and social aspects of students’ personalities can also be used to enhance students’
Interest surveys
Student learning profiles
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students to talk about themselves
engagement. Making explicit connections between content and student interests
Action Step 10:
Presenting unusual information
Periodically interject unusual or “out of the mainstream” information related to content being studied
WebQuests
A class-generated “Ripley’s Believe It or Not”: students compile an electronic database of unusual or little-known information about content being studied.
History files
Guest speakers
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Design Question 6: What will I do to establish classroom rules and procedures? Clear and consistent classroom rules and procedures are critical in order for the classroom environment to be set up as a place for learning. Rules and procedures which are established collaboratively and are clearly displayed clearly in the classroom and/or in student notebooks provide a common language for instruction and ensure students understand what they are expected to do and how they are expected to do it. The key question every student in every class should be able to answer is: ‘What is today’s learning intent?’
The way in which the classroom is organised signals to students how instruction and learning will be managed. Although rules and procedures are to be established at the beginning of a school year, there are many times throughout the year when students need reminders or when rules and procedures must be added or altered.
Action Step 1: Organise the classroom Create physical conditions that facilitate and support teaching and learning.
Consider the classroom’s physical design before students come to class (facilitates group work,
clear traffic patterns, layout provides easy access to resources and materials, classroom rules are
displayed, visual displays highlight learning goals and are decorated with learning examples or
guides).
Desk arrangements should provide access to any student within four steps from where the teacher
spends most of their time.
Arrangements should allow easy storage of and access to materials and a clear traffic pattern for
student and teacher movement.
Consider open spaces (MPS and JB05) and placement of students.
Consider placement of equipment, materials, the number of students in the class.
Where will whole-group instruction take place as opposed to whole class re-direction?
Use music purposefully to engage students. You may also use music as a taught cue for students,
e.g. music to enter class: In this time, sit down, books open, date written on page…
Action Step 2: Establish a small set of rules and procedures “…Teachers must establish rules and procedures…not every teacher must have the same rules and
procedures. Recommends that Secondary teachers employ five to eight rules and procedures” (Marzano, R. J. The Art and Science of Teaching. p. 124).
Use variation to avoid prediction
Establish grouping procedures (solo time, elbow partners, close partners, table families)
Instructions given in 4 parts: “In a moment (prepare student), when I say ‘GO’ (cue), I would like you
like to… (issue task) pause GO”.
Regathering procedures: 3, 2, 1; At the end of this song … ; When you hear me say...
Make the learning intent for the lesson visible to students
Wrap up activity/lesson: verbal count down, provide warnings to complete work, use a visible timer
Gaining whole-class attention: signal for attention in a different spot to where you deliver content
Action Step 3: Interact with students about classroom rules and procedures “When designing rules and procedures, it is important to interact with students about them from the outset. For Secondary teachers, the best time to do this is the very beginning of the school year and the beginning
of a new term” (Marzano, R. J. The Art and Science of Teaching. p. 127).
“This design question deals with a staple of classroom management- the design and implementation of classroom rules and procedures.”
Marzano, R. J. The Art and Science of Teaching. p. 117.
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Interactions might be as simple as explaining each rule and procedure to students and discussing
with them the logic and need for the rules and procedures.
As a result of classroom discussion, teachers and students generate a small list of procedures for
each rule. For example:
Rule: enter the classroom ready to learn.
Procedures:
After teacher instruction, enter the room and place bag in designated spot.
Move to the floor in front of the board with your equipment.
Sit down and wait quietly.
Prominently post this in the classroom for future reference.
Action Step 4: Periodically review rules and procedures, making changes as necessary Review and adapt rules as time goes by.
Review is necessary when students seem to be systematically violating or ignoring a rule or
procedure.
On occasion, a rule or procedure might have to be changed or dropped altogether.
Upon discussion with students the teacher might find the procedure is not as effective as originally
thought.
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Action Step 5: Use classroom meetings
Classroom meetings are useful in the design and maintenance of rules and procedures.
Classroom meetings might be scheduled regularly for 10 minutes every week or every other week.
They may also be used infrequently, as deemed appropriate by the classroom teacher.
In these meetings, the teacher and students bring up issues relative to classroom management,
including rules and procedures.
If students don’t feel comfortable volunteering issues in front of the entire class, than the teacher
might institute a policy in which students suggest issues to the teacher individually and then the
teacher introduces those issues at the class meeting.
Rules and procedures may not necessarily be altered, added or deleted.
The message conveyed to students is they can help shape the environment to produce a classroom
that is respectful, cooperative and industrious.
Sample expected classroom procedures at Springwood State High School
Students line up outside the classroom (teacher establishes calm order, checks for equipment, etc.).
Students take their required equipment out of their bags before entering the classroom (subject
specific notebook, pencil case, Organiser, uniform slip (if applicable).
Every teacher develops a negotiated list of classroom expectations and this is displayed in the
classroom (linked to school values).
Students place their bags within a designated area of the classroom as they enter the classroom.
Teacher commences lesson with explicit focus on the ASOT key questions (What am I
learning….etc.). Students write learning intent in their notebooks.
Core school priorities are adhered to – CCE and SMASH focus are clearly posted within the
classroom.
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Teachers are consistent in language and roles used within group work (e.g. reciprocal teaching,
QAR, elbow partners, table families).
Students will be allowed to leave the classroom only if they have a note in their Organiser, and they
take their Organiser with them.
The teacher concludes the lesson with a structured classroom exit process – teacher is mindful of
time within last ten minutes. Students remain seated when the bell goes until given direction to
leave. Students may complete an ‘Exit ticket’ process (teacher led) – suggestion list (writing
homework; 3, 2, 1; exit ticket with question on a post-it; continuum; thumb rating; visual learning
scale – pegs, names on stick-its, magnet labels).
Technology devices out of sight during the lesson unless being used for a teacher approved activity.
Teacher is consistent in managing student behaviour (in line with Responsible Behaviour Plan).
Sample additional classroom procedures at Springwood State High School
Seating plans.
Organised buddy classrooms.
Classroom meetings (for review of rules and procedures).
Use of attention signals (a place within the classroom where teacher go when expecting students to
listen; verbal cues that an activity is coming to an end).
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Design Question 7: What will I do to recognise and acknowledge adherence to classroom rules and procedures? Consequences go hand in hand with rules and procedures. Students who adhere to rules and procedures should be recognised and acknowledged – their behaviour provides a positive influence for the rest of the class. Students who do not adhere to classroom rules and procedures – and who therefore detract from the focus on learning – require consequences. It is important that consequences are established at the start of the year, in combination with the establishment of rules and procedures. Rules and procedures which do not have associated consequences (both positive and negative) do not effectively enhance the learning environment.
Strategies that acknowledge adherence to rules and procedures: Action Step 1: Use simple verbal and non-verbal acknowledgement (whole class or specific
students).
Verbal acknowledgement example: Well done with handing in your lab work. I appreciate that everyone was quiet while this was done and that you passed your work to the end of each row for easy collection. This not only acknowledges student success but also reinforces the established classroom procedure. Non-verbal acknowledgement example: Smiles, nods, winks, thumbs-up signed, etc.
Action Step 2: Use tangible recognition when appropriate.
This may include strategies such as a point system (for a lesson or the week) with some sort of concrete recognition for high achieving students at the end of the period (e.g. a phone call home, a Snippet or letter sent home). A ‘traffic light’ system might also be used. Students may be given a ‘green card’ for good behaviour (placed on desks as the teacher moves around the room) or a ‘yellow card’ as a warning for off-task behaviour or non-adherence to procedures. These could be double sided so that the teacher can change the ‘yellow card’ back to green when the student has modified their behaviour.
Action Step 3: Involve the home in recognition of positive student behaviour.
Research shows that students view teacher contact with home about positive behaviour as a positive form of acknowledgment. This form of recognition may include: phone calls home, emails, notes home and certificates of good behaviour (these can be generated through OneSchool).
Strategies that acknowledge lack of adherence to rules and procedures: Action Step 4: Be ‘with-it’ (demonstrate ‘with-it-ness’).
Teacher awareness of developing problem behaviours and timely attendance to those situations are essential for effective classroom management. This is ‘with-it-ness’. Examples of ‘with-it-ness’ include:
Being proactive: speaking one-on-one to students, reinforcing expectations and attempting to
head-off future problems.
Stimulus cueing: for example, tapping on a student’s desk if they are fidgeting or speaking.
This would be a prearranged signal to the student to be aware and reign in their behaviour.
Occupying the entire room: moving to all quadrants of the room systematically and frequently.
Noticing potential problems: for example, students huddled together speaking intensely;
students not engaged in an activity for an extended period; unusual noises being issued from a
certain part of the room when the teacher’s back is turned.
Using a series of graduated actions: for example, first looking at students; then moving in the
direction of students; and finally stopping the class (if required) to address the behaviour.
Action Step 5: Use direct-cost consequences.
These consequences involve explicit consequences for inappropriate behaviour and are usually applied once the behaviour has moved beyond the control of ‘with-it-ness’ management. Examples of direct-cost consequences: time-out/withdrawal to a buddy classroom; restorative justice (cleaning up rubbish on the floor, making up for lost time through homework or detention, etc.)
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Action Step 6: Use group contingency.
This involves holding the whole class responsible for the behaviour of any or all members of the class – i.e. all students are responsible to manage their own behaviour and to assist peers to manage their behaviour. For equity, this action step has limited applications – e.g. a tally system on the blackboard for which, when a set number is reached, a consequence is enforced. Students putting their hands up before speaking could be used with this method.
Action Step 7: Use home contingency.
This involves making contact with home to discuss student problem behaviours. This step would be used for students who have not responded to general in-class management techniques employed by the teacher. The purpose of this contact is for parties to agree on specific negative behaviours which need to stop in class and specific positive behaviours which are to be a focus for attainment. It is important that positive behaviours as well as negative behaviours are addressed and acknowledged.
Action Step 8: Have a strategy for high-intensity situations.
This applies when a student is so upset that their behaviour has escalated to things like swearing or throwing things.
Recognise that the student is out of control.
Step back and calm yourself.
Listen actively to the student and plan action.
When the student is calm, repeat simple verbal request.
Action Step 9: Design an overall plan for disciplinary problems.
It is important for teachers to establish a system for resolving conflicts with students and moving forward together to improve in-class behaviour. Suggested steps include:
Identify your usual reactions or management strategies to student non-compliance.
Determine which of these strategies are successful and which are not.
Make a systematic and sustained attempt to improve your relationship with students who
demonstrate non-compliance.
Discuss non-adherence or problem behaviours with students one-on-one and explain what you
expect the student to do to improve their behaviour (make sure they can describe the behaviour
that needs changing and what they need to do).
Seek support from your Head of Department if these strategies do not result in a positive change
in student behaviour.
Further resources for Design Question 7 can be accessed via - G:\Coredata\Common\BEHAVIOUR MANAGEMENT
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Design Question 8: What will I do to establish and maintain effective relationships with students? Teacher-student relationships are, arguably, the most important factor in effective classroom management and in teaching itself. At Springwood State High School, teachers care about their students, seek to establish connections with student and to maintain positive relationships with students. Student successes are acknowledged and a common language around expectations is set using the SMASH focus and school values. Effective teacher-student relationships involve two factors:
1. Teachers providing students with the sense that they are providing clear direction in terms of
learning and behaviour.
2. Teachers providing students with the sense that they are working together for the well-being of all (‘I
care about you and your success and we are working on your progress as a team’).
Action steps that communicate an appropriate level of concern and cooperation: Action Step 1: Know something about each student.
Action Step 2: Engage in behaviours that indicate affection for each student.
Action Step 3: Bring student interests into the content and personalise learning activities.
Action Step 4: Engage in physical behaviours that communicate interest in students.
Action Step 5: Use humour when appropriate.
Action steps that communicate an appropriate level of guidance and control: Action Step 6: Consistently enforce positive and negative consequences.
Action Step 7: Project a sense of emotional objectivity (recognise that emotions are natural and
inevitable; monitor your thoughts and emotion; reframe).
Action Step 8: Maintain a cool exterior.
Design Question 9: What will I do to communicate high expectations for all students? At Springwood State High School, our vision is ‘the highest expectations’. We recognise that teachers’ actions with students are influenced by their beliefs about a student’s chances of success. Teacher expectations have a flow-on effect towards student achievement as teachers unconsciously behave in ways that either help students succeed or in ways that do not support student success. For this reason, it is important for teachers to set high expectations for all students and to communicate this through manner and tone.
Action steps: Action Step 1: Identify your expectation levels for students.
Once aware of these levels, teachers can take steps to ensure all students receive the same behaviours (affective tone and quality of interactions).
Action Step 2: Identify differential treatment of low-expectancy students.
For example: making less eye contact; smiling less; maintaining less proximity; engaging in less light conversation; calling on the student less; asking less challenging questions and not examining their answers as deeply; allowing the student to provide a less thorough response than their peers.
Action Step 3: Make sure that low-expectancy students receive verbal and non-verbal indications
that they are valued and respected.
For example: making eye contact; smiling; maintaining proximity to show interest; engaging in discussion with student.
Action Step 4: Ask questions of low-expectancy students (set high expectations).
Action Step 5: When low-expectancy students to not answer a question correctly of completely,
stay with them.
Demonstrate gratitude for students’ responses; do not allow negative comments from other students; point out what is correct and incorrect about students’ responses; restate the question; provide ways to temporarily let students off the hook (allow students time to think and go back to them one-on-one or allow students to ‘phone a friend’ in the class to seek assistance).
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Design Question 10: What will I do to develop effective lessons organised into a cohesive unit? Design Question 10 forms Domain 2 of the ‘Art and Science of Teaching’ – Planning and Preparing. It is an ‘organiser’ which encompasses the previous nine design questions. At Springwood State High School, an ASOT unit planning template has been developed and will be phased in for implementation in the Junior School throughout 2015.
Action steps: Action Step 1: Identify the focus of a unit of instruction.
Action Step 2: Plan for lesson segments that will be routine components of every lesson.
DQ 1: rules and procedures.
DQ 6: communicating learning goals, tracking student progress on learning goals and
celebrating success on learning goals.
Action Step 3: Plan for content-specific lesson segments.
DQ 2: lesson segments devoted to critical-input experiences.
DQ 3: lesson segments devoted to practicing and deepening students’ understanding of content.
DQ 4: lesson segments devoted to hypothesis-generation and –testing tasks.
Action Step 4: Plan for actions that must be taken on the spot.
DQ 5: engagement.
DQ 7: consequences for rules and procedures.
DQ 8: relationships.
DQ 9: expectations.
Action Step 5: Develop a flexible draft of daily activities for a unit.
Action Step 6: Review the critical aspects of effective teaching daily.
Further resources for Design Question 10, including the Springwood State High School ASOT Unit Plan template can be accessed via the school’s ASOT OneNote - G:\Coredata\Common\Faculties\ASOT Springwood SHS
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References: Heflebower, Tammy and Wills, Dr Janelle. (2014). The Art and Science of Teaching Institute: Professional Development Notes: Brisbane – 30th & 31st October 2014. Moorabbin, Victoria: Hawker Brownlow Education. Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Heatherton, Victoria: Hawker Brownlow Education. Marzano, R. J. and Brown, J. L. (2011). A Handbook for the Art and Science of Teaching. Moorabbin, Victoria: Hawker Brownlow Education. Websites: http://www.greatschoolspartnership.org/wp-content/uploads/2014/06/x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf http://www.marzanoresearch.com/ https://murrumbassc.eq.edu.au/Curriculum/Teachingandlearning/Pages/Teacher-Expectations---ASOT-in-Classrooms.aspx http://www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf) http://thislittleladybug.blogspot.com.au/2014/08/building-academic-vocabulary.html
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Whole School Assessment Policy This policy applies to all students and staff, and assessment for all subjects from Year 7 - 12 at Springwood State High School. It provides information about roles, responsibilities, processes and procedures for assessment. The framework for the policy is developed from the QCE and QCIA policy and procedures handbook available from www.qcaa.qld.edu.au/senior/certificates-and-qualifications/qce-qcia-handbook-2019 Section 1: Principles
Assessment is a tool through which students deepen their understanding of the curriculum. For students to complete assessment successfully, they must attend school regularly. Attendance and participation in school is legislated in Queensland, up to the age of 16 (compulsory schooling). From 16 years of age or from the time a student completes Year 10 (whichever comes first), students enter the compulsory participation phase and must be enrolled with a learning provider (school, TAFE) or working 25 hours+ a week. If enrolled in learning, students must meet attendance and assessment requirements. Failure to submit assessment on time (or at all), as well as failure to participate effectively in learning experiences while in this phase may result in Cancellation of Enrolment. In cases of non-submission, students cannot be awarded with a standard. Students may have credit withdrawn for semesters of study if they do not meet mandatory course requirements. This may affect their eligibility for, or attainment of, a Queensland Certificate of Education, an Australian Tertiary Admissions Rank and/or their ability to meet the pre-requisites for tertiary study. Section 2: Responsibilities for assessment Head of Department responsibilities
Oversee the provision of assessment and appropriate task sheets for all assessment items in their faculty.
Oversee the planning of assessment draft and final due dates, communicating these via year level Student Assessment
Summary documents and exam schedules.
Oversee moderation for all subjects within their faculty, in alignment with school-wide moderation processes.
Support teachers in communicating with students and families in the event that a student fails to meet assessment
drafting checkpoints or submit final assessment, as well as in matters relating to academic misconduct or Access
Arrangements and Reasonable Adjustments (AARA).
Provide support to students through school-wide academic review processes.
Teacher responsibilities
Provide students with assessment tasks in an appropriate time frame.
Provide students with checkpoint, drafting and final response due dates at the commencement of each unit of study.
Adhere to QCAA policies for gathering evidence of student achievement on or before the due date.
Store student drafts and final responses in a student folio. Record and store live performance assessments according
to QCAA processes.
Notify Heads of Department (through a OneSchool behaviour referral) and contact parents/guardians if assessment
checkpoints and/or due dates are not met. Record these contacts on OneSchool.
Ensure assessment instruments indicate the required length of the response and provide feedback to students about
response length at checkpoints, if required.
Provide appropriate scaffolding, including exemplars, for assessment to help students understand the process for
completing the task and the final product required. Ensure that scaffolding allows for unique student responses.
Implement authentication strategies for assessment to ensure student responses are their own work and communicate
these authentication strategies to students on the task sheet.
In cases where a student response is not authenticated as their own work, follow procedures for managing alleged
academic misconduct, including notification to the Head of Department and parent/guardian.
Follow moderation processes to ensure consistency of standards are maintained in marking assessment tasks.
In cases where the student’s response exceeds the word length required by the syllabus, the teacher will:
mark only the work up to the required length, excluding evidence over the prescribed limit and, annotate any such
student work submitted for confirmation purposes to clearly indicate the evidence used to determine a mark.
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Student responsibilities
Engage fully in the learning for each subject on their timetable – classwork, homework and assessment work.
Record checkpoint, draft and final due dates in their School Organiser.
Plan and manage their time to meet due dates.
Ensure all assessment tasks submitted are their own, original work and use the APA Referencing System (as outlined
in the School Organiser).
Save soft copies of assessment in their school folder and back-up work, including drafts, on a USB stick/storage
device.
Submit responses to scheduled assessment on or before the due date, including drafts and checkpoints.
Apply the feedback provided by teachers on checkpoint or draft work to improve the quality of their response.
Ensure that assessment task responses demonstrate all mandated course requirements outlined in the syllabus.
Inform the school as soon as possible if they have concerns about assessment load and meeting due dates.
Complete an AARA Application (Access Arrangements and Reasonable Adjustments) form if any change to
assessment due date or assessment conditions are required. Submit the completed form and supporting
documentation to the Junior Secondary HOD (Years 7 – 9) or Student Engagement HOD (Years 10 – 12) at least 48
hours in advance, except in extenuating circumstances. Please note that extensions cannot be granted for family
holidays. In this instance, assessment must be completed on or before the due date. Refer to Section 12 - ‘Access
Arrangements and Reasonable Adjustments (AARA)’ below for more information.
Attend all exams on the scheduled date unless prior arrangements have been made (due to conflict with TAFE, school-
based traineeships or apprenticeships or other approved circumstances).
Parent/guardian responsibilities
Encourage students to engage in regular study at home and plan time effectively to meet due dates (e.g. family
calendar).
Encourage students to submit all drafts and final assessment instruments by the due date.
Make contact with appropriate school staff if your student is experiencing difficulties completing assessment. All staff
email and phone contacts are listed in the School Organiser.
Contact the school if your student is absent on a scheduled assessment due date and either assist your student to
submit the assessment electronically or submit an AARA form and supporting documentation to request an extension.
Medical certificates must be provided to support AARAs in Years 11 and 12 if the reason for the absence is medical.
Section 3: Drafting
Drafting is a key checkpoint and provides an opportunity for teachers to provide feedback so students can improve their
response.
Teachers provide feedback on a maximum of one draft in Years 11 and 12.
Feedback is provided within one week of submission of a draft.
Teachers do not allocate notional results for draft responses and the feedback provided must not:
compromise the authenticity of a student response,
introduce new ideas, language or research to improve the quality and integrity of the student work,
edit or correct spelling, grammar, punctuation and calculations.
Drafts may be used as evidence of student achievement in the case of illness or misadventure, or non-submission for
other reasons. Teachers keep a hard copy of a student’s draft in their folio.
Parents/guardians will be notified by email about non-submission of drafts.
Section 4: Senior exam blocks
During Senior exam blocks (Years 11-12), students only attend school for their scheduled exams. Time at home is to
be used for independent study and assignment preparation. Students requiring to remain at school outside of
scheduled exam sessions must notify the Office in the week prior to the exam block so that supervisory arrangements
can be made.
Students must attend all exam sessions, wearing full school uniform and bringing all required equipment.
Students who are absent from a scheduled exam must submit an AARA application on or before the exam date.
Students are provided with an exam schedule which indicates exam start times, finish times and locations in the week
prior to the exam block.
Any assignments due during the exam block must be submitted by 3pm on the due date (either emailed to the teacher
or submitted in hard-copy via the School Office).
Section 5: Procedure for missed exams (Years 7-12)
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The parent/guardian must contact the Head of Department via email or phone, preferably prior to the exam date,
explaining the nature and expected duration of the absence.
The Head of Department will provide an Access Arrangements and Reasonable Adjustments (AARA) form via email.
The parent/guardian must provide documentary evidence to support the reason for absence (medical certificate, letter
from parent/guardian).
Adjustments to assessment due dates and/or conditions for assessment will be confirmed in writing via the AARA form
and students/families and teachers will be notified of the new due date or adjustments to the assessment.
Please note that, if applying for an extension for personal matters (bereavement, mental health and wellbeing or other
confidential matters), the parent/guardian will need to contact the Guidance Officer to discuss the circumstances and
provide necessary documentation.
Section 6: Procedure for requesting extensions and/or modified conditions for assessment (Years 7-12)
Springwood State High School is committed to reducing barriers to success for all students. Access Arrangements and
Reasonable Adjustments (AARAs) are actions taken by the school to minimise, as much as possible, barriers for a
student whose disability, impairment, medical condition or other circumstances may affect their ability to read, respond
to or participate in assessment.
To apply for extensions or adjustments to assessment, parents/guardians are required to submit an AARA form to the
Please refer to Section 12 - ‘Access Arrangements and Reasonable Adjustments (AARA)’.
Section 7: Managing non-submission of assessment by the due date
The final copy of the assessment task must be submitted by 3pm on the due date – either submitted to the teacher in
hard-copy or electronically, or submitted in hard-copy via the School Office.
Teachers will collect progressive evidence of student responses to assessment instruments at set checkpoints.
If students do not submit a final response to assessment (other than unseen examinations) and where evidence of
student work:
was provided for authentication purposes during the drafting period, teachers make judgments based on this.
was not provided by the student on or before the due date and no other evidence is available, students will receive
a ‘Not-Rated’ (NR) result.
In circumstances where a student response is judged as NR, the student will not meet the requirements for that subject.
In Year 11-12, this will result in Unit credit being withdrawn and may impact on eligibility for an ATAR (Australian
Tertiary Admissions Rank) and the QCE (Queensland Certificate of Education).
Section 8: Academic integrity and academic misconduct
Academic integrity is how a person approaches their academic responsibilities in an honest and ethical way. Teachers,
parent/guardians and others who support students in their learning (e.g. tutors) must adhere to the guidelines for academic
integrity.
At the start of Year 11, all students complete the QCAA’s online academic integrity course. This can be accessed by students and
families at any time via: https://myqce.qcaa.qld.edu.au/academic-integrity-for-students.html
Academic misconduct incorporates a broad range of behaviours in which students inappropriately and falsely demonstrate their
learning. Types of academic misconduct include, but are not limited to:
cheating under exam conditions; collusion; contract cheating; copying work; disclosing or receiving information about
assessment; fabricating; impersonation; exam misconduct; plagiarism or lack of referencing; self-plagiarism.
Students in Year 11 and 12 should be aware that academic misconduct in summative internal and external assessment may mean
that students do not receive an overall subject result for a course of study (are rated ‘NR’). This may jeopardise a student’s
eligibility for a QCE and may affect their ATAR calculation.
Academic misconduct is a serious breach of the Springwood State High School Responsible Behaviour Plan for Students. Students
engaging in academic misconduct will be managed under the school’s Behaviour Plan. Consequences may include (but are not
limited to):
Sections of work that are proven to be plagiarised or the product of cheating will not be marked. The remaining, original,
sections of work will be used to determine the student’s assessment result.
In cases where an entire assessment piece is proven to be the result of plagiarism or cheating, the student will be required to
resubmit an original copy of the assessment task on the following day. The task will be included in the student’s folio but the
result for the task will not contribute towards the student’s final grade. This may impact upon the student’s ability to meet
the mandatory requirements of the syllabus.
Section 9: Reporting
Reporting occurs at least twice per year for every curriculum subject.
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An A – E level of achievement is awarded on a report card where there is sufficient evidence to make a judgement about the
student’s achievement against achievement and syllabus standards.
Types of evidence used to form an A – E judgement includes: homework, draft-work and formative assessment, as well as
summative assessment items.
An ‘NR’ or ‘Not-Rated’ code is used where there is insufficient evidence to make a judgment about achievement in a reporting
period (e.g. if the student has not attended school regularly and evidence is not available to match to criteria).
Students also receive feedback on their behaviour and effort in each curriculum subject.
Section 10: Relevant legislation and policies related to assessment
Section 6: Access arrangements and reasonable adjustments (AARA) - Queensland Curriculum and Assessment Authority (QCAA)
QCE and QCIA Handbook.
Section 7: Academic integrity - Queensland Curriculum and Assessment Authority (QCAA) QCE and QCIA Handbook.
Section 8.5: Developing school assessment policies - Queensland Curriculum and Assessment Authority (QCAA) QCE and QCIA
Handbook.
To access, go to: https://www.qcaa.qld.edu.au/senior/certificates-and-qualifications/qce-qcia-handbook-2019
Section 11: Appeals
In the first instance, students and their parent/guardian are to contact the relevant Head of Department if they wish for any
matter related to assessment to be reviewed.
If the student or parent/guardian wishes to pursue a further appeal, they are to contact the Principal.
Section 12: Access arrangements and reasonable adjustments, including illness and misadventure (AARA)
Applications for AARA
Springwood State High School is committed to reducing barriers to success for all students. AARA are actions taken by
the school to minimise, as much as possible, barriers for a student whose disability, impairment, medical condition or
other circumstances may affect their ability to read, respond to or participate in assessment.
The school follows the processes as outlined in the QCE and QCIA policy and procedures handbook.
The principal manages all approval of AARA for students.
All AARA applications must be accompanied by the relevant supporting documentation and made as far in advance as
possible. All evidence used to make decisions is recorded in the student’s file by the principal or their delegate.
The AARA application form can be accessed via the school website or emailed on request to School Office staff.
Students are not eligible for AARA on the following grounds:
unfamiliarity with the English language
teacher absence or other teacher-related issues
matters that the student could have avoided
matters of the student’s or parent’s/carer’s own choosing – this includes family holidays
matters that the school could have avoided.
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Access Arrangements and Reasonable Adjustments (AARA)
Application Form AARA Application Policy:
The Queensland Curriculum and Assessment Authority (QCAA) recognises that some students may have disability impairment and/or medical conditions, or experience other circumstances that may be a barrier to their performance in assessment. AARAs are designed to assist these students by reducing these barriers, where possible. Any adjustments made to assessment conditions or timeframes at Springwood State High School are governed by the QCAA’s AARA policy. The application of AARA to student assessment is based on the functional impact of the condition for which AARA are sought – they must be commensurate with the level, or duration, of impact.
What does this mean?
This means that if a student is absent for three days due to a medical condition, the extension for any assessment can be no longer than three days. The medical condition must also impact on the student’s ability to complete the assessment. For example: having the flu may mean a student is not well enough to complete an assignment and requires an extension. This is a reasonable adjustment. Having an in-grown toe nail may mean an assignment needs to be emailed from home on the due date if the student cannot get to school. This is a reasonable adjustment. Submitting assessment after the due date is not reasonable in this instance as there is no impact on the student’s mental acuity or preparedness to complete a theory task. Extensions would only be granted for physical tasks for subjects such as Sport and Recreation.
AARA Applications:
Applications for known or pre-existing conditions must be submitted/prepared prior to the due date. Applications for illness or misadventure on the day assessment is due, must be made on the due date. A medical certificate must be presented to support applications made due to illness. Please refer to the Springwood State High School Assessment Policy prior to submission of the application (available via the school organiser and school website). Granting of AARA is at the discretion of the Principal (internal assessment) and, in Years 11-12 the Principal or the QCAA (summative, external assessment). If an AARA is submitted late and/or not approved (e.g. due to lack of supporting evidence) students may not receive any credit for the assessment item. This will affect the student’s overall result and, in Years 11-12 may affect QCE and ATAR eligibility. Absence due to family holiday, sport (other than national representation) or other reasons chosen by the student or family do not constitute grounds for an AARA.
In Year 11-12, extensions or adjustments cannot be approved for these reasons. In Years 7-10, extensions or adjustments may be approved for these reasons, at the Principal’s discretion.
Students must successfully meet the eligibility criteria of the assessment - any assessment adjustments must be not interfere with the integrity of the achievement standard. Students with a verified disability are encouraged to complete an AARA application form with support from the Head of Special Education Services, Ms Judy Galos – [email protected] or the relevant SEP Case Manager.
The student/family completes Section One of the AARA application form and submits it to the school: AARAs for Year 10 - 12 students must be submitted to the Head of Department – Senior Schooling (Mrs
Nicky Smythe - [email protected]).
- AARAs for Year 7 - 9 students must be submitted to the
Head of Department – Junior Secondary (Ms Teresa Derosas - [email protected]).
For more information about AARAs, refer to –
https://www.qcaa.qld.edu.au/senior/certificates-and-qualifications/qce-qcia-handbook-2019/6-aara
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Access Arrangements and Reasonable Adjustments (AARA) Application Form
SECTION ONE: STUDENT/FAMILY TO COMPLETE
Once completed, submit your application (with supporting documentation) to:
YEARS 7 – 9: JUNIOR SECONDARY HOD (Ms Teresa Derosas - [email protected])
YEARS 10 – 12: SENIOR SCHOOLING HOD (Mrs Nicole Smythe - [email protected])
Date of application: Click or tap to enter a date. Student’s Name: Click or tap here to enter text.
Care class: Click or tap here to enter text. Subject: Click or tap here to enter text.
Teacher: Click or tap here to enter text. Reason for application: Choose an item. Eligibility criteria (select from the conditions and categories below):
Time-frame of condition Category Extent of Adjustment
☐ Temporary (near assessment time)
☐ Intermittent (impacts for 3 weeks or longer)
☐ Permanent (verified/diagnosed/imputed)
☐ Cognitive
☐ Physical
☐ Sensory
☐ Social/emotional/mental health
☐ Illness
☐ Bereavement
☐ Misadventure
☐ Substantial (specific to the individual student - criteria integrity maintained)
☐ Supplementary/Differentiated (broad based support - criteria integrity maintained)
Student statement explaining reason for application: Click or tap here to enter text. Parent acknowledgement and understanding of reasonable adjustment: Click or tap here to enter text. Supporting evidence (please site evidence/reasoning): Choose an item.
Student Signature: Date:
Parent Signature: Date:
SECTION TWO: SCHOOL TO COMPLETE
Based on the information provided in this application (including supporting documentation), is there sufficient evidence that the student requires an AARA? NOTE: this means that there is a disability impairment and/or medical condition, or other circumstance that presents a barrier to the student’s performance in assessment.
YES ☐ NO ☐
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If no, provide feedback to the student and parent/guardian about why an AARA is not appropriate in this instance. If yes, use the table below to identify appropriate adjustments to assessment. The student and their parent/guardian must be notified in writing of the adjustments permitted under the AARA and this must be added as a contact record on OneSchool – including the duration for which the adjustments are approved (the AARA application and supporting documents must be scanned and uploaded). All applicable teachers must be notified in writing of the adjustments permitted, and their duration.
QCAA Inclusive Strategy
QCAA Approved Areas (P to 10)
Tick/highlight the adjustment/s for this assessment
Timing
Additional time Extension for assignment
<1 week
Extension for assignment
>1 week
Exam time (imputed 5
minutes per hour
Exam time (imputed 10-15
minutes per hour
Frequent breaks (in between exams)
Exam time (imputed 5 minutes per hour)
Exam time (imputed 10-15 minutes per hour)
Scheduling
Number of sessions Breaking assessment into sections Increasing pre-exam preparation
Order of sessions Establishing assessment from C level to A+ level through the exam/ assignment
Extra sessions for reading and text processing
Setting (noise, anxiety,
wheelchair access)
Location: furniture, resources, supervision
Supervision required during the delivery of units, including assessment
Identifying furniture, resources and equipment
Seating: placement Planning the placement of seating to maximise visibility, audibility, physical access to resources, learning opportunities and support (adults or peers), as required.
Presentation Cues and prompts Highlighting key words or phrases in directions
Using symbols (e.g. arrows or stop signs) to remind the student to do something
Directions Read aloud Read more than once
Present as pictures/ symbols
Highlighted key words
Text to speech
Format of the text Braille, large print Less text on page Digitised text Audio text
Specialised equipment Laptop ipad Graphic organisers
Response Verbal Scribe (adult) Recording device Interpreter /translator
Written Adaptive tools – pencil grip
Specialised writing tools
Keyboards Scribe and speech to text
Non-verbal Assistive technology Symbol and word bank Finger/eye pointing
Specialised equipment Computer or word processor
Communication devices
Speech-to-text or text-
Braille machine
Talking calculator
I am satisfied that this application meets the requirements as set down in the school’s Assessment and AARA policy.
The adjustments outlined above are approved for the following date range: __________________________________
If the student/parent wishes for the AARA to be extended beyond this timeframe, additional supporting documentation
will be required before the AARA lapses. Please contact the approving HOD/HOSES for further information.
Principal Signature: Date:
SECTION TWO: SCHOOL TO COMPLETE
Subjects and assessment items covered by the AARA: attach additional pages, if required
Student timetable (snip below)
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Subject Assessment covered by AARA Adjusted conditions/timeframes
Essential English
Essential Mathematics
Aquatic Practices
Film, Television & New Media
Modern History
Science in Practice
Certificate II in Foundation Skills
ONCE SECTION TWO IS COMPLETED, PROVIDE A COPY TO THE STUDENT & RELEVANT TEACHERS.
SCAN & UPLOAD ONTO ONESCHOOL. HARD-COPY TO BE PLACED IN STUDENT FILE.
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Moderation Processes A whole school approach to moderation underpins systematic curriculum delivery and supports teachers to align curriculum, pedagogy, assessment and reporting. Springwood State High School engages with a whole school approach to moderation involving teachers in a series of activities including professional conversations and sharing expectations about student learning and achievement. Moderation at Springwood State High School is the process undertaken at multiple junctures to ensure professional judgments about individual summative assessment and assessment folios are consistent and comparable. Moderation is iterative and cyclical.
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Moderation of assessment items prior to distribution to students ALL assessment items must be front-ended and undergo a quality assurance process prior to distribution to students. To ensure this, year level teachers, the Curriculum HOD and a critical friend (e.g. QCAA endorser, panellist, another HOD) will review the assessment item using the Quality Assurance Tool – Appendix One. Springwood SHS has identified the ‘Conference model’ of moderation for Multi-Class Cohorts: Teachers make judgements about student responses individually and then select assessment samples representative of their application of A to E standards. They meet with other teachers to discuss their judgements by sharing their samples. Teachers aim to reach consensus on an “on-balance”, holistic judgment based on the interpretation and application of the standards (for each annotated sample). Preparation for Participants
Each year level/school needs to have selected five samples of student responses representing their judgments of A – E (where possible)
Judgements should be clearly recorded on each sample of work. Appendix B -Moderation Feedback Materials to Bring Each teacher/school rep needs to bring:
The student task
An A-E sample (where possible) of student responses with annotated specific criterion on Task sheet.
Any unresolved student work samples. (eg. if criteria is not explicit)
Please note all A s must be presented for moderation. (These can be scanned as EXEMPLARS for scaffolding purposes for future assessments).
Moderation Committee Structure
1 facilitator – (Curriculum Head of Department or their delegate)
Year level teachers
School Moderation Protocols Commit to the purpose of the moderation process
Align the intended and enacted curriculum
Use the standards descriptors to ensure equity, comparability and consistency Adopt a sense of responsibility in and for the group
Contribute to the dialogue
Encourage the contributions of others Respect and listen to others openly
Model active listening techniques
Don’t talk over other group members Accept where others are at
Recognise the different school contexts and priorities influencing group members
Recognise the differing extents and qualities of the experiences of the group members Cooperate in good faith
Accept and assume the ethical and confidential behaviour of the group members
Value the collection of demonstrations of student learning as they are presented Aim for consensus in decision making
Value all differing opinions and refer to the standards descriptors to clarify concepts
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Agree to support the original judgment if the group is unable to reach a consensus, or defer to HOD for final decision
Treat others as you would like to be treated
Critique not criticize Address problems respectfully by seeking clarification and understanding, focussing on the student work and not the teacher who presented it Conference Moderation Process Model
Teachers grade student responses individually and then select student samples representative of the A-E qualities.
A meeting is convened in which a conferencing process is used to enable teachers to share samples and discuss judgements.
Task-specific descriptors form the basis for common and explicit language that teachers use in their discussions about the quality of student performance. Discussions are based on evidence provided in student responses.
Teachers aim to reach consensus on the interpretation and application of the standards
Teachers review judgments about their previously graded student responses, applying the shared understanding achieved through this conferencing process.
Teacher places their students on an ACADEMIC ACCELERATOR or ladder as a result of a single piece of assessment or after each term/semester.
The timeframe for this process should be a two week turn-around for students to receive their assessment and result.
Springwood SHS has identified the ‘Conference model’ of moderation for Single-Class Cohorts:
Each teacher uses Professional Judgement in assigning A-E in each Criterion for each assessment piece (This is recorded to the Task sheet and Student Profiles).
The teacher selects Student Samples - one of each Standard to verify the Standards awarded. Teacher uses Moderation Feedback –Appendix Two
In Conference with a ‘Partner’ colleague, ENABLE partner or the HOD, the standards awarded are checked and verified against the specific criterion, these are recorded on the Moderation Feedback proforma.
Teacher places their students on an ACADEMIC ACCELERATOR or ladder as a result of a single piece of assessment or after each term/semester.
The timeframe for this process should be a two week turn-around for students to receive their assessment and result.
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Appendix One:
Quality Assurance Tool
After but before grading
After assessment is graded
End of the Reporting Period
Quality assurance of assessment item
All class teachers meet to confirm the
standards A-E
HOD & Yr level teachers meet to
share and discuss samples
Teachers review judgements about student responses
Teachers place students on academic
accelerator (Timeframe 2 weeks)
HOD & Yr level teachers review
assessment item for relevance and quality
Teachers grade response individual and select A-E samples
Before assessment is distributed
Moderation Processes
Appendix Two:
Moderation Feedback
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Tips for Reaching Consensus
TRY AVOID
� Maintaining the focus of conversation on the actual evidence in student work.
� Relying on opinions that are not related to the student’s work.
� Referring to the criterion and matching what is described in the task sheet with what is presented in the student’s work.
� Being preoccupied with fine-grained details or individual task-specific Assessable elements.
� Focus discussion back onto matching task specific descriptors with the evidence available for each assessable element.
� Using the Student samples as the primary guide to making judgments.
� Often it is the on balanced judgment which is the issue. Refer to the purpose of the assessment which indicates where the strength/major focus for judgment should go.
� Relying on personal views or biases.
� Focusing on achieving agreement on the overall judgment. It is not necessary to reach agreement one very assessable element or product. Consistency of teacher judgment refers to on-balance judgments across all assessable elements.
� Critiquing the task.
� Using the Indicative ‘A’ response if further clarification is required. Although there is significant difference between student work these samples have been selected to highlight the task-specific assessable elements.
Consistency of Teacher Judgement Process References:
1. Queensland Curriculum and Assessment Authority Consistency of Teacher Judgment, Research Report. Queensland School Curriculum Council. 1999. https://www.qcaa.qld.edu.au/downloads/publications/research_qscc_teacher_judgment.pdf 2. Looking Collaboratively at Student Work: An Essential Toolkit by Kathleen Cushman http://essentialschools.org/horace-issues/looking-collaboratively-at-student-work-an-essential-toolkit/ 3. Developing a Consistency Protocol http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/activity5_5.pdf 4. Beyond PD: Teacher professional learning in high-performing systems Jensen, B., Sonneman, J., Roberts-Hull, K., & Hunter, A. (2016) https://static1.squarespace.com/static/531fd05ee4b00a4fbb7b1c67/t/56c286121d07c0be02c0a6f7/1455588894495/Beyond+PD.pdf 5. Assessment and Moderation Hub https://learningplace.eq.edu.au/cx/resources/file/76fcf9c5-4485-4fa1-9981-19073ca3865b/1/index.html
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Springwood State High School Quality Assurance Tool
Syllabus [Insert the syllabus name.] Instrument no. IA[#]
Technique [Insert the instrument type, as per syllabus.]
Unit [Insert the unit number and name.]
Topic [Insert the topic number and name, if appropriate.]
Internal quality assurance advice
Select the statement that applies to this assessment instrument.
☐ This assessment instrument is ready for use
with students. ☐ This assessment instrument is not ready to be used with students
— see the comments provided in the Validity and Accessibility
sections below.
If the assessment instrument meets the priorities for assessment, mark the box in the ‘Yes’ column. Do not write a
comment.
If the assessment instrument does not meet the priorities for assessment, mark the box in the ‘No’ column. Write a
comment offering advice on how the assessment instrument could improve in this area.
Validity — priorities for assessment
Alignment Yes No Comment
The assessment instrument gives students the opportunity to demonstrate their understanding of the subject matter for the unit and topic.
☐ ☐
The assessment instrument gives students the opportunity to cover the required assessable objectives and performance-level descriptors of the Standards / Criteria / ISMG.
☐ ☐
The assessment instrument addresses all assessment specifications.
☐ ☐
Stimulus items conform to syllabus specifications. ☐ ☐
Scaffolding aligns with the specifications in the syllabus. ☐ ☐
Authenticity Yes No Comment
The assessment instrument allows for unique student responses, where appropriate.
☐ ☐
The context relates to subject matter for the unit/topic and provides a clear overview and framework for the assessment task.
☐ ☐
Authentication Yes No Comment
Authentication strategies reflect QCAA/ACARA guidelines for assuring student authorship.
☐ ☐
Authentication strategies identify how individual students will be assessed during group work.
☐ ☐
Checkpoints are suitable for the task and align with the authentication strategies.
☐ ☐
67
Validity — priorities for assessment
Item construction Yes No Comment
The task follows the conventions for item construction. ☐ ☐
The assessment instrument avoids assessing the same knowledge or skills multiple times.
☐ ☐
Scaffolding does not repeat or redefine information that has already been provided in the assessment instrument.
☐ ☐
Scaffolding provides clear instructions that inform students about the processes they could use to complete the response or the presentation requirements for their response.
☐ ☐
Scaffolding does not lead students to a predetermined response. ☐ ☐
Stimulus items are relevant to the task. ☐ ☐
Scope and scale Yes No Comment
The scale of information, knowledge and skills students are required to demonstrate when completing the task is appropriate for the syllabus conditions.
☐ ☐
The scope of information, knowledge and skills students are required to demonstrate when completing the task is appropriate for the syllabus conditions.
☐ ☐
Stimulus items are of suitable scope and scale. ☐ ☐
Key cognitive verbs are identified and assessed. ☐ ☐
Accessibility — priorities for assessment
Transparency Yes No Comment
The assessment instrument provides clear instructions using cues that align to the specifications, objectives and Standards/Criteria/ISMGs.
☐ ☐
Language Yes No Comment
The assessment instrument uses appropriate language and avoids unnecessary jargon, specialist language and colloquial language.
☐ ☐
The assessment instrument is free of errors and models accurate spelling, grammar, punctuation and other textual features.
☐ ☐
Layout Yes No Comment
The assessment instrument uses bold, italics and other formatting features only where relevant.
☐ ☐
The stimulus contains minimal distractors and is accessible to all students.
☐ ☐
The response space provided is adequate and reflects the required length of the response.
☐ ☐
Bias avoidance Yes No Comment
The assessment instrument avoids bias and inappropriate content. ☐ ☐
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Accessibility — priorities for assessment
Audio and audiovisual elements are clear and audible. ☐ ☐
Images, diagrams or other visual elements are legible, clear, relevant and accessible.
☐ ☐
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Faculty Name:_________________________ MODERATION Subject / Class: Teacher: Directions:
Select 5 samples to be moderated by a teaching peer/subject expert. Ensure a range of
achievement levels are represented in the sample folios. All ‘A’ standard items must be
moderated.
Complete the ‘Name of Student’ and ‘Result Awarded’ column before handing the samples to
the moderator.
The moderator will complete the ‘Result Awarded by Moderator’ column and add comments
where appropriate.
FOLIOS SELECTED FOR MODERATION.
NAME OF STUDENT TEACHER AWARDED RESULT
Result awarded by Moderator
COMMENTS
Post moderation-discuss moderator’s feedback with moderator and HOD
Make adjustments to awarded results if needed
Moderation should occur at the end of each semester cycle.
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Moderation Processes A whole school approach to moderation underpins systematic curriculum delivery and supports teachers to align curriculum, pedagogy, assessment and reporting. Springwood State High School engages with a whole school approach to moderation involving teachers in a series of activities including professional conversations and sharing expectations about student learning and achievement. Moderation at Springwood State High School is the process undertaken at multiple junctures to ensure professional judgments about individual summative assessment and assessment folios are consistent and comparable. Moderation is iterative and cyclical.
71
Moderation of assessment items prior to distribution to students ALL assessment items must be front-ended and undergo a quality assurance process prior to distribution to students. To ensure this, year level teachers, the Curriculum HOD and a critical friend (e.g. QCAA endorser, panellist, another HOD) will review the assessment item using the Quality Assurance Tool – Appendix One. Springwood SHS has identified the ‘Conference model’ of moderation for Multi-Class Cohorts: Teachers make judgements about student responses individually and then select assessment samples representative of their application of A to E standards. They meet with other teachers to discuss their judgements by sharing their samples. Teachers aim to reach consensus on an “on-balance”, holistic judgment based on the interpretation and application of the standards (for each annotated sample). Preparation for Participants
Each year level/school needs to have selected five samples of student responses representing their judgments of A – E (where possible)
Judgements should be clearly recorded on each sample of work. Appendix B -Moderation Feedback Materials to Bring Each teacher/school rep needs to bring:
The student task
An A-E sample (where possible) of student responses with annotated specific criterion on Task sheet.
Any unresolved student work samples. (eg. if criteria is not explicit)
Please note all A s must be presented for moderation. (These can be scanned as EXEMPLARS for scaffolding purposes for future assessments).
Moderation Committee Structure
1 facilitator – (Curriculum Head of Department or their delegate)
Year level teachers
School Moderation Protocols Commit to the purpose of the moderation process
Align the intended and enacted curriculum
Use the standards descriptors to ensure equity, comparability and consistency Adopt a sense of responsibility in and for the group
Contribute to the dialogue
Encourage the contributions of others Respect and listen to others openly
Model active listening techniques
Don’t talk over other group members Accept where others are at
Recognise the different school contexts and priorities influencing group members
Recognise the differing extents and qualities of the experiences of the group members Cooperate in good faith
Accept and assume the ethical and confidential behaviour of the group members
Value the collection of demonstrations of student learning as they are presented Aim for consensus in decision making
Value all differing opinions and refer to the standards descriptors to clarify concepts
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Agree to support the original judgment if the group is unable to reach a consensus, or defer to HOD for final decision
Treat others as you would like to be treated
Critique not criticize Address problems respectfully by seeking clarification and understanding, focussing on the student work and not the teacher who presented it Conference Moderation Process Model
Teachers grade student responses individually and then select student samples representative of the A-E qualities.
A meeting is convened in which a conferencing process is used to enable teachers to share samples and discuss judgements.
Task-specific descriptors form the basis for common and explicit language that teachers use in their discussions about the quality of student performance. Discussions are based on evidence provided in student responses.
Teachers aim to reach consensus on the interpretation and application of the standards
Teachers review judgments about their previously graded student responses, applying the shared understanding achieved through this conferencing process.
Teacher places their students on an ACADEMIC ACCELERATOR or ladder as a result of a single piece of assessment or after each term/semester.
The timeframe for this process should be a two week turn-around for students to receive their assessment and result.
Springwood SHS has identified the ‘Conference model’ of moderation for Single-Class Cohorts:
Each teacher uses Professional Judgement in assigning A-E in each Criterion for each assessment piece (This is recorded to the Task sheet and Student Profiles).
The teacher selects Student Samples - one of each Standard to verify the Standards awarded. Teacher uses Moderation Feedback –Appendix Two
In Conference with a ‘Partner’ colleague, ENABLE partner or the HOD, the standards awarded are checked and verified against the specific criterion, these are recorded on the Moderation Feedback proforma.
Teacher places their students on an ACADEMIC ACCELERATOR or ladder as a result of a single piece of assessment or after each term/semester.
The timeframe for this process should be a two week turn-around for students to receive their assessment and result.
73
Appendix One:
Quality Assurance Tool
After but before grading
After assessment is graded
End of the Reporting Period
Quality assurance of assessment item
All class teachers meet to confirm the
standards A-E
HOD & Yr level teachers meet to
share and discuss samples
Teachers review judgements about student responses
Teachers place students on academic
accelerator (Timeframe 2 weeks)
HOD & Yr level teachers review
assessment item for relevance and quality
Teachers grade response individual and select A-E samples
Before assessment is distributed
Moderation Processes
Appendix Two:
Moderation Feedback
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Tips for Reaching Consensus
TRY AVOID
� Maintaining the focus of conversation on the actual evidence in student work.
� Relying on opinions that are not related to the student’s work.
� Referring to the criterion and matching what is described in the task sheet with what is presented in the student’s work.
� Being preoccupied with fine-grained details or individual task-specific Assessable elements.
� Focus discussion back onto matching task specific descriptors with the evidence available for each assessable element.
� Using the Student samples as the primary guide to making judgments.
� Often it is the on balanced judgment which is the issue. Refer to the purpose of the assessment which indicates where the strength/major focus for judgment should go.
� Relying on personal views or biases.
� Focusing on achieving agreement on the overall judgment. It is not necessary to reach agreement one very assessable element or product. Consistency of teacher judgment refers to on-balance judgments across all assessable elements.
� Critiquing the task.
� Using the Indicative ‘A’ response if further clarification is required. Although there is significant difference between student work these samples have been selected to highlight the task-specific assessable elements.
Consistency of Teacher Judgement Process References:
1. Queensland Curriculum and Assessment Authority Consistency of Teacher Judgment, Research Report. Queensland School Curriculum Council. 1999. https://www.qcaa.qld.edu.au/downloads/publications/research_qscc_teacher_judgment.pdf 2. Looking Collaboratively at Student Work: An Essential Toolkit by Kathleen Cushman http://essentialschools.org/horace-issues/looking-collaboratively-at-student-work-an-essential-toolkit/ 3. Developing a Consistency Protocol http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/activity5_5.pdf 4. Beyond PD: Teacher professional learning in high-performing systems Jensen, B., Sonneman, J., Roberts-Hull, K., & Hunter, A. (2016) https://static1.squarespace.com/static/531fd05ee4b00a4fbb7b1c67/t/56c286121d07c0be02c0a6f7/1455588894495/Beyond+PD.pdf 5. Assessment and Moderation Hub https://learningplace.eq.edu.au/cx/resources/file/76fcf9c5-4485-4fa1-9981-19073ca3865b/1/index.html
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Springwood State High School Quality Assurance Tool
Syllabus [Insert the syllabus name.] Instrument no. IA[#]
Technique [Insert the instrument type, as per syllabus.]
Unit [Insert the unit number and name.]
Topic [Insert the topic number and name, if appropriate.]
Internal quality assurance advice
Select the statement that applies to this assessment instrument.
☐ This assessment instrument is ready for use
with students. ☐ This assessment instrument is not ready to be used with students
— see the comments provided in the Validity and Accessibility
sections below.
If the assessment instrument meets the priorities for assessment, mark the box in the ‘Yes’ column. Do not write a
comment.
If the assessment instrument does not meet the priorities for assessment, mark the box in the ‘No’ column. Write a
comment offering advice on how the assessment instrument could improve in this area.
Validity — priorities for assessment
Alignment Yes No Comment
The assessment instrument gives students the opportunity to demonstrate their understanding of the subject matter for the unit and topic.
☐ ☐
The assessment instrument gives students the opportunity to cover the required assessable objectives and performance-level descriptors of the Standards / Criteria / ISMG.
☐ ☐
The assessment instrument addresses all assessment specifications.
☐ ☐
Stimulus items conform to syllabus specifications. ☐ ☐
Scaffolding aligns with the specifications in the syllabus. ☐ ☐
Authenticity Yes No Comment
The assessment instrument allows for unique student responses, where appropriate.
☐ ☐
The context relates to subject matter for the unit/topic and provides a clear overview and framework for the assessment task.
☐ ☐
Authentication Yes No Comment
Authentication strategies reflect QCAA/ACARA guidelines for assuring student authorship.
☐ ☐
Authentication strategies identify how individual students will be assessed during group work.
☐ ☐
Checkpoints are suitable for the task and align with the authentication strategies.
☐ ☐
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Validity — priorities for assessment
Item construction Yes No Comment
The task follows the conventions for item construction. ☐ ☐
The assessment instrument avoids assessing the same knowledge or skills multiple times.
☐ ☐
Scaffolding does not repeat or redefine information that has already been provided in the assessment instrument.
☐ ☐
Scaffolding provides clear instructions that inform students about the processes they could use to complete the response or the presentation requirements for their response.
☐ ☐
Scaffolding does not lead students to a predetermined response. ☐ ☐
Stimulus items are relevant to the task. ☐ ☐
Scope and scale Yes No Comment
The scale of information, knowledge and skills students are required to demonstrate when completing the task is appropriate for the syllabus conditions.
☐ ☐
The scope of information, knowledge and skills students are required to demonstrate when completing the task is appropriate for the syllabus conditions.
☐ ☐
Stimulus items are of suitable scope and scale. ☐ ☐
Key cognitive verbs are identified and assessed. ☐ ☐
Accessibility — priorities for assessment
Transparency Yes No Comment
The assessment instrument provides clear instructions using cues that align to the specifications, objectives and Standards/Criteria/ISMGs.
☐ ☐
Language Yes No Comment
The assessment instrument uses appropriate language and avoids unnecessary jargon, specialist language and colloquial language.
☐ ☐
The assessment instrument is free of errors and models accurate spelling, grammar, punctuation and other textual features.
☐ ☐
Layout Yes No Comment
The assessment instrument uses bold, italics and other formatting features only where relevant.
☐ ☐
The stimulus contains minimal distractors and is accessible to all students.
☐ ☐
The response space provided is adequate and reflects the required length of the response.
☐ ☐
Bias avoidance Yes No Comment
The assessment instrument avoids bias and inappropriate content. ☐ ☐
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Accessibility — priorities for assessment
Audio and audiovisual elements are clear and audible. ☐ ☐
Images, diagrams or other visual elements are legible, clear, relevant and accessible.
☐ ☐
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Faculty Name:_________________________ MODERATION Subject / Class: Teacher: Directions:
Select 5 samples to be moderated by a teaching peer/subject expert. Ensure a range of
achievement levels are represented in the sample folios. All ‘A’ standard items must be
moderated.
Complete the ‘Name of Student’ and ‘Result Awarded’ column before handing the samples to
the moderator.
The moderator will complete the ‘Result Awarded by Moderator’ column and add comments
where appropriate.
FOLIOS SELECTED FOR MODERATION.
NAME OF STUDENT TEACHER AWARDED RESULT
Result awarded by Moderator
COMMENTS
Post moderation-discuss moderator’s feedback with moderator and HOD
Make adjustments to awarded results if needed
Moderation should occur at the end of each semester cycle.
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Professional Learning Teams (PLTs) at Springwood High
Professional Learning Teams (PLTs) use a Cycle of Inquiry to plan common formative assessment, collaborate on instruction, analyse student learning, put in place interventions, assess and review and plan for the next cycle of student learning. At the beginning of each semester, each PLT develops a shared mission and vision which will guide their work:
Mission – Linking to the whole school focus (improving student learning outcomes). Vision – What are we wanting to achieve as a PLT? Collective Commitments – What the PLT agrees are their non-negotiable commitments to the process (incl. norms). Smart Goals - Smart Goals are outlined in the student organiser and are a valuable tool to ensure there is a clear focus to setting and implementing goals. They are focused on student learning and are:
- Specific and Strategic - Measurable - Attainable - Results oriented - Time bound
Time is provided through the school’s meeting schedule for PLTs to meet for each stage of the Inquiry Cycle once per term.
The Inquiry Cycle and Guiding Critical Questions
Inquiry Cycle Phase Guiding Critical Question Essential Resources
Plan 1. What do we expect students to learn?
Guaranteed and Viable Curriculum Learning goals Proficiency scales Assessment Data analysis – A-E, NAPLAN, PAT
Instruct and Assess - ASOT strategies
2. How do we know they are learning?
Common formative assessment Evidence of student learning– e.g. exit tickets, work samples Proficiency scale tracking
Analyse and Plan Intervention Intervene
3. How do we respond when they do learn? 4. How do we respond when they don’t learn?
Formative assessment and evidence analysed Share teaching strategies ‘WIN Time’ strategies Proficiency scale tracking Evidence
Review - What worked well? Formative assessment
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- What can we do differently? Summative assessment Share teaching strategies
PLT Meeting: Establishing Vision, Mission, Commitments & Goals
Each PLT will complete the template below in their first meeting of the Semester to establish the shared vision which will drive their collective work.
PLT: INSERT NAME
PLT Leader: Insert name
PLT Members: Insert names
Mission
Vision
Collective Commitments
(Group Norms)
PLT Focus
(Unit)
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PLT Meeting: Meeting Record
Each PLT will complete the template below during each phase of the Inquiry Cycle to track the focus of their work.
PLT: INSERT NAME
Meeting Date:
PLT Leader:
Attendees:
Apologies:
Inquiry Cycle Phase PLAN
Critical Question What do we expect students to be able to learn?
Outline the key learnings students must be able to demonstrate in the course of the unit:
Use the following tools to guide your focus -
Guaranteed and Viable Curriculum Learning goals Proficiency scales Assessment
Data analysis – A-E, NAPLAN, PAT
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Meeting closed:
PLT Meeting: Meeting Record
Each PLT will complete the template below during each phase of the Inquiry Cycle to track the focus of their work.
PLT: INSERT NAME
Meeting Date:
PLT Leader:
Attendees:
Apologies:
Inquiry Cycle Phase INSTRUCT & ASSESS
Critical Question How do we know students are learning?
Consider:
- what are the key common formative assessment instruments all teachers will use in this unit to assess student’s learning progress?
- what ASOT strategies will be used to provide evidence of student learning (exit tickets, work samples, etc.)?
- how will proficiency scales be used to track student learning progress?
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Meeting closed:
PLT Meeting: Meeting Record
Each PLT will complete the template below during each phase of the Inquiry Cycle to track the focus of their work.
PLT: INSERT NAME
Meeting Date:
PLT Leader:
Attendees:
Apologies:
Inquiry Cycle Phase ANALYSE & INTERVENE
Critical Questions How do we respond when students do learn?
How do we respond when students do not learn?
Outline:
- what formative assessment and evidence has been analysed to show student’s learning progress?
- what teaching strategies have been successful and can be shared amongst the team?
- how can we plan to extend upon student learning?
- what teaching strategies have been unsuccessful?
- what gap (deficit) areas have been identified in student learning?
- what instructional strategies will be put in place to target these gaps?
- how will we know that these strategies are being successful in addressing gaps in student learning?
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Meeting closed:
PLT Meeting: Meeting Record
Each PLT will complete the template below during each phase of the Inquiry Cycle to track the focus of their work.
PLT: INSERT NAME
Meeting Date:
PLT Leader:
Attendees:
Apologies:
Inquiry Cycle Phase REVIEW
Critical Questions What worked well?
What can we do differently?
Outline:
- what were the strengths of the unit (the instructional strategies used, formative and summative assessment items, etc)
- what did not work well, and why?
- what needs to be done differently when implementing this unit again in future?
- who will be responsible for making these changes?
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Please remember to complete the Progress Tracker (overleaf) as part of your Review meeting.
Meeting closed:
PLT Progress Tracker
For each unit of work, indicate what has been completed by the PLT. This can be used to guide future PLT priorities and planning.
REVIEW PHASE Semester One
Unit: INSERT DETAILS
Semester Two
Unit: INSERT DETAILS
Guaranteed and Viable Curriculum
Established Reviewed
NOTES:
Established Reviewed
NOTES:
Learning Goal/s
Established Reviewed
NOTES:
Established Reviewed
NOTES:
Proficiency Scale/s
Established Reviewed
NOTES:
Established Reviewed
NOTES:
Learning Intent/s
Established Reviewed
NOTES:
Established Reviewed
NOTES:
Common Formative Assessment
Established Reviewed
NOTES:
Established Reviewed
NOTES:
Intervention Activities/Strategies
Established Reviewed
NOTES:
Established Reviewed
NOTES:
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Identification of Key Vocabulary and Strategies
Established Reviewed
NOTES:
Established Reviewed
NOTES:
Celebrate Success through Tracking Progress
Established Reviewed
NOTES:
Established Reviewed
NOTES:
Cognitive Verbs
Identified Embedded
NOTES:
Identified Embedded
NOTES:
87
Springwood State High School Unit Plan
Unit Title Heavenly Bodies & Sensational Seasons Grade 7 Term 2 Year 2019 Duration 10 Weeks
Subject Junior Science Teacher/s O’Callaghan, Bidmead, Rodgers, O’Connor, Shuster
Curriculum
Links to the Australian Curriculum
Guaranteed and Viable Standards Covered
Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115)
investigating natural phenomena such as lunar and solar eclipses, seasons and phases of the moon
comparing times for the rotation of Earth, the sun and moon, and comparing the times for the orbits of Earth and the moon
modelling the relative movements of the Earth, sun and moon and how natural phenomena such as solar and lunar eclipses and phases of the moon occur
explaining why different regions of the Earth experience different seasonal conditions
Change to an object’s motion is caused by unbalanced forces, including Earth’s gravitational attraction, acting on the object (ACSSU117)
exploring how gravity affects objects on the surface of Earth
considering how gravity keeps planets in orbit around the sun
Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE119)
investigating how advances in telescopes and space probes have provided new evidence about space
Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223)
researching developments in the understanding of astronomy, such as the predictions of eclipses and the calculation of the length of the solar year by Al-Battani in the tenth century
People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121)
considering how seasonal changes affect people in a variety of activities such as farming
Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as
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appropriate (ACSIS129)
understanding different types of graphical and physical representation and considering their advantages and disadvantages
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence
(ACSIS130)
using diagrammatic representations to convey abstract ideas and to simplify
complex situations
Unit Learning Goals – From Proficiency Scales
1. They explain how the relative positions of the Earth, sun and moon affect moon phases, eclipses and tides 2. Students can explain how the relative positions of the Earth, sun and moon affect different regions of the earth
School Priorities
Common Verbs Literacy Skills & Strategies Numeracy Skills & Strategies ICT Skills & Tools
Skills Comprehending texts through
listening, reading and viewing Composing text through
speaking, writing and creating Text knowledge Word knowledge Visual knowledge
Skills Estimating and calculating
with whole numbers Recognising and using
patterns and relationships Using spatial reasoning Interpreting statistical
information Using measurement
I Skills Investigating with ICT
Essential Knowledge - Declarative & Procedural Learning Experiences for: (Interacting with New Knowledge DQ2)
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DECLARATIVE KNOWLEDGE (Students will understand…): Students will understand how we get day and night Students will understand the phases of the moon Students will understand solar and lunar eclipses Students will understand how the moon effects the tides Students will understand how the position of the earth effects the seasons PROCEDURAL KNOWLEDGE (Students will be able to…): Students will be able to describe the difference between rotation and revolution Students will be able to draw a diagram representing a solar and lunar eclipse Students will be able to read a tidal chart and graph its pattern
CONTEXT-SPECIFIC VOCABULARY (DQ2):
Waxing, Waning, gibbous, crescent, eclipse, lunar eclipses, solar eclipse, high tide, low tide, orbit, revolution, rotation, axis, umbra, penumbra, season, hemisphere
Declarative Knowledge (DQ 2) Critical-input experiences Previewing content Grouping strategies (including QAR & reciprocal teaching) Chunking Inferential questioning Note-taking Graphic organisers Reflect on learning
Procedural Knowledge (DQ 2) Ask questions Grouping strategies (including QAR and
reciprocal teaching) Graphic organisers
Practice and Deepen Knowledge (DQ3) Generate and Test Hypotheses (DQ4)
Comparing/contrasting Classifying Creating analogies Identifying similarities and differences Identify errors in thinking Decision making tasks Investigation tasks Design their own tasks Cooperative groups (incl. QAR & reciprocal teaching) Provide practice sessions to develop fluency Provide opportunities to practice skills and processes Purposeful homework and revision activities (for deepening
knowledge)
Cooperative learning tasks (incl. QAR & reciprocal teaching)
Experimental inquiry tasks (to generate and test hypotheses)
Problem-solving tasks Decision-making tasks Investigation tasks Effective support – grounds, backing, qualifiers Students designing their own tasks
Summative Assessment Assessment – Tracking Progress & Celebrating Success (DQ 1)
Heavenly Bodies Exam Formative Assessment Items Tracking & Feedback Celebrating Success
Homework tasks In-class quiz
Homework tasks In-class questioning Collect formative assessment
items In-class questioning
Phone calls home Springwood Snippets Displaying samples of student
work Record Positive Behaviour
entry on OneSchool (certificate)
Differentiation
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Seating plan
Use of teacher aide when available
Group work
Repeat/rephrase instruction
One-on-one instruction
Verbal and written instructions
Modified activities
Increasing exposure of texts for some students
Increase duration needed to complete tasks and assessment
Peer pairing of high level students
Encourage evaluation of peer work for high level students
Engagement Strategies (DQ 5)
How will students’ interest be captured?
Teacher enthusiasm about subject matter
Youtube clips and videos about particle theory
Reading extracts from scientific journals regarding real world chemical reactions and there impacts
Academic games
Apps or Symphony strategies
Managing questions and response rates
Use of physical movement
Provide students opportunities to talk about themselves
Provide unusual information
Provide stimulating experiments and investigations
How will students’ interest be sustained?
Teacher enthusiasm about subject matter
Making explicit links between chemical reactions and those that occur every day
Group work and discussions
Use of friendly controversy
Individual and group experiments
How will students know this is important?
Verbal and written prompts from the teacher
Homework and revision tasks
Explicit links made in class to the assessment task
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Lesson Learning Goals Learning Activities
1 Learning intent / goals: Students will -
Understand the relative positions and sizes of Earth, the moon and the sun in space. Understand the relationship between the rotation and revolution of both Earth and the moon, relative to the sun. Understand the differences between labelled and annotated diagrams.
Starter: Numeracy Starter – Find the path, 30maths starters PDF p.4
Chunk:
Explore the sizes and distances between Earth, the moon and the sun
Chunk:
Explore the movements of Earth, the moon and the sun
Chunk:
Review labelled and annotated diagram
Introduce moon observations
Finisher:
2 Learning intent / goals: Students will -
Understand that science knowledge changes with new evidence
Starter:
Chunk:
Review moon observations
Chunk:
Explore historical understandings of astronomy
Chunk:
Examine recent developments in understandings of astronomy
Finisher:
HOMEWORK:
3 Learning intent / goals: Students will -
Understand that the phases of the moon are related to the moon’s position relative to the Sun and Earth.
Starter:
Chunk:
Moon phases
Chunk:
Moons phases in the southern hemisphere vs northern hemisphere
Chunk:
Phases of the moon model, oreo cookie activity.
Finisher:
4 Learning intent / goals: Students will -
Understand that the significance of the phases of the moon is viewed differently by different cultural groups.
Understand that the phases of the moon are related to the moon’s position relative to the Sun and Earth.
Starter:
Chunk:
Why do we only see one side of the moon
Chunk:
Cultural significance of phases of the moon. Aboriginal astronomy (story of walu and Ngalinda)
Chunk:
Drawing orientation of moon to sun to earth.
Finisher:
HOMEWORK:
5 Learning intent / goals: Students will - Starter:
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Understand that tides occur due to interactions between Earth, the moon and the sun. Understand how relative positions of Earth, the moon and the sun cause tidal patterns.
Chunk:
What are tides
Chunk:
Introduce the different types of tides – ppt/video.
Phases of the moon and the tides.
Chunk:
Examine, analyse and interpret tidal graphs
Finisher: Exit ticket - Can the students – describe how tides occur? Predict tidal events, including spring and neap tides, based on the positions of the Earth, Sun and Moon.
6 Learning intent / goals: Students will -
Understand that lunar eclipses are related to the moon's position relative to the sun and Earth.
Starter: Review prior knowledge of eclipses. Recall phases of the Moon.
Chunk:
Chunk:
Develop understanding of lunar eclipses. Use ppt or video
Chunk:
Draw an annotated diagram to illustrate the positions and movement of Earth, the moon and the sun during a lunar eclipse.
Finisher: Exit ticket – Can the students identify the positions of the Earth, Sun and Moon that cause a lunar eclipse.
HOMEWORK:
7 Learning intent / goals: Students will -
Understand that solar eclipses are related to the relative positions of the sun, moon and Earth.
Understand there are different cultural beliefs about eclipses
Starter: Discuss ideas about how solar eclipses occur. Review understanding that apparent size is relative to distance
Chunk:
Slideshow about cultural beliefs in relations to eclipses.
Aboriginal perspectives on lunar and solar eclipses.
View slideshow about solar eclipses. Video demo of eclipses
Chunk:
Teacher demo showing positions of Earth, the Moon and Sun during a solar eclipse.
Define/clarify terms: solar eclipse, total eclipse, partial eclipse, annular eclipse, corona and the diamond ring effect
Chunk:
Video – the shadows produced on Earth during an eclipse.
Class discuss reasons for the two types of shadows produced.
Draw diagram showing positions of Sun, Moon and Earth during eclipse and resulting shadows
Finisher: Exit ticket – Can the students identify the positions of Earth, the moon and sun that cause a solar eclipse? Compare different cultural beliefs related to solar eclipses?
HOMEWORK:
8
Learning intent / goals: Students will -
Review, reinforce and extend learning
Starter: Quiz to consolidate understanding of the positions of Earth, the Moon and Sun, phases of the moon and tides, eclipses and solar phenomena.
Chunk:
Sheet C2C Lesson 8 Labelled and annotated diagrams
Chunk:
Sheet C2C Lesson 8 Images – Phases of the moon.
Video C2C L8 Tidal Locking ‘Why do we only see one side of the Moon?’
C2C L8 sheet Phases of the moon and
Chunk:
Double jeopardy game.
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tides, sample tide graphs
C2C L8 slideshow solar eclipses for review
C2C L8 video Tidal forces on Earth
Finisher:
9 Learning intent / goals: Students will -
Review, reinforce and extend learning
Starter:
Chunk: Chunk: Chunk:
Finisher:
HOMEWORK:
10 Learning intent / goals: Students will – Investigating the Sun and solar phenomena
Understand that solar eclipses are related to the relative positions of the Sun, Moon and Earth.
Starter: Quiz students prior knowledge as to what solar phenomena are and what do they already know of
Chunk:
Slideshow or video of solar phenomena including auroras, solar flares, sto
Chunk:
Discuss ideas about study of the sun and how it helps us to understand solar phenomena and its effects on Earth.
View a video on how technology has enhanced the study of the sun.
Describe ways technology contributes to the study of the sun, such as the SOHO and TRACE technologies and the coronagraph.
Define terms related to the study of the sun, such as ‘helio astronomy’ (study of the sun) and helioseismology (study of the acoustic pressure waves in the sun).
Chunk:
Make suggestions about how solar flares, storms and CMEs might affect Earth.
List modern technology that is used in everyday life, such as electrical devices, mobile telephones and other devices and GPS satellites.
Discuss how modern everyday life is increasing its dependency on electricity and technology.
Describe how solar storms and CMEs could affect technology and the problems this would cause.
Finisher: Can students describe the relationship between solar phenomena and their effects on Earth? Describe how different cultures perceive solar phenomena?
11 Learning intent / goals: Students will -
Investigating the Sun and solar phenomena.
Understand there are different cultural beliefs about eclipses.
Starter:
Chunk:
Make suggestions about how ancient cultures may have perceived auroras.
Chunk:
Discuss stories from different cultures related to beliefs about auroras.
Chunk:
Finisher: Can students describe the relationship between solar phenomena and their effects on Earth? Describe how different cultures perceive solar phenomena?
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HOMEWORK:
Commence Unit - Seasons
13 Learning intent / goals: Students will -
Introducing seasons and how they occur Understand that different environmental factors define the seasons for different cultures. Understand that Earth is tilted on its axis.
Starter:
Chunk:
Define the seasons
Chunk:
Explore different perspectives of seasons C2C sensational seasons L1 sheet Five seasons and cultural calendars of the world
Chunk:
Review features of the Earth–sun system C2C sensational seasons L1 sheet Angle for measuring Earth’s tilt and Constructing a model globe.
Finisher: Can the student: Identify different environmental factors that can be used to identify the seasons? Describe the tilt of Earth?
14 Learning intent / goals: Students will -
Elaborating on the cause of the seasons Understand the relationship between the tilt of Earth on its axis, its revolution around the sun and how seasons are caused. Understand how direct and indirect sunlight from the sun cause seasons. Understand the relationship between the length of daylight and seasons.
Starter:
Chunk:
Review Earth’s tilt.
C2C L2 sheet Constructing a model globe
Chunk:
Explore direct and indirect sunlight.
Explore he amount of daylight throughout the seasons.
C2C L2 sheet Sun’s rays and the seasons + student instructions. Demonstrating the sun’s rays. Video Earth’s tilt 1 Part 1 & 2
Chunk:
Summarise information about the seasons.
C2C L2 sheet length of daylight. Slideshow how long is a day.
Finisher: Can the student: Identify the relationship between the tilt of Earth on its axis, its revolution around the sun and how seasons are caused? Explain how the concentration of the sun’s rays causes seasons? Identify the relationship between the length of daylight and seasons?
HOMEWORK:
15 Learning intent / goals: Students will -
Elaborating on the cause of the seasons Understand the relationship between the tilt of Earth on its axis, its revolution around the sun and how seasons are caused. Understand how direct and indirect sunlight from the sun cause seasons.
Understand the relationship between the length of daylight and seasons.
Starter:
Chunk:
Review Earth’s tilt.
C2C L2 sheet Constructing a model globe
Chunk:
Explore direct and indirect sunlight.
Explore he amount of daylight throughout the seasons.
C2C L2 sheet Sun’s rays and the seasons + student instructions. Demonstrating the sun’s rays. Video Earth’s tilt 1 Part 1 & 2
Chunk:
Summarise information about the seasons.
C2C L2 sheet length of daylight. Slideshow how long is a day.
Finisher: Can the student: Identify the relationship between the tilt of Earth on its axis, its revolution around the sun and how seasons are caused? Explain how the concentration of the sun’s rays causes seasons?
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Identify the relationship between the length of daylight and seasons?
16 Learning intent / goals: Students will -
Observing weather, climate and seasons
Understand how weather can indicate seasonal change. Understand that weather data can illustrate patterns and relationships between climate and seasons.
Starter:
Chunk:
Define weather and climate
Use weather and climate data
Chunk:
Explore weather data
C2C L4 slideshow weather climate seasons. Sheet exploring patterns and trends in weather data.
Chunk:
Explore patterns and trends in data relating to seasons
Video ‘how weather data is collected’ NASA education website.
Finisher: Can the student: Identify seasonal changes from weather data? Identify patterns and relationships in data about seasons?
Leson 17 EXAM 18 Learning intent / goals: Students will -
Considering how seasons affect living things
Understand that plants and animals change their behaviour and appearance because seasons change.
Starter: Quiz – prior knowledge how do seasons affect living things
Chunk:
How seasons affect living things
Review the cause of seasons.
Define the terms ‘migration’ and
‘breeding’.
Examine a seasonal migration (e.g. view
videos or read texts), such as of the
wanderer butterfly, the humpback whale
or grey whale, the mule deer or the
African wildebeest.
Describe how seasonal changes
trigger/signal animal migration.
Explore (e.g. view a slideshow) and discuss
how seasons affect living things, including
changes in the behaviour and appearance
of plants and animals.
Construct a concept map to illustrate
seasonal interactions and relationships
between plants and animals.
Chunk:
Chunk:
How seasons affect human activity and
practices
Identify growing seasons for crops in
relation to the local area and ways in
which science understanding influences
farming.
Finisher: Can the student: Link changes in animal and plant behaviour to seasonal changes?
HOMEWORK:
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19 Learning intent / goals: Students will -
Considering how seasons affect living things
Understand that human activity and practices change according to seasons.
Starter:
Chunk:
How seasons affect human activity and
practices
Identify growing seasons for crops in
relation to the local area and ways in
which science understanding influences
farming.
Describe how plants and crops are grown
to suit particular seasons.
Nominate ways that agricultural science
has influenced farming practices, such as
the use of seasonal weather predictions
or the developing of plant varieties more
suited to the environment and soil.
Chunk:
Explore how changes to climate affect
living things
Make suggestions about how changes to
climate might affect the seasons and
weather.
Establish the short-term and long-term
consequences of climate changes to the
farming and agricultural industries
including:
direct consequences: rise in pests and
diseases, lack of water sources, reduced
and damaged crops, rise in ocean acidity
indirect consequences: food shortages,
rise in food prices, food spoilage and
contamination.
List known practices that farmers use to
reduce the effect of climatic changes on
productivity, such as sustainable
agricultural practices, hybrid seeds, plant
photosynthesis, greenhousing, crop
rotation and intercropping, fertiliser
usage, genetically modified plants.
Examine farming practices (e.g. view a
video about sugaring), such as crop
planting and harvesting, that are
influenced by changes in climate.
Build conceptual understanding of the
term ‘season creep’ (e.g. view a
slideshow).
Describe the consequences of changes to
climate in relation to animal and plant
behaviour, such as birds laying eggs
earlier, plants blooming earlier or
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mammals coming out of hibernation
earlier, due to warmer temperatures.
Make suggestions about how seasonal changes due to changes to climate (season creep) might affect farming.
Finisher: Can the student:
Identify how and where human activity and practices are related to and affected by seasonal changes?
20 Learning intent / goals: Students will -
Review, reinforce and extend learning
Starter:
Chunk:
Use this time to revise, reinforce and
extend learning. Consider the individual
needs of your students.
Chunk:
Use this time to revise, reinforce and
extend learning. Consider the individual
needs of your students.
Chunk:
Use this time to revise, reinforce and
extend learning. Consider the individual
needs of your students.
Finisher:
HOMEWORK:
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Reflections and Review
Strengths:
Weaknesses:
Action:
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EXAMPLE BAND PLANS
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