WHOLE SCHOOL

CURRICULUM

PLAN

AND

INDUCTION

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Vision Statement for Curriculum

Lyndale Secondary College aims to develop accomplished, ethical learners, who contribute to and succeed in the globally connected 21st century.

Key Competencies − Critical thinkers − Problem solvers − Good communicators − Good collaborators

− Information and technology literate

− Flexible and adaptable

− Innovative and creative

− Globally competent

− Financially literate

− Informed and responsible citizens

Learning Areas

- English/EAL

- The Arts

- Health and Physical Education

- Languages

- Mathematics

- Science

- Humanities (History, Geography, Economics, Civics & Citizenship)

- Technologies

General Capabilities

- Literacy

- Numeracy

- Information and communication technology (ICT) capability

- Critical and creative thinking

- Personal and social capability

- Ethical understanding

- Intercultural understanding

Cross Curriculum Priorities − Aboriginal and Torres Strait Islander

histories and cultures

− Asia and Australia’s engagement with Asia

− Sustainability

Core Values − Excellence

− Innovation, inquiry and curiosity

− Diversity − Equity

− Community and participation

− Ecological sustainability

− Integrity − Respect

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Curriculum Overview

The Victorian Curriculum standards in conjunction with the Framework for Improving Student Outcomes (FISO) forms the basis of curriculum delivery at Lyndale Secondary College.

The FISO model outlines four state wide priorities: 1. Excellence in teaching and learning 2. Professional Leadership 3. Positive climate for learning 4. Community engagement in learning

Each priority has four dimensions: Six of these dimensions have been identified as high-impact improvement initiatives: Connecting FISO resources

1. Building Practice Excellence 2. Curriculum Planning and Assessment 3. Building Leadership Teams 4. Empowering students and building school pride 5. Setting expectations and promoting inclusion 6. Building communities

Our Learning Architecture (developed by Esther Weichert) enables teachers to effectively assess, monitor and promote student learning growth through development of the skills of each Domain. The elements of the Teaching and Learning Cycle, outlined in the assessment schedule, provide a framework for student agency in their learning. These two elements allow Lyndale Secondary College to deliver a guaranteed and viable curriculum to students that is reviewed each year.

Delivery of curriculum in the classroom is guided by the school wide instructional model, the Gradual Release of Responsibility (GRoR). There are several Pedagogical models that can be used in conjunction with the GRoR, such as High Impact Teaching Strategies (HITS) and E5. These models are further supported by formative assessment practices.

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Skills of the Victorian Curriculum The growth of students is measured through the skills of each Domain of the Victorian Curriculum.

The skills of each Domain remain constant from Foundation to Year 10. They are developed through each level to produce a skills continuum.

The skills of each domain are outlined as follows: ENGLISH:

1. Reading and Viewing 2. Speaking and Listening 3. Writing

MATHEMATICS: 1. Number and Algebra 2. Measurement and Geometry 3. Statistics and Probability

HUMANITIES: CIVICS AND CITIZENSHIP: 1. Questioning and Research 2. Analysis, synthesis and interpretation 3. Problem-solving and decision-making 4. Communication and reflection

HUMANITIES: ECONOMICS AND BUSINESS: 1. Questioning and research 2. Interpretation and analysis 3. Economic reasoning, decision-making

and application 4. Communication and reflection

HUMANITIES: GEOGRAPHY

1. Observing, questioning and planning 2. Collecting, recording, evaluating and

representing 3. Interpreting analysing and concluding 4. Communicating 5. Reflecting and responding

HUMANITIES: HISTORY 1. Chronology, terms and concepts 2. Historical questions and research 3. Analysis and use of sources 4. Perspectives and interpretations 5. Explanation and communication

SCIENCE: 1. Questioning and predicting 2. Planning and conducting 3. Recording and processing 4. Analysing 5. Evaluating 6. Communicating

LANGUAGES: 1. Communicating 2. Understanding

HEALTH AND PHYSICAL EDUCATION: 1. Personal, social and community health 2. Movement and Physical Activity

ARTS: 1. Explore and express ideas 2. Practices 3. Present and Perform 4. Respond and Interpret

DESIGN TECHNOLOGIES:

1. Technologies and society 2. Technologies and contexts 3. Creating designed solutions

DIGITAL TECHNOLOGIES: 1. Digital Systems 2. Data Information 3. Creating digital solutions

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From these identified skills, a skills continuum is developed using the Victorian Curriculum.

Then the age appropriate level of skill is identified and a CAT and rubric is developed. The skill assessed is within the age appropriate level and different levels of complexity.

Once the skills have been identified, a skills continuum is developed and the age appropriate skills are identified. From this, a suitable CAT and rubric, a curriculum map and learning sequence must be developed. The next page details the Curriculum Map template and should only be 2-3 pages long. The next template assists in developing the Learning Sequence which details the progression of skills taught. From this, teachers can develop their lesson plans following the GRoR template.

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Curriculum Map Subject: Year Level:

Great teaching will no longer mean masterful delivery of the year level curriculum, but extending the skills and knowledge and understandings of every student in every class, regardless of their starting point.

Peter Goss and Jordana Hunter: Targeted Teaching: How better use of data can improve student learning, p.5

1. BROAD CURRICULUM CONTENT (copy from the Year Level Description of the subject)

2. BIG IDEAS

(world view; relevant to all stages of life)

3. ENDURING UNDERSTANDINGS (What do I want my students to remember and use, many years later, and after they have forgotten the details of the different topics? What will support my students to become active and informed citizens?)

•

TERM 1

4. TOPIC 5. TIMEFRAME One term.

This includes the time to pre-test (identify students’ Zone of Actual Development), Teaching of new knowledge/understandings/skills, tiered summative assessment task, moderation and feedback.

6. ESSENTIAL QUESTIONS (provocative to foster inquiry, understanding and transfer of learning).

These will become the learning Goals/Intentions for this unit of work. They need to be strategically and intentionally designed to guide a deep exploration of the topic and to bridge possible gaps in student learning. The Essential Questions are drawn from the Key Skills and Deep Understandings section of the map

7. STANDARDS ADDRESSED 9. KEY SKILLS

What skills will students develop during the study of this topic? (informed by the standard and the Content Descriptors)

10. DEEP UNDERSTANDINGS

What do students need to deeply understand to be able to engage with and develop these skills? (informed by the content descriptors, the developmental continuum of the subject, and teacher knowledge)

11. KEY KNOWLEDGE What will students know about this topic? What awareness do we want students to have?

12. CAPABILITIES and DISPOSITIONS Capabilities that can best support the learning in this unit of work as well as dispositions reported by the school

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ASSESSMENT Formative: (Details are in the learning sequence. No details are required at this stage) Teachers design learning experiences with the following principles in mind: • Students work with and learn from other students • Students give feedback to their peers and receive feedback from their peers • Students give feedback to their teacher and receive accurate, timely and relevant feedback from their teacher • Students reflect using the metalanguage of the subject (and the specific topic) 8. Summative assessment:

Tiered Common Assessment Task (One task with three different levels of complexity). In the case of the summative task being an essay, teachers use the instructional rubric to determine students’ level of achievement.

Assessments should be conducted in a way that encourage students to respect but not fear the process and the results. Students should not see assessment as a tool for exposing failure but an opportunity to track their own progress, receive constructive feedback and continue to grow. (Masters, 2014) Teachers should support students to develop a growth mindset. Continued improvement, measured relative to each student’s starting point, should be the goal, whether a student has already exceeded the expected year level standard or is several years behind. (Griffin, 2014)

TERM 2 TOPIC TIMEFRAME ESSENTIAL QUESTIONS STANDARDS ADDRESSED KEY SKILLS DEEP UNDERSTANDINGS KEY KNOWLEDGE CAPABILITIES and DISPOSITIONS ASSESSMENT Formative: (Details are in the learning sequence) Principles: • Students work with and learn from other students • Students give feedback to their peers and receive feedback from their peers • Students give feedback to their teacher and receive accurate, timely and relevant feedback from their teacher • Students reflect using the metalanguage of the subject (and the specific topic) Summative assessment: Tiered Common Assessment Task (three exits from the learning)

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TERM 3 TOPIC TIMEFRAME ESSENTIAL QUESTIONS STANDARDS ADDRESSED KEY SKILLS DEEP UNDERSTANDINGS KEY KNOWLEDGE CAPABILITIES and DISPOSITIONS ASSESSMENT Formative: (Details are in the learning sequence) Principles: • Students work with and learn from other students • Students give feedback to their peers and receive feedback from their peers • Students give feedback to their teacher and receive accurate, timely and relevant feedback from their teacher • Students reflect using the metalanguage of the subject (and the specific topic) Summative assessment: Tiered Common Assessment Task (three exits from the learning)

TERM 4 TOPIC TIMEFRAME ESSENTIAL QUESTIONS STANDARDS ADDRESSED KEY SKILLS DEEP UNDERSTANDINGS KEY KNOWLEDGE

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CAPABILITIES and DISPOSITIONS ASSESSMENT Formative: (Details are in the learning sequence) Principles: • Students work with and learn from other students • Students give feedback to their peers and receive feedback from their peers • Students give feedback to their teacher and receive accurate, timely and relevant feedback from their teacher • Students reflect using the metalanguage of the subject (and the specific topic) Summative assessment: Tiered Common Assessment Task (three exits from the learning)

Lyndale SC Learning Sequence Design Tool

INTRODUCTION

This document is to be used to document the teaching, learning and assessment for an individual topic which is part of the Semester or Year-long Curriculum Map for a subject. In order to enable deep learning it is expected that each subject would have 2 learning sequences per semester (with the exception of Mathematics which might have 3-4). Each subject will use a Common Assessment Task and it is expected that the program detailed will be followed by all teachers. It is recognised that teachers will adapt the program to the needs of individual classes after considering the needs of the students in each of the four instructional groups. Learning sequences should be modified following the evaluation when the topic is completed.

Subject

Topic Title (expressed to raise interest and curiosity)

Year level

Timeframe for Topic

LEARNING INTENTIONS Copy and Paste this from the relevant section of the Curriculum Map for the Semester/Year Big Ideas

Enduring Understandings

Essential Questions

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What aspect of the relevant STANDARD does this unit address?

What General Capabilities will support the learning in this unit? Which General Capabilities will be assessed and reported on?

What Cross Curriculum Priorities can this unit address authentically? Years 7-10

LEARNING EVIDENCE Teachers use data and evidence to determine the instructional groups - previous achievement data (Achievement data, students’ learning styles/multiple Intelligences, learning needs, prior knowledge of the students. Include information from Learning Support Staff, Sub-school Leaders, House Leader, KLA Leaders). What Do I Know About My Learners?

• What are my four instructional groups? List the names of the students at the respective levels

Two or more levels below level (intervention required) Almost at level, At level Above level

Which students have specific learning needs? Individual teachers use data and evidence to identify students in their class • List the students with specific learning needs Egs. EAL

students Short Term Auditory processing needs, • What have I learnt from previous learning sequences and/or

from data and evidence I have collected to help me identify specific students and interventions?

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What is the Common Assessment Task? SUMMATIVE ASSESSMENT All students will begin at the first exit then will progress onto the second and third having negotiated their readiness with their teacher. Teachers are advised to organise the learning environment to support changing group dynamics as students move on from through each exit. Students will start forming groups of ‘like minds’/ability and progressively work at a higher level of independence AusVELS level Teachers do: Student do: This will translate into a C level of achievement against the standard APPLYING Teachers fully scaffold the First Exit from the learning. All students begin here.

• Assist students to build connections and apply skills learnt

• Assist students to demonstrate achievement against the standard by scaffolding the CAT with literacy and thinking strategies/frameworks

• Provide opportunities for students to represent their understanding in multiple ways.

• Support students to establish independent practice routines to reinforce and extend their level of understanding, such as: thinking critically and problem solving in order to make decisions, persisting, planning, seeking / receiving / and giving feedback, reflecting, asking relevant questions to clarify intent and/or concepts, editing, using appropriate sources, etc

• Support students to use the language of the discipline, to select the mode of language appropriate to the task and to meet the literacy and thinking demands of the task

Promote and support persistence

Copy and paste the CAT from the Learning Map and then start to scaffold the learning (presuming the normal distribution)

Successful completion will translate into a B level of achievement against the standard ANALYSING Teachers fully scaffold the Second Exit by adding an Analysis dimension to the First Exit. Students move to this exit at their own pace and only after completing the first exit satisfactorily.

• Support students to provide evidence of learning in new contexts.

• Structure opportunities for students to demonstrate their deepening individual and collective understanding.

• Provide opportunities for students to critique one another’s ideas to increase the intellectual rigour of their response.

• Continuously monitor student progress and provide feedback that enables each student to understand what they need to do to strengthen their capacity to

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achieve the demands of the CAT at this level of complexity.

• Promote and support persistence When this exit is completed satisfactorily, it will translate into a A level of achievement against the standard EVALUATING/ CREATING Teachers fully scaffold the Third Exit from the learning by adding an Evaluation dimension to the Second Exit. Students move to this exit at their own pace and only after completing the First and Second Exit satisfactorily

• Support students to provide evidence of learning in new contexts.

• Structure opportunities for students to demonstrate their deepening individual and collective understanding.

• Provide opportunities for students to critique one another’s ideas to increase the intellectual rigour of their response.

• Continuously monitor student progress and provide feedback that enables each student to understand what they need to do to strengthen their capacity to achieve the demands of the CAT at this level of complexity.

• Promote and support persistence

How is the CAT going to be moderated? to be agreed by all teachers of this subject and year level • How will the learning achievement in the CAT be

moderated in order to ensure reliability, consistency and fairness across the cohort?

• What evidence will be collected at the Individual, Class, and Cohort levels?

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LEARNING EXPERIENCES Teaching, learning and assessment experiences for the Community of Learners are described here, detailing the elements of the learning landscape and making the teaching and learning visible The information can be adapted for each class and is used to inform decisions teachers make for differentiation and personalisation in their class What do my students need to know so that they can engage in the learning? (Can be supported by Bloom’s taxonomy – Remembering) Teachers do: Students do: • Introduce the topic for study, the enduring understandings and big

ideas • Introduce and negotiate the meaning of the essential questions • Provide learners an overview of how the learning will be

structured, i.e. establishing prior knowledge, introducing new ideas and developing understanding, the learning activities, assessment processes and students will be able to learn independently, groups etc.

• Use questioning to broaden students’ understanding of the dimensions of the new topic

• Use a variety of methods to determine prior knowledge (what does the learner bring to the learning?)

• Use questioning to determine conceptions and challenge misconceptions

• Introduce appropriate tools and strategies for learning (collaboration, self and peer feedback, reflection, teacher to student/student to teacher feedback)

• Reinforce appropriate behaviours for learning (Personal Learning/ Interpersonal Development) eg teamwork protocols

• What literacy practices will support students to access the learning of this unit? Eg- new vocabulary

• What thinking skills will support the learning, challenge learners to be creative problem solvers, promote reflection and metacognition, and promote inquiry?

• What resources are needed? • Monitor student participation and engagement with the learning.

Adjust/modify entry to learning if necessary (Assessment AS Learning)

Overview of learning example: this learning sequence begins by finding out what you already know about the topic and moves on to introducing new knowledge and understandings by making sure you will have every opportunity to participate and achieve your personal best), and inform students of the assessment processes you will use (for example: during the learning you will be given opportunities to try out new understandings, to work independently and with others, to ask questions and to clarify concepts)

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What learning activities will my students do to develop their understanding of the skills, knowledge, and understandings? (Can be supported by Bloom’s taxonomy - Understanding) Teachers do: Explain the pedagogy and the rationale here

Students do: Detail the lesson plan, embed relevant documents, explanations etc

• Introduce the new learning, knowledge skills understandings • Differentiate your method of introducing new knowledge so that

every learner can access the learning providing for each Instructional groups

• Continuously monitor student’s level of understanding (give timely and relevant feedback, structure opportunities for peer feedback and self reflection) (Assessment AS Learning)

• Assist students to select strategies and activities that will help them to make connections with prior learning and extend their knowledge of the new topic

• Give students choices to represent their learning in multiple ways • Use Visible Thinking strategies to support positive learning

dispositions

• Use explicit Literacy practices in

All domains.docliteracy strategies (such as

comprehension

Comprehension Strategies.pdf

, to support the learning • Teach explicit thinking skills that support the learning,

challenge learners to be creative problem solvers, promote reflection and metacognition, and promote inquiry?

• What resources are needed?

LEARNING EVALUATION At the conclusion of the topic complete the section below to inform the next topic and to improve the learning sequence

How well did the learning take place?

Was the learning transformative, focused on growth, dynamic and built on respectful relationships?

What changes do we need to make to the Learning Sequence to improve this topic next time we teach it?

What are my professional learning needs to further develop my teaching and support my students’ learning?

What does the evidence I have on my learners so far tell me about:

• the impact of my teaching • my teaching and learning needs?

Curriculum Learning Area Allocations

Lyndale Secondary College has a 10-day time table. Each day has 4 75-minute periods ensuring that students have 1500 minutes of instruction time per week. Students undertake 40 periods in the 10-day cycle.

7 8 9 10 11 12 ENGLISH/EAL 6 6 6 6 6 7 MATHEMATICS 6 6 6 6 6 7 HUMANITIES 5 5 5 9 6 6 7 SCIENCE 5 5 5 6 6 6 7 HEALTH AND PE 6 5 5 6 6 7 LANGUAGES 4 4 4 6 6 6 7 ARTS 3 3 4 4 4 4 6 6 6 7 TECHNOLOGY 4 4 4 4 4 4 6 6 6 7 ASSEMBLIES 1 1 1 1 1 1 TOTAL 40 40 40 40 37 36

In Years 7 and 8, students study core curriculum units from each of the eight learning areas.

In Year 9, students study core curriculum units from English, Mathematics, Humanities, Science, Health and PE and Languages and elective units from Arts and Technology.

In Year 10, students study core curriculum year-long units in English, Mathematics, Health and PE and Industry and Enterprise totalling 22 periods per fortnight. They select core elective semester units from Science, Humanities, Arts, Languages and Technology. They also select one other additional elective semester unit from the eight learning areas. These elective semester selections total the remaining 18 periods per fortnight.

In Year 11, students must study English/EAL and then 5 other subjects of their choosing from the range of subjects offered.

In Year 12, students must study English/EAL and then 4 other subjects of their choosing from the range of subjects offered.

Collaborative Professional Learning Teams

At the beginning of the school year, Teachers are allocated to a CPLT group. Teachers meet in these groups for 1 hour each week. This time is provided for teachers to engage with and work through the teaching and learning cycle to manage student learning effectively. The stages of the Instructional Term (as outlined in the Assessment Schedule) provide links to the Teaching and Learning cycle. This work provides the basis for teachers Performance and Development Plan.

PROTOCOLS FOR ASSESSMENT SCHEDULE

The Assessment Schedule has 5 elements in its cycle of teaching and learning:

Assessment Schedule Cycle of Teaching and Learning 1 Getting to know students through analysis

of data and interpretation of pre-assessments

1 What is the student ready to learn and what evidence supports this?

2 Using the GRoR to deliver the Learning Sequence.

2 What are the possible evidenced-based interventions/scaffolds?

3 Monitoring student learning and growth through formative assessment tasks and responding to student learning needs

3 What is the preferred intervention and how will it be resourced and implemented?

4 Assessing student work - CAT 4 What is the expected impact on learning and how will this be evaluated?

5 Feedback, Reflection and Moderation 5 What happened and how can this be interpreted?

The goal for teachers is to monitor and develop student learning growth in order to work towards improved student outcomes. Teachers Diagnose, Intervene, Evaluate (DIE) each students progress through the above cycles.

1. Getting to know students • In order for teachers to plan for student growth through a particular learning sequence, it is

important to determine where the students are at in the learning sequence. • Teachers will analyse student data (NAPLAN, PAT, Wellbeing, Pre-assessment data) to

identify the four instructional groups. From this, identify the scaffolds that each instructional group needs to be able to access the curriculum. Plan for the literacy needs of each instructional group.

• This student information is then used to strengthen the Learning Sequence so that is reflects the current cohort needs.

• During this stage, discuss with students the protocols for learning and the Gradual Release of Responsibility Instructional Model

2. Using the Gradual Release of Responsibility to deliver the Learning Sequence

• Ensure that the Curriculum Map aligns with the Learning Sequence, CAT and rubric. • Design lesson plans that incorporate the Gradual Release of Responsibility Instructional

Model. Just as learning is not a linear process, the elements of the Gradual Release of Responsibility can be used at any time in the lesson.

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• Ensure that each lesson has an Essential Question/Learning intention and that the Success Criteria are co-created with the students at the end of the lesson.

• Adjust timing of Learning Sequence to reflect current cohort needs.

3. Monitoring student learning and growth through formative assessment tasks built into Learning Sequences and responding to student learning needs

• Monitor student growth through Formative Assessment Tasks built into the Learning Sequence

• Respond to student learning needs as required. What response is required if students are not learning or if they already know?

• How will teachers develop their delivery of the Gradual Release of Responsibility?

4. Assessing student work • The CAT must be administered to the students during the designated Assessment week for

each Instructional Term. • Teachers read through the CAT and the instructional rubric with students. Answer student

questions regarding the task • Students can work collaboratively on the task but must complete individual assessments

5. Feedback, Reflections and Moderation • During Feedback week, teachers go through answers to the CAT with students. Teachers

also seek feedback from students regarding the learning sequence, CAT and rubric • Using the evidence collected by the summative task and Zone of Proximal Development,

teachers plan for growth in every student • Teachers set student learning goals collaboratively with each student • During Moderation week, teachers determine their impact of their teaching, identify student

learning needs through the analysis of CAT performance data • Teachers use analysis of CAT data to modify the CAT, instructional rubric and learning

sequences as required • Teachers upload feedback and results to Compass

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Leading Learning Leading Learning is the committee that leads the curriculum development of the College. It consists of the Director of Curriculum, Director of Teaching and Learning, Director of Professional Practice and Data, Director of Literacy, Director of Numeracy, Domain Leaders and Assistant Principals. Additional members of staff will also attend as required.

Curriculum and teaching practice is reviewed through the meetings of this committee three times a term. Current departmental curriculum initiatives are introduced and developed in this meeting and plans are made about how to build the capacity of the teaching staff to deliver these initiatives.

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Assessment and Reporting

Assessment and Reporting are essential elements of the Teaching and Learning cycle. Assessment is an ongoing process of gathering information, analysing data and reflecting on practices that supports consistent improvement in student learning and future direction. It tracks a student’s progress, informs planning and creates an opportunity for future direction. Assessment, both formative and summative is an integral part of learning. Students’ achievement is regularly communicated to both students and their parents, in order to encourage progress. The formal reporting process includes both written reports and Parent/Student/Teacher interviews. In Years 7 to 10 the College will report against Victorian Curriculum Standards.

The ratings compare the student’s performance against the expected State-wide Standards. There are currently four reporting times within the school year. These are as follows:

Interim Reports:

• These are “tick box” style reports that indicate your child’s progress in regards to the standard of classwork, work ethic, self-management and behaviour in each of their classes.

End of Semester Reports: (end of term 2 and end of term 4) • These comprehensive written reports are published at the end of Semester 1 and 2 • Letter grades will be awarded in these reports for each Common Assessment Task • Students will receive positive feedback on their achievements for each CAT as well as areas which they

can focus on to grow in the subject

Common Assessment Tasks - Reporting Scale

A Well above the expected level at this time of year

B Above the expected level at this time of year

C At the level expected at this time of year

D Approaching the expected level at this time of year

E Emerging skills relative to the expected level at this time of year

Ongoing Reporting

Feedback for each subject is available on Compass after each assessment period based on your child’s achievement on each of their Common Assessment Tasks. This can be accessed through the Learning Tasks tab. This information is compiled to produce the end of semester reports which can be downloaded as a PDF through the Reports tab on Compass

Standardised Tests

In years 7 and 9, students complete the NAPLAN tests which are administered by the Australian Government. The school also oversees the completion of VCAA On Demand Tests (ODT) which provides norms referencing for students to measure their growth in areas of Literacy and Numeracy twice a year.

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Literacy

Literacy encompasses the knowledge and skills students need to; access, understand, analyse and evaluate information; make meaning; express thoughts and emotions; present ideas and opinions; interact with others; and participate in activities in all subjects at school and in their lives beyond school.

For each Key Learning area, the literacy demands of the subject include:

• The specialist vocabulary associated with that area • Making meaning of texts • Composing genre specific texts • Communicating knowledge and ideas in appropriate ways

While students learn how to use language to comprehend and compose texts, certain behaviours and attitudes assist students to become effective learners who are confident and motivated to use their literacy skills broadly. This includes students managing their own learning to be self-sufficient: working harmoniously with others; being open to ideas, opinions and texts from the about diverse cultures; returning to tasks ton improve and enhance their work; and being prepared to question the meanings and assumptions in texts.

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Language for Learning Program The Language for Learning Program is designed for students who are identified as requiring literacy support. The focus of this program is for students to develop their language skills when comprehending and composing texts. Students study a broad range of genres from across the Key Learning Areas, particularly, English, Science and Humanities.

Students learn to use effective reading and writing strategies at the word, sentence, paragraph and whole text level when comprehending and composing texts. The program also includes an emphasis on students learning how to approach their learning using a ‘Growth Mindset’.

Teachers work collaboratively with their students to develop individual learning goals that track student progress.

Assessment tasks: Reading tasks (Comprehension texts) Writing tasks (Composing texts)

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Numeracy

Numeracy encompasses the knowledge, skills, behaviours and dispositions students need to use mathematics in a wide range of situations. Students have opportunities to transfer their mathematical knowledge and skills to contexts outside the mathematics classroom. These opportunities assist students to recognise the interconnected nature of mathematical knowledge, other learning areas and the wider world, and encourage them to use their mathematical skills broadly by:

Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Interpreting statistical information Using measurement.

Maths Support

Maths Support classes will be offered to Middle School students who are identified to be falling below the State/National Standard. These classes (smaller classes) are grouped by ability, based on information provided by diagnostic testing. Students will complete a numeracy program based on their needs so they can be brought up to State/National standard or consolidate and build upon their basic mathematic skills. Students undertaking this program receive a personal learning goals report.

Once a student shows competency of core skills at their year level they will be placed back into a mainstream mathematics class.