Topic: Curriculum Plan St Brigid’s Primary School · 2019-03-05 · In this section reference is made to 2018 System and school data. For planning purposes, the following graphs

B-9 Curriculum Plan Page 1 of 33

Topic: Curriculum Plan – St Brigid’s Primary School Date published: December 2018 Policy Area: Education Date For Review: September 2019

1. Future Planning – St Brigid’s Primary School

After analysis and discussion of our data, our Professional Learning Community has decided to continue to focus on a whole school approach to improve student outcomes in Literacy and Numeracy.

We will develop a whole school approach to Writing – more exposure to different genres and Punctuation and Grammar; including the Scope and Sequence PP-6.

We will consolidate the work begun in 2018 during Numeracy Dedicated Time to improve student outcomes in Mathematics.

We will continue to use Soundwaves Spelling in 2019

Classroom visits to view/share good practice

Develop the role of a critical friend to enhance peer-peer feedback.

We will continue to extend team based approaches and incorporate explicit instructions during LDT in Reading and Writing; and continue to use MAI data to improve outcomes in Numeracy.

We will use data to inform teaching practice and track students.

All teachers will complete at least two learning goals across at least 2 AITSL standards.

There will be a whole school Professional Development presented by CEWA consultants

We will continue to enhance the acquisition of Literacy and Numeracy Skills in the Early Years

2. School Context – St Brigid’s Primary School

St Brigid's Primary School is a Catholic co-educational primary school, catering for students from Kindergarten

to Year 6. The school’s ICSEA value is 1000. It caters for a multi-cultural school population and takes great pride

in providing a holistic education embracing the spiritual, religious, intellectual, physical, social and emotional

development of all students. The school has a major focus in the development of literacy and numeracy across

all grades and supplements this with specialist teachers in Physical Education, Music, Science, History,

Geography and Italian. All teachers differentiate the curriculum to cater for the learning needs of all students. A

well-established student leadership program runs for the Year 6 students, enabling an authentic shared

leadership model. A school based Learning Support Centre provides extensive support for the large number of

students with Special Needs who attend St Brigid's.


3. Profile of Learners

St Brigid’s Primary school is a double stream co-education school catering for 460 students from Kindergarten to

Year 6. 51% of students are Catholics and 49% are non-Catholic. 25% of students have a language background

other than English and are represented by a diverse range of cultures including Aboriginal, Arabic, Cebuano,

Dinka, Filpino, German, Hindi, Italian, Malayam, Mandarin, Marathi, Punjabi, Shona, Swahili, Tahalog, Tamil,

Thai and Vietnamese. There are currently 23 Aboriginal students enrolled.

4. Process to Review Student Learning

St Brigid’s Primary School carry out standardized testing each term (Appendix 1). Teachers review the achievement data with their partner teacher. At times, data is reviewed with all teaching staff when data is available on APPRAISE such as EYLND and NAPLAN. All teachers have access to APPRAISE. Colette Wayne is responsible for processing and reviewing data. Some ATSI students who are in foster care or have been identified as needing extra support have an individual PLP which cater for their needs. In all classrooms teachers differentiate their teaching for English and Maths and group students according to their ability. Students with Disabilities are funded have access to our Education Support Centre. They have an Individual Education Plan which outlines how they work towards achievable goals. Students who are at-risk remain in classrooms and have a Curriculum Adjustment Plan for their area of need.

5. Analysis of Student Learning

In this section reference is made to 2018 System and school data. For planning purposes, the following graphs show schools means compared with CEWA schools for EYLND and National for NAPLAN as these results were the most challenging comparator. It is important to note that St. Brigid’s has a large enrolment of children with high special needs, ESL backgrounds and Aboriginal students who are Wards of the State.

A range of standardised testing is completed throughout the year. See appendix 1 for year level testing requirements. Teachers are all involved in the process of data collection for the students in their class. The data wall has displayed a significant progression of student reading and comprehension levels. Teachers are more aware of their students’ levels and are working to assist in their progression.

Year Group Number of

Students

ATSI LBOTE CAP IEP SWD Year Group

Number of

Students KK 49 3 15 0 0 2 KK 49 PP 47 4 16 8 0 1 PP 47 1 52 1 26 11 2 2 1 52 2 51 4 18 1 1 1 2 51 3 60 2 18 10 1 5 3 60 4 63 6 14 11 2 1 4 63 5 61 1 15 5 2 2 5 61 6 62 1 14 7 2 3 6 62


Early Years Literacy and Numeracy Data

EYLND LITERACY

Writing Vocab Year 1 – School Over Time

Running Record Year 1 – School Over Time

The Early Years Literacy and Numeracy Data (EYLND) School Over Time Graphs for Writing Vocabulary and

Running Record show that in the last three years St Brigid’s students have performed better than CEWA schools.

A similar trend is noted in the other three assessment areas, Concept About Print, Burt Words, Duncan Test.


ELYND NUMERACY

MATHEMATICS ASSESSMENT INTERVIEW (MAI)

MAI RESULTS IN COUNTING YEAR 1, 2 and 3 - 2015 AND 2018

EYLND - MAI RESULTS IN PLACE VALUE YEAR 1, 2 and 3 - 2015 AND 2018


EYLND - MAI RESULTS IN ADDITION AND SUBTRACTION YEAR 1, 2 and 3 - 2015 AND 2018

EYLND - MAI RESULTS IN MULTIPLICATION AND DIVISION YEAR 1, 2 and 3 - 2015 AND 2018

2015 was the first year that the Mathematics Assessment Interview was implemented in the school. Comparing results from 2015 to 2018, the following observations can be made:

The graphs above indicate that in Counting in 2018, the percentage of students in Years 1-3 achieving lower scores has decreased and a higher percentage of students achieving in the higher scores. A similar trend is evident in the graphs for Addition and Subtraction and Multiplication and Division for Years 1-3. Whilst Place Value is showing some progress, it is an area that the school needs to focus on.


NAPLAN DATA

Reading - Overview and School Over Time graphs compared against National Schools

The Overview in Reading shows an upward trend. Since 2016 Year 3 students have continued to work towards closing the gap and are now close to the national average. Year 5 results have been consistent in the years prior to 2018 and it is pleasing to note the progress towards the national mean in 2018.

Reading – Year 3 School Over Time an BANDS graphs

YEAR 3 2017 YEAR 3 2018

The Year 3 School Over Time graph in Reading for 2018 indicates that there are more students above the state mean.

The BANDS graph indicates that there are fewer students in the lower bands in 2018 compared to 2017 and more students achieving in the higher bands.


READING – YEAR 5 SCHOOL OVER TIME AND BAND

The Year 5 School Over Time graph in Reading for 2018 indicates that there are fewer students in the 20th percentile as well as the 5th percentile.

YEAR 5 2017 YEAR 5 2018

The above graph in Reading for Year 5 students indicate that there are fewer students in the lower bands in 2018 compared to 2017 and more students achieving in the higher bands.

Students achieving in the fifth percentile need to be monitored.

Comment:

Potential influences to the data may include: transit student population and attendance patterns. The implementation of a whole school model of practice that differentiates the classroom teaching and learning program in 2018 and focus on monitoring reading fluency and comprehension has seen an improvement in 2018.

We aim to continue reduce the number of students in the lower bands and increase the number of students in the higher bands.


NAPLAN St Brigid’s School Overview – Writing, compared against National Schools

The overview graph in Writing indicates that Year 3 students have made huge progress since 2014, reaching the

national average in 2017. There is a slight dip in 2018 and a closer look at the data indicates this was attributed

to one student not attempting the writing task. Year 5 students are tracking the national average since 2016

and performing below the national average.

NAPLAN - WRITING – YEAR 3 AND YEAR 5

YEAR 3 2017 YEAR 3 2018

YEAR 5 2017 YEAR 5 2018


WRITING PROGRESS YEAR 3 2016-YEAR 5 2018

Comments: The writing overview, Bands and progression graph show that Year 5 students are not making

expected growth from Year 3 to Year 5 in Writing. The Principal, Assistant Principal and Literacy leaders were

enrolled in a Writing Pilot (WP) PD at CEWA in 2018. The WP is an inquiry-oriented, evidence-based approach to

implement sustainable effective strategies for literacy improvement through writing.

During 2018 a decision was made to implement Brightpath which is based on over a decade of pioneering research

at the University of Western Australia. The web-based reporting software will be used to support teachers to

make high quality assessment in writing. Results of writing assessments will provide an informed basis for

developing teaching programs targeting the needs of individual students.

In 2019, the literacy team will continue to attend Professional Development in order to support the teachers with

the implementation of Brightpath. Our Professional Learning Community meetings will focus on this strategy.

NAPLAN St Brigid’s School Overview – Spelling, compared against National Schools


SPELLING – YEAR 3

SPELLING – YEAR 5

Observations:

Our NAPLAN data in Spelling for Year 3 indicates an upward trend since 2015 with the school achieving above the national mean in 2017 and 2018.

Year 5 students have tracked the national mean from 2015 to 2017, with the school achieving closer to the national mean in 2018.


GRAMMAR AND PUNCTUATION – YEAR 3 OVERVIEW AND SCHOOL OVER TIME

YEAR 3 – SCHOOL OVER TIME

BANDS YEAR 3 2017 BANDS YEAR 3 2018


In Grammar & Punctuation, Year Three students have made huge progress since 2014, reaching the national

average in 2017. There is a slight dip in 2018 and a closer look at the data indicates that this was attributed to

one student not attempting the writing task. Bands graph indicates an increase in the number of students in the

higher bands and a decrease in the number of students in the lower bands.

YEAR 5 SCHOOL OVER TIME

BANDS YEAR 5 -2017 BANDS YEAR 5 - 2018

Observations:

Our 2015-2018 NAPLAN data in Grammar and Punctuation for Year 5 students indicates that the school is performing well below the national mean. Consequently we have decided deeper investigation is required in this area in 2019.

Comments: With a whole school approach in writing in 2019, focussing on Genre and Grammar and Punctuation and the implementation of Brightpath, we hope to see an upward trend. Professional Development Days run by the Literacy Consultant and the School Support Consultant in 2019, will see the whole school include writing every day during Literacy Dedicated Time, including elements of Shared/modelled/ Guided/Independent writing.


NAPLAN NUMERACY

The overview graph in Numeracy shows that while both Year 3 and Year 5 have been progressing towards the

national mean since 2015, the school is still below the national mean.




The NAPLAN School Over Time Graph for Year 3 indicates there are less students in the 5th and 20th percentile.

Year 5 graph shows no students in the 5th percentile.

PROGRESS YEAR 3 2016 TO YEAR 5 2018

The progress map is showing that all students in the 2016 cohort have made good growth from Year 3 2016 to

Year 5 2018, with 20 students above the national mean and 8 students close to the national mean.


REGRESSION GRAPH FROM YEAR 3 206 TO YEAR 5 2018

The regression graph indicates that St Brigid’s School (red line) had made more than expected progress compared

to CEWA Schools (black line). Students are to be congratulated on their performance.

2015 2016 2017 2018

Year 3 65 40 30 23

Year 5 37 20 26 20

The above table (NAPLAN data) shows that Year 3 students were 65 points below the National Mean (NM) in 2015

and are now 23 points below the NM. Year 5 students were 37 points below the NM in 2015 down to 20 points

in 2018.

Comments:

The above graphs and tables, indicate that in both Years 3 and 5, we are decreasing the number of below the NMS and increasing the number of students above the NMS. This is a positive result.

Deeper analysis of our MAI data showed that our students are struggling in the area of Place Value.

Our focus in 2019 will include:

Continued implementation of the Mathematics Assessment Interview for all students from Years 1-6 in Term One.

Data collected used to cater for individual students.

Programs have evidence of Growth Point games in lessons.

Implementation of Mathletics in the classroom.

Upskill staff in using Mathletics (PD Term 1, Week 3)

The Introduction of Mathletics to support student progress in Place Value.

Regular cluster meetings with leaders to show evidence in programs of implementation of Mathletics and

MAI Growth Point games.

An Extending Mathematics Understanding (EMU) teacher will be trained and the program implemented to

support Year 1 students who are struggling in Mathematics.


DATA ANALYSIS - Early Years Inquiry Based Learning

Following the 2018 audit by the early year’s team, each child’s current knowledge, ideas, culture, abilities and

interests will be used as the foundation of the Early Years program. The following will be put in place:

Identifying and using the student’s interests as the base of the teaching program.

Teachers setting up a table which indicates the children’s interests

Programs and DWP’s to reflect observations, needs and interests of the children in the class.

Teachers to have focus children to record interests and observations of children.

Each Year group to send parent interview sheets to gain an insight to the needs, capabilities and

interests of the children to assist with planning.

A range of resources that are necessary to engage the students according to interests and

observations made.

Classrooms to display the children’s work and be set up with resources reflecting the interests and

needs of the children.

Early Years (EY) teachers and Education Assistants will use the QIP as a working document in 2019

in order to meet all seven standards.

Key Teacher – Early Years will lead PLC development for the Early Years cluster.

Early Years staff will meet weekly to work through NQS findings

The Principal will work with the early years staff to maintain the audit requirements.

DATA ANALYSIS - Design and Technology

The TUBS survey indicated that the school needs to develop in the area of technology. In 2019, our focus will

include:

All teachers implement an unplugged digital technology program

Teacher program showing the activities as well as pictures and videos of students completing

activities in the classroom.

Partner teacher discussions and accountability within the cluster groups.

Implementing the curriculum and building teacher capacity with technology

All classroom teachers will implement an unplugged lesson by the end of term one and then

include other unplugged lessons throughout the year.

Our Key teacher ICT will assist on implementation and support the classroom teachers.

6. Strategies to Improve Student Learning Outcomes, including Literacy and Numeracy

Our focus for 2018 was to consolidate a consistent team based approach across years K-6 to the teaching of

Literacy, including elements of explicit instruction, as well as develop a consistent school wide approach to the

teaching of Numeracy in order to lift school performance. This was done through explicit teaching of literacy

skills, Soundwaves Program and use of data to differentiate learning to cater for students’ needs.


The following data was collected: MAI testing, OLI, Observation Survey, running records every term. A data

wall is used to monitor students’ progress in reading comprehension and a case management approach

established to analyze student data and to make decision on differentiating instruction and selecting resources

for use with students. Staff were engaged in more professional learning in Literacy through weekly Professional

Learning Community Meetings, Professional Development Days facilitated by CEWA consultants in Literacy and

participation in the Writing Pilot. (See Annual School Improvement Plan – 2017).

The following strategies were used:

Whole School Literacy focus with a specific structure for LDT

Reading Comprehension Data Wall

Case Management

Reading Recovery and Extending Mathematical Understanding

Explicit Teaching

Professional Learning Community meetings linked to the School Improvement Plan and the Strategic Plan

Diana Rigg Phonics program - spelling and phonics in conjunction with Spelling Mastery

Curriculum Adjusted Programs – Literacy and Numeracy

Mathematics Assessment Interview and use of Growth Points to differentiate teaching

iMaths

We have reviewed the new initiatives that have been introduced and implemented in 2018 and made the necessary changes (see Future Planning section) and we have found that the 2018 data reflects an upward trend.

7. Evidence of Meeting the Needs of Our Students

Students with English as a Second Language: Students with English as a Second Language are fully integrated into

our classrooms. Depending on their grasp of English they may be grouped with children of similar abilities

academically, as all classes have differentiated groups for English and Mathematics. St Brigid’s recognizes our

diverse community and celebrates this with a Multicultural Day each year in Term 3.

Students with Disability: Students with Disabilities and are funded have access to our Education Support Centre.

They have an Individual Education Plan which they are working towards achievable goals.

Gifted and Talented Students: St Brigid’s Primary School recognizes our gifted and talented students by working

through challenges in Opti-MINDS as well as selected students in the Da Vinci program.

Aboriginal Students: Due to a large number of Indigenous students in our school we want to value their culture

and help them to be proud of their culture. We aim to increase their self-pride in their abilities, to think big,

become involved in leadership ministries and be prepared to help lead the school. Each Indigenous student has a

PLP written with a set of goals for each child to achieve. We are incorporating the Aborginal language in all

classrooms as we recognise the importance of culture.


Students with Learning Difficulties: Students who are at-risk remain in classrooms and have a Curriculum

Adjustment Plan for their area of need.

General Mainstream Students: In all classrooms teachers differentiate their teaching for English and Mathematics and group students according to their ability. Partner teachers share programs to ensure consistency within the year level.

8. Implementation of Religious Education and Progress Towards Implementation of the Western Australian Curriculum

The Religious Education program is fully implemented across Kindergarten to Year 6 in accordance with Catholic

Education Western Australia’s policiesand curriculum that was developed through our Bishops. Each class is

expected to complete Religious Education lessons each day as well as say class prayers at the commencement

of the day, before meal times and at the conclusion of the day.

In 2019 all staff will report on all learning areas and there will be a foucs on implementing the technology and

design unplugged.

9. Protective Behaviours

St Brigid’s Primary School has implemented the Keeping Safe Program. The Keeping Safe: Children Protection

Curriculum teaches children from a young age:

We all have a right to be safe

We can help ourselves to be safe by talking to people we trust

The program has been developed by children protection experts and experienced educators. The program will

form part of the WA Health and Physical Education Curriculum The content will be delivered to the students at a

developmentally appropriate manner in all Year levels K-6 during 2019. The Keeping Safe Program will form part

of the Health and Physical Education Curriculum.

All staff were in serviced in the Code of Conduct and signed a Code of Conduct Policy.

10. Related Documents

CECWA policy statement 2-C11 Justice Education

CECWA policy statement 2-C1 Aboriginal Education

CECWA policy statement 2-C4 Early Childhood Education

CECWA policy statement 2-A5 Religious Education

CECWA policy statement 2-B1 Accreditation

St Brigid’s Primary School Strategic Plan

St Brigid’s Primary School Annual School Improvement Plan

St Brigid’s Primary School National Quality Standards and the Quality Improvement Plan


11. Next Review

Year Committee

2019 Colette Wayne, Paula MacKenzie, Luke Shaw, Mike Sibbald, Bree Clatworthy, Althea Footman, Rhi Shirren,Melissa Billy-Rooney.

12. Appendices

1. St Brigid’s Primary School Assessment Schedule

2. St Brigid’s Primary School Assessing and Reporting Policy

Appendices 1 – St Brigid’s Primary School Assessment Schedule

All testing results must be placed into your Assessment File and saved in T/share (testing results sheets).

Kindy Standardised Testing

Term Test

1 English and Maths Assessment Booklet o Refer to booklet for term assessment




PP Standardised Testing

Term Test

1

o Online Interview (March) o Running Records - For students that you believe may be a level one or

beyond o Sight words o Letter Id o Listening Comprehension Book

2 o Running Records - For students that you believe may be a level one or beyond


3 o Running Records - For students that you believe may be a level one or beyond

4 o Running Records - For all students. o iMaths – End of Year Test o Online Interview – for at risk students

Year 1 Standardised Testing

Term Test

1

o Ob Survey - All students including Burt Word (March) o Running Records - One running records to be completed for every student

each term for students below level 30. o Completed and placed on Data Wall by Week 10 o IPIs - Students above level 30. Completed and placed on Data Wall by Week

10 o MAI (March) o Soundwaves – Diagnostic Test o iMaths – Readiness Test

2 o Running Records - Completed and placed on Data Wall by Week 10

3 o Running Records - Completed and placed on Data Wall by Week 10 o IPIs - Students above level 30. Completed and placed on Data Wall by Week

10 4 o Running Records - Completed and placed on Data Wall by Week 10

o IPIs - Students above level 30. Completed and placed on Data Wall by Week 6

o Soundwaves – End of Year Test o iMaths – End of Year Test


Term Test

1

o Ob Survey (March) All Students more than 15 - Complete only Burt Word and

Writing Vocabulary All students less than 15 – Complete all of the Ob Survey

including Burt Word o Running Records - One running records to be completed for every student

each term for students below level 30. o Completed and placed on Data Wall by Week 10 o IPIs - Students above level 30. Completed and placed on Data Wall by Week

10 o MAI (March) o Soundwaves – Diagnostic Test


o iMaths – Readiness Test

2 o Running Records - One running records to be completed for every student each term for students below level 30.


3 o Running Records - One running records to be completed for every student each term for students below level 30.


4 o Running Records - Completed and placed on Data Wall by Week 6 o IPIs - Students above level 30. Completed and placed on Data Wall by Week 6 o Soundwaves – End of Year Test o iMaths – End of Year Test


Term Test

1

o Ob Survey - All students below level 20 complete all survey, including Burt Word (March)

o Running Records - One running record to be completed for every student each term for students below level 30. Completed and placed on Data Wall by Week 10

o IPIs - Students above level 30. Completed by Week 10 o MAI (Term 1) o Soundwaves – Diagnostic Test o iMaths – Readiness Test


10


10

4 o Running Records - Completed and placed on Data Wall by Week 6 o IPIs - Students above level 30. Completed and placed on Data Wall by Week 6 o Soundwaves – End of Year Test o iMaths – End of Year Test



Term Test

1

o Ob Survey - All students below level 20 complete all survey, including Burt Word

o Running Records - One running records to be completed for every student each term for students below level 30. Completed and placed on Data Wall by Week 10


o MAI (Term 1) o Soundwaves – Diagnostic Test o iMaths – Readiness Test


10 3 o Running Records - Completed and placed on Data Wall by Week 6



10 o Soundwaves – End of Year Test o iMaths – End of Year Test


Term Test

1





2 o Running Records - One running records to be completed for every student each term for students below level 30. Completed and placed on Data Wall by Week 10









Term Test

1







o 3 o Running Records - One running records to be completed for every student

each term for students below level 30. Completed and placed on Data Wall by Week 10






Appendices 2 – St Brigid’s Primary School Assessing and Reporting Policy

Topic:

Policy Area:

Date Reviewed:

Date for Review:

Curriculum

Education

August 2017

2020

RATIONALE The Outline is informed by Belonging, Being and Becoming: The Early Years Learning Framework (EYLF) and the Australian Curriculum. The Outline includes Kindergarten Curriculum Guidelines but these are not mandated because Kindergarten is a non-compulsory year of schooling. The Outline sets out the mandated knowledge, understandings, skills, values and attitudes that Pre-primary to Year 10 students are expected to acquire in the eight learning areas identified in the Melbourne Declaration on Educational Goals for Young Australians (2008), Principles of Learning, Teaching and Assessment, expected standards of achievement, and requirements for reporting on student achievement.

DEFINITIONS

Achievement

descriptor

An achievement descriptor describes student achievement in terms of a five-point

scale and is used for the purpose of reporting student achievement.

Achievement

standard

The achievement standard describes an expected level that the majority of

students are achieving by the end of a given year of schooling. Meeting the

achievement standard at a satisfactory level is described by a C grade. Meeting the

achievement standard at a higher level is described by an A (Excellent) grade or a B

(High) grade.

Alternative

curriculum

An alternative curriculum is a well-established Pre-primary to Year 10

curriculum/framework other than the Western Australian curriculum approved by

the Authority.

Assessment Assessment is the process of gathering information about students and their

learning, and using the data gathered to make judgments about achievement, in

terms of agreed standards. This information forms the basis of planning for

teaching and learning.


Curriculum The curriculum is the knowledge, understanding, skills, values and attitudes that

students are expected to be taught, regardless of where they live or their

background.

Grade A grade describes student achievement on a five-point scale and is used for the

purpose of reporting student achievement.

Modified curriculum A modified curriculum is any documented variation to the Western Australian

curriculum that a school negotiates with the student and her/his parents/carers in

order to cater for the individual learning needs of the student.

Parent/carer

In relation to a child, parent/carer refers to a person who according to the law has

responsibility for the long-term care, welfare and development of the child; or for

the day-to-day care, welfare and development of the child as defined in the School

Education Act 1999.

Reporting Reporting is the process of formally and informally communicating student

achievement to parents, carers and students.

School School means a school (government school or non-government school) or a

community kindergarten as defined in the School Education Act 1999.

PRINCIPLES The School Curriculum and Standards Authority (the Authority) requires all schools to implement the Western Australian Curriculum and Assessment Outline (the Outline) at www.scsa.wa.edu.au to meet the learning needs of all students.

PROCEDURES 1. Curriculum

St Brigid’s Primary School will implement the Pre-primary to Year 6 Western Australian curriculum in accordance with:

the Policy Standards for Pre-primary to Year 10: Teaching, Assessing and Reporting

the Principles of Learning, Teaching and Assessment detailed within the Outline.

In relation to Kindergarten:


Belonging, Being and Becoming: The Early Years Learning Framework (EYLF) describes the principles, practices and outcomes essential to support and enhance young children's learning from birth to five years of age, as well as their transition to school

the Kindergarten Curriculum Guidelines guide educators to develop kindergarten curriculum for Western Australian children. It draws from the key ideas and related content from the EYLF to construct curriculum to ensure that all children in Kindergarten experience quality teaching and learning.

St Brigid’s Primary School plans curriculum in accordance with the Western Australian Curriculum and Assessment Outline

(the Outline), accessible via the School Curriculum and Standards Authority website (www.scsa.wa.edu.au).

Curriculum planning accounts for the needs of all students. This includes the enrolment of students with disability in

regular classes, education support classes and education support schools.

In planning the delivery of the Pre-primary to Year 6 Western Australian curriculum, St Brigid’s Primary School ensure they

meet the requirements outlined in:

Table 1: Western Australian Curriculum and Assessment Outline: curriculum requirements and available options

Table 2: Implementation timeline requirements.

Schools use discretion in regard to the use of the Notional Time Allocation Guidelines: Pre-primary to Year 10 provided in

the Outline.

1.1 Modified curriculum

For some students, differentiation of the curriculum is required to cater for their individual learning needs.

If there is a legitimate reason for a student to be following a modified curriculum (for example, gifted and talented

students, students with disability and additional learning needs, students for whom English is an additional

language/dialect), schools negotiate any variation to the Western Australian curriculum with the student and her/his

parents/carers, and document the decisions made (for example, a documented individual education plan or a curriculum

adjustment plan).

Schools use discretion in regard to the use of Stages A, B, C and D Western Australian curriculum content (Abilities Based

Learning and Education, Western Australia [ABLEWA]), detailed in the Outline, for planning for teaching students with

disability and additional learning needs.

Schools use discretion in regard to the use of the EAL/D Progress Map when planning for teaching and monitoring the

progress of students for whom English is an additional language/dialect.


1.3 Curriculum requirements and available options

Table 1: Western Australian Curriculum and Assessment Outline: curriculum requirements and available options

Learning Area

Year level P 1 2 3 4 5 6

English R R R R R R R

Mathematics R R R R R R R

Science R R R R R R R

Humanities

and Social

Sciences

R R R R* R R* R

Health and

Physical

Education

R R R R R R R

The Arts R** R** R** R** R** R** R**

Technologies R*** R*** R*** R*** R*** R*** R***

Languages O O O R**** R**** R**** R****

R = required O = optional

R* = Humanities and Social Sciences: this learning area incorporates History; Geography; Economics and Business; and,

Civics and Citizenship. Civics and Citizenship is introduced at Year 3 and Economics and Business is introduced from Year 5.

R** = The Arts: this learning area consists of five subjects: Dance, Drama, Media Arts, Music and Visual Arts.

All students will study at least two of the five Arts subjects (including at least one performance arts subject [Dance, Drama or Music] and one visual arts subject [Media Arts or Visual Arts]) from Pre-primary to the end of Year 6.

It is desirable that schools provide students with the opportunity to engage with all five Arts subjects across Pre-primary to Year 10.

R*** = Technologies: this learning area consists of two subjects: Digital Technologies and Design and Technologies.

All students will study both Technologies subjects from Pre-primary to the end of Year 6 (within Design and Technologies: Engineering principles and systems; Food and fibre production; Food specialisations; Materials and technologies specialisations). Students have the opportunity to study at least one of the contexts.


Because Design and Technologies has contexts, it is desirable that schools provide students with the opportunity to engage with a range of contexts in Design and Technologies across Pre-primary to Year 6.

R**** = Where possible, schools should provide Languages education from Pre-primary to Year 6. As a minimum, schools must offer:

in Years 3, 4, 5 and 6, compulsory Languages education in a minimum of one language, commencing with Year 3 in 2018 (extending to Year 4 in 2019, Year 5 in 2020 and Year 6 in 2021)

Recently arrived migrants, for whom English is not their first language, may substitute English as a Second Language or further studies in English for the study of a foreign or Indigenous language. Auslan is an acceptable alternative to the study of a language other than English. Schools may offer a different language from those for which syllabuses are provided in the Western Australian Curriculum

and Assessment Outline (e.g. Arabic, Hebrew, Hindi, Korean, Modern Greek, Vietnamese, first or background language

Chinese). Where schools offer a different language (or curriculum at a different level) from those for which syllabuses are

provided in the Western Australian Curriculum and Assessment Outline teachers will need to exercise their professional

judgement in the adaptation of the Australian Curriculum, Assessment and Reporting Authority’s (ACARA) curriculum or

alternative syllabuses.

Table 2: Implementation timeline requirements

Year Learning Area Implementation Requirements

2017 Humanities and Social Sciences

Health and Physical Education

Full implementation, including teaching, assessing and reporting by schools will be in place with first reporting to parents/carers by the end of Semester 1.

2017 Revised curriculum (v8.1) for English

Mathematics

Science


2018 Technologies

The Arts

Languages – Year 3


2019 Languages – Year 4 Full implementation, including teaching, assessing and reporting by schools will be in place with first reporting to parents/carers by the end of Semester 2.

2020 Languages – Year 5 Full implementation, including teaching, assessing and reporting by schools will be in place with first reporting to parents/carers by the end of Semester 2.

2021 Languages – Year 6 Full implementation, including teaching, assessing and reporting by schools will be in


place with first reporting to parents/carers by the end of Semester 2.

2. Assessment

St Brigid’s Primary School will:

monitor and assess individual student achievement, referring to the Principles of Learning, Teaching and Assessment detailed within the Outline

develop and administer assessments in relation to the content of the Pre-primary to Year 6 Western Australian curriculum

ensure that assessments enable all students to demonstrate their knowledge, understandings and skills in relation to the year-level achievement standard

develop processes to support all teachers in making valid and reliable judgements

use data from prescribed national and statewide assessments to inform teacher judgements about student achievement.

provide individual students with feedback on their learning

use student achievement information to plan future learning programs

make judgements of student achievement in relation to the year-level achievement standard

administer prescribed national and statewide assessments

provide information on how a student’s achievement compares with the student’s peer group at the school, on request from the student’s parents/carers

communicate with parents/carers about student progress and achievement

report to parents/carers for each student at the end of each semester

report to parents/carers with information relating to the development of other student attributes that influence learning.

3. Reporting

St Brigid’s Primary School will:

use plain language to report to parents/carers on the achievements of Pre-primary to Year 6 students in terms of the Western Australian achievement standards – such reports will be provided:

o formally, in an end of semester report using a five-point scale. The components of the formal report will meet the Policy Standards for Pre-primary to Year 10: Teaching, Assessing and Reporting

o informally, throughout the year in a variety of ways and for a variety of reasons, and

o as requested from the student’s parents/carers, providing information on how a student’s achievement compares with the student’s peer group at the school

disseminate to parents/carers the reports from national and statewide assessments and, as appropriate, provide opportunity for discussion between teachers and parents/carers

submit to the Authority end of Semester Two achievement descriptors/grades for individual Pre-primary to Year 6 students.

3.1. Components of written reports St Brigid’s Primary School will provide plain language reports to parents/carers at the end of each semester which:

(a) are readily understandable to those responsible for the student

(b) give an accurate and objective assessment of the student's progress and achievement


(c) include an assessment of the student's achievement in terms of the Western Australian achievement standards detailed in the Outline

(d) include, for subjects studied, an assessment of the student's achievement:

(i) in terms of the grades A, B, C, D and E (or an equivalent five-point scale/achievement descriptor), clearly defined in terms of Western Australian achievement standards, and

(ii) in relation to the performance of the student's peer group

(e) include information about the student's attitude, behaviour and effort in terms other than the five-point scale which is used as a measure of achievement

(f) include any additional information the school considers relevant, including an overall teacher comment.

In addition, for Pre-primary to Year 6, St Brigid’s Primary School reports are to include a description of the student's progress in personal and social learning. 3.2. Achievement in learning areas In Western Australia, student achievement is reported on a five-point scale for all years from Pre-primary to Year 6. For the Pre-primary year, student achievement is reported using achievement descriptors and without letter grades. For Years 1–2, student achievement is reported using system-based or school-based achievement descriptors or those in Table 3. Schools may use letter grades. Details regarding the flexibility provided for school systems or schools in reporting on Pre-primary to Year 2 student achievement is detailed below. For Years 3–6, letter grades and achievement descriptors outlined in Table 3 must be used. Table 3: Letter grades and achievement descriptors

Letter grade Achievement descriptor

A The student demonstrates excellent achievement of what is expected for this year level.

B The student demonstrates high achievement of what is expected for this year level.

C The student demonstrates satisfactory achievement of what is expected for this year level.

D The student demonstrates limited achievement of what is expected for this year level.

E The student demonstrates very low achievement of what is expected for this year level.

Pre-primary to Year 2 reporting

In the Pre-primary year at St Brigid’s Primary School:

report student achievement in English and Mathematics

are strongly encouraged to report in Science

may choose to report in other learning areas


report using achievement descriptors but without letter grades. The achievement descriptors used may be system-based, school-based or those in Table 3, but must align with the achievement standards described in the Outline

include information on the report about the student's attitude, behaviour and effort in terms other than the five-point scale which is used as a measure of achievement

report on the student’s progress in personal and social learning

include on the report any additional information the school considers relevant, including an overall teacher comment.

In Years 1 and 2 at St Brigid’s Primary School:

report on student achievement in all the learning areas taught

report using system-based or school-based achievement descriptors or those in Table 3 and may use letter grades. The achievement descriptors must align with the achievement standards described in the Outline


report on the student’s progress in personal and social learning


Years 3–6 reporting

For Years 3–10 at St Brigid’s Primary School:

report on student achievement in all the learning areas taught

report using letter grades and achievement descriptors provided in Table 3



All schools implement the learning area reporting requirements outlined in Table 4. Schools may choose to report at a

more detailed level than the minimum requirements identified in Table 4.

Table 4: Learning area reporting requirements for each semester report

Learning areas Reporting requirements

English Schools report one grade (A–E) as a minimum for English.

Mathematics Schools report one grade (A–E) as a minimum for Mathematics.

Science Schools report one grade (A–E) as a minimum for Science.

Humanities and Social Sciences Schools report one grade (A–E) as a minimum for Humanities and

Social Sciences.


Health and Physical Education Schools report one grade (A–E) as a minimum for Health and one

grade (A–E) as a minimum for Physical Education.

Languages Schools report one grade (A–E) as a minimum for Languages.

Technologies Across a year schools report one grade (A–E) as a minimum for

Design and Technologies and one grade (A–E) as a minimum for

Digital Technologies:

where subjects are taught concurrently during the year, two grades are required each semester

where the subjects are taught in separate semesters it is permissible to report on Design and Technologies in one semester and Digital Technologies in the other semester.

The Arts Across a year schools report one grade (A–E) as a minimum in a

performance arts subject and one grade (A–E) as a minimum in a

visual arts subject:

where subjects are taught concurrently during the year two grades are required each semester

where the subjects are taught in separate semesters it is permissible to report on a Performance Arts subject in one semester and a Visual Arts subject in the other semester.

Mid-year reporting The achievement standards articulated in the Outline describe the expected achievement for students who have been

taught the curriculum content for the full year of schooling. Therefore, in mid-year reports, teachers make a professional

judgment regarding the level of achievement that the student is demonstrating relative to the achievement standard,

taking into account the curriculum that has been taught and assessed to that point in time. Thus, students demonstrating

excellent achievement at that point in time are allocated an ‘A’ grade or ‘Excellent’ achievement, and students

demonstrating satisfactory achievement are allocated a ‘C’ grade or ‘Satisfactory’ achievement.

3.3. Modified reporting If there is a legitimate reason for a student to be following a modified curriculum (as outlined in section 1.1), in consultation with parents/carers, schools report on a student’s progress/achievement in terms of the modified curriculum. For students with disability or for whom English is an additional language/dialect, additional reporting on their progress/achievement in terms of year-level achievement standards is not required. St Brigid’s Primary School will use discretion in regard to the use of the ABLEWA assessment tool and the EAL/D Progress Map when monitoring and reporting on the progress/achievement of students with disability and additional learning needs and students for whom English is an additional language/dialect. RELATED DOCUMENTS Western Australian Curriculum and Assessment Outline (www.scsa.wa.edu.au)

The Outline includes the following important elements:

Curriculum

Alternative Curriculum (and/or Reporting on Student Achievement) Recognition Process


Kindergarten and Pre-primary Statement

Kindergarten Curriculum Guidelines

Notional Time Allocation Guidelines: Pre-primary to Year 10

Principles of Learning, Teaching and Assessment

Western Australian Curriculum and Assessment Outline Implementation Timeline.

Assessment

Assessment Activities

Assessment Principles and Reflective Questions

Judging Standards

Overview of Research

Principles of Learning, Teaching and Assessment

Snapshots.

Reporting

Western Australian Curriculum and Assessment Outline Implementation Timeline.

Belonging, Being and Becoming: The Early Years Learning Framework

(https://www.education.gov.au/early-years-learning-framework)

EAL/D Progress Map

(http://www.det.wa.edu.au/curriculumsupport/eald/detcms/navigation/assessment-and-reporting/eal-d-progress-

map/#toc1)

Melbourne Declaration on Educational Goals for Young Australians, 2008

(http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australia

ns.pdf)

National Assessment Program Literacy and Numeracy (NAPLAN) (www.scsa.wa.edu.au)

National Quality Framework (http://www.acecqa.gov.au/national-quality-framework)

Legislation and other regulatory frameworks

Australian Education Act 2013 (Cth)

Australian Education Regulation 2013 (section 59) (Cth)

Disability Discrimination Act 1992 (Cth)

Disability Standards for Education 2005

Equal Opportunity Act 1984 (WA)

National Education Agreement

Public Sector Management Act 1994 (WA)

School Curriculum and Standards Authority Act 1997 (WA)

School Education Act 1999 (WA)

School Education Act Employees’ (Teachers and Administrators) General Agreement 2014