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Thangool State School Whole School Curriculum Plan

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Thangool State School Whole School Curriculum Plan Powered By Docstoc
					Thangool State
   School




 Whole School
Curriculum Plan
                   Thangool State
                      School
                    School Curriculum Plan


Using the QSA Queensland Curriculum, Assessment & Reporting
Framework (QCARF) and QSCC Years 1 to 10 Key Learning Area
Syllabi
                                CONTENTS
1. Curriculum Overview
2. Core Learnings
   2.1.The scope of the key learning areas
   2.2.Unit Organisers
   2.3.Unit Structure
   2.4.Focus Task
   2.5.ICTs Focus
   2.6.Attributes of a Lifelong Learner
   2.7.Key Learning Areas

3. Teaching Strategies (Pedagogy)
   3.1.The relationship between core learning outcomes and
         year levels
   3.2.Teaching Strategies
4. Assessment
   4.1.Purpose
   4.2.What is assessed
   4.3.Student progress
   4.4.Techniques and instruments used
5. Reporting
   5.1.Purpose
   5.2.Procedure
1. Curriculum Overview
Thangool State School is set in a rural environment, where primary
industry occupations have traditionally provided the chief form of income
for families attending our school.

The school opened as a Provisional Railway Camp School in 1926, but
was moved to its present location in 1927. During the nineteen-fifties and
–sixties, our school grew as a result of the closures of a number of smaller
schools in the area, and bus runs established to transport their students to
Thangool.

As a consequence, Thangool State School services a significant area of
the southern and south-western end of the Banana Shire.

At Thangool State School we aim to achieve the best educational
outcomes for every student in our school and to develop them as
independent knowledgeable people, who are responsible and motivated in
society.

At Thangool State School, clear statements for students have been
devised collaboratively by teachers and parents. These year-level juncture
statements describe the concepts, facts and procedures (Knowing &
Understanding) as well as the set of processes (Ways of Working) that
support the development of deep understanding and the capabilities that
students need for ongoing learning, now and in the future.

The outcomes for children of this quality education are:

      A strong sense of self worth
      High level academic skills
      Effective communication and interpersonal skills
      The ability to problem solve and to think both creatively and critically
      An understanding of cultural and environmental issues
      The development of self discipline and socially responsible
      behaviours
      A love of learning and a recognition that it is a life – long process

To ensure the achievement of these outcomes we will:
     Provide excellent teaching by skilled, intellectually engaged,
     connected, supportive, dedicated and caring staff
     Achieve literacy and numeracy outcomes of the highest level
     possible for each child
     Provide opportunities for students to develop effective problem
     solving, communication and decision-making skills
     Develop high level, problem based, relevant and critical information
     technology skills for each student
     Provide programs to cater for the special needs of our students
     Maintain strong partnerships with our community to enhance
     learning outcomes
     Provide opportunities for students to excel in cultural activities, in
     recognition of individual differences and fostering active citizenship
     in all students.
     Provide opportunities for students to excel in sporting activities.
     Provide a learning environment where children are supported in a
     positive self regulatory environment.
     Maintain clean, safe and attractive classroom and playground areas.
     Assist in providing professional development, counselling and
     support services for members of our community.
     Provide support that fosters intellectual engagement, connectedness
     to the wider world, supportive classroom environments and
     recognition of difference.


2.Core Learnings

2.1. The scope of the key learning areas
Thangool State School’s curriculum framework is a dynamic framework
that reflects our New Basics & QCAR journey of curriculum reform that
began in 2000.

We have been working towards creating a school curriculum that is
engaging, relevant and that leads to academic achievement.

The influences on our curriculum framework are evident through:
      An integrated approach to Key Learning Areas & their Essential
      Learnings
      A constructivist approach to teaching
      The Productive Pedagogies embedded in units
      A whole school approach to the planning and implementation of
      units
      ICT’S integrated into all units of work
2.2. Unit Organisers
The curriculum framework is organized under 8 Global Organisers. These
Global Organisers are based on common SOSE & Science themes using
the Essential Learnings & relevant syllabus documents. Following the 8
Global Organisers over a two year cycle ensures that each Key Learning
Area and Essential Learning is covered, providing a balanced curriculum.

The 8 Global Organisers are:

      SOSE                                          SCIENCE
      Change & Continuities                   Environmental      Decision
      Environment                             Making
      Decision Making                         Natural World
      Culture                                 Natural World

                                              INTEGRATED STUDIES
                                              Arts / Technology

              Year A                               Year B
      Change & Continuities                    Decision Making
          Environment                             Cultures
         Natural World                  Environmental Decision Making
        Arts / Technology                       Natural World

All units of work will use one of the above Global Organisers as the focus
concept to develop knowing & understanding of Essential Learnings and
Key Learning Outcomes. When planning, teachers will ensure that other
concepts within Global Organisers are covered incidentally so that all
concepts are fostered and allowed to grow. All units of work strongly
integrate English, Mathematics, Technology, HPE, The Arts & LOTE to
ensure a balanced curriculum.

English and Mathematics concepts are further developed through daily
Literacy and Numeracy blocks. English & Mathematics skills are
specifically taught during focused Literacy & Numeracy sessions so that
students are able to integrate them successfully into their unit of study.

2.3. Unit Structure
Each class completes four units of work in the school year. Units are
designed by class teachers in consultation with other staff members. Each
unit is comprised of several common features that are discussed below. A
current unit of work is to be displayed in each classrooms window. (see
appendix 1)


2.4. Focus Task
Each unit has a focus task that is the context in which the integrated
studies are investigated. The focus task provides a real life or life like
context, and usually have an authentic role, a task or tasks, a purpose and
some constraint. The focus task provides a clear focus for the unit and is
linked directly with the assessment criteria.


2.5. ICTs Focus
Each unit has a clear Information and communication technologies focus
that is integrated into the unit. The ICTs focus ensures that each child is
engaging in a sequenced program of skill development that occurs
naturally as each unit progresses.


2.6. Key Learning Areas
Each unit is designed with a strong literacy (English), Studies of Society &
the Environment and Science focus. The other Key Learning Areas of
Mathematics, Technology, The Arts, Health and Physical Education are
integrated within the unit of work. Over the course of the 8 unit, 2 year
cycle each strand and Essential Learnings of each Key Learning Area will
be covered.


2.7. Culminating Activities
At the conclusion of each unit there is a culminating celebration. Parents,
family members and interested friends are invited to attend the culminating
activity where the learning journey that the students have travelled is
shared. This may involve a presentation, a display of finished work, an
interactive display with students answering visitors questions or a portfolio
of work.
3. Teaching Strategies (Pedagogy)

3.1. The relationship between Essential Learnings and year levels
There are Essential Learnings for each key learning area (KLA) with the intention
that these are to be achieved by the end of the year-level juncture in Years 3, 5, 7
and 9. They identify what should be taught and what students should have the
opportunities to learn. They provide:
       clarity for teachers about what to teach
       confidence for parents and caregivers in terms of expecting consistency in
       curriculum offered at Thangool State School.

Currently, the Queensland Studies Authority is revising the Years 1 to 10 KLA
syllabuses. The Essential Learnings will be embedded in these syllabuses,
supported by information
that will help teachers to implement the Essential Learnings.

3.2 Teaching Strategies
Teachers at Thangool State School will use the Productive Pedagogies framework
to consider:
• Are all the students I teach, regardless of background, engaged in intellectually
  challenging and relevant curriculum in a supportive environment?
• How do my teaching and assessment practices support or hinder this?
• What opportunities do I have to critically reflect upon my work, with colleagues?


The 20 elements of the framework are grouped under four headings, as follows:


Intellectual Quality     Recognition of     Supportive Class      Connectedness
                           Difference         Environment
Higher order           Cultural knowledge   Student direction       Knowledge
thinking                    Inclusivity      Social Support         integration
Deep Knowledge              Narrative          Academic            Background
Deep                     Group Identity       engagement            knowledge
Understanding          Active Citizenship    Explicit quality    Connectedness to
Substantive                                   performance            the world
conversation                                     criteria         Problem-based
Knowledge as                                 Self-regulation        curriculum
problematic
Metalanguage

Staff at Thangool State School have participated in and will continue to undergo
developmental training in relation to these strategies. Productive Pedagogy in-
service will be given high importance when developing Professional Development
opportunities.
4. Assessment

4.1. Purpose
Through Essential Learnings, students are able to demonstrate what they know,
and what they can do with this knowledge.

Student assessment therefore serves to:
•  provide information on student progress and achievement related to Essential
   Learnings;
•  inform decisions about student needs, teaching practices and resource
   requirements; and
•  guide the planning of future curriculum programs.
4.2. What is assessed
A variety of assessment strategies are used to provide opportunities for students to
demonstrate what they know and can do with their knowledge. Assessment
strategies are incorporated into normal classroom activities.

Student demonstration of Essential Learnings is assessed relative to each unit of
work.

Implementation of this plan is monitored by three interrelated processes.
•  Class teachers collaboratively develop quality units of work based upon syllabi,
  QCAR Essential Learnings & support material. This ensures alignment with the
  goals of Education Queensland.
•  The degree and rate of student achievement is compared against common
  criteria and standards.
•  Data is gathered and analysed from a range of sources to validate judgements
  and support future levels of support.

4.3. Student Progress
Student progress is monitored in the simplest and least obtrusive way practicable.
                                              1. Students participate in class
                                              activities/ learning    experiences,
                                              knowing the criteria they must meet
                                              to achieve an Essential Learning.


      5. This achievement is                                                                      2. Assessment occurs
      recorded     on      the                                                                    using    a   range   of
      student’s        profile.                                                                   strategies       during
      Supporting    evidence                                                                      classroom lessons.
      may be attached.


                                  4. Once the student has             3.    The      individual
                                  demonstrated          an            demonstration of an
                                  Essential Learning in a             Essential Learning is
                                  range of contexts, they             recorded     for    each
                                  are    said    to   have            student.    Cluster    &
                                  successfully    achieved            school moderation of
                                  that Essential Learning.            student work occurs to
                                                                      ensure consistency of
                                                                      teacher judgements.
4.4. Techniques and instruments used
The following are some effective assessment strategies. These are used to gather
accurate and timely data on student progress and demonstration of outcomes
:
   observations          group                 self and peer         QSA
   written tasks         activities            reflection            Assessment
                         performance           oral tasks            item tools

Our school's Integrated Units of Work will ensure all students are assessed in
academically and socially appropriate ways.

Our Internal Monitoring & Assessment Framework is also used to record and
monitor the achievement of outcomes by students. These tools include:
      PROBE
      Progressive Achievement Test – Comprehension & Vocabulary
      Progressive Achievement Test - Mathematics
      Waddington Spelling & Reading
      South Australian Spelling Test
      PM Benchmarks

Each year, Yr 4 and Yr 6 students will participate in QSA developed assessment
tasks to assess student achievement against the standards in English, Maths,
Science and one other area. Data on these tasks will be reported at a system level
and to individual students.

Students in Yr 3/5/7 also participate in the state wide literacy and numeracy testing
to determine their progress made and achievement against National Literacy and
Numeracy benchmarks.

The Internal and Assessment Framework for Thangool State School can be found
in the working document of the School Curriculum Plan.


5. Reporting

5.1. Purpose
Reporting will occur four times per school year. This process provides valuable
information on student progress to key stakeholders within the school community.

5.2. Procedure
Student Progress Reports are given to students at then end of Semester One and
Semester Two. Students share their progress reports with their parents. Parent-
teachers interviews occur at the end of Term 1 and Term 3.

Student Progress Reports describe the degree of achievement each student has in
accordance with a 5 point scale across all KLA’s. From 2007 Thangool State
School will be using Education Queensland’s Yr 1-3 & Yr 4-7 Student Report
Template.
Parents of students in Yr 3/5/7 will receive a student report on their child’s
achievements in relation to Literacy & Numeracy. Parents will also receive a
student report on their child’s achievement of the essential learnings (using
standards) in English, Maths and Science and one other area at Years 4 & 6.
     Appendix A


 Integrated Unit            Context             Unit Organiser
      Plan
                           Unit Name              Cultures                                             Thangool State School
      Unit 2                                      Host KLA
 16th May – 12th                                   SOSE                                                       Class
  August 2006                                                                                             Teacher: Name
Focus Task

Culminating Activity


ICT’S Focus


Home / Community Link


Attributes of A Life Long Learner
       Think             Investigate           Create            Participate        Communicate                                    Reflect

     I am thinking     I am investigating   I am creating    I am participating   I am communicating                        I am reflecting when I
         when I              when I             when I             when I                when I

Sub Tasks                                                                                               Essential Learning (Ways of Working & Known & Undertanding) /
                                                                                                                               Related Outcomes
1.
2
3
4.
5
6

				
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Description: Thangool State School Whole School Curriculum Plan