BYFIELD STATE SCHOOL CURRICULUM and ASSESSMENT PLAN · PDF fileBYFIELD STATE SCHOOL CURRICULUM...

BYFIELD STATE SCHOOL

CURRICULUM and

ASSESSMENT PLAN

Updated for 2014 Compiled by Jo-Anne Shephard

In consultation with Byfield staff

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The Byfield State School Curriculum Plan outlines how the school addresses curriculum, pedagogy, assessment and reporting. It provides links between Education Queensland’s documents and school based documents. Our curriculum is centred from the Australian Curriculum in English, Maths, Science, History and Geography from Prep – Year 6 delivered through the Education Queensland’s Curriculum to the Classroom (C2C) units. The Queensland Curriculum outlines the curriculum for all other KLAs (Technology, The Arts, HPE, SOSE (up to 2013), and LOTE (Year 6). Please note that from 2015 Year 7 will move to high school as part of Education Queensland’s Flying Start to Queensland Children policy. From 2013 there have been no Year 7 students. The school is committed to developing teacher practices through professional development focusing on curriculum implementation and knowledge, pedagogy, assessment and intervention. Our school has taken a very proactive approach to the implementation and ongoing use of the Australian Curriculum through improving teacher planning, explicit teaching and developing teacher knowledge of the Core Learnings. The school curriculum plan outlines the what, the when, the how of the teaching and learning processes of our school. It is to be understood that this document will change over time in response to systemic requirements, new school improvement focus, school based curriculum decisions and review of goals and targets. School Context Being educated in a small school is a very special and rewarding experience for any child. For students at Byfield State School they not only experience the value of an education in a small school, but the picturesque rainforest setting allows them to enjoy its serenity and the sounds of local wildlife. Byfield State School is located approximately 40 kilometres north of Yeppoon on the Capricorn Coast. This school belongs to the Central Queensland educational region. With mountains to the west and coastal dunes to the east Byfield is only accessible from the south. This gives the school a sense of some isolation. Historically the continuous supply of an education service to this community began in 1948. This is the time that historical milestones are calculated from in the community. The school is seen as an important part of the community. Our school caters for the educational needs of Prep – Year 6 children of the local rural area. We strive to ensure that every student achieves their best in their learning, life aspirations and social development. Every day at Byfield State School is unique, enriching and positive. At Byfield State School we set a culture of high expectations for our students and staff. Research has shown that highly effective teachers are a significant factor in moving a student’s rate of improvement. Byfield teachers create classrooms of high expectations so that every child experiences success. Byfield State School is an Earth Smart school where we aim to reduce our ecological footprint through our Recycling program. We are also a SunSmart school which is evidenced through our timetabling of break times, uniform and No hat/No play policy. Byfield State School is a member of the Capricorn Coast Schools’ Cluster and Keppel Coast Small Schools’ Cluster. Our staff and students enjoy the benefits of these clusters for curriculum and teaching professional development, networking benefits and sporting and Gala Days.

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Vision ‘Grow from challenges, engage through actions and be happy in oneself’ Motto ‘Reaching Beyond’ School Beliefs

Every child CAN experience success and achieve

EVERY child matters EVERY day

High expectations

Clear communications

Wellbeing promotes learning

Maximum learning happens when planned

Explicit instruction makes a difference

Shared commitment by all

Daily reading is mandatory

Engaged learners reduces behaviours

Personal goals At Byfield State School we acknowledge the Four Pillars of School Pedagogy

Teacher accountability for learning

Explicit instruction – school’s signature teaching pedagogy

Moving student’s knowledge from short term memory to long term memory

Effective relationships At Byfield State School teacher expectations drives teaching and learning through

Explicit Instruction pedagogy

Feedback

Good working relationships with every child – class tone

Explicit high level of expectations

High expectations for ALL work – bookwork, class behaviour, assessment presentation

Correction of all work promptly

Belief in each student to improve

Unsatisfactory work redone

Work routines established, emphasised and reinforced

Know progression in learning for each student At Byfield State School student engagement happens through

Teachers believe, care and support individuals

Work being ‘at ability level’

Social climate of friends

Each student being engaged in their progress towards their learning goal

Students experiencing success Curriculum Offerings Australian curriculum: English (2012), Maths (2012), Science (2013), History (2014), Geography (2015) Queensland curriculum: The Arts, Technology, SOSE (ceased 2013), HPE, LOTE (Japanese)

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Future Goals for Teaching and Learning Reading has been our school’s main focus in student improvement from 2011 - 2013. From 2014 this practise will move to embedded practise and will continue on five weekly cycles each term. The school has developed a schedule of data collection to map student improvement in reading, maths, science, spelling and writing. (Refer Appendix). NAPLAN data is also analysed to map school and student improvement. Our school has focuses on attendance /absenteeism. For a student to improve they must attend school for at least 95% of the year. Posters, newsletter items and parent meetings are strategies used to address absenteeism. Due to locality and socio-economic needs, the school ensures that students experience extra-curricular events such as Gala Days, cultural activities and sporting events. The school constantly strives to allow students to be successful in their learning. The principles of social justice are embodied in the teaching and learning in each classroom. Teachers cater for the full range of student abilities within the school – gifted and talented, learning support, social/emotional well-being, or disabilities. Students may be assisted by teacher aides, modified programs (CAPs), adjusted programs (ILPs), support services (speech assessment), behaviour support teachers, guidance officer or other regional office support personnel. School based priorities Explicit Improvement Agenda for 2013: 1. Reading improvement (regional focus as well) 2. Phonics 3. NAPLAN data analysis for writing 5. Explicit Instruction (teacher priority) Sources for Gathering Information and Data Systemic

Staff Opinion Survey Student Opinion Survey Parent Opinion Survey NAPLAN analysis School Profile

School based Teachers use a variety of assessment tasks/tools to map student improvement or achievement. This data assists teachers in informing them for their planning and addressing any identified areas of concern. Refer to Assessment Schedule and Student Improvement Monitoring in Appendix. Improving Teaching and Learning Pedagogy focus:

Embed Explicit Instruction Embed explicit teaching of reading daily Explicitly teach writing skills Improve resources for Drills for English and Maths Use Inquiry teaching for Science, History and Geography

Catering for all learners

Analyse student, class and year level data to identify strengths and improvement areas Vary teaching strategies to cater for individual differences Share exemplars of high level work Use data to inform school and student direction Use ICTs for data collection, unit planning and student development of skills Front end assessment students to implicitly know ‘where they are’ with their learning

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Improving Staff through Professional Development The Principal each year is to meet with each staff member to discuss building their capacity in their role and identify areas of interest that would assist student learning. The school is committed to providing professional development and training for all staff to promote a skilled, confident and responsible workforce. The principal together with each staff member develops individual Performance Development plans that will support each staff member in their development of their skills in their role. The Performance Development Plan is to be linked to the Explicit Improvement Agenda of the school and/or region so as each person feels some responsibility to our main focus of student improvement. Focus 2013 – 2016 professional development focus:

Explicit teaching pedagogy Improve processes for construction of individual Performance Development Plans Building moderation skills Continue embedding Australian curriculum in English, Maths, Science Implement History and Geography

The principal develops their Principal Performance and Capability Plan in consultation with the Assistant Regional Director. Effective Resource Management To create a positive and effective learning environment, the learning needs of students need to be addressed. To provide for student needs, a whole school approach is required. These include: Human Resources

Teacher aides are timetabled to work in classrooms full-time Teacher aides literacy and numeracy skills are developed through professional development and

school based training Work with cluster schools in curriculum and pedagogy development Enlist specialist teachers to build a wider linkage for the staff, students and school Timetable specialist teachers in classroom learning outside of their specialist lessons Direct Chaplain to work with students with identified needs

Financial Resources

Ensure budget allocates funds for Intensive Teaching programs, Learning Support requirements, or any additional Teacher Aide support

New resources support the school’s EIA and AIP priorities Budget review to occur every term Review school resources to ensure they are aligned to current school needs

Parent and Community Engagement Byfield State School is seen as an important part of the community and its history. Parent involvement in their child’s education is actively encouraged and keenly sought. Our school strongly endeavours to present a positive and welcoming environment to our families. We believe that when we (teachers and parents) work as a team, we have a huge influence on each student to be engaged in their learning and desirous to improve. School develops this by:

Regular communication through school newsletter – classroom news, systemic news, helpful hints for reading.

Holding parent meetings and inviting parents in to the classroom (before school, special days) Teachers being available for ‘quick catch-ups’ Student work displays Hosting ‘Under 8s Day’ annually for the community Parent volunteer reading, parent workshops, Student Awards, School Parade Report cards and Parent – teacher interviews School website updating

Parents do this by:

Joining P&C Communicating with their child’s teacher regularly – not just when there is an issue Attending oral reporting appointments

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BYFIELD STATE SCHOOL PEDAGOGICAL FRAMEWORK OVERVIEW The Byfield State School Pedagogical Framework is guided by the five Dimensions of Teaching and Learning (DoTL). This framework guides the teachers in their professional development, practise and review. Teachers consider the mandated curriculum, preview students’ level of prior knowledge and determine the best delivery through teaching strategies. At the conclusion of units, teachers assess what students have learnt. The students are the centre of all teaching and learning and the dimensions of the DoTL assist in the organisational routine and repetitive process of curriculum delivery. Each dimensions links to and supports the others. No one dimension exists in isolation. The Productive Pedagogies surrounds the DoTL and support teachers in the meta-language for teacher reflections. The Productive Pedagogies are a reflection tool to ensure that all students are engaged in a relevant and challenging curriculum in supportive classroom environments. It focuses attention on effective classroom practices to promote teachers professional conversations, assessment decisions and critical reflections.

The following pages outline how we implement our pedagogical framework through our teaching practice and processes.

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CURRICULUM INTENT Curriculum is all the planned learning that a school offers. The curriculum intent is what our teachers want their students to know i.e. core learnings at year level. Teachers determine learning experiences to ensure that all students have the opportunity to engage in the curriculum and to demonstrate their understandings. At Byfield State School teachers deliver curriculum through multi-age units of P-2, Y3/4 and Year 5/6. To deepen teacher knowledge of the new Australian curriculum, teachers have developed a unit planner. This is to be fully implemented in 2014. Units of English, Maths, Science, History and Geography will be succinctly outlined on the planner and provide a clear teaching and learning pathway. Planner outline includes:

Unit intent

Assessment task – year level

Content descriptions – year level

General capabilities – highlighted

Linked vocabulary

Differentiation

Teaching sequences The planner format is available in One SchoolSchool ManagementSchool PlanDocumentsOther Documents Minimum requirements

Learning Area Hours over 40 weeks per year

P-2 3-4 5-6

English 250 - 270 203 - 220 185 – 200 Minimum Time EQ Recommendations per week 7 hours 6 hours 6 hours

Maths 166 - 180 166 - 180 148 - 160 Minimum Time EQ Recommendations per week 5 hours 5 hours 5 hours

Science 37 - 40 64 - 70 64 - 70 Minimum Time EQ Recommendations per week 1 hour 1 3/4 hours 1 3/4 hours

HPE 74 - 80 74 – 80 74 - 80 Minimum Time EQ Recommendations per week Up to 80 hours

Hu

ma

nit

ies

&

S

oc

ial

Sc

ien

ce

History 18 - 20 37 - 40 37 - 40

Minimum Time EQ Recommendations per week

1 hour/week for one semester



Geography 18 - 20 37 - 40 37 - 40

Minimum Time EQ Recommendations per week




Economics & Business

18 - 20

Civics & Citizenship

18 - 20 18 - 20

The Arts 37 - 40 46 - 50 46 - 50 Minimum Time EQ Recommendations per week 1 hour 1 1/4 hours 1 1/4 hours

Languages (Japanese)

iCiS implemented in consultation with Principal and LOTE teacher. Time allocation usually 30 minutes per week

1 1/2 hours (Year 6 only)

EQ Requirement

Year 5 to join from Sem 2 for seamless transition to languages

Technologies: Design and ICT

18 - 20 37 - 40 55 - 60

Minimum Time EQ Recommendations per week 1/2 hour 1 hour 1 1/2 hours

SPELLING, HANDWRITING and ASSESSMENT SPELLING, HANDWRITING and ASSESSMENT

BYFIELD STATE SCHOOL READING OVERVIEW ‘How is Reading Taught at Byfield State School?’ SCHOOL BELIEFS Reading is a life skill for everyone so they can effectively engage in society Daily reading occurs EVERY DAY, for EVERY child in EVERY classroom. IT IS VERY IMPORTANT to have SUCCESS and IMPROVEMENT in reading OFTEN It is important for a reading program to cater from pre-reading skills to a wide

based knowledge of reading to have developed a reading competency.

FIVE ASPECTS of READING

A. Knowledge of the World BSS Method: Connection of Known to New Knowledge through Connect to Self, Connect to Text, Connect to World, Inquiry Learning.

B. Knowledge of Texts BSS Method: SCORE (Skim & Scan, Connect & Question, Organise Your Thinking, Read & Reflect, Be the Expert!), Top Level Structure, Informative/Narrative/Persuasive texts.

C. Vocabulary The What BSS Method: * Everyday Language (Tier 1) * Specialised (Tier 2) * Highly Technical (Tier 3) The How BSS Target: 400 new words per year for all year levels. Deliver this through Explicit Instruction lessons, C2C Spelling Lists. Topic Specific vocabulary linked to Learning Areas and Incidental Teaching Word Walls, Frayer Model (word investigations), teacher created vocabulary tasks (flash cards, alphabetical order, barrier games, word sort, cloze activities).

D. Comprehension BSS Method: Explicit Instruction of Literal, Inferential and Critical skills delivered at multi-age level, Question Answer Relationship (QSA), Poster Displays, Student Strategy Grid (First Steps – 18 skills), Three Cueing System (Syntactic – Does it sound right? Semantic – Does it make sense? Graphophonic – Does it look right?; and Visual Dictation.

E. Fluency The What BSS Method: Metalinguistic awareness (nature of language), phonological awareness, automaticity, accuracy. The How BSS Method: Drills & Practices (must include nonsense words and non-examples), Buddy reading, Timed reading, Audio self-reading, Audacity (recording system using Windows), Echo reading, Shadow reading, Assisted reading, Poetry (class recitations), Reader’s theatre.

TEACHING of READING A. Modelled – (I Do) Teacher demonstrates fluent reading of text. Text at class level, may or may not be seen by students, may be interactive or printed (book, poster, etc). Teacher thinks aloud. Limited student involvement. B. Shared – (We Do) Teacher reads and interacts through questions and discussions. Text is visible to all students and at class level. Good modelling (teacher/teacher aide/good reader). May be choral reading. C. Guided – (We Do) Choral read/Silent read/Teacher reads and students follow text. Text is visible to all students and at group level. Small ability groups include scaffolded support. Focus: practise of reading, reinforcing decoding skills, scanning, and retelling. Teacher poses questions to focus on intent of lesson. Not turn taking. D. Independent – (You Do) Text at individual level and interest. Students in charge.

INSTRUCTION of READING Explicit Instruction Model used – I Do, We Do, You Do, Ploughback

READING SKILLS HIERARCHY For all ages/year levels to include…… Stage A: *Rhyme *Concepts of Print *Graphemes/Phonemes *Blends (CVC, CCVC, CVCC) *Sight Words *Digraphs/Tri-graphs * Syllables

Stage B: *Fluency *Tracking Sounds (Sound out word to its end) *Blending (Bringing sounds together to say word) *Scan (Look for key words in sentence/paragraph/short text) *Segmenting (Chunking words into phonemes or syllables) *Comprehension

STUDENT SUPPORT 1. Individual five weekly goal setting and assessment mapping, individual EOY targets. 2. Reading Rockets Program. Identified students timetabled (5 minute sessions) to read 1:1 with Teacher Aides before school. Strategies: Phonological knowledge, Sight words, At-level readers. 3. Home reading (P-3). All students take home al level readers each week. Parent support Friday. 4. Library reading – students borrow from library. ‘Bubble along’ or interest book. 5. Parent up-skilling – school initiated workshops e.g. ‘Ready Reader program’, information in school newsletter, information pamphlets and parent/teacher meetings. 6. Class reading (Quiet reading time): Text at level/interest. Varied scope of reading material - magazines, comics, library books, published readers. Teacher roams and listens to individuals. 7. Teacher reading – Reading aloud to small group/individual students in ‘Quiet Reading Time’ 8. Ascertainment of speech and language problems through Guidance Officer and Speech Pathologists.

MONITORING and ASSESSMENT TOOLS 1. Five weekly assessment and mapping: P-2 PM Benchmark Kit 1, Y3-6 PROBE/Fluency 2. Establishing Individual Reading Goal each five week period 3. Establishing Individual Reading EOY Target 4. Reading assessment tasks in English unit – Australian Curriculum through C2C units 5. Semester Waddington Reading Diagnostic assessment. Map in Student folder. 6. Concepts of Print, Alphabet, Phoneme, Blends, Digraphs testing each term (P-3)

Alphabet Sight Words +M100W +M200W +Fry 1000 List

Blends & Digraphs

Segmenting & Decoding

Syllables Vocabulary Fluency

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TEACHING METHODS of SPELLING 1. Pre-test: Use C2C Core Lists per year level. Students MUST be exposed to their cor elevel of words before any other lists are created. 2. Explicit Instruciton Model: used when teaching new spelling focus of weekly Core list from C2C.

Activate Prior Knwledge – Discussion, quesiton, identify rulle/pattern Modelled (I Do) – Model the rule/sound/theme/fcous.

- Provide examples and non-examples Guided (We Do)- Guided activities. Refer to seplling Program for C2C Units for activities.

Some ideas: word jumble, word unjumble, syllabificaiton, phoneme interchanges, phonmee icon spelling.

Independent (You Do) - Students are in charge of their own spelliugn through independent activities. Teacher monitors.

3. Post-test: Students spelling lists 4. Dictation: Visual - Scattered sentences – students go to a station and memorise the sentence at this station. They return to their desks silently to write the sentence in their Englisg books.. If they cannot remember they return to that station to memorise again. They muts write the sentence correctly using correct spelling, word order and punctuation. Check with teacher after each station for Yes/No. Sentence is to be 100% correct before movi ng on to next station. Verbal – teacher reads aloud a sentence pitched at mid level of class or year level. Students to write using correct spelling, word order and punctuation. 5. Editing: Indentify spelling errors in own writing, peer writing or commercially produced texts 6. Chunking: Break into parts according to sounds, syllables or identifiable parts. 7. Homework spelling: Spelling list is linked to focus skill for the week. Students copy words from board or prepared list. Homework spelling is to be signed off by T/TA P – Y2: 10 words per week. Y3 – 5: 10 – 25 words Prep do not do spelling in Term 1 Prep spelling based on Onset rime (Family sounds) and Sight Words Differentiaiton: Support or extend usinf List words from year level below or above. Words to have same focus 8. Weekly Program: Monday – Pre-test. Introduce spelling focus/rule Tuesday – Chant and spell, Chant and count sounds, Syllbification, Wednesday – Sentence writing, Word meaning, Word building, Dictionary activities, Thesaurus. Thursday – Alphabetical order, Jumbling, Seplling using icons, Crosswords, Web activities. Friday – Post-test, Re-write incorrectly spelt words, Student marking.

GRAMMAR and PUNCTUATION 1. Grammar Concepts Functional and Traditional grammar terms. Both complement each other and describe our English

language system and how it works. New concepts explicitly taught. Known concepts (noun, verb, adjective, adverb, noun/verb groups, verb groups, etc) transferred to Drills and Practices sessions.

2. Parts of Speech and Tense Instruction Explicit Instruction. Link into spelling program.

TEACHING of HANDWRITING 1. Handwriting Mechanics: Correct Posture, Body position, Pencil hold, Book position, Control of

writing instrument 2. Beginner’s Print: Teach letter shape in conjunction with phoneme being taught. Order of phonemes

– l, i, t, h, c, o, a, d, r, n, m, b, g, j, y, p, e, u, v, w, f, k, s, q, z, x. This letter order links to reading scheme ‘Fitzroy Reader scheme’. Prep to begin with wide lined books. Year 1 to use year level lines.

3. Letter Position: Tall, body, hanging 4. Cursive: Introduced Year 2 5. Joined: Introduced Year 3 6. Lessons: Focussed lesson daily – formation, placement, size, space, slope, speed, self-evaluation,

pressure. 7. Neatness: Sharp pencil expected for all bookwork. All written work to be neatly presented OR re-

do. Pen licence holders MUST adhere to neatness presentation. Classroom rules to be established regarding corrections.

8. Publications: This work MUST be BEST writing style. 9. First Draft: Year 3 + to use pen for first draft constructions. Allows students to focus on ideas NOT

corrections. 10. Corrections: ALL students to use red/coloured biro for ruling margins and ruling off 11. Formal Print: Taught for mapping, labelling, and poster presentations 12. Support: Finger Gym, Pencil Grips, Finger Spacing

MONITORING and ASSESSMENT TOOLS – Writing, Spelling, Phonics, Concepts of Print

1. Standardised Tests + NAPLAN Bands: Writing, Language Conventions. Map Improvement gain Year 3 Year 5 + Waddington Spelling test (Prep Year 2; Term 1 & 3) + South Australian Spelling test (Year 3 Year 5. Term 1 & 3)

2. School based tests + C2C Assessment and Monitoring tasks + Concepts of Print (Prep & Year 1. Term test. Mapped) + Grapheme & Phoneme test (Prep Year 1. Term test) + Spelling test: Core spelling words. From – NAPLAN style of test. End of unit. + Moderation within Capricorn Cluster fo Schools. Once per year. Task: Writing 3. Recording + Scores recorded on Student Profile Overview on student’s folio. To transfer to One School. 4. Mapping and Tracking + Scores recorded on Student Profile Overview on student’s folio. To transfer to One School. 5. Personal Goals + Student goals determined for writing for the term. Reviewed at end of term by teacher and student.

Display in classroom for reference by student and teacher. Grammar and Punctuation Cont’d……. 3. Parts of Speech and Tense Supplementary + Included in Modelled and Guided Writing 4. Phrases and Clauses: Explicit Instruction of new concepts. Part of process in Modelled, Guided and Independent writing. 5. Punctuation 6. Grammar Components: syntax, texture, tenor, mode, nominalisation

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BYFIELD STATE SCHOOL WRITING OVERVIEW

‘How is Writing Taught at Byfield State School?’

VISION: Grow from challenges, engage through actions and be happy in oneself

SCHOOL BELIEFS Writing is a life skill for everyone to effectively engage in society Writing occurs EVERY DAY, for EVERY child in EVERY classroom. Writiing is a way for students to connect with others and their world Writing has a place and apurpose Writing has many forms – pen & paper, digital technologies

FIVE ASPECTS of WRITING

A. Vocabulary The What BSS Method: Everyday Language (Tier 1) Specialised (Tier 2) Highly Technical (Tier 3)

The How BSS Method: Target is 400 new words per year per year level to be delivered through Explicit Teaching and Incidental Teaching. Examples: ABC Good Writing, Word Walls, Dictionary/Thesaurus activities, Teacher created vocab tasks, Frayer Investigation (word investigation), Cloze tasks, Barrier games, Oral language, Word of the Week.

B. Spelling BSS Method: Spelling is important to write. + Spelling Knowledge (phonological, visual, morphemic, etymological) + Drills & Practices + Student Sound Charts (Soundwaves) + Spelling games and activities + C2C Spelling for each year level. Prep focus family words; Y1 - 6 Core List + Look, Say, Cover, Write, Check (all classes) + Personal Dictionaries (Y3 – 6) + Keyboard skills through software programs

C. Planning & Composing Texts Planning: + Activating prior knowledge + Brainstorm ideas using Graphic Organisers + Goal setting using GTMJ + View exemplars + Develop a writing plan (teacher directed) Composing: + Review sentence types (simple, compound, complex) + Paragraphing + Punctuation + Vocabulary + Cohesion + First Draft (scribing: supported or independent) + Student reviewing/revising by reading aloud + Editing and proofreading (ABC Good Writing, Editing Checklist) first by student then teacher + Publishing final product (handwritten or multi-modal)

D. Texts and Textual Features + Familiarity of Text Type (exemplars, wall charts) + Deconstruction of Text (Text Type, Purpose, Audience, Language Features) + Text Types (Narrative, Persuasive, Informative, Recount, Explanation) + Mode (Visual, Written, Spoken, Multi-modal)

E. Knowledge of the World Connection of Known to New Knowledge – Connect to self, Connect to text, Connect to world, Inquiry learning, Shared experiences, Creative representation of theme, BTN (weekly Y3 -6), Encarta Kids (all students), Internet research, Library – non-fiction books

TEACHING of WRITING

1. Explicit Instruction Used for teaching of new writing skills and knowledge

Activate prior knowledge – discussion, story, question, identifying, picture Modelled – (I Do) Teacher models the required skill – deconstruction and construction of text. Teacher models the planning, drafting and editing of written texts. {Provide and demonstrate use of criteria and annotated exemplar texts linked to unit. Shared/Guided – (We Do) Text is visible to ALL students. Teacher writes within framework of the text. Teacher interacts with students through joint construction. Good modelling by teacher or teacher aide. Independent – (You Do) Student in charge if their own writing.

2. Stimulus writing, Demand writing, Experiential writing This method is used to developing fluency and to stimulate imagination and enjoyment.

3. Publication writing – used for teaching word processing skills

WRITING STAGES

STAGE CHARACTERISTICS TEACHING STRATEGIES EXAMPLES Emergent Mixes symbols and letters

Scribbles are intended to convey a message

Imitates adults Beginning to use writing tool

correctly Writes dominant sound hears in

words Learning to write letters correctly

Demonstrate the connection between oral and written language.

Demonstrate that written messages remain consistent.

Focus on the way letter formation, print concepts and sentence punctuation

Demonstrate that writing is purposeful and has an intended audience

Daily writing

Today is __ Scribing child’s sentence; student copying Read scribed sentences at different times Model through Joint Construction Classroom notices, posters, flash cards Writing of name Peer, class, school sharing of writing

Experimental Knows print remains constant Writes left to right & top to

bottom, 1:1matching words Attempts familiar forms of

writing and may read back Bank of words improving Beginning to spell some words Over uses ‘and’ and ‘then’

Model texts Demonstrate 1:1 in writing and re-reading of

text Writing communicates over time ‘Sounding out’ words during writing Concepts of Print Daily writing

Teacher first draft Variety of writing tasks – diaries, retell,

sentences Phonics program Word wall Responding to writing in student book Peer, class, school sharing of writing

Transitional Varies sentence beginnings Sentence punctuation

consolidated Spells most common words Uses a small range of texts and

attempts to write for different purposes and audience

Model a range of texts, their purpose and textual features

Planning Linking ideas into paragraphs Editing process Enriching vocabulary Daily writing

Model writing linked to unit Joint constructions/labels in all subjects Word of the Day Another word for___ Graphic organisers Peer, class, school sharing of writing

Fluent Broad vocabulary High level of spelling accuracy Uses different forms of writing Plans and organises ideas Variety of sentence complexity Includes subject specific vocab Proofreads and edits

ModelStudentConference Use exemplars, annotated exemplars or

samples Read variety of texts Vocabulary enrichment Daily writing

Expose student to variety of different text types used in all Learning Areas

Demand writing, diary, unit text, sentence Peer, class, school sharing of writing

MONITORING and ASSESSMENT TOOLS 1. Term units in English, Science and History: assessment task, criteria sheets 2. NAPLAN writing task – review student strengths and improvements 3. Sharing of good writings on Parade each week

ADDITION FACTS

Sem 1 Sem 2

Prep ------- 5%

Year 1 10% 20%

Year 2 40% 50%

Year 3 60% 80%

Year 4 90% 100%

Year 5+ 100% 100%

SUBTRACTION FACTS

Prep ------ 5%

Year 1 10% 15%

Year 2 20% 40%

Year 3 50% 65%

Year 4 70% 80%

Year 5 90% 100%

Year 6+ 100% 100%

MULTIPLICATION FACTS

Year 2 5% 10%

Year 3 20% 30%

Year 4 40% 50%

Year 5 60% 100%

Year 6+ 100% 100%

DIVISION FACTS

Year 3 5% 10%

Year 4 20% 40%

Year 5 55% 70%

Year 6+ 80% 100%

BYFIELD STATE SCHOOL MATHS OVERVIEW Maths curriculum is delivered through C2C units. The C2C units are aligned to the Australian curriculum and Content Descriptors are mapped to ensure that students are exposed to all Core Learnings for their year level. Units are delivered through multi-age groupings which allow students to be supported or extended in concepts during the unit. Teachers use the Central Queensland Maths Benchmark each term to map student understandings and progress throughout a year. Teachers also map mental facts capacity using a school based assessment with school targets. Refer to Assessment Schedule and Improvement Schedule in One School. Maths improvement is mapped using NAPLAN previous tests. Students are assessed early Term 1 and Term 3 using a previous test. Number correct is matched against Scale Score and Band level for that year’s test. Teachers have copies of these matrixes in their Classroom Management Folder. Maths is timetabled in the middle session of the day. All new concepts in maths is taught explicitly using the Explicit Instruction model. All lessons are derived from the C2C unit for the term. Lesson Structure Drills: chants where students recall mathematical skills and concepts such as counting, mental facts, measurement terms, etc Lesson Intent: WALT I Do: Teacher directed and vocalise thoughts We Do: Teacher and student work You Do: Students work independently. CFU Ploughback: Review purpose and goal of lesson. CFU

School based benchmark targets Sample facts test: Maths assessment Each multi-age C2C unit has scheduled assessment tasks for year levels for students to demonstrate their knowledges and skills at their core level of learnings. GTMJs are used in classrooms for front-end assessment. Criteria sheets are used to grade student work against.

1 + 7 = ___ 0 + 8 = ___ 5 + 6 = ___

4 + 1 = ___ 8 + 6 = ___ 10 + 10 = ___

5 + 12 = ___ 11 + 0 = ___ 5 + 5 = ___

10 x 0 = ___ 3 x 3 = ___ 9 x 9 = ___ 6 x 2 = ___

8 X 3 = ___ 5 x 10 = ___ 9 x 11 = ___ 7 x 6 = ___

7 x 2 = ___ 3 x 5 = ___ 7 x 7 = ___ 4 x 2 = ___

BYFIELD STATE SCHOOL READING IMPROVEMENT

At Byfield State School we use five weekly cycles to measure reading improvement. Research has shown that assessing more frequently at smaller intervals of time has a greater impact on change and improvement. Individual reading goals will be determined at the beginning of each year for each student. Teachers take into account a student’s level of ability and previous EOY benchmark. Aspirational goals are linked to the Regional ‘C’ standard. Reading data will be from 2014 recorded and mapped in One School Diagnostic Data Markbook. Teachers will also use their own matrix for recording due to sometimes the school often experiences ICT or electrical problems and teachers can input to One School at a later date. After each testing, individual reading goals for improvement are determined. These are recorded on the class’s Reading Goals sheet and each student’s individual recording sheet. Prep – Year 2 students are assessed using PM Benchmark Kit 1 reading test. To achieve level students must have:

Have greater than 90% accuracy AND

Greater than 75% comprehension AND

Greater than 50% retell

Aspirational Target:

By end of Prep Level 5 By end of Year 1 Level 14 By end of Year 2 Level 22

MAPPING CLASS READING IMPROVEMENT - SAMPLE

Target: Students to improve 2 levels each term.

NAME

EOY

20

12

T1 T

AR

GET

Cyc

le 1

Cyc

le 2

RG

: C

1 –

C2

T2 T

AR

GET

Cyc

le 3

Cyc

le 4

RG

: C

3 –

C4

RG

: C

1 –

C4

T3 T

AR

GET

Test

Cyc

le 5

Test

Cyc

le 6

RG

: C

5 –

C6

RG

: C

1–

C6

EOY

TA

RG

ET

Test

Cyc

le 7

Test

Cyc

le 8

RG

: C

7 –

C8

RG

: C

1 –

C8

YEAR 1

xxxxx 11 10 9 10 +1 12 11 14 +3 +5 14 16 18 +2 +9 16 19 22 +3 +13

yyyyy 9 8 7 9 +2 10 9# 9# ↔ +2 12 10 12 +2 +5 14 12# 13 +1 +6

SAMPLE READING IMPROVEMENT LOG

Name _______________________________ YEAR _______

EOY TARGET:

CYCLE DATE SCORE NOTES IMPROVEMENT GOAL Term Sight

Words

1 Accuracy; Retell: Comprehension:

2 Accuracy; Retell: Comprehension:

13

Year 3 – 6 students are assessed using Fluency test and Probe reading assessment. When students reach the highest level in Probe, teachers use Inferential Prose OR Torch reading assessments. Fluency and Probe are assessed once each per term; following the five weekly cycle of testing. To achieve Fluency rate students must:

Read text passage and count number of words read accurately in one minute. Students achieve a rate of words per minute eg 60 words per minute (wpm).

Average Rates Guide: Target: To achieve year level rate By end of Year 1 40wpm By end of Year 2 60wpm By end of Year 3 80wpm By end of Year 4 100wpm By end of Year 5 120wpm By end of Year 6 125wpm Teachers use the Multidimensional Fluency Matrix for Year 3 -6 students to assess expression, volume, phrasing, smoothness and pace against a matrix. The following is the table used which is adapted from “Training Teachers to Attend to Their Students” by J. Zutell and T. V. Rasinski 1991. Dimension 1 Point 2 Points 3 Points 4 Points Expression & Volume

Reads with little expression or enthusiasm in voice. Reads words as if simply to get them out. Little sense of trying to make text sound like natural language. Tends to read in a quiet voice.

Some expression. Beginning to use voice to make text sound like natural language in some areas of the text, but not others. Focus remains largely on saying the words. Still reads in a quiet voice.

Sounds like natural language throughout most of the passage. Occasionally reverts to expressionless reading. Voice volume is generally appropriate throughout the text.

Reads with good expression and enthusiasm throughout the text. Sounds like natural language. The reader is able to vary expression and volume to match his/her interpretation of the passage.

Phrasing Monotonic with little sense of phrase boundaries, frequent word-by-word reading.

Frequent two- and three- word phrases giving the impression of choppy reading; improper stress and intonation that fail to mark the ends of sentences and clauses.

Mixture of run-ons, mid-sentence pauses for breath, and possibly some choppiness; reasonable stress/intonation.

Generally well phrased, mostly in clause and sentence units, with adequate attention to expression.

Smoothness Frequent extended pauses, hesitations, false starts, sounding-outs, repetitions, and/or multiple attempts.

Several “rough spots” in text where extended pauses, hesitations, etc., are more frequent and disruptive.

Occasional breaks in smoothness caused by difficulties with specific words and/or structures.

Generally smooth reading with some breaks, but word and structure difficulties are resolved quickly, usually through self-correction

Pace Slow and laborious Moderately slow

Uneven mixture of fast and slow reading.

Consistently conversational

Students are scored on the matrix during Fluency testing. Total scores below 8 indicate that fluency is a concern. Total scores above 8 indicate that a student is making good progress.

Probe: Students are assessed using Probe at end of each term. To achieve level: Students must have > 90% accuracy AND Year 3 & 4 > 70% comprehension correct Year 5 – 6 > 80% comprehension correct Target: To improve by 6 months each time Aspirational Target: Be at Chronological Age or above Note Reading assessment is not to be based on achieved levels in PM or Probe assessment devices. These devices provide meaningful information and vocabulary for reporting comments that describe a student’s strengths and areas for improvement in reading.

14

ASSESSMENT

The “P-12 Curriculum, Assessment and Reporting Framework” reflects Education Queensland's agenda for improvement as part of a commitment to providing a world-class education for all students. The framework outlines expectations for teachers in delivering the Australian Curriculum and Queensland Curriculum. Assessment and reporting should be undertaken both formally and informally across unit, term, semester and yearly time frames. Assessment is also an inclusive practice to cater for a range of learning styles and disabilities. Byfield State School has a whole of school Assessment Plan AND a Student Improvement Monitoring schedule (Refer to Appendix). Principles of assessment

Relevant

Appropriate

Abel to be modified far all abilities

Evidence accurately and consistently reflects a student’s level

Provide useful information through summative and formative methods

Integral in the teaching and learning cycle

Wide range of evidence

Manageable

Purposes of assessment

Assessment is the purposeful, systematic and ongoing collection of information that is used as evidence in making reliable and consistent judgments about student learning and in reporting to parents.

Information obtained from assessment is primarily used to:

Inform future teaching and learning

Builds a student’s confidence in their ability to learn

Provide feedback on student progress, needs and future direction at different juncture times

Inform decision making about student support

Enhance school-home communication and relations

Staff use assessment tasks from C2C units in English, Maths, Science, History & Geography for students to demonstrate Australian Curriculum content and skills. Staff use the Guide to Making Judgments (GTMJ) for front-end assessment and Criteria Sheets to assess student works. Queensland Curriculum is assessed against The Essentials.

Diagnostic data (spelling, reading, support services [speech, guidance, behaviour or disability], and benchmark data (Maths, reading, writing, phonics, mental facts, sight words, concepts of print) is recorded on each individual student’s folio (and in One School from 2104). Student data is mapped for evaluation, informing and reviewing.

Using Assessment Purpose

1. Assessment for learning — enables teachers to monitor student knowledge, understanding and skills development so as to target their teaching to support students’ progress to meet learning goals (standardised, diagnostic and formative) 2. Assessment as learning — enables students to reflect on and monitor their own progress to inform their future learning goals (feedback) 3. Assessment of learning — assists teachers at the end of learning experiences to gather evidence of student knowledge, understanding and skills as described in the relevant achievement standards for the year level (summative, reporting)

Evidence gathering

The school uses a wide variety of testing and assessment tasks to gather evidence on student’s achievements and improvement. Refer to Appendix.

15

Assessment Continued……….

Assessment techniques and instruments

Student’s demonstration of their knowledge, understanding and skills through a wide range of assessment techniques. Refer to table.

Assessment techniques and Instruments

Recording and reporting

Formal reporting to parents is done at the end of EACH semester. Planned Parent/Teacher Interviews occur in Terms 1 and 3. Informal reporting occurs throughout the year on a ‘at needs’ basis. Reporting is drawn from student achievement in assessment tasks in the Learning Areas (English, Maths, Science, History and Geography). Other information is gathered from Regional Maths & Science benchmark tests, Diagnostic tests in Spelling & Reading, Five weekly reading progress, school based benchmark tests (Mental facts) and school checklists (letter/phoneme, digraph/blend, number counting/ recognition, sight word). Evidence is stored on either In One School or student’s folio.

Focused Analysis Consultation Observation Instruments

Teacher Formal tests

Practical tests

Assignments

Artwork

Formal presentations

Multi-media presentations

Journals

Written analysis

Running records

Reading tests – diagnostic

Standardized tests

5 weekly testing and mapping

Informal conversations

Conferences

Interviews

Questioning

Clarifying (groups/individual)

Informal observation

Student performance of skill

Behaviours

Observing progress during work

Assessment tasks

Criteria sheets - unit

GTMJs

Checklists

Anecdotal notes

Student records

Report cards

Teacher diaries

School based benchmark tests

NAPLAN tests (Year 3 & 5)

Annotated class lists

Running records

Conference logs

Student & Peer

Self-marking of tests

Self-assessing of own progress

Peer marking

Multi-age year level discussions in reviewing unit work

Multi-media presentations

Self-evaluation/ review of unit work

Critique peer work

Checklists

Criteria lists

Diaries

Learning logs

Multi-media records

16

SEQUENCING TEACHING AND LEARNING

Explicit Instruction at Byfield State School is our signature pedagogy. Structure: Drills and Practices (Activating prior knowledge) Review pre-requisite skills Revise /make connections to previously related work CFU strategies Lesson Intention State ‘We Are Learning To’ (WALT) and ‘What I Am Looking For’ (WILF). This enables students to focus on the content and to know the expected outcomes. I Do (Explicit Teaching of New Skill) Define skill/concept to be taught Explicitly model skill/strategy, verbalising throughout demonstrations using ‘think-alouds’ Deconstruct skills/strategy in to manageable steps Quick checking through SMBs or signals Revise, reinforce, CFU We Do (Guided Practice) Step through skill/strategy, questioning throughout Provide prompts/scaffolds Work together Provide several opportunities to practise skill/strategy Gradually withdraw scaffolds Constant CFU You Do Students work through activities related to skill/strategy Tasks to be able to be done independently – modify where necessary Constant CFU Feedback Differentiate work Ploughback At lesson end, review skill/strategy of lesson Students articulate lesson intent Check for Understanding (CFU) Checking for understanding is to occur throughout lesson

BYFIELD STATE SCHOOL – TEACHING STRATEGIES USED FOR DELIVERY OF CURRICULUM Beliefs: Every student CAN achieve Teachers to have high expectations for students and in their teaching Maximum student learning happens through a quality and rigorous curriculum and effective teaching

DIRECT INDIRECT EXPERIENTIAL INTERACTIVE

STRATEGIES Highly teacher-directed Highly structured All students receive content equally Effective teaching of new information

through instruction Step-by-step delivery Builds and consolidates student

knowledge, understanding and skills CFU and feedback

Teacher facilitates and arranges learning environment

Teacher provides feedback to student during learning

High level of student involvement Student centred learning Self, group or class

Teacher activates and facilitates learning experience

Students learn from real, dramatized or simulated experiences

Relevant to current learning Experiencing, sharing, analysing, inferring

and applying cycle of skills for learner Reflection about learning Emphasis on process, not end product

Teacher determines and outlines topic for student learning

Students work collaboratively and productively in various sized groups

Teacher monitors progress and discusses future learning goal

Focus is on discussion

FORMS Explicit instruction: - Teaching of new concepts/skills - Highly structured - Establish purpose/lesson goal - Tune-in, I Do, We do, You Do, Plough-back and CFU

Intensive teaching: - Explicit teaching to small group - High level of teacher direction - Immediate feedback - Opportunities for mastery of learning, higher order of thinking or scaffolding

Structured overview: - Verbal/written summary of complex concepts to be learned in unit - Helps students put concepts into context - Simplifies complex information into simpler terms

Drill and practice - Repetitive - Rote learning - Builds skills for other learning - Moves knowledge from STM to LTM

Inquiry based learning - Tuning in through focus question - Viewing, observing, interviewing surveying, testing - Questioning and sorting - Reflecting

Inductive learning - Tuning in through focus - Students given different activities to form generalisations - Move from specific observations to generalisation about a topic/concept eg ‘What do all these animals have in common?’

Problem based learning - Solving open ended problem - Develops role skills for each group member - Develops thinking and reasoning skills, making judgements, and critical thinking

Independent learning - Students work through tasks by self - Student applies skills and information in different ways

Field experience - Learning happens outside classroom - Real life situation

Simulations - Cooperative games - Debates - Debriefing through comparing to real world

Role play - Student explore issues, ideas or problems through drama - Can be real-life or life-like - Opportunity to examine values and beliefs

Process drama - No text drama - Improvisation, imaginary or fiction situations

Whole class discussions - Students discuss and explore ideas/topics in class - Listen to others’ point of view - Reflect on viewpoint

Co-operative learning - - Small groups where group has specific goal - Each member plays role in group - Useful for large task learning or task requires multiple perspectives - Advantage social and collaborative skills of students

Peer partner learning- - Collaborative discussion between two students - Students provide feedback to each other

Reciprocal learning - Small group oral comprehension activity – Paragraph or small amount of text - Four strategies: predicting. summarising, questioning & clarifying - Leader role and strategies need to be taught prior

STUDENTS Learn sequentially skills/concepts Move knowledge from short term to long

term memory Understand purpose of the learning Develop mastery of skills Are readily identifiable for support/

scaffolding Build independent practice Feel success

Takes responsibility for learning Observe, investigate, infer and form

hypotheses Develops student interests and problem

solving Develops quality questioning skills

Analyse and process their experiences Form ideas or theories about issues, ideas

and/or problems Make generalisations Reflect on their learning and future

applications.

Learn from peers and teachers Improve communication skills Discuss ideas/topics Work in teacher determined groups Reflect on own and others viewpoint

18

DRILLS AND PRACTICES MENU

Powerful DPs: + Material is previously TAUGHT + BRISK paced + ALL students engaged ALL the time + + REPETITIOUS + Practised DAILY + Presentation mode is VARIED + Has IMMEDIATE feedback + KNOWN material removed + Known material REVISED occasionally

DRILLS & PRACTICE

RESPONSE PRESENTATION

MODE RESPONSE TYPE

SAMPLES To include - Examples & Non-examples

REC

ITE

Repetition of Facts and Definitions [Rote Learning]

Echo teacher or read from chart Whole class

Visual Oral Aural Written Kinaesthetic Other

IWBs Flash cards Oral SMBs Hand signals Other

“G say ‘g’”

“When two letters make one sound, it is a digraph.”

“2 X 5 = 10”

[Use pictures] “The ball is on the table.”

[Use objects] “The time is 1 o’clock.”

“An adjective describes a noun.”

REC

ALL

Recall of Definition and Facts

Choral response Group OR Individual

Visual Oral Aural Written Kinaesthetic Other


“What does ‘g’ say?”

“When 2letters make one sound, it is a ___?”

“2 X 5 = ?”’

“What is 100 more than 50?”

[Use picture] “is the ball on/off the table?”

[Use objects] “What is the time on this clock?”

“2D objects have ___ “

“What type of word describes a noun?”

AP

PLY

Application of Facts and Knowledge

Group OR Individual Visual Oral Aural Written Kinaesthetic Other


“Which word begins with ‘g’ – 1st or 2nd?”

“Name of object beginning with ‘g’. Now make a nonsense word beginning with ‘g’.”

“Digraph (hand signal) – two letter, one sound.” Teacher says digraph and asks for sound.

“If I have 2 X $5 notes, how much money?’

“What sign do I use?” (Number sentence with missing symbol OR Word Problem)

Complete sentence. “She wore a _____ dress.”

Show 2D and 3D flash cards shapes. Students call out if 2D or 3D.

FEED

BA

CK

Feedback is checking that all students are correct

Teacher - Immediate - Affirmative or Corrective

Verbal Non verbal Praise

Whole group response methods Individual

Important that ALL students are ready to respond in DPs

Every student Every question Every time

Poor practice to ask for ‘hands up’ or to name a student to answer first in DPs as only those students are switched on

Best to use whole group response type methods

Model below

Feedback Process:

Ask question

Think Time

Response is:

Ask a student

Incorrect – Teacher re-explain, teacher gives correct answer, student repeats, whole class repeat

No response – Teacher says ‘Listen to others and I’ll come back to you’. Another student answers, first student repeats, whole class repeats.

Correct – Teacher echo, whole class repeat

DIFFERENTIATION

Differentiated learning is a pedagogical approach that allows teachers to identify and monitor individual needs of students. Students come to Byfield School with a range of diverse backgrounds – high/low language levels, socio-economic status, social differences, valuing of education differences, academic levels and standards of living. To provide equity of learning, teachers need to consider all these diverse backgrounds to cater for individual needs The multi-age grouping at Byfield State School perfectly sets the conditions for flexible differentiated learning. The mixture of chronological ages ensures that students can access the curriculum through the multi-age C2C units at different levels –

Below Core Year Level – students are scaffolded

At Core Year Level – work at level with opportunities to be exposed to increasing level of complexities

Above Core year Level – some extension opportunities with students being exposed to tiered tasks

Documentation is required when students require differentiation of units to demonstrate knowledges and skills for that unit. Students who require scaffolding for every unit, but are still attending to core year level work, are to have a Curriculum Access Plan (CAP) developed. Students who require Content modification are to be assessed by Guidance Officer, and in consultation with parent have an Individual Learning Plan (ILP) developed for that Learning Area/s. ILP and CAP is to be stored in One School. This outlines the level of scaffolding or support a student requires being able to access the core curriculum.

Daily differentiations are strategy tools teacher sue to support, extend, and adapt the learning experiences for all students. These are not required to be documented. Teachers in making informed decision about differentiation need to consider - What do my students know? What are they able to do? (Make flexible groupings from teacher judgments) - What existing curriculum is already mastered? (Skip content) - What can be mastered quickly/easily? (Teach at faster pace) - What misunderstandings do I need to take into account? (Scaffold, provide multiple opportunities, vary strategies) - What parts of the curriculum can be compacted? (Reduce core curriculum to skill not already mastered) - What parts of the curriculum will be taught to whole class, small groups or individuals? (Teach relevant parts) Reporting 1. Students receives support and some adjustment, but attends to core level unit, will be assessed against their year level core curriculum. Process and Product modification. 2. Student has the Content modified to a lower/higher level, then student is reported against that year level of achievement.

CURRICULUM COMMUNICATIONS BEHAVIOURIAL ASSESSMENT ENVIRONMENT/SAFETY

Drills and Practices ability group

Shorter, modified tasks Small/peer group - ability

based Front end assessment Alternative spelling list –

year level below but same focus

Reading ability groups Adjust expectation Graphic organisers to

organise ideas Verbalise answers instead of

writing Reader for instructions

(some activities) Maths – concrete materials CFU and check progress Visual Aids More time needed Student reflection

Verbal and non-verbal prompts

Shorter instructions – 1 or 2 step at a time

Check for understanding continually

Reminders about appropriate ways to communicate in classroom

Rewards for following classroom rules

Prompts on appropriate social behaviours for activities

High expectations about classroom behaviour

Values program – weekly focus for whole class

Positive reinforcement Self-

esteem/feelings/communication activities done in classroom setting

Warning of/preparation for changes to routines

Rewards – verbal/non-verbal to reinforce confidence

Non-verbal signals prompts to adjust negative behaviours

Modification of task Graphic Organisers to sort

information Extra time required Scribe required Reader required of

task/instructions Exempt from National

Testing

Time to cool down if student becomes agitated

Facing the front of the room, away from distractions

Set expectations of safe behaviour in classroom

Remove distractions Record instances of unsafe

behaviour on One School

20

MAKING JUDGMENTS How do teachers know well students have learned? Teachers make judgments against specifies standards reflecting on evidence of student work from multiple sources. Assessment assists teachers in making judgments and to inform for the next step in learning.

Teachers need to: Be transparent about the expected quality of student performance •Be clear and explicit with students about how they will be judged. •Provide task-specific descriptors of quality for the elements being assessed. •Develop exemplars of high quality student work to share with students. Be transparent about how judgments will be made •Make judgments based on the evidence in student work. •Match the evidence to the task-specific standards descriptors*. •Teach students how to use the task-specific descriptors and exemplars to plan and review their progress.

Sourced DoTL ‘State Schooling’ EQ website FEEDBACK Feedback has the greatest effect size change on improving a student’s level of achievement. It is also a very important tool to make changes in school success. Feedback underpins all teaching, learning and assessment processes at Byfield State School. Feedback allows students to know what they need to do to be able to achieve above where they currently are. Feedback also gives teachers advice their effectiveness and what they need to change to improve their teaching. Feedback is integral to the success of the school’s coaching culture to improve Explicit Instruction at our school. Feedback is provided be principal from classroom walk throughs. Teachers and teacher aides use teaching observations especially of Explicit Instruction lessons to improve skills and develop expertise. Coaching and mentoring is used to support all staff in their development of specific skills of curriculum. This process may also be done outside of the school to to widen parameters for teaching practices. Feedback NEEDS to be of quality. Feedback involves: •partnerships between students, teachers and parents •students engaging in self-feedback and peer-feedback, and providing feedback to the teacher •teachers engaging in self-feedback and seeking feedback from colleagues, students and parents to strengthen the effectiveness of their teaching practice and inform the next steps for learning. Productive feedback: •is timely, ongoing, instructive and purposeful •is given at the task, process and self-regulation levels •is focused on the quality of student performance, not on the student •gives specific information about what to do next •challenges students •requires students to take action and responsibility. Feedback: •can be written, spoken or non-verbal •can be formal and informal •occurs during classroom activities or following a student response to a classroom activity or assessment.

Great teachers give great feedback

.

22

Appendices

Whole School Assessment plan Improvement Testing Schedule Mapping of Curriculum Australian Curriculum (through C2C): English, Maths, Science, History, Geography overviews Technology overview The Arts overview PE overview Music overview

23

BYFIELD STATE SCHOOL ASSESSMENT SCHEDULE and TARGETS – 2013

Learn

ing

Area

Assessment

Tool Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Age at

EOY 5.5 6.5 7.5 8.5 9.5 10.5 11.5

Semester 1 2 1 2 1 2 1 2 1 2 1 2 1 2

Term 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

NAPLAN May NMS – Band 2

U2B – Band 5 & 6

May NMS – Band 4

U2B – Band 7 & 8

Queensland

Curriculum

ELCG each semester:

Social & Personal

Learning, Health &

Physical Learning, Active

Learning Processes

Essential Learnings each

semester: Technology,

HPE, The Arts


semester: Technology, HPE,

The Arts



The Arts



The Arts



HPE, The Arts



HPE, The Arts

School Target Exploring Making

Connections C standard C standard C standard C standard C standard C standard

Math

s

C2C tasks

& School

Target

C standard

C standard

C standard

C standard

C standard

C standard

C standard

C standard

C standard

C standard

C standard

C standard

C standard

C standard

Regional

Benchmark

Target

80% 80% 80% 80% 80% 80% 80% 80% 80% 80% 80% 80% 80% 80%

Number

Recog

Target

20 50 60 100 Counting Record

Highest Number

Facts test

School

Target

5%

+ & -

T2: 10%

+ & -

T4: + 20%

- 15%

T2: + 40%

- 20% x 5%

T4: + 50%

-40% x 10%

+60% -50%

x20% ÷5%

+80% -65%

x30% ÷10%

+90% -70%

x40% ÷20%

+100% -80%

x50% ÷40%

+100% -90%

x60% ÷55%

+/-/x 100%

÷70%

+/-/x100%

÷80% All 100%

Diagnostic

Mapping

Y3 Previous

NAPLAN test

Y3 Previous

NAPLAN test

Y3 Previous

NAPLAN test

Y3 Previous

NAPLAN test

Y5 Previous

NAPLAN test

Y5 Previous

NAPLAN test

Y5 Previous

NAPLAN test

Y5 Previous

NAPLAN test

En

glish

C2C tasks C2C School

Target C standard C standard C standard C standard C standard C standard C standard

M200W

Sight Words 5 10 15 20 40 70 100 120 150 200

Fry 1000

Sight Words 100 150 200 250 300 350 400 450 500 650 800 1000

Phonics 26 letters and phonemes 49 Initial/end blends

47 Digraphs

49 Initial/end blends

47 Digraphs

Concepts

About Print 10% 50% 80% 100%

PM Target

Level 1 3 6 10 12 14 16 17 19 21 23 24 26 28 30

Probe CA CA CA CA

Fluency EOY 60wpm EOY – 80wpm EOY – 100wpm EOY – 120wpm

Diagnostic

Spelling Tests begin T3 Analyse spelling according to Words Their Way Diagnostic levels

Scien

ce

C2C Units School


Diagnostic

Mapping

Histo

ry

Geo

grap

hy

C2C Units

School


24

STUDENT IMPROVEMENT MONITORING – Term by term (revised Term 4 2013)

TERM 1 Recorded in TERM 2 Recorded in TERM 3 Recorded in TERM 4 Recorded in E

NG

LIS

H

RE

AD

ING

5 w

eek c

ycle

Week 3

& 8

Prep – Year 2: PM Benchmark Scheme Year 3 – 6: Week 3: Fluency Week 8: Probe

1.

On

e S

ch

oo

l

2.

Stu

de

nt

Read

ing

Im

pro

vem

en

t

tab

le


1.

On

e S

ch

oo

l

2.

Stu

de

nt

Read

ing

Im

pro

vem

en

t

tab

le


1.

On

e S

ch

oo

l

2.

Stu

de

nt

Read

ing

Im

pro

vem

en

t

tab

le


1.

On

e S

ch

oo

l

2.

Stu

de

nt

Read

ing

Imp

rovem

en

t

tab

le

WR

ITIN

G

NA

PLA

N &

Dia

gnostic

Contin

uum

Prep – Year 1: Writing Diagnostic Continuum: Prep Phase A Year 1 Phase B Year 2 – 6: NAPLAN Writing (Previous test) Y2 & 3 Year 3 Year 4 & 5 Year 5 Year 6 Year 7 Record: Band level and Scale Score

On

e S

ch

oo

l

Prep – Year 1: Writing Diagnostic Continuum: Prep Phase B Year 1 Phase C Year 2 – 6 NAPLAN Writing (Previous test) Y2 & 3 Year 3 Year 4 & 5 Year 5 Year 6 Year 7 Record: Band level and Scale Score

On

e S

hc

oo

l

EN

D O

F T

ER

M (

EO

T)

Prep – Year 1: Alphabet test: Letter & Sound Prep – Year 4: Digraphs & Blends S

tud

en

t P

rofi

le

Prep – Year 1: Alphabet test: Letter & Sound Prep – Year 4: Digraphs & Blends

Stu

de

nt

Pro

file


tud

en

t

Pro

file


tud

en

t

Pro

file

Prep – Year 1: Concepts of Print Prep – Year 4: Sight Words: M200W Extension List: Fry 1000 list O

ne S

ch

oo

l Prep – Year 1: Concepts of Print Prep – Year 4: Sight Words: M200W Extension List: Fry 1000 list O

ne S

ch

oo


ne S

ch

oo


ne S

ch

oo

l

MA

TH

S

EO

T

Prep – Year 1: +Number recognition (1 – 100) +Oral count (highest number) +Facts test Prep – Year 6: CQ Benchmark test – Term 1

Stu

de

nt

Pro

file


Stu

de

nt

Pro

file


Stu

de

nt

Pro

file


Stu

de

nt

Pro

file

TE

RM

1 &

3

Prep – Year 1: Number Diagnostic Continuum Prep Phase A Phase A Year 1 Phase C Year 2 – 6: NAPLAN Maths ( Previous test) Y2 & 3 Year 3 Year 4 & 5 Year 5 Year 6 Year 7 Record: Band level and Scale Score

On

e S

ch

oo

l

Prep – Year 1: Number Diagnostic Continuum Prep Phase A Phase A Year 1 Phase C Year 2 – 6: NAPLAN Maths ( Previous test) Y2 & 3 Year 3 Year 4 & 5 Year 5 Year 6 Year 7 Record: Band level and Scale Score

On

e S

ch

oo

l

SC

IE-

NC

E Term

1 and 4 Prep – Year 6: CQ Science Internal Monitoring tests

One School

Prep – Year 6: CQ Science Internal Monitoring tests

One School

C2C TERM Prep – Year 6:

As per C2C units Report Card

Prep – Year 6: As per C2C units

Report Card


Report Card


Report Card

25

BSS CURRICULUM MAPPING – C2C Units

2012 2013 2014 2015

En

glish

Year Level

Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4

P C2C P-2 Unit 1 & 2

Ver 1

C2C P-2 Unit 3 & 4

Ver 1

C2C P-2 Unit 5 & 6

Ver 1

C2C P-2 Unit 7 & 8

Ver 1

C2C P-2 Unit 1 & 2

Ver 2

C2C P-2 Unit 3 & 4

Ver 2

C2C P-2 Unit 5 & 6

Ver 2

C2C P-2 Unit 7 & 8

Ver 2

1

2

3 C2C Y3/4 Unit 1 & 2

Ver 1

C2C Y3/4 Unit 3 & 4

Ver 1

C2C Y3/4 Unit 5 & 6

Ver 1

C2C Y3/4 Unit 7 & 8

Ver 1

C2C Y3/4 Unit 1 & 2

Ver 2

C2C Y3/4 Unit 3 & 4

Ver 2

C2C Y3/4 Unit 5 & 6

Ver 2

C2C Y3/4 Unit 7 & 8

Ver 2

4

5

No students

C2C Y5 Unit 1 & 2

Ver 2

C2C Y5 Unit 3 & 4

Ver 2

C2C Y5 Unit 5 & 6

Ver 2

C2C Y5v Unit 7 & 8

Ver 2

6

No students

7 C2C Y5-7 Unit 1 & 2

Ver 1

C2C Y5-7 Unit 3 & 4

Ver 1

C2C Y5-7 Unit 5 & 6

Ver 1

C2C Y5-7 Unit 7 & 8

Ver 1

Year 7 moved to High School

Math

s

P C2C P-2 Unit 1 & 2

Ver 1

C2C P-2 Unit 3 & 4

Ver 1

C2C P-2 Unit 5 & 6

Ver 1

C2C P-2 Unit 7 & 8

Ver 1

C2C P-2 Unit 1 Ver 2




1

2

3 C2C Y3/4 Unit 1 & 2

Ver 1

C2C Y3/4 Unit 3 & 4

Ver 1

C2C Y3/4 Unit 5 & 6

Ver 1

C2C Y3/4 Unit 7 & 8

Ver 1

C2C Y3/4 Unit 1 Ver 2




4

5

No students

C2C Y5 Unit 1 Ver 2

C2C Y5 Unit 2 Ver 2

C2C Y5 Unit 3 Ver 2

C2C Y5 Unit 4 Ver 2

6

No students

7 C2C Y5-7 Unit 1 & 2

Ver 1

C2C Y5-7 Unit 3 & 4

Ver 1

C2C Y5-7 Unit 5 & 6

Ver 1

C2C Y5-7 Unit 7 & 8

Ver 1

Year 7 moved to High School

Scie

nce

P C2C P-2 Unit 1 Ver 1








1

2

3 CQ Small Schools Sci Prog

CQ Small Schools Sci Prog







4

5 No students

6 No students

7 Year 7 moved to High School

His

tory

p-2



3 4

Year 3 – 7 Unit 1 Ver 2

Year 3 – 7 Unit 2 Ver 2

5 6

No students

7 Year 7 moved to High School

Geo

g P-2

3/4

5/6

26

BSS CURRICULUM MAPPING – (Queensland Curriculum)The Essentials

Year Leve

l

2012 2013 2014 2015

Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4

SO

SE

(Q

ld C

urr

)

P Essentials P-2

C & I ‘Families’

Essentials P-2 TCC

‘Indigenous People’

Essentials P-2

P & S ‘Built

Environ-ments’

Essentials P-2

Pol & Econ Systems ‘Farm to

Plate’

Essentials P-2

Pol & Econ Systems ‘Who I

Belong To’

Essentials P-2

C & I Traditional Indigenous

Peoples

1

2

3 Essentials 3-7

Pol & Econ Systems ‘Farm to

Shelf’

Essentials 3-7

P&S ‘Advertising’

Essentials 3-7 C&I

‘Myths &

Legends’

Essentials 3-7

TCC ‘Significant

Events’

Essentials 3-5

P&S ‘Citizenship

’

Essentials 3-5 C&I

‘Govern-ment’

4

7

HP

E (

Qld

Cu

rr)

P-7

Program delivered by specialist PE teacher Students participate in a balanced program between movement-related learnings and health-related learnings. Students work in multi-age classes to develop knowledge, understandings, skills and competencies for their band level. Cluster Sport Carnivals: Cross Country (ribbons only), Athletics (competitive), Swimming (non-competitive fun day).

Program delivered by specialist PE teacher Students participate in a balanced program between movement-related learnings and health-related learnings. Students work in multi-age classes to develop knowledge, understandings, skills and competencies for their band level. Cluster Sport Carnivals: Cross Country (ribbons only), Athletics (competitive), Swimming (non-competitive fun day).

School Initiatives: “Healthy First, Treats Second” (Smart Choices) Shop Lunch adheres to Smart Choices guidelines Active After School Community (Smart Moves) “Active Only Play” (Smart Moves) “No Hat, No Play” (SunSmart)

School Initiatives: “Healthy First, Treats Second” (Smart Choices) Shop Lunch adheres to Smart Choices guidelines Active After School Community (Smart Moves) “Active Only Play” (Smart Moves) “No Hat, No Play” (SunSmart)

Th

e A

rts –

Mu

sic

- Q

ld

Cu

rric

ulu

m P-2

Music delivered via a specialist teacher. Music involves singing, playing instruments, listening, moving, improvising and composing by using the music elements to express ideas, considering particular audiences and particular purposes, through sound. Students work in multi-age classes to develop knowledge, understandings and skills for their band level.

Music delivered via a specialist teacher. Music involves singing, playing instruments, listening, moving, improvising and composing by using the music elements to express ideas, considering particular audiences and particular purposes, through sound. Students work in multi-age classes to develop knowledge, understandings and skills for their band level.

Y3-7

Th

e A

rts –

Vis

ual

Art

s

P-7

Colour and

Painting

Line, Drawing

and Digital Graphics

Sculpture Shape

Construction

Texture and

Collage

Colour and

Painting

Line, Drawing

and Digital Graphics

Sculpture Shape

Construction

Texture and

Collage

Reflecting and responding to art works ICT technologies may be used in any art element

Reflecting and responding to art works ICT technologies may be used in any art element

Th

e

Art

s –

D

ram

a &

Dan

ce

P-7

Students participate over the year in school concerts, improvisations, basic dancing styles in

PE and special days which include skills in dance and drama.

Students participate over the year in school concerts, improvisations, basic dancing styles in

PE and special days which include skills in dance and drama.

Te

ch

no

log

y (

Qld

Cu

rr)

P-2

Technology is embedded across Learning Areas. Students use tools and technologies including ICTs. Assessed each semester. K&U: Technology is part of everyday lives and activities; Resources are used to make products for particular purpose and context.

Technology is embedded across Learning Areas. Students use tools and technologies including ICTs. Assessed each semester. K&U: Technology is part of everyday lives and activities; Resources are used to make products for particular purpose and context.

3-6

Technology is embedded across Learning Areas. Students use tools and technologies including ICTs. Assessed each semester. K&U: Technology influences and impacts on people, communities and environments; Characteristics of resources are matched with tools and techniques to make products to meet design challenges.

Technology is embedded across Learning Areas. Students use tools and technologies including ICTs. Assessed each semester. K&U: Technology influences and impacts on people, communities and environments; Characteristics of resources are matched with tools and techniques to make products to meet design challenges.

27

C2C ENGLISH OVERVIEW [Prep – Year 6]

SEM 1 P–2 3–4 5–6

Un

it 1

C

ha

rac

ters

in

n

arr

ati

ves

IMAGINATIVE Exploring emotion in picture books

Students listen to, read, view and interpret written picture books, including stories from Aboriginal and Torres Strait Islander cultures. They identify emotive content and justify their interpretations of the stories. (This unit has been informed by aspects of Year 1 Unit 1 Exploring emotion in picture books)

IMAGINATIVE Investigating author’s language in a familiar

narrative

Students listen to, view, read and explore simple chapter books to explore the use of descriptive language in the construction of character. Through a written response or the creation of a new chapter, trick or plan, students develop alternative behaviours and actions of a character. (This unit has been informed by aspects of Year 4 Unit 1 Investigating author’s language in a familiar narrative)

IMAGINATIVE Short Stories

Students listen to and read a range of short stories by different authors. They investigate and compare differences in the ways authors use text structure, language features and strategies to create humour. Students complete a comprehension activity about one short story and the features of short stories generally. (This unit has been informed by aspects of Year 6 Unit 1 Short stories)

Un

it 2

P

ers

ua

siv

e m

ed

ia

PERSUASIVE Creating persuasive imaginative texts

Students read and view elements of persuasion in multimodal texts to create a spoken response (Prep), additional pages (Year 1), or a new blurb for a persuasive imaginative text (Year 2). Students publish their work digitally and present their new texts to their peers. (This unit has been originally created for multi-level and has minor connections to Year 1 Unit 8 Creating digital texts)

PERSUASIVE Creating persuasive articles

Students read, view and analyse digital written and spoken persuasive texts. They use their growing knowledge of literature and language to write a persuasive magazine article. (This unit has been informed by aspects of Year 3 Unit 1 Analysing and creating a persuasive text)

PERSUASIVE Analysing and creating persuasion in media texts

Students read, view and analyse a range of persuasive written and media texts. They create a written persuasive article in response to a current issue within the media and publish it in a class magazine. (This unit has been informed by aspects of Year 7 Unit 1 Analysing persuasion in media texts)

Un

it 3

M

ult

imo

da

l n

arr

ati

ves

IMAGINATIVE Creating and presenting a retell

Students listen to, read and view a range of narratives, including some multi-modal texts to explore the use of descriptive language in the construction of character. Students retell a familiar story as a multimodal text incorporating written, oral and pictorial information and present their retell orally to a familiar audience. (This unit has been informed by aspects of Year 1 Unit 3 'Exploring characters in stories’, Year 2 Unit 2 ‘Stories of families and friends’ and Prep Unit 2 ‘Enjoying and retelling stories’)

IMAGINATIVE

Investigating characters

Students listen to, view, read and explore short narratives, simple chapter books or digital stories to explore the use of descriptive language in the construction of character. Students read an extract from a novel and build literal and inferred meaning from the text. They express a point of view about the thoughts, feelings and actions of the main characters in a novel and present a multimodal presentation to the class. (This unit has been informed by aspects of Year 3 Unit 2 ‘Investigating characters’)

IMAGINATIVE Creating an animated story

Students listen to, read, view and interpret a range of animations, including film and digital texts. Students present a point of view about personal conflict and ethical dilemmas faced by characters through a panel discussion. They produce an animated story exploring a character's behaviour when faced with an ethical dilemma. (This unit has been informed by aspects of Year 5 Unit 4 'Exploring animated characters through comics')

Un

it 4

A

us

tra

lia

n lit

era

ture

INFORMATIVE Exploring Australian texts

Students listen to, read and view informative and imaginative texts about Australia. They respond to questions about an Australian story and create a multimodal digital biography of a character from a book. (This unit has been informed by aspects of Year 2 Unit 2 ‘Stories of families and friends’ and Prep Unit 2 ‘Enjoying and retelling stories’)

INFORMATIVE Exploring Australian texts set in the past

Students listen to, read and view informative and literary recounts, set during the time of the arrival of the First Fleet to Australia. They write a literary recount set in the past from the perspective of a person present at the time and place. (This unit has been informed by aspects of Year 4 Unit 5 ‘Exploring recounts set in the past’)

INFORMATIVE Reading and interpreting Australian literature

Students listen to, read and view autobiographical narratives, picture books and biographies and respond to a biographical text. They select a memory from their life and compose a literary memoir. (This unit has been informed by aspects of Year 7 Unit 4 Reading and creating life writing: literary memoirs and Year 7 Unit 3 Reading and creating life writing: biographies)

28

C2C English Continued……………..

SEM 2 P–2 3–4 5–6

Un

it 5

S

tori

es

fro

m a

rou

nd

th

e W

orl

d

INFORMATIVE Examining stories and informative texts

Students read, view and listen to a range of stories with animal characters and ask open and closed questions of an animal character. Students create an informative text about a character in a literary text using ICT’s. (This unit has been informed by aspects of Year 2 Unit 6 ‘Exploring informative text’)

INFORMATIVE Examining traditional stories

Students read and analyse traditional stories from Asia. They demonstrate understanding by identifying structural and language features, finding literal and inferred meaning and explaining the message or moral in traditional stories from Asia. For the assessment task, students write a traditional story with a moral or message for a younger audience. (This unit has been informed by aspects of Year 4 Unit 3 ‘Examining traditional stories from Asia’)

INFORMATIVE Interpreting literary texts

Students listen to, read and analyse extracts from diary entries and letters set in earlier times. They will demonstrate their understanding of how the events and characters are created within historical contexts. They create a literary text that explores personal experience. (This unit has been informed by aspects of Year 6 Unit 5 ‘Interpreting literary texts’)

Un

it 6

P

oe

try

IMAGINATIVE Exploring poetry

Students listen to, read and view a range of poetry. As a group, students express their personal responses and thoughts about various shared poems. They create an imaginative reconstruction of a poem or rhyme and present it to a familiar audience. (This unit has been informed by aspects of Prep Unit 3 ’Interacting with others’, Year 1 Unit 4 ‘Engaging with poetry’, and Year 2 Unit 1 ‘Reading, writing and performing poetry’)

IMAGINATIVE Examining humour in poetry

Students identify and analyse the literary devices of humour used in poetry by different authors. They create a humorous poem and present it to a familiar audience in an informal context. (This unit has been informed by aspects of Year 4 Unit 1 ‘Examining humour in poetry’)

IMAGINATIVE Appreciating poetry

Students listen to, read and view a range of poetry, songs, anthems and odes from different times, to create a folio of responses analysing authors’ use of language and its impact on the message and ideas of text. (This unit has been informed by aspects of Year 5 Unit 5 ‘Appreciating poetry’)

Un

it 7

P

ers

ua

siv

e

arg

um

en

t

PERSUASIVE Responding persuasively to narratives

Students read, view and listen to a variety of literary texts to explore how stereotypes are used to persuade audiences. Students create a persuasive response. They compare how the representations of a character are depicted differently in two publications of the same story and give reasons for a particular preference.

PERSUASIVE Exploring personal experiences through events

Students read and listen to written and spoken literary and informative texts to identify the way authors portray experiences of an event. They use comprehension strategies to build literal and inferred meaning and make interpretations about a literary text. Students write a persuasive letter to persuade the school principal that an event should be celebrated at school.

PERSUASIVE Persuading through motivational speeches

Students will examine how language is used to persuade in famous motivational speeches from political and cultural (arts and sports) contexts. Students will deliver a persuasive speech with the purpose of creating an emotional response.

Un

it 8

P

erf

orm

an

ce

IMAGINATIVE Exploring plot and characterisation in stories

Students explore a variety of picture books to explore how stories use plot and characterisation to entertain and engage an audience. Students create a new event to be added to a familiar narrative. Students will transform this event into a script for a group performance for their peers.

IMAGINATIVE Exploring a quest novel

Students listen to and read a quest novel, Rowan of Rin by Emily Rodda. Through close reading, responding to a blog and mapping character development, they demonstrate understanding of the quest novel. Students will represent the characteristic traits of Rowan and others in a new event for Rowan of Rin, to be performed as a short play.

IMAGINATIVE Exploring literary texts by the same author

Students listen to, read and view literary texts by the same author to create written responses focusing on language and literary techniques that contribute to an author’s style. Students select favourite characters from one of the texts studied and prepare a group audition script in role as those characters. They present a short audition and justify their character’s suitability for a further role in a new book.

29

C2C MATHS OVERVIEW [Prep – Year 6]

P - 2 3 - 4 5 - 6

UN

IT 1

Through the proficiency strands – Understanding, Fluency, Problem solving and Reasoning, students have opportunities to develop understandings of: Prep:

Number and place value Patterns and algebra Using units of measurement Location and transformation Year 1:

Number and place value Using units of measurement Chance Data representation and interpretation Year 2:

Number and place value Using units of measurement Chance Data representation and interpretation

Through the proficiency strands – Understanding, Fluency, Problem solving and Reasoning, students have opportunities to develop understandings of: Year 3:

Number and place value Using units of measurement Year 4:

Number and place value Fractions and decimals Using units of measurement


Number and place value Fractions and decimals Using units of measurement Chance Data representation and interpretation Year 6:

Number and place value Fractions and decimals Money and financial mathematics Using units of measurement Chance Data representation and interpretation

UN

IT 2


Number and place value Patterns and algebra Using units of measurement Location and transformation Year 1:

Number and place value Fractions and decimals Money and financial mathematics Patterns and algebra Using units of measurement Shape Location and transformation Year 2:

Number and place value Fractions and decimals Money and financial mathematics Patterns and algebra Using units of measurement Shape Location and transformation


Number and place value Fractions and decimals Money and financial mathematics Shape Location and transformation Geometric reasoning Year 4:

Number and place value Fractions and decimals Money and financial mathematics Shape Location and transformation Geometric reasoning


Number and place value Fractions and decimals Patterns and algebra Location and transformation Shape Geometric reasoning Data representation and interpretation Year 6:

Number and place value Fractions and decimals Patterns and algebra Shape Geometric reasoning

30

C2C Maths Continued…..

P - 2 3 - 4 5 - 6

UN

IT 3


Number and place value Patterns and algebra Using units of measurement Data representation and interpretation Year 1:

Number and place value Fractions and decimals Money and financial mathematics Patterns and algebra Using units of measurement Data representation and interpretation Year 2:

Number and place value Fractions and decimals Money and financial mathematics Patterns and algebra Using units of measurement Location and transformation


Number and place value Fractions and decimals Money and financial mathematics Patterns and algebra Using units of measurement Location and transformation Year 4:

Number and place value Fractions and decimals Money and financial mathematics Patterns and algebra Using units of measurement Shape Location and transformation


Number and place value Fractions and decimals Patterns and algebra Using units of measurement Location and transformation Shape Location and transformation Year 6:

Number and place value Fractions and decimals Money and financial mathematics Patterns and algebra Using units of measurement Location and transformation

UN

IT 4


Number and place value Patterns and algebra Using units of measurement Shape Location and transformation Year 1:

Number and place value Patterns and algebra Shape Location and transformation Chance Data representation and interpretation Year 2:

Number and place value Patterns and algebra Using units of measurement Shape Location and transformation Chance Data representation and interpretation


Number and place value Fractions and decimals Money and financial mathematics Using units of measurement Shape Chance Data representation and interpretation Year 4:

Number and place value Fractions and decimals Money and financial mathematics Using units of measurement Shape Chance Data representation and interpretation


Number and place value Fractions and decimals Money and financial mathematics Location and transformation Geometric reasoning Chance Data representation and interpretation Year 6:

Number and place value Fractions and decimals Patterns and algebra Location and transformation Geometric reasoning Chance Data representation and interpretation

31

C2C SCIENCE OVERVIEW [Prep – Year 6]

UNIT 1 Biological Sciences Diversity and Interaction in the Living World Living and Growing – life cycles, living, once living and non-living, reproduction, basic needs of living things, structural features, classifying Humans as Living Things – impact humans have on the environment, comparing living things, human interference in an environment, positive and negative contributions Environments – school, local, global Living Things and Survival – interrelationships, farming, ecosystems

Prep – Year 2 Year 3 & 4 Year 5 & 6 The Living World In this unit students identify that living things have basic needs including food and water; and have a variety of external features. They describe how living things change as they grow. Students understand that the needs of living things are met in the different places in which they live and suggest actions to improve the health of a habitat for

living things.

Life and Living In this unit students describe observable features and use these to classify living and non-living things. Students will investigate life cycles. They will make predictions about human impact on living things and examine relationships between living things and their dependence on the environment. Students predict the effect of changes on living things and possible consequences to species

survival.

Diversity and Interaction in the Living World In this unit students examine the structural features and adaptations that assist living things to survive in their environment. They investigate the relationship between the growth and survival of living things and the physical conditions of their environment. Students will explore human impact on the environment and implications of these for the growth and survival of living things. They also classify organisms, constructing and using dichotomous based on the physical characteristics. Students examine feeding relationships between organisms within ecosystems. They identify how human activity can impact food webs in the marine environment.

UNIT 2 Chemical Sciences - Materials – Properties, Changes and Use Contexts: • Our Material World – properties of materials, types of changes, suitability for use • Kitchen Chemistry – mix and separate, make and use materials • Recycle and Reuse – materials are recycled or reused on the basis of their properties • Properties and Change – properties of solids, liquids, gases, changing properties, solutions and separation

Prep – Year 2 Year 3 & 4 Year 5 & 6 Mastering Materials

In this unit, students investigate the properties of materials and ways of changing the properties. They identify the materials and purposes of objects. They describe the properties of materials and draw conclusions about the selection of particular materials according to their properties and purpose. They will investigate how materials can be physically changed and combined, thereby, changing the properties of materials and the purposes for which they can be used.

Properties Matter

In this unit students will investigate the properties of solids and liquids including the effect of adding and removing heat. Students will evaluate how adding and removing heat affects materials in everyday life. Students investigate a range of properties of familiar materials and consider how these influence their selection and use

Matter, Cycles and Change

In this unit students broaden their classification of matter to include gases and begin to see how matter structures the world around them. They apply their understanding of the properties of matter to evaluate safety considerations and signage. Students investigate changes that can be made to materials and how these changes are classified as reversible or irreversible. They apply their understanding of reversible and irreversible changes to processes involved in recycling materials. Students also distinguish the differences between pure substances and mixtures and plan appropriate methods to separate mixtures. Students will understand applications of science understandings of evaporation by Indigenous peoples’ of Australia. Students will pose questions; make predictions to inform investigations conducted to gain understandings of materials, how they change and how they can be separated from mixtures.

32

C2C Science Continued………….. UNIT 3 Earth and Space Sciences: Our Place in Space

Contexts: • What on Earth ‐ rocks, erosion, natural disasters, weather, human impact

• Exploring Space‐ solar systems, day and night, seasons, eclipses • The Earth and Us – environmental features, human impact, water cycle, weather • Our Unique Earth – earth and the solar system, resource use

Prep – Year 2 Year 3 & 4 Year 5 & 6 The Earth and Us In this unit, students will investigate a variety of landscapes and ways in which people interact with the landscape. Students will explore familiar phenomena, including weather and the effect of weather on living things, including people’s clothing and activities. Students will compare and describe changes that occur in the features of the day sky and landscape with the night sky and landscape. Students will consider resources of the Earth and the importance of conserving them. They will describe how Earths resources are used and actions that can be taken to conserve them.

Rockin’ the Earth and Sky In this unit, students will demonstrate their knowledge of Earth’s rotation on its axis in relation to the position of the Sun to suggest explanations for everyday observations, including shadows, day and night and length of days. Students will make predictions using their prior experiences and collect and present data to help answer questions. They will explore natural processes and human activity which cause weathering and erosion of the earth’s surface. Students will relate this to their local area and predict how natural processes and human activity may affect future erosion. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.

Earth and Beyond In this unit, students will describe the key features of our solar system. They will discuss how people have contributed science knowledge to space exploration. The will explore the place of Earth in the solar system and then use this knowledge to look for patterns and relationships between components of this system. They explore predictable phenomena such as eclipses, tides, phases of the Moon and the seasons. They will examine different cultural understandings, and how scientific understandings of space have changed over time due to developments in technology. Students will explore how sudden geological and extreme weather events can affect Earth’s surface and consider the effects of earthquakes and volcanoes on the Earth’s surface and how communities are affected. They will gather, record and interpret data relating to weather and weather events. Students explore the ways in which people use scientific observations to prepare for disaster in Australia and throughout Asia.

UNIT 4 Physical Sciences: Force and Energy Systems Contexts: • Living with Energy and Force – electricity, heat, contact (e.g. push, pull) and non-contact forces (e.g. magnetic, gravity) • Gadgets and Gizmos – toys, machines, moving equipment • Power to the People – force and energy in the home environment • At the Circus – physical movement, circuits, forces and motion, light

Prep – Year 2 Year 3 & 4 Year 5 & 6 Toy World In this unit students understand that science involves exploring and observing using the senses. They use their senses to observe the movement of objects and to investigate sources of light and sound, and how light and sound are used in everyday life, including how changes can be made to light and sound effects. Students gather information about factors influencing movement through hands-on investigations, including how pushes and pulls are used in their daily lives. Students pose questions, make predictions and describe what happens when changes are made to the movement of an object or to light or sound effects in an object. They share ideas and represent what they observe. Students have the opportunity to apply and explain science knowledge in a familiar situation, such as making a toy.

Physics Phenomena In this unit students investigate physical science concepts and use their knowledge to create a games event. Students explore ways by which heat is produced and use thermometers to measure heat. They study the behaviour of heat as it moves from one object to another and use this knowledge of the behaviour of heat to explain everyday occurrences. Students investigate and demonstrate how objects are affected by contact and non-contact forces. They use this knowledge to create a game involving forces. Students consider how to conduct investigations of heat and forces safely. They make predictions using their science knowledge and identify how science knowledge helps people understand the effects of their actions. They recognise that Aboriginal peoples and Torres Strait Islander peoples traditionally used knowledge of heat and forces in their everyday lives.

Show Physics In this unit students investigate the properties of light and the formation of shadows. They explore the role of light in everyday objects and devices and consider how improved technology has changed devices. Students investigate electrical circuits as a means of transferring and transforming electricity. They design and construct electrical circuits to perform specific tasks, using materials and equipment safely. Students explore how energy from a variety of sources can be used to generate electricity and evaluate personal and community decisions related to use of different energy sources and their sustainability. Students will investigate balanced and unbalanced forces and the effect these have on the motion of an object. They explore the effects of gravity and relate centre of gravity to movement. Students investigate the impact of friction on a moving object and the forces involved in simple machines. They consider how understanding of forces and simple machines has contributed to solving problems in the community and how people use forces and simple machines in their occupations. Students investigate applications of forces in transport systems and consider how scientific and technological developments have improved vehicular safety.

33

C2C HISTORY OVERVIEW [Prep – Year 6]

UNIT 1 UNIT 2

pre

p –

Y1

Exploring Historical Events and Developments Exploring My Family History (Inquiry method) Historical understandings Continuity and change Cause and effect Significance

Prep – What is my family history? Year 1 – How do we describe the sequence of time? How has family changed or remained the same over time? Year 2 – How have changes in technology shaped our daily life?

Examining the Experience of People in the Past Exploring My Local Community (Inquiry method) Continuity and change Cause and effect Perspectives Empathy Significance Prep – What stories do other people tell about the past? How can stories of the past be told and shared? Year 1 – What aspects of the past can you see today? What do they tell us? How can we show that the present is different from or similar to the past? Year 2 – What remains of the past are important to the local community and why?

Yea

r 3 &

4

Exploring Historical Events and Developments Celebrating and Commemorating our History (Inquiry method) Cause and effect Continuity and change Sources Significance Perspectives Year 3 – How and why do people choose to remember significant events of the past? Year 4 – Why did the great journeys of exploration occur? Why did the Europeans settle in Australia?

Examining the Experience of People in the Past Exploring the history of people in the local community (Inquiry method) Cause and effect Continuity and change Sources Perspectives Year 3 – What is the nature of the contributions made by different groups and individuals in the community? How has our community changed? What features have been lost and what features have been retained? Who lived here first and how do we know? Year 4 – What was life like for Aboriginal and/or Torres Strait Islander peoples before the arrival of Europeans? What was the nature and consequence of contact between Aboriginal and Torres strait Islander peoples and early traders, explorers and settlers?

Yea

r 5 &

6

Exploring Historical Events and Developments Exploring the changes that shaped Australia and other societies (Inquiry method) Historical understandings Cause and effect Continuity and change Sources Significance Year 5 – How did an Australian colony develop over time and why? How did colonial settlement change the environment? What were the significant events and who were the significant people that shaped Australian colonies? Year 6 – Why and how did Australia become a nation? How did Australian society change throughout the twentieth century?

Examining the Experience of People in the Past Investigating the diversity of people in Australia and other societies (Inquiry method) Historical understandings Perspectives Cause and effect Continuity and change Empathy Significance Year 5 – What do we know about the lives of the people in Australia’s colonial past and how do we know? What were the significant events and who were the significant people that shaped Australian colonies? Year 6 – Who were the people who came to Australia? Why did they come? What contributions have significant individuals and groups made to the development of Australian society?

34

C2C GEOGRAPHY OVERVIEW [Prep – year 6] U

nit

1

Exp

lori

ng

Pla

ce

s

P–2 3–4 5–6

Exploring Places and Spaces

The key inquiry questions guiding this unit are:

For Prep:

What are places like?

For Year 1:

How can spaces with in a place be rearranged to suit

different purposes?

For Year 2:

What is a place?

In this unit, students:

draw on studies at the personal and local scales, including

places in which students live or other places that are familiar

or important to them

pose questions about places

understand that a place has features, either natural or

constructed and these can be represented on maps or globes

understand that a place has a location on the surface of the

Earth and can be expressed using direction and location

collect and record geographical data and information to

identify how places are defined and used for activities by

different groups and how they change over time

use a globe or map to represent location and direction as well

as places including the location of Australia and world

geographical divisions

describe the organisation and use of space within a place.

Exploring Places and Environments


For Year 3:

How and why are places similar and different?

What would it be like to live in a neighbouring country?

For Year 4:

How does the environment support the lives of people and

other living things?


draw on studies at the local and national scales, including

representations of the location of Australia, its neighbouring

countries and the location of the major countries in South

America and Africa

recognise the purpose and types of geographical questions

for investigating places

recognise places important to Aboriginal Peoples and Torres

Strait Islander Peoples and how they are represented

interpret geographical information and data to identify

patterns and distributions of the features and characteristics

of places, including types of vegetation and native animals

explore the importance of environments to animals and

people and describe and compare the different views for their

protection

identify and describe similarities and differences in the diverse

characteristics of Australia and its neighbouring countries

represent the location of places and their features, using

labelled maps conforming to cartographic conventions,

including scale, legend, title and north point.

Exploring Places and their Diversity


For Year 5:

How do people and environments influence one another?

For Year 6:

How do places, people and cultures differ across the world?

How do people’s connections to places affect their

perception of them?


draw on studies at the national scale, including the

geographical contexts of Australia, Asia, Europe and North

America

recognise the purpose and types of geographical questions

recognise the geographical and cultural diversity within

places, including that of its indigenous people

collect and record geographical information and data to

identify the influence of people on the environmental

characteristics of Australia and other countries

interpret information and data to identify the influence of the

environment on the human characteristics of a place

compare geographical information and data to identify

patterns, trends and relationships between demographic

and social characteristics between countries around the

world

construct large-scale and small-scale maps conforming to

cartographic conventions to locate places and their

characteristics.

evaluate information for its reliability and usefulness in

explaining how people use water, and perceive and value

water and its future sustainable use (Year 7)

identify spatial associations in the distribution of surface

water resources and explain patterns, trends and

relationships (Year 7)

develop conclusions about the impact of water scarcity on

people and places and present using geographical terms

(Year 7)

35

C2C Geography Continued……………

Prep – Year 2 Year 3 & 4 Year 5 & 6

Caring for Special Places


For Prep:

What makes a place special?

How can we look after the places we live in?

For Year 1:

What are the different features of places?

How can we care for places?

For Year 2:

How are people connected to their place and other places?

What factors affect my connections to places?


draw on studies at the personal and local scales, including

places in which students live or other places that are familiar

or important to them

pose questions about places and their importance to people

and how they change and how they can be cared for

understand what makes a place special and understand the

connections between places and people

observe the daily and seasonal weather and climate

conditions and how they are described by different groups

including Aboriginal Peoples and Torres Strait Islander

Peoples

collect and record geographical data and information, such as

the observations and stories of Aboriginal Peoples and

Torres Strait Islander Peoples to identify peoples connections

to places, including Australia, Asia and across the world.

describe the location and connection between places

throughout the world and consider the influence of their

purpose, distance and accessibility

reflect on learning to suggest ways they could contribute to

the care of places and their features.

Protecting Places and Managing Resources


For Year 3:

How do people’s feelings about places influence their views

about the protection of places?

For Year 4:

How do different views about the environment influence

approaches to sustainability?

How can people use places and environments more

sustainably?


draw on studies at the local and national scales, including

Australia, its neighbouring countries as well as major

countries in South America and Africa

pose geographical questions to investigate places of

significance

recognise the connections between people and places and

explore the demographic characteristics and lives of people

who live in different places

recognise that sustainability is perceived in different ways by

different groups and involves careful use of resources and

management of waste

understand types of climate around the world and how it

influences the way people live

collect and record geographical information to identify

perceptions about places and their care and the use of

resources

present findings using geographical terms to reflect on

learning and propose actions to improve and protect places

of significance.

Living in Places


For Year 5:

How do people influence the human characteristics of

places and the management of spaces within them?

How can the impact of bushfires or floods on people and

places be reduced?

For Year 6:

What are Australia’s global connection between people and

places?

How do people’s connections to places affect their

perception of them?


draw on studies at the national scale, including the

geographical contexts of Australia, Asia, Europe and North

America

pose inquiry questions about connections between places

and geographical challenges

collect and record relevant geographical information and

data to identify the influence of people on human

characteristics of places, including how the space within a

place is organised

identify and describe how places and significant events are

affected by the interconnection between people, places and

environments

present findings using geographical terms to describe how

connections are reciprocal and interdependent and how

they have changed people and places

propose actions for geographical challenges and identify

and describe the expected effects of their proposal

Un

it 2

C

on

necti

ng

Peo

ple

an

d P

lace

s

36

TECHNOLOGY - Two year plan [This new plan is to commence in 2014]

20

14

Prep – Y2

Information Materials and Systems (Resources) Resources are used to make products for particular purposes and contexts

Sim p le t echn iq ues and t oo ls are used t o m an ip ulat e and

p rocess resources e.g. cutting, pasting and presenting images and text on a poster; shaping clay to make a decoration.

Technology as a Human Endeavour Technology as part of our lives

Designs f o r p ro d uct s are in f luenced b y p urp ose, aud ience and

availab ilit y o f resources e.g. forms of transport and transportation systems have changed over time; toys and games are designed to meet the needs of particular age groups.

Y3 - 4

Information Materials and Systems (Resources) The characteristics of resources are matched with tools and techniques to make products to meet design challenges.

Resources have p ar t icu lar charact er ist ics t h at m ake t hem m ore

suit ab le f o r a sp ecif ic p urp ose and con t ext e.g. selecting and using suitable information sources to investigate a game; designing shoes and uniforms based on function and aesthetics; selecting suitable materials to create an eco-friendly compost system

Technology as a Human Endeavour Technology influences and impacts on people, their communities and environments.

Asp ect s o f ap p rop r iat eness in f luence p rod uct d esign and

p rod uct ion d ecisions e.g. team uniforms are designed to have specific functions and to look good; cultural protocols are followed when an Aboriginal person uses traditional designs on a product.

Y5 - 6


Resources are select ed acco rd ing t o t heir charact er ist ics, t o

m at ch req u irem en t s o f d esign ch allenges and suit t he user e.g. an indoor or outdoor hydroponics garden and irrigation system can be designed based on suitability of materials and characteristics.


Decisions m ad e ab out t he d esign , d evelop m en t and use o f

p rod uct s can im p act p osit ively o r negat ively on p eop le, t heir

com m un it ies and envir onm en t s e.g. food packages can be designed and developed using recycled materials.

20

15

Prep – Y2

Information Materials and Systems (Resources) Resources are used to make products for particular purposes and contexts

Resources have ch aract er ist ics t h at can b e m at ched t o d esign

req u irem en t s e.g. a website can be made more appealing by the use of bright colours and animations; selecting materials that will float to make a boat; characteristics of Australian plants affect the types of string and rope made by Indigenous peoples.

Technology as a Human Endeavour Technology as part of our lives

Techno logy and it s p ro d uct s im p act on everyd ay lives in

d if f eren t w ays e.g. computers, software and mobile phones have simplified everyday activities; products, including fishing boats, rods and reels, help us catch fish; shopping trolleys carry groceries.

Y3 - 4


Techn iq ues and t oo ls are select ed t o ap p rop r iat ely m an ip ulat e

charact er ist ics o f resources t o m eet d esign id eas e.g. circulating information using electronic or paper means; selecting suitable equipment that conducts heat when melting resources.


The p rod uct s and p rocesses o f t echno logy can have p o sit ive o r

negat ive im p act s e.g. cars are a convenient method of transportation but impact on the environment; mining for resources can contribute to a community’s economy and impact on the natural environment.

Y5 - 6


Techn iq ues and t oo ls are select ed t o m an ip ulat e o r p rocess

resources t o enhance t he q ualit y o f p rod uct s and t o m at ch

d esign id eas, st an d ard s an d sp ecif icat ions e.g. a story can be recreated with digital media to make it more appealing.


Techn iq ues and t oo ls are select ed t o m an ip ulat e o r p rocess

resources t o enhance t he q ualit y o f p rod uct s and t o m at ch

d esign id eas, st an d ard s an d sp ecif icat ions e.g. a story can be recreated with digital media to make it more appealing.

37

PHYSICAL EDUCATION BYFIELD YEARLY OVERVIEW

YEARS PREP – 2

TERM 1 TERM 2 TERM 3 TERM 4 Wks 1 – 4 Cooperative games (chasing & fleeing) Minimal equipment Wks 5 – 9 Locomotion circuit Hop Skip Jump Gallop Leap Bean bag Hoops ropes

Wks 1 – 3 Minor games Wks 4 – 10 Athletic skills Sprinting Relays Shot put Long jump Vortex throw Athletics carnival

Wks 1 – 5 Ball skills Chest pass Shoulder pass Ball games Wks 6 – 10 Balls skills Throwing Catching Striking T-ball (modified form)

Wks 1 – 5 Social dance Wks 6 – 9 Cooperative wide games Swimming Swimming carnival

YEARS 3 – 5

TERM 1 TERM 2 TERM 3 TERM 4 Wks 1 – 4 Cooperative games (team building) Minimal equipment Wks 5 – 9 Fitness testing Fitness circuits

Wks 1 – 10 Athletic skills Sprinting Relays Shot put Long jump High jump Discuss Athletics carnival

Wks 1 – 4 Chest pass Shoulder pass Ball games Wks 5 – 10 Ball skills with a stick Striking Stopping Dribbling Attack strategy Defence strategy Polo hockey (modified game)

Wks 1 – 5 Social dance Wks 6 – 9 Cooperative wide games Swimming Swimming carnival

PE lessons are mapped using the following sample schedule. It gives the gives a total number of hits over the course of a year for a year level across the core physical skills required for that year

level.

38

PE

YE

AR

LY

TO

TA

L H

ITS

Basic

Locom

otio

n

Bean B

ag C

atc

h

Skip

pin

g

Larg

e b

all

thro

w &

Catc

h

T-B

all

Hittin

g

Overa

rm T

hro

win

g

T-B

all

Fitness

Te

stin

g/C

ircuit

Indig

enous G

am

es

Intr

oducto

ry S

occer

1-2

Navig

atio

n G

am

es

AF

L

Soft

ball

Glo

ve w

ork

Soft

ball

Socia

l D

ance

Sw

imm

ing

Sm

art

Moves

Hockey I

ntr

o

Co-o

pera

tive

Gam

es

Basketb

all

Volle

yball

Ath

letics 1

-2

Ath

letics 3

-4

Ath

letics 5

-7

1A 2 1 1

1B 7 1 1 1 1 1 1 1

1C 4 1 1 1 1

1D 4 1 1 1 1

1E 5 1 1 1 1 1

1F 2 1 1

1G 9 1 1 1 1 1 1 1 1 1

2A 4 1 1 1 1

2B 5 1 1 1 1 1

2C 3 1 1 1

2D 1 1

2E 5 1 1 1 1 1

2F 5 1 1 1 1 1

2G 3 1 1 1

2H 5 1 1 1 1 1

2I 4 1 1 1 1

2J 6 1 1 1 1 1 1

3A 3 1 1 1

3B 6 1 1 1 1 1 1

3C 1 1

3D 1 1

3E 4 1 1 1 1

3F 2 1 1

3G 3 1 1 1

3H 5 1 1 1 1 1

4A 6 1 1 1 1 1 1

4B 5 1 1 1 1 1

4C 2 1 1

4D 3 1 1 1

4E 5 1 1 1 1 1

4F 1 1

4G 5 1 1 1 1 1

4H 1 1

5/6A 4 1 1 1 1

5/6B 6 1 1 1 1 1 1

5/6C 6 1 1 1 1 1 1

5/6D 3 1 1 1

5/6E 3 1 1 1

5/6F 2 1 1

5/6G 9 1 1 1 1 1 1 1 1 1

5/6H 6 1 1 1 1 1 1

39

Music Program Overview for Byfield State School Teaching musical concepts through listening and responding, performing and composing.

Songs/singing/actions

Performing on instruments

Music notation

Rhythmic chants and patterns

Composing

Semester 1 – Senior Class Year 3-5 Pulse Music Outcomes for end of Semester 1:

To be able to sing a canon in tune

To perform an ostinato on an instrument keeping

in time while a song is being sung or other

instruments are playing.

To be able to identify if the level of sound in a

piece of instrumental music or a song being sung.

For the students to identify if it is loud or soft

To understand Binary Form ABA structure in

songs

To be confident with rhythmic dictation.

Understanding note values to the duration of ta,

titi, tika tika, rest and ta-aa (crotchet rest, whole

note, half note, quarter note and eighth notes)

Staff notation in the spaces of the Treble Clef

F,A,C,E

Duration

Tempo Pitch

Dynamics

Structure

Timbre Texture Style

Semester 2 – Senior Class Year 3-5 Pulse Music Outcomes for end of Semester 2:

To be able to sing a canon in tune

To compose and perform a piece of music with a

simple rhythmic and melodic ostinato.

To be able to identify the timbre of different

instruments and how that can affect various styles

of music

To continue to understand Binary Form ABA

structure in songs (and now use this form in

compositions as well)

To be confident with rhythmic dictation of greater

complexity than Semester 1

Participate in activities that show an understanding

of different styles and tempos within music

Notate compositions on treble cleff staff using

lines and spaces

Duration

Tempo

Pitch

Dynamics

Structure

Timbre

Texture

Style

40

Music Program Continued…………

Semester 2 – Junior Class Prep – Year 2 Pulse Music Outcomes for end of Semester 2:

Following on and reinforcing what was covered in Semester 1:

To be able to sing a melody with more intervals

(such as a major 3rd

) in tune with correct pitch

Understand how loud and soft dynamics affect the

sound and style of the music

To imitate simple songs through call and response

To have a strong sense of the pulse by being able

to keep the beat by marching, tapping, clapping or

other such actions in time to music being played or

sung

To be able to identify the difference between

rhythm and beat

To know the duration of ta, titi and a crotchet rest


instruments eg drum – short, glock - long

To apply all knowledge of previous musical

elements to develop a sense of musical style and

how that is achieved

Treble Clef notation of do, re, mi and so

Duration

Tempo

Pitch

Dynamics

Structure

Timbre

Texture

Style

Semester 1 – Junior Class Prep – Year 2 Pulse Music Outcomes for end of Semester 1:

To be able to sing a melody in tune

To imitate simple songs through call and response

To have a strong sense of the pulse by being able

to keep the beat by marching, tapping, clapping or

other such actions in time to music being played or

sung


instruments eg drum – short, glock - long

To identify fast and slow tempos in music that they

listen to

To be confident with correctly repeating rhythmic

patterns that are clapped

To be able to identify layers of sound and

what is making the texture change eg one solo

voice, or 2 instruments etc

Treble Clef notation of so and mi

Duration Tempo

Pitch

Dynamics Structure

Timbre

Texture

Style

41

ART PROGRAM Byfield State School

Vis

ual

Art

By the end of Year 3 Visual Art involves using visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering particular audiences and particular purposes, through images and objects. • Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes, and mixed and complementary colours, are used to create tone and variation • Line is used to suggest movement and direction • Regular, irregular, open, enclosed, overlapped and adjacent shapes are used to create categories and position • Texture is used to create variation and repetition

By the end of Year 5 Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering different audiences and different purposes, through images and objects. • Colour shades (adding black to a colour) and tints (adding colour to white) are used to create balance, contrast and patterns • Continuous, broken and hatched lines are used to create balance, contrast, space and patterns • Curved, angular, symmetrical, asymmetrical and overlapping shapes are used to create balance, contrast and patterns • Texture creates contrast and patterns using lines, rubbings and markings

By the end of Year 7 Visual Art involves modifying visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering intended audiences and intended purposes, through images and objects. • Blended, controlled and symbolic colour is used to create depth, representation and symbolism • Descriptive and emotive lines are used to create abstraction, proportion and symbolism • Negative space and positive shape are used to create abstraction, non-representation and proportion • Actual, invented and simulated textures are used to create depth, representation and non-representation

School Program Term 1

Focus: Colour and Painting Students study the art element of colour using paint or dye. They use the essential processes of Ways of Working to develop and demonstrate their Knowledge and Understanding relative to their juncture level. Task: Students to produce 2D artwork/s using colour and design. They are to reflect upon their own and others’ work.

Term 2 Focus: Textures and Design Students study the art element of design through textures and shape. They use the essential processes of Ways of Working to develop and demonstrate their Knowledge and Understanding relative to their juncture level. Task: Students to produce a collage artwork. They are to reflect upon their own and others’ work. Students to also produce items for participation in Yeppoon Primary School Art Competition.

Term 3 Focus: Sketch, Perspective & Line Students study the art element of drawing through sketching, perspective and line. They use the essential processes of Ways of Working to develop and demonstrate their Knowledge and Understanding relative to their juncture level. Task: Students to produce a drawing eg cartoon, abstract representation of item, portraits, still life, illustration. They are to reflect upon their own and others’ work.

Term 4 Focus: Construction & Sculpture They use the essential processes of Ways of Working to develop and demonstrate their Knowledge and Understanding relative to their juncture level. Task: Students to produce 3D artwork linked to a key learning area – English, SOSE, Science or History. They are to reflect upon their own and others’ work.

Dra

ma

By the end of Year 3 Drama involves using dramatic elements and conventions to express ideas, considering particular audiences and particular purposes, through dramatic action based on real or imagined events. • Role can be established using movement, voice, performance space, cues and turn-taking • Purpose and context are used to shape roles, language, place and space to express ideas • Dramatic action is structured by being in role and building story dramas

By the end of Year 5 Drama involves selecting dramatic elements and conventions to express ideas, considering different audiences and different purposes, through dramatic action based on real or imagined events. • Role and status of relationships can be maintained using movement, including posture, gesture and body position, and expression of voice • Purpose and context guide the selection of time frames, language, place and space to express ideas •Dramatic action is structured through storytelling, improvisation and extended role plays

By the end of Year 7 Drama involves modifying dramatic elements and conventions to express ideas, considering intended audiences and intended purposes, through dramatic action based on real or imagined events. • Roles and characters can be presented from different perspectives and in different situations, using variations in voice, movement and focus • Purpose and context are considered when modifying mood, time frames, language, place and space, and are used to express ideas • Dramatic action is interpreted, prepared and shaped through scenarios and scripts

School Program

Dan

ce

By the end of Year 3 Dance involves using the human body to express ideas, considering particular audiences and particular purposes, through dance elements in movement phrases.

Gross motor movements, including locomotor and non-locomotor, are used to create actions for movement phrases

Directions, levels, shapes and pathways are used to move in space within movement phrases

Fast and slow movements are used to change timing in movement phrases

Percussive and sustained movement qualities are used to change energy in movement phrases

Structuring devices, including repetition and narrative forms, are used to organise movement phrases

By the end of Year 5 Dance involves using the human body to express ideas, considering different audiences and different purposes, by selecting dance elements in short movement sequences. • Gross and fine motor movements, including

locomotor and non-locomotor, are used to create actions for short movement sequences

• Group formations are used to organise dancers in short movement sequences

• Simple rhythmic patterns are used for timing of movements in short movement sequences

• Swinging and collapsing movement qualities are used to alter energy in short movement sequences

• • Structuring devices, including contrast and canon forms, are used to organise short movement sequences

By the end of Year 7 Dance involves using the human body to express ideas, considering intended audiences and intended purposes, by modifying dance elements in movement sequences. • Combinations of locomotor and non-locomotor

movements are used to create actions for movement sequences

• Directional focus is used to draw attention in space in movement sequences

• Combinations of simple and compound time signatures are used to modify timing of movements in sequences.

• Suspending and vibrating movement qualities are used to modify energy

• Structuring devices, including transitions, motifs and improvisation forms, are used to organise movement sequences

School Program

Dance is delivered at Byfield State School through the PE program when wet weather prevents the normal curriculum program, also a bush/folk dance focus teaching block as part of the PE curriculum during the year. Wet weather lunches also allow the students to demonstrate their own creative movements to music. A dance item is also performed in the annual Concert performed

42

Med

ia

By the end of Year 3



School Program

Mu

sic

By the end of Year 3 Music involves singing, playing instruments, listening, moving, improvising and composing by using the music elements to express ideas, considering particular audiences and particular purposes, through sound. • Duration, beat, time values and metre are used to create repeated rhythmic patterns • Pitch and intervals are used to create melodic phrases and sequences • Repetition is used to structure music • Familiar sound sources, including vocal and instrumental sources, have characteristic sound qualities (tone colour) • Relative softness and loudness of sounds are used to change the dynamic level of music

By the end of Year 5 Music involves singing, playing instruments, listening, moving, improvising and composing by selecting the music elements to express ideas, considering different audiences and different purposes, through sound. • Duration, beat, time values and metre are used to create rhythmic patterns • Pitch and intervals are used to create the melodic arrangement of sound • Tonalities and harmonies are used to organise music • Musical forms are used to structure music • Familiar and unfamiliar sound sources, including vocal, instrumental and environmental sources, have characteristic sound qualities (tone colour) • Relative softness and loudness and articulation of sounds are used to change dynamic levels and expression of music

By the end of Year 7 Music involves singing, playing instruments, listening, moving, improvising and composing by modifying the music elements to express ideas, considering intended audiences and intended purposes, through sound. • Duration, beat, time values and metre are used to create rhythm • Pitch and intervals are used to create melody • Tonalities and harmonies are used to organise music in vertical arrangements • Contemporary and traditional musical forms are used to structure music • Vocal, instrumental and electronic sound sources have characteristic sound qualities (tone colour) • Relative softness and loudness and emphasis of sounds are used to change dynamic levels and expression of music

School Program

Refer to Music program delivered by music specialist teacher

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