Curriculum Plan

 

CURRICULUM PLAN

A FRAMEWORK FOR THE FUTURE

OUR PURPOSE

Our school is a learning community committed to:

  • Developing a safe, tolerant & disciplined environment
  • Development of commitment to learning as a life long activity
  • Embracing the holistic development of students (including academic, social, sporting & cultural aspects)

Making positive futures for our students, community and the wider world

SCHOOL PROFILE

Toogoolawah State High School was founded in 1988 serving the Brisbane Valley region. The school currently comprises 25 teachers serving the needs of some 260 students. The school draws the majority of its enrolments from Toogoolawah, Esk, Harlin, Moore and Linville Primary Schools.

The geographic location reduces the student and staff access to services. Public transport is limited. Isolation impinges on the provision of education to our students. The school's student socio-economic composition has changed over the years. The community is socio-economically disadvantaged. This position has been arrived at as a result of years of drought, the downturn in the dairy industry and the number of welfare dependent families arriving in the district.

The academic profile of the student population has remained consistent over time. The school has developed a range of vocational courses and pathways with a number of students undertaking traineeships and apprenticeships in their senior years. These vocational offerings are complemented by a full range of academic subjects. With extensive links into the local economy through the school's vocational programme, Toogoolawah State High School is well placed to serve the Brisbane Valley.

CORE LEARNINGS

It is our shared belief that learning is a life long process. The attributes of a life long learner that we value are those articulated by the Queensland Studies Authority (QSA). They are:

  • a knowledgeable person with deep understanding
  • a complex thinker
  • a creative person
  • an active investigator
  • an effective communicator
  • a participant in an independent world
  • a reflective and self-directed learner.

LITERACY ORGANISER

Toogoolawah State High School students become life long learners by developing skills in oral, print and multimedia literacies within a range of contexts. In learning literacy students seek and critically appraise information, make choices and use their literacy skills to promote social practice that use language for thinking and making meaning in cultures.

Teachers are encouraged to use a framework of the four resources for literacy practices:-

  • Code Breaker
  • Meaning Maker
  • Text User
  • Text Analyst

A balanced literacy programme is to be provided in all learning activities.

CURRICULUM ORGANISATION

The school’s curriculum is divided into a junior and a senior course.

Students will study 8 KLA’s over 6 Semesters. Students will be organised by Year Levels. Variable progression rates will be accommodated within all classrooms and by year accelerations as required. All KLA’s will prepare and utilise work programs that include and reinforce:-

  • The Literacy Plan
  • The Four Resources Model

Learning and assessment tasks that reflect current literacy practices. The incorporation of technology across all the key learning areas. Particular provision for student’s with special educational needs including those enrolled in the Special
Education Unit. Programs for gifted and talented students.

JUNIOR CURRICULUM (8 – 10)

Outcomes in English, Mathematics, SOSE, HPE, Science cover all strands to level 6 Students must study one Art elective and one Technology elective to level 6 plus two other electives to level 6 from any KLA LOTE studied in the initial two (2) semesters All KLA core learning outcomes at Foundation Level or better for students with special educational needs. Core learnings will be mapped to eliminate duplication.

SENIOR CURRICULUM (11-12)

Senior students will study the equivalent of 6 subjects for 4 semesters. All students will study English for 4 Semesters QSA subjects studied for 4 semesters as required by tertiary orientated students. Students may choose alternate pathways eg school based traineeships , apprenticeships, Senior students will undertake study 4 days per week.

SYLLABUS IMPLEMENTATION

2002.HPE, Science, LOTE

2003 SOSE, Technology

2004 Maths, English and The Arts

PEDAGOGY

PEDAGOGY STATEMENT

Teachers should utilise classroom pedagogy where students are engaged in relevant learning of challenging intellectual quality.

Students should be supported in an environment that recognises difference and diversity and develops ownership of learning and behaviour through high expectations and motivation.

Teachers are encouraged to adopt a learner-directed model – shifting the emphasis from teacher directed instruction to facilitated learning, fostering the development of skills for self directed learning.

ACTION PLAN

2003

Four Resources model in-service for all teachers. All teachers complete the first four modules of productive pedagogy training Reading resources for whole school literacy programme developed Teachers apply productive pedagogies in classrooms
All KLA unit planning demonstrates the use of the four dimensions of productive pedagogy Teachers receive feedback and mentoring from peers ICT in-service
Timelines for ICT foundation benchmarks met

2004

Teachers continue to apply productive pedagogies in the classroom Further development of designated literacy block Yr 8 - 2003

Literate Futures Resources

All teachers complete the modules of productive pedagogy training.

2005

Productive pedagogies embedded in all units of work and visible in classrooms everyday. Implementation of literacy block across junior school.

Teachers are to have an opportunity to reflect upon and improve their classroom pedagogical practices. A particular emphasis will be integration of literacy education and productive pedagogy.

RESOURCES

Productive Pedagogies Classroom Reflection Manual

QSCC Position Papers on Literacy/Numeracy

Partners for Success

ASSESSMENT

PURPOSE OF ASSESSMENT

Assessment at Toogoolawah State High School will:

  • Promote, assist and improve student learning.
  • Evaluate the teaching and learning programs
  • Provide data regarding the demonstration of planned learning outcomes.
  • Be fair and equitable.

Teachers have a responsibility to:-

  • Develop criteria to access outcome achievement
  • Provide formative assessment experiences for students eg homework exercises, in-class essays, and tests, practical activities and oral presentations
  • Develop and implement monitoring and reviewing practices
  • Provide constructive and realistic feedback to the learner
  • Maintain accurate student profiles.

ASSESSMENT TECHNIQUES

Assessment techniques and instruments should be in harmony with the principles of Productive Pedagogies Assessment criteria to be clear, precise and authentic
Information such as topic overviews, learning experiences, and assessment criteria to be communicated to students prior to work unit commencement. Observation, consultation and analysis of student demonstration of learning outcomes Effective use of formative, summative and diagnostic testing.

INSTRUMENTS

A range of assessment techniques will be used to assess outcomes. These include:

  • Focussed Analysis: assignments, tests, projects, artwork, work samples, performances, diagnostic tests
  • Consultation: interviews, discussions, learning logs, vivas
  • Observation: group work, oral presentations, checklists, skills test, anecdotal records and student reflection.

WHAT WILL BE ASSESSED?

Outcomes to be achieved will be identified within the individual units of work. Indicators of achievement will be explained clearly on assessment tasks. Student’s ability to meet school based targets and national benchmarks.

Junior Curriculum (8 – 10)

Core learning outcomes of the KLA’s Literacy levels will be assessed each year via on-line "I-Achieve" programme or similar testing.

Senior Curriculum (11 – 12)

All mandatory learning objectives as set out in the syllabus documents.

SPECIAL EDUCATION

Students ascertained as having special education needs will be assessed according to their Individual Education Plans (IEP’s). This may involve their undertaking an alternative or modified assessment regime in some subjects.

GIFTED AND TALENTED

Students identified as gifted and talented will experience some alternative assessments. This may involve students undertaking individual projects, mentor contracts, accelerated learning.

REPORTING

PURPOSE

Contribute to student’s personal development Improve motivation and encouragement Reflect needs of school community Identify effectiveness of curriculum and pedagogy to enable students to develop academic and social skills
Provide teachers, parents and student’s with the opportunity to discuss individual student’s development Propose possible interventions and curricular approaches as necessary

IMPLEMENTATION

Computer generated reports will be issued twice a year
An interim report for all year levels at the end of Term 1.
An end of Semester 1 report for all year levels
An end of Semester 2 report for Years 8, 9 and 11
A certificate will be issued at the end of year 10
An Exit Record will be issued for Year 12 in Semester 4 displaying Levels of Achievement
Parent/teacher interviews Term 2
VET certificates will be issued via QSA where applicable on completion of Year 12
Individual Education Plans for students with disabilities

Continue to review and refine current practices.

OUTCOME REPORTING

Further development of KLA reporting outcomes as syllabuses implemented

2002 Year 8 HPE and Science

2003 Year 9 HPE and Science

Year 8 HPE, Science, SOSE, LOTE and Technology

2004 Year 10 HPE and Science

Year 9 HPE, Science, SOSE, LOTE and Technology

Year 8 English, Maths and The Arts

2005 Years 8 – 10 All KLA’s reported

CRITERIA AND STANDARDS

Clearly articulated outcomes assist students in their learning and teachers in their teaching.

In our Junior courses these outcomes have been used to articulate a set of criteria and standards that are common to all outcome based syllabuses.

These criteria are organised under the global concepts of:-

  • Investigate
  • Interpret
  • Plan and design
  • Produce and perform
  • Communicate

In our senior courses, criteria and standards used are drawn from QSA syllabuses and Study Area Specifications
(SAS’)

Updated March 2008
 

 

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