Pedagogy, Curriculum, Assessment and Reporting Framework 2014

Transcription

1 Coalstoun Lakes State School Pedagogy, Curriculum, Assessment and Reporting Framework 2014 Integrity and Industry

2 Preface Welcome to Coalstoun Lakes State School Motto Integrity and Industry. Vision Effective learning. Every child. Every classroom. Every day. Purposeful Goal - We aim to achieve the best educational outcomes for every student in our school. Values - Effective Learners are Team players, Balanced, Positive, Caring, Problem solvers, Fair, Good communicators, Hardworking, Creative, Knowledgeable. Rules - Effective Learners are Safe, Respectful and Responsible. Teaching and Learning Philosophy Our School has AN EXPLICIT IMPROVEMENT AGENDA driven through ANALYSIS AND DISCUSSION OF DATA in A CULTURE THAT PROMOTES LEARNING through the TARGETED USE OF SCHOOL RESOURCES. This is supported through engaged and positive PARENT AND COMMUNITY PARTNERSHIPS and the promotion of healthy lifestyles through LEARNING AND WELLBEING options. Coalstoun Lakes State School Pedagogy, Curriculum, Assessment and Reporting Framework Statement of Intent This Pedagogy, Curriculum, Assessment and Reporting Framework focuses on Pedagogy, Literacy and Numeracy, Curriculum, Assessment and Reporting values and beliefs, policies and procedures and respective processes and documentation. Quality learning and achievement - every student, every day Effective teaching - every teacher, every lesson This looks like AN EXPERT TEACHING TEAM engaging in SYSTEMATIC CURRICULUM DELIVERY through DIF- FERENTIATED CLASSROOM LEARNING combined with highly EFFECTIVE TEACHING PRACTICES. i

3 Queensland Government Department of Education, Training and Employment Office of State Schooling Pedagogical Framework Statement of Intent Each school is required to have a pedagogical framework that is collaboratively developed with the school community to ensure high quality teaching focused on the achievement of every student.1 This requirement acknowledges the impact of quality teaching and the evidence that research validated pedagogy implemented with consistency across a school setting and supported by instructional leadership improves student performance and develops successful learners. Curriculum, Assessment and Reporting Framework Statement of Intent The P 12 curriculum, assessment and reporting framework specifies the requirements for each Queensland state school for delivering the curriculum for Prep to Year 12 from The framework is accompanied by Policy statements. Together these establish expectations for Queensland state schools to deliver a quality curriculum that optimises learning for all students from Prep to Year 12. The framework is based on the assumption that every student can learn and that responding to the particular learning needs of students is central to teaching. In implementing the P 12 curriculum, assessment and reporting framework Queensland state schools: $ $ provide students with the required curriculum $ $ assess, monitor and capture student achievement $ $ set high expectations for each student and respond effectively to their current levels of achievement and differing rates of learning $ $ prepare students to exit schooling with the foundation for successful lifelong learning and participation in the community $ $ keep parents and students informed of the student s achievement throughout their schooling. ii

4 Copyright 2014 Coalstoun Lakes State School Central Queensland Region Department of Education, Training and Employment Queensland Government iii

5 Chapter 1 Pedagogy Pedagogical Framework - Dimensions of Teaching and Learning

6 Section 1 Pedagogy Pedagogical Framework - Dimensions of Teaching and Learning Expectations Schools will implement a research-validated pedagogical framework that: 1. describes the school values and beliefs about teaching and learning that respond to the local context and the levels of student achievement 2. outlines processes for professional learning and instructional leadership to support consistent whole-school pedagogical practices, to monitor and increase the sustained impact of those practices on every student s achievement 3. details procedures, practices and strategies for teaching, differentiating, monitoring, 5

7 Core Systemic Principles Student-centred planning: decisions based on knowledge of the students and their prior learning and attributes range of agreed data used to tailor learning pathways and target resources frequent monitoring and diagnostic assessment to inform differentiation High expectations: comprehensive and challenging learning goals for each student based on agreed data sets deep learning through higher order thinking and authentic contexts agreed procedures for ongoing induction, coaching, mentoring and support in teaching and learning for all staff Alignment of curriculum, pedagogy and assessment: pedagogy aligned with curriculum intent and demands of the learning area/subject, general capabilities and cross-curriculum priorities assessment, with explicit criteria and standards, planned up front and aligned with teaching lesson design and delivery, including monitoring and data collection practices, consistent across the school and learning area moderation practices to support consistency of teacher judgment about assessment data Evidence-based decision making: teaching and learning informed by student performance data and validated research quality evidence of the sustained impact of the agreed teaching methods is used to inform teaching and learning agreed feedback practices for staff, parents and students Targeted and scaffolded instruction: 6

8 comprehensive range of agreed contemporary teaching strategies that support curriculum intent, engage students and exploit available technology differentiated and scaffolded teaching based on identified needs of students Safe, supportive, connected and inclusive learning environments: consistent, whole-school approaches to classroom and behaviour management, recognition of difference, student well-being and development of student autonomy innovative, responsible and ethical use of digital technologies. 7

9 Effective teachers have high expectations that all students can achieve and perform. They also have high expectations for their own teaching practice. Teaching is a complex and challenging profession. At Coalstoun Lakes SS, we work together to ensure that everything we do responds to these focus questions: $ What do our students already know? $ What do they need to learn? $ How do we teach it? $ How will they demonstrate their learning? $ How will I know how well my students have learned it? $ Where to next? Principles of effective teaching and learning The following principles of effective teaching inform our daily practice: $ Engaged learning - Students learn more when they are actively engaged in learning. $ Learning Success - Students learn when they experience success. $ Scaffolded instruction - Students can become independent, self-regulated learners through instruction that is deliberately and carefully scaffolded. $ Explicit instruction - Students can become independent, selfregulated learners through instruction that is explicit. $ Content coverage - Students learn what they are taught. The more content students learn, the greater the potential for increased learning. $ Grouping for instruction - Students achieve more in classes where they spend most of their time being directly taught and supervised by their teacher. $ Activating and organising knowledge - Learning is increased when teaching assists students to organise, store and retrieve knowledge. $ Teaching sameness in the curriculum - By teaching sameness within and across subjects, teachers assist students to connect knowledge in novel problem-solving situations. Adapted from Anderson & Walberg, Haynes and Jenkins, Fisher et al An important goal for all teachers is to progress students towards independent learning through a gradual move from teacher directed learning to a point at which students take responsibility for their own learning. Teachers have a range of teaching strategies and methods to help them achieve this. The 8

10 Dimensions of Teaching and Learning identify four broad teaching strategies: Direct teaching Direct teaching is a highly structured teaching strategy. It's used to build and consolidate student knowledge, understanding and skills. The teacher actively directs the students in learning activities and focuses on ensuring all students achieve and consolidate the learning objectives. Indirect teaching Indirect teaching focuses on the student taking responsibility for their learning. In this strategy, students are involved in observing, investigating and drawing inferences from data, and forming hypotheses. The teacher organises the learning environment for the student. However, as the student takes responsibility for their learning, the teacher's role moves from instructor to facilitator. Indirect teaching methods include inquiry-based learning, inductive teaching and problem-based learning Interactive teaching Interactive teaching has students working collaboratively and productively in small groups in a planned, well-managed and monitored learning environment. Interactive teaching involves: $ teachers specifying what students are to do $ students engaging with the task $ teachers monitoring progress and making decisions about what to do next to achieve the learning goal. Interactive teaching methods include whole-class discussion, cooperative learning and peer partner learning Experiential teaching In experiential teaching, students learn from experiencing real, simulated or dramatised situations. Through the teaching process students are immersed in practical experiences that model real-world issues. Students can: $ analyse and process their experiences $ form ideas or theories about issues, ideas and/or problems $ make generalisations $ reflect on their learning and future applications. Experiential teaching methods include field experiences, simulations, role play and process drama. Explicit Instruction We work together to practise and perfect our skills in implementing the teaching strategies and methods identified in our pedagogical framework. These strategies are evidence-based and highly effective when well implemented. It is through practice, professional support and feedback that we build our teaching skills and continually refine and perfect the art of teaching. Our teaching is focused on improving 9

11 student learning and achievement the effectiveness of what and how we teach ultimately must be assessed through monitoring student progress and learning. Explicitly teach the knowledge, understanding and skills required to progress learning across all learning areas The research is unambiguous. It tells us that direct, explicit instruction accompanied by sufficient practice and focused feedback is a highly effective and efficient teaching method for students to learn accurate knowledge and skills. While acknowledging that teachers draw from a repertoire of effective teaching strategies, our focus is ensuring all teachers: $ use explicit instruction to teach the core knowledge and skills required to progress learning across all learning areas, and $ incorporate the six principles into daily teaching practice. $ new learning is presented in small steps, with practice after each step, $ demonstrations / models / exemplars are used to enhance understanding, $ active, guided practice supports learning, $ frequent student responses are elicited to maximise participation and check understanding, $ student responses are monitored closely and instruction adjusted, $ immediate affirming (reinforce correct responses) and corrective (correct incorrect responses) feedback is provided, $ opportunities for independent practice to consolidate learning, $ learning is reviewed at the end of lessons, and $ learning is frequently reinforced (daily, weekly, monthly) to assist transfer from short to long term memory. Explicit Instruction is an instructional routine tailored to support student learning. Throughout an explicit instruction lesson, the teacher actively directs learning and ensures students achieve and consolidate learning goals and expectations. Explicit instruction incorporates the following important instructional principles: Interactive, indirect and experiential teaching strategies provide effective learning experiences to consolidate and extend new knowledge, understanding and skills. $ lessons begin with a review of previous learning, $ lessons have clear goals and expectations for learning, 10

12 How do I know how well my students have learned? Teachers and students use standards to make judgments about the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning. Teachers make judgments against specified standards on evidence from multiple sources. Assessment helps them to make judgments and to inform the next steps for learning. 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. Use judgments to inform feedback for twice-yearly reporting to students, parents and carers. Use standards, evidence and teacher agreement to achieve consistent judgments Having professional conversations about students' responses against standards descriptors helps teachers develop a common understanding of what the standards look like in student work. $ Standards describe achievement expectations. $ Student responses form the only evidence of student achievement. $ Teachers' professional discussions align their judgments about student responses. Consistency of teacher judgments gives parents and students confidence that the judgments teachers make about student achievement are fair. It also ensures the process is transparent. Monitor learning and use feedback about student learning to inform teaching and learning $ What do students know and understand? $ What strengths are evident? $ What misconceptions or misunderstandings are evident? $ What are the next steps for learning? $ What are the next learning goals? 11

13 $ How will teaching be differentiated to meet the individual learning needs of students? $ Using GTMJ $ Moderation with other cluster schools Regular data conversations with staff. What do my students already know? What do my students need to learn? How do I teach it? Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone's performance. The aim of feedback is to improve learning. Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use selffeedback to guide and improve their teaching practice. Design classroom activities and assessment to gather evidence about learning Teachers and students use assessment evidence to find out: $ where am I going? (the goals) What do students need to do and be able to do? What needs to change in the next teaching and learning process? $ how am I going? What is the current level of performance? $ where to next? What are the next steps for learning? 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. Give quality feedback 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 12

14 $ occurs during classroom activities or following a student response to a classroom activity or assessment. Teacher Feedback: $ Staff will respond to feedback in a positive manner if it is delivered in a collaborative and consultative way $ Staff take personal responsibility for their development as professional educators $ If staff know and have common agreement on expectations they will be able to identify strengths and areas requiring support and development $ Observing, then providing feedback will result in improvements in student academic achievement and well-being $ Givens $ Checklists of expectations will be the reference against which evidence of knowledge/understanding and quality implementation is gathered and analysed $ Evidence of knowledge and understanding of expectations will involve a focussed conversation with school leaders/ coaches/ mentors/ peers $ Evidence of quality implementation of expectations will involve the collection of evidence including: $ Formal observation focus agreed to prior to event and followed by feedback $ Walk throughs $ Conversation with students $ Conversation with other staff (including external coaches) $ Contact with parents $ Everyone is involved $ High expectations of performance and of student learning is a foundation principle $ Action that follows feedback will be timely and result in achievement of expectations $ Everyone will meet the agreed expectations $ The process of establishing agreed expectation, support for identified development and validation of achievement will be followed whenever professional learning is being addressed 13

15 Section 2 Policies, documents and resources DEPARTMENTAL POLICIES P-12 Curriculum, Assessment and Reporting Framework Developing Performance Framework Dimensions of Teaching and Learning SCHOOL DOCUMENTS Explicit Improvement Agenda Pedagogical Plan Explicit Instruction Resources Lesson Observation and Feedback SUPPORT RESOURCES CQ High Yield Pedagogies Teacher Suggested Reading List Positive Education AITSL, QCT and QTU Web and Mobile apps 14

16 Chapter 2 Curriculum The Intended Curriculum Systematic Curriculum Delivery Australian Curriculum Literacy and Numeracy English Mathematics Science History / Geography

17 Section 1 Curriculum intent What do my students need to learn? Three principles for curriculum planning Curriculum intent is what we want students to learn from the mandated curriculum. Three principles guide the processes we use to plan teaching and learning programs. We: 1.$ implement the mandated curriculum 2. provide sequenced and aligned curriculum through three levels of planning 3.$ work together to continually refine classroom planning. 16

18 Section 2 Implement the mandated curriculum We plan, teach, assess and report on the Australian Curriculum for $ $ English Mathematics Literacy listening and speaking, reading and viewing and writing - encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school. A balanced literacy program includes: $ $ $ Science History Geography The Queensland curriculum (Essential Learnings and Year 10 Guidelines) are maintained for all other learning areas. Minimum curriculum time allocations are to be implemented. For students with individualised learning plans, these time allocations may need to be adjusted. Core priorities literacy and numeracy Our priorities are to improve student achievement in reading, writing (including spelling, grammar and punctuation) and numeracy. Numeracy encompasses the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations. When teachers identify numeracy demands across the curriculum, students recognise the interconnected nature of mathematical knowledge within and across other learning areas and the wider world. A balanced numeracy programs includes: 17

19 Section 3 Provide sequenced and aligned curriculum Teaching and learning programs are supported by C2C resources to enact the Australian Curriculum. Our whole-school curriculum, assessment and reporting plan is informed by national and state legislation, policies and priorities. It reflects the school s context, vision and beliefs and provides a basis for ongoing discussions about student achievement and refinement of curriculum provision. Year level plans document the sequence of intended learning in each learning area. They include the scope, sequence and assessment for each year level and plan multiple opportunities for students to develop and demonstrate the intended learning. Year level plans ensure students progressively build more sophisticated knowledge and skills. C2C year level plans are used as the starting point to inform classroom planning. Unit and lesson plans frame classroom experiences for students. Unit plans give detailed descriptions and sequences of the curriculum intent, assessment, teaching and learning intended for each unit. Lesson plans identify the learning goal, expectations, instructional sequence and resources for key lessons. C2C unit and lesson plans are used as the starting point for adapting and adjusting instruction, based on the learning needs of our students. 18

20 Section 4 Work together to continually refine classroom planning Teachers decide how best to plan and deliver the curriculum to ensure that all students have opportunities to engage in meaningful learning. Classroom curriculum planning is not a linear process. We continually adjust and refine planned learning experiences to meet the learning needs of the diverse range of students in our classes and assist them to successfully demonstrate what they know and can do. Classroom planning is enacted using the following steps: 19

21 Section 5 Policies, documents and resources DEPARTMENTAL POLICIES The Australian Curriculum Queensland Curriculum and Assessment Authority P-12 Curriculum, Assessment and Reporting Framework SCHOOL DOCUMENTS Curriculum Plan Year level, Unit and Lesson Plans Homework Policy SUPPORT RESOURCES C2C and OneSchool CQ Literacy and Numeracy Frameworks CQ Critical Content Subject Summaries 20

22 Chapter 3 Assessment Hierarchy of Assessment OneSchool Diagnostic Schedule

23 Section 1 Assessment intent What do my students already know? How well do they know it? Hierarchy of assessment NAPLAN PAT Subject A-E Internal Monitoring Standardised Diagnostic Formative Summative 22

24 Section 2 Assessment overview What is assessment? $ Assessment for learning - enabling teachers to use information about student progress to inform their teaching. $ Assessment as learning - enabling students to reflect on and monitor their own progress to inform their future learning goals. $ Assessment of learning - assisting teachers to use evidence of student learning to assess student achievement against goals and standards. Assessment is not an 'add on'. It must: $ be integrated meaningfully into the flow of planned lessons $ serve the needs of diverse groups of students to productively inform teaching practice and the next steps for learning. Plan and use assessment for learning Use assessment to continuously monitor progress of student learning in the classroom: $ Know where each student is at and what needs to come next for their learning. $ Use the information to make decisions about, or changes to, planned teaching and learning. $ Use the information to set learning goals and teaching strategies. $ Data used to inform AYP and VAT targets. Plan and use assessment as learning Develop students' capacity to monitor the quality of their own learning: $ Share learning intentions and achievement goals with students. $ Support students in reflecting on and monitoring their progress. $ Support students in using feedback to plan the next steps for learning. $ $ Feedback conversations with students. Feedback postcards sent home to parents. Plan and use assessment of learning 23

25 $ Collect evidence of student achievement against standards for summative purposes. $ Use data to plan the next steps for teaching and learning. $ uses feedback to inform the sequencing of teaching and learning activities appropriate to the learning needs of each student in the class. $ Use data to evaluate whether the standards are being achieved at a whole-school level. $ Use evidence in student responses to inform fair and valid judgments for twice-yearly reporting to parents/carers and the system. $ Regular moderation of student work samples with other cluster schools. Use productive assessments Assessments must provide valid and dependable information about student achievement. Productive assessment: $ is clearly aligned to curriculum and standards $ makes clear to students what is expected by sharing the assessment purpose, standards and descriptors of quality $ $ do $ assesses the learning that really matters allows all students to demonstrate what they know and can is fair and equitable to all students. 24

26 Section 3 Policies, documents and resources DEPARTMENTAL POLICIES P-12 Curriculum, Assessment and Reporting Framework QCAA Australian Curriculum in Queensland - Assessment CQR SCHOOL DOCUMENTS Assessment Plan and Schedule Student Data Summary Spreadsheet Guide to Making Judgements and Student Feedback SUPPORT RESOURCES CQ3S Windows App CQ Benchmark Mathematics Tests PAT OARS and Resource Centre Principal Principal 25

27 Chapter 4 Reporting Report Cards Weekly Student Reports Parent Teacher Conferences Positive Phone Calls

28 Section 1 Reporting intent How do I know how well my students have learned? Reporting is part of communicating with parents and building the school-parent partnership to improve student learning. School reporting processes should be clear and transparent for parents and the community, so that parents understand: $ the learning expectations for the student $ the student s achievement against expected standards $ how well the student is engaging with the expected learning $ how the student may be able to improve 27

29 Section 2 Reporting overview Reporting is based on standards Teachers judge the quality of student achievement using the standards specified in the P 12 curriculum, assessment and reporting framework Section 2.2 Making judgments about student performance. Reporting is based on evidence Schools report to parents on student achievement against the relevant achievement standards for each learning area or subject. Reports reflect: $ judgments about the quality of student learning based on evidence collected over time $ the student s most consistent level of achievement with consideration given to more recent evidence. The evidence of each student s achievement is collected using a range of assessments aligned to the curriculum. These work sample are used as the basis for judgments about the student s overall level of achievement in the subject or learning area for the purpose of reporting. Use on-balance judgments for reporting to parents Teachers make an on-balance judgment (informed by the work samples) to award an overall level of achievement in the learning area or subject at the end of a reporting period. Teachers make on-balance judgments about the quality of student work samples, that is, how well the student has met those elements of the achievement standard that have been set. Reporting at Coalstoun Lakes State School Students receive formal written reports at the end of each school semester. A parent-teacher conference is requested at Term 1 and Term 3 junctures with the purpose of progress reporting. Positive Phone calls are made home at the other 5 week juncture in conjunction with the Student Weekly Report 28

30 Section 3 Policies, documents and resources DEPARTMENTAL POLICIES P-12 Curriculum, Assessment and Reporting Framework QCAA Guidelines for Reporting CQR guidelines_for_reporting_qcar.pdf SCHOOL DOCUMENTS Student Benchmarks and Standards Reporting Plan Weekly Student Reports and Data Books SUPPORT RESOURCES OneSchool and Reporting Administrator Parent Teacher Conferences and Phone Calls Report Card Comment Banks 29