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Respect ~ Responsibility ~ Personal Best

Quality curriculum planning, programming, assessment and reporting by design

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Components
  Standards
 Description
  Examples/Links
 

Vision and values


Create and maintain supportive and safe learning environments
Our vision and values describe what we are trying to create as a community and our shared values. These statements, along with DoE policies guide everything that you do and say as a teacher at Middle Harbour. Ask yourself on a regular basis, “Does what I do reflect the policies of the department and our shared vision and values at Middle Harbour Public School?”

Philosophy of

Education

Know students and how they learn

Know the content and how to teach it
Your teaching philosophy is your ‘ideal’ or personal vision of what quality teaching and learning will look like and sound like in your classroom. It describes what you value and what you are trying to create in your classroom. What you do on a daily basis should be informed by your knowledge of best practice, educational theory and current research. It should also be aspirational and something that makes your leap out of bed every morning.
 

School Plan

 Plan for and implement effective teaching and learning
This is our ‘road map’ for student learning, progress and achievement as a school community. It describes the priorities for our students at this point in time, our plans/ goals for the future and the products and practices that will evidence achievement of our goals. The school plan should be regularly revisited. All other planning should be informed by the school plan.
Data Skills and
Analysis through effective assessment practice
Assess, provide feedback and report on student learning
Effective planning is informed by effective assessment practice. Teachers should work collaboratively to analyze, interpret and use data to inform planning and programming. Assessment data provides a baseline for measuring the impact of teaching on student learning. Learning progressions[1] provide a common reference point for determining start points and monitoring progress and growth. Data can be qualitative data and quantitative. It includes student work, common assessment tasks, student reports, SENA, NAPLAN, surveys etc 
Data analysis to build a profile of student learning needs
Know your students and how they learn
Your program should include an analysis of the learning needs of your class. This analysis should identify any student with special medical, physical, social, emotional or cognitive learning needs. This information is used to make appropriate adjustments to your classroom program so that every student is challenged and engaged in learning. You cannot differentiate learning if you do not analyse the learning needs of your students. 
Stage Planning
Plan for and implement effective teaching and learning
The school plan is translated into practice through effective stage planning and collaborative practice. Your stage should be meeting regularly (weekly or fortnightly) to share student work, moderate work samples, develop rubrics, share programming, discuss student needs, share IEPs & PLPs, discuss strategies to address student needs (academic, behavioural, social/emotional) and continually deepen your understanding of the different syllabuses. Minutes should be kept to document these meetings.  
Personalised and/or Individualised
Learning Plans
Know your students and how they learn

Create and maintain supportive and safe learning environments
Some students require a individual plan in addition to the classroom program to ensure that their cognitive, social, emotional, physical or spiritual needs are met:
  • Students working at a level significantly below stage outcomes or with a special need (e.g. Hearing, Vision) need an Individualised Education Plan targeting their particular area of need.
  • Aboriginal students require a Personalised Learning Plan (PLP) developed by the class teacher in consultation with the student and parents. They may also involve executive teachers, the principal or other support personnel.
  • Students identified as GAT, may also have a PLP.
  • Students with a Healthcare Plan should be clearly identified in your program.
  • Be sure to check with the Learning and Support Teacher and your stage supervisor to see if a plan is already in place. 
 Classroom Organisation and Management
Create and maintain supportive and safe learning environments
Your program should have a copy of the MHPS Responding to Bullying Pamphlet. This outlines school expectations and processes for resolving conflict. Class rules or standards of behavior should reflect school expectations and be on display in your room. Every teacher and classroom uses two common tools: the emotional thermometer and the castastrophe scale. 

Your program should also include information related to classroom organization and management, such as timetables, grouping of students, physical arrangements
Fair Discipline and Responding to Bullying  Pamphlet (pdf 918 KB)

Curriculum Overview for term
(longer term goals and outcomes)
Plan for and implement effective teaching and learning
This 1 – 2 page document maps ‘backwards’ from syllabus outcomes and is your ‘road map’ or ‘blueprint’ for the term ahead. Your curriculum overview outlines the outcomes to be addressed and the key assessment tasks that will evidence achievement of the outcomes. It then ‘maps out’ the content to be taught so that students learn the knowledge, understandings and skills needed to achieve the outcomes. The overview should show a clear relationship between syllabus outcomes and assessment strategies. Key resources are stated and a logical time frame indicated.
Teaching and learning sequence
(short term goals or milestones)
Know students and how they learn


Know the content and how to teach it
A learning sequence is a carefully structured plan for teaching students the requisite knowledge, understanding and skills needed to demonstrate achievement of the outcomes. These sequences should be informed by the relevant learning progression so that all students are taught at the point of instructional need and challenged to learn new content (knowledge, understandings, skills) through the processes of inquiry central to the discipline. Progression should be made explicit to students by clarifying learning intentions and learning goals, using work samples and exemplars to show the characteristics, using rubrics and regular feedback to direct both teaching and learning. Daily, weekly or fortnightly planning provides more flexibility to reteach or revisit concepts and continuously assess learning. Completed work should be registered with the date on which the activity was completed.
 Evaluation and reflection
  Engage in professional learning
The NSW Quality Teaching Model provides a common professional language to examine classroom practice and the artefacts/tools of practice. It can be used to
  • as a curriculum design tool - to plan a ‘road map’ for student learning
  • to evaluate the effectiveness of a lesson, assessment task or unit of study
  • to observe and reflect on classroom practice individually or collectively
 Roles and responsibilities
Engage in professional learning
 A copy of your role statement as appropriate (i.e. Classroom teacher, Assistant Principal etc)

A copy of your curriculum and school plan leadership roles (individual or team).

Performance and development
 Engage in professional learning
It is vital that teachers view themselves first and foremost as the leading learners in the school. If we want our students to set goals and work hard toward achieving them, we need to model this process. From your analysis of student work/data and your stage planning you should develop a PDP addressing both Professional and Personal Goals.
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