High Expectations Positive Relationships Real Collaboration Build Capacity COMPREHENSION

Transcription

1 SURREY DOWNS R-7 SCHOOL SITE LEARNING PLAN ( ) A RELENTLESS FOCUS ON TEACHING AND LEARNING (Quality of education cannot exceed the quality of its teachers.) VISION To develop all students as confident, competent learners who achieve success and maximise their potential. HIGH QUALITY PEDAGOGY DATA DRIVEN PRACTICE AUSTRALIAN CURRICULUM GOALS Build teacher knowledge and understanding of the Australian Curriculum to be implemented into all classrooms ( ) Review Transition to School High Expectations Positive Relationships Real Collaboration Build Capacity COMPREHENSION Deepen teachers understanding and knowledge of Comprehension strategies improving the quality of pedagogy delivered and learning outcomes achieved for all students. Deepen the teachers understanding and knowledge of assessment of and for learning. Improve exposition genre writing for all learners. Develop a whole school approach to data collection for Literacy based on the latest research. Develop an agreed whole school approach to Literacy based on the latest research. Improve comprehension outcomes for all learners. Tailor Literacy Intervention to suit the needs of learners. Teacher Leadership Deep Learning Curriculum Renewal NUMERACY Deepen teachers understanding and knowledge of Numeracy strategies improving the quality of pedagogy delivered and learning outcomes achieved for all students. Develop a whole school approach to data collection for mathematics. Deepen the teachers understanding and knowledge of assessment of learning and for learning. Improve numeracy outcomes for all learners but particularly targeted groups. Tailor Numeracy Intervention to suit the needs of learners.

2 TARGETS in teaching the Australian Science Curriculum by the beginning of 2012 Mathematics curriculum by the beginning of 2012 English Curriculum by the beginning of 2013 Reading Targets 100% of Non-NEP (Negotiated Education Plan) students achieve NMS (National Minimum Standard) in Reading in the NAPLAN. Band of the NAPLAN Progression Data (Years 3-5) in Reading. Reading Targets Lower band of the Progression Data. (Years 3-5) in reading. Band of the NAPLAN Progression Data (Years 5-7) in reading. Lower band of the Progression Data. (Years 5-7) in reading. An increase from 4.2% to 6.5% in top 2 NAPLAN Bands in Reading in Year 3 in A minimum An increase from 3.8% to 6.5% in top 2 NAPLAN Bands in Reading in Year 5 in A minimum An increase from 4.3% to 7% in top 2 NAPLAN Bands in Reading in Year 7 in A minimum 2.5% increase in students achieving Level 10 in running records data after 4 terms at reception. 5% increase in students achieving Level 20 in running records data by the end of year 1. 5% increase in students achieving Level 26 in running records data by the end of year 2. Non fiction text is evident in daily literacy 100% of teachers report increased confidence, knowledge and understanding of comprehension strategies. 100% of teachers use graphic organizers to scaffold student learning in literacy activities using the gradual release of responsibility model. 100% of students in R-3 receive explicit instruction Numeracy Targets 100% of Non-NEP students achieve NMS in Mathematics in the NAPLAN. 10% increase in the number of students in the High Band of the NAPLAN Progression Data (Years 3-5) in Mathematics. 10% decrease in the number of students in the Lower band of the Progression Data. (Years 3-5) in Mathematics 10% increase in the number of students in the High Band of the NAPLAN Progression Data (Years 5-7) in numeracy. Bands in Mathematics in Year 3 in A minimum increase of 2.5% each year. Bands in Mathematics in Year 5 in A minimum increase of 2.5% each year.

3 History Curriculum by in phonological awareness through Jolly Phonics Writing Targets 100% of Non-NEP students achieve NMS in Writing in the NAPLAN. Band of the NAPLAN Progression Data (Years 3-5) in Writing. Lower band of the Progression Data. (Years 3-5) in Writing. Band of the NAPLAN Progression Data (Years 5-7) in Writing. Lower band of the Progression Data. (Years 5-7) in Writing. An increase of 2.5% in the top 2 Writing bands each year. Numeracy Targets Bands in Mathematics in Year 7 in A minimum increase of 2.5% each following year. STRATEGIES In PLCs (Professional Learning Communities) teachers engage in familiarization activities with the new Australian Curriculum analyzing similarities and differences to SACSA with a focus on - Maths and Science in 2011, - English and History in Arts, Geography and Languages in * PALLS (Principals as Literacy Leaders program) * ILPs (Individual Learning Plans) * NMS (National Minimum Standard) * GOM (Guardianship of the Minister) *ESL (English as a Second Language) Strategies Jolly Phonics phonological data is collected and analysed each term in R-3 classes Induction and PD for new staff in Jolly Phonics. All staff analyse NAPLAN Data and identify areas for improvement. All teachers develop ILPs for students below the NMS/Indigenous/GOM in literacy based on their individual NAPLAN results each term. Implement PATR diagnostic Testing R-7. Principal attends PALLS Two teacher Literacy leaders are appointed to attend regional PD Review and restructure staff meeting to enhance quality of staff learning time. Implement an Early Bird- Sky Rocket Reading Club Teachers are provided with opportunities to discuss the latest literacy research and implications for classroom practice. Performance meetings focus on Literacy. Strategies All teachers analyse NAPLAN Data and highlight areas for improvement each year. All teachers develop ILPs for students below the NMS in numeracy/indigenous/gom/esl based on their individual NAPLAN results. Diagnostic Data Time-line reviewed and monitored to ensure data driven practice. Teachers develop specific Intervention programs for students below minimum standard. PATMaths data collection implemented for Years 3-7. I Can Do Maths Testing implemented R-2 School data base further expended to record all data. Extension problem solving Mathematics group established. Mathematics resources audited and updated for effective teaching and learning of each mathematical strand.

4 STAFF LEARNING STUDENT LEARNING EVIDENCE AND OUTCOMES 100% of teachers are programming using the Australian Curriculum in Maths, Science, English, Arts, History and Languages. Student Perception Data reflects high levels of student engagement and teacher satisfaction 100% 50% 0% A t t e n d a n c e Ser i es2 Ser i es1 Comprehension Strategies Teachers explore the latest research on Intervention and action recommendations in their classroom Use Strategies that Work and Do I Really have to Teach Reading as a focus for staff learning. Attendance at Stephen Graham and Anne Bayetto workshops to further develop teacher competence and understanding of best practice in Reading comprehension. Professional Learning Communities are further developed as a part of the new staff meeting structure. Professional development for all staff in effective exposition writing strategies. Teachers share their learning journeys in PLCs. Teachers will provide students with explicit instruction in comprehension strategies. A literacy facilitator committee will coordinate professional development activities. Teachers will provide all students with instruction on how to use graphic organizers to scaffold their learning Teachers will provide daily explicit teaching instruction using non fiction text. Literacy Outcomes 100% of teachers explicitly teach comprehension skills using graphic organizers and other tools to scaffold student learning. 100% of staff explicitly teach exposition writing Factual text is used daily in classroom literacy programs PATR Reading data reflects improved learning outcomes All targets are met. 100% of teachers differentiate tasks and scaffold learning to ensure learner success. Numeracy Strategies Teachers explore the latest research on numeracy intervention. Teachers are released through the SciMas funding to focus on high quality mathematics pedagogy. Teachers implement the national curriculum. Professional development for all staff in effective numeracy strategies with emphasis on spatial sense and reasoning and other areas identified by NAPLAN data Teachers share their learning journeys in PLCs Teachers will provide students with explicit mathematics and numeracy teaching connected to everyday life. There will be evidence of assessment for learning and of learning in classroom Teachers will discuss and share numeracy practice in Professional Learning Communities. Numeracy Outcomes to teach and assess Numeracy based on the national curriculum. Teachers use a range of methodologies to suit the individual learning needs of students when teaching mathematics and Numeracy. PATMaths and I Can Do Maths Data reflects improved learning outcomes for students All targets are met.

5