LAKE CLARENDON STATE
SCHOOL
Parent Information Booklet
35 Lake Clarendon Way, Lake Clarendon
Telephone: 07 54665279
Fax: 07 54665025
What are the benefits of a national curriculum?
The Australian Curriculum is being introduced into all
schools across the nation from 2012 onwards. It gives
teachers and students more consistent standards in all
schools nationwide, and an updated, contemporary 21st
century curriculum. The Australian Curriculum sets out the
core knowledge, understanding, skills and general capabilities that are
important for all Australian students. It identifies what all young people
should learn as they progress through schooling, and is the foundation for
high quality teaching to meet the needs of all Australian students.
What will be taught as part of the Australian Curriculum?
Students across Australia will have a consistent curriculum in English,
Mathematics and Science from 2012, and History from 2013. These will be the
four core Learning Areas every young Australian will study during their
education from Prep to Year 10. In addition to these four Learning Areas,
schools will offer a range of other Australian Curriculum Learning Areas from
2014 onwards.
What is happening at Lake Clarendon?
Here at Lake Clarendon State School we are implementing the Australian
Curriculum for all Prep to Year 7 students in English, Maths, Science and
History in 2013. Since early in 2012 all Lake Clarendon staff, in particular our
classroom teachers, have been engaged in training to build their knowledge
around this new curriculum. This year, we will continue to implement the
current Queensland Learning Areas of SOSE, HPE, The Arts and Technology,
with ICTs being imbedded into all learning areas.
Our school has developed an Australian Curriculum Assessment and Reporting
Framework and a Lake Roadmap (see back of booklet) to match the Australian
Curriculum, so that we continue to have high expectations and clear direction
around the quality curriculum that we deliver in every classroom to support
all students to reach their potential.
Our school has been recognised within the DDSW Region for having an
absolute focus towards quality curriculum delivery. This had been evident in
both our NAPLAN data and through the achievement of four Highs in our last
Teaching and Learning Audit.
It’s all about teamwork!
Our teachers work collaboratively in year level teams to make informed
decisions about curriculum delivery. Year level teams engage in ongoing
professional dialogue to obtain a clear understanding of what is to be learned
and how that learning will be assessed in each learning area through: regular
and informal collaboration, formal planning sessions with our team, weekly
staff meetings, Student Free Days and meetings with the Principal to discuss
the alignment of school programs and targets with the needs and
achievements of individual students, groups and whole classes. Curriculum
Leaders have also been established this year to monitor the data, track
growth, research best practice and make informed decisions for our future
directions.
How did the Australian Curriculum come about?
In 2008, Australia’s education ministers documented
contemporary views of education in a 20-page document
called the Melbourne Declaration of Educational Goals for
Young Australians. This document saw the need arise for the
development of a national curriculum. It was agreed to by all
states and territories and so the Australian Curriculum began.
The document commits to supporting all young Australians to become
successful learners, confident and creative individuals and active and informed
citizens, and promotes equity and excellence in education. A copy can be
found at:
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_
Educational_Goals_for_Young_Australians.pdf
Who writes the Australian Curriculum?
The Australian Curriculum, Assessment and Reporting
Authority (ACARA) are responsible for designing and
writing this world-class, national curriculum. It is being delivered through
three broad phases of curriculum development.
Phase 1: English, Mathematics and Science from 2012
and History from 2013.
Phase 2: The Arts, Geography and Languages from 2014.
Phase 3: HPE, ICTs, Design & Technology from 2015.
The ACARA website has detailed information about the
authority, the curriculum development processes and national assessment.
This can be found at:
http://www.acara.edu.au/news_media/publications.html
What is the structure of the Australian Curriculum?
The overall structure of the curriculum is consistent across each
Learning Area (or subject) and includes the following elements:
 Rationale - Outline of the purpose and structure of the Learning Area.
 Aim - Identifies the major learning that students will be able to
demonstrate as a result of learning from the curriculum.
 Organisation overview - Provides an overview of how the curriculum in the
learning area will be organised from Prep to Year 12.
 Strands – Provides a framework for organizing the content in the Learning
Area.
 Content Descriptions - Specify what teachers are expected to teach through
a well-researched scope and sequence of teaching including core
knowledge, understandings and skills. They are accompanied by
elaborations which assist teachers in developing a common understanding
of the content descriptions.
 Achievement Standards - Describe the quality of learning typically expected
of students at certain points in their schooling. This assists teachers to plan
for and monitor learning and to make judgements about the extent and
quality of learning. The Achievement Standards support formative and
summative assessment practices and provide a basis for consistency of
assessment and reporting. They are accompanied by illustrated student
work samples which are examples of student work which depict the quality
of learning evident in that response in relation to relevant parts of the
achievement standard. These play a key role in establishing and
communicating expectations described in the achievement standards.
To view the Australian Curriculum go to: http://www.australiancurriculum.edu.au/Home
What are the Cross-Curriculum Priorities?
The Australian Curriculum must be both relevant to the lives of students and
address the contemporary issues they face. With this in mind, the curriculum
gives special attention to three priorities. These are:
Aboriginal and Torres Strait Islander histories and cultures will allow all
young Australians the opportunity to gain a deeper understanding and
appreciation of Aboriginal and Torres Strait Islander histories and cultures,
their significance for Australia and the impact these have had, and continue to
have, on our world.
Asia and Australia’s engagement with Asia will allow all young Australians to
develop a better understanding of the countries and cultures of the Asia
region. Students will develop an appreciation of the economic, political and
cultural interconnections that Australia has with the region.
Sustainability will allow all young Australians to develop an appreciation of
the need for more sustainable patterns of living, and to build the capacities
for thinking and acting that are necessary to create a more sustainable future.
What are the General Capabilities?
Twenty-first century learning does not fit neatly into a curriculum solely
organised by Learning Areas (or subjects). That is why the Australian
Curriculum has identified seven General Capabilities that will assist students in
living and working successfully in an increasingly complex, information-rich,
globalised world. These are:
How will Queensland deliver the Australian Curriculum?
The Curriculum into the classroom (C2C) project is a significant
strategy employed by the Queensland Education Department to
support the implementation of the Australian Curriculum in state
schools. It provides a comprehensive, exemplar curriculum
planning package including support materials and units of work, created by
teachers for teachers. The C2C materials are available for whole-school, year
level and unit planning for Prep to Year 10 in English, Mathematics and
Science. Teachers are required to adopt or adapt the C2C units to meet the
needs of their own class and students. Our school has been exploring the
implications in relation to our student diversity to ensure that delivered units
also provide adequate opportunities for extension and support where
required.
Frequently Asked Questions about C2C
What is the purpose of the C2C support materials?
The C2C materials provide schools with a set of quality-assured curriculum
plans. The purpose of developing these is to:


avoid duplication of effort across 1237 state schools in rewriting school
curriculum plans to fit the Australian Curriculum
support schools to maintain their focus on quality teaching to improve
student achievement.
Are the Australian Curriculum components addressed in the C2C exemplars?
Yes. The C2C materials address all elements of the Australian Curriculum
including the Content Descriptions, Achievement Standards, General
Capabilities and Cross-Curriculum Priorities.
Will reporting to parents remain the same?
Schools will continue to provide a formal, written report to parents twice a
year. Our teachers will also formally report at the end of term 1 and term 3.
Teachers will monitor and informally report on student progress as they have
always done, for example through our parent-teacher interview process.
Is Prep in Queensland now compulsory?
Yes. As outlined in the Queensland Government’s
Education White Paper - A Flying Start for
Queensland Children, Action 1.6 states: We will
recognise Prep as the first year of schooling. The
new Australian Curriculum includes Prep. As such it is important that schools
actively advocate with parents that Prep enrolments and attendance are
essential. Prep will be necessary to allow students to develop the foundation
skills, knowledge and understanding for this year level.
To view the White Paper visit:
http://deta.qld.gov.au/initiatives/flyingstart/pdfs/white-paper.pdf
Parental/Carer Involvement
A wide range of research has shown that students are more likely to be
successful when their parents/carers are engaged in their education.When
parents and carers are truly engaged, children:
•
•
•
•
attend school more regularly
are better behaved
have better academic outcomes
have a greater sense of how to be successful in
school
• are more likely to graduate and go on to postsecondary education
Parents and carers can support their child's education by familiarising
themselves with the Australian Curriculum, to understand what their child will
be learning at each stage of their schooling.
In Conclusion…
We at Lake Clarendon State School will continue to work hard to fulfil the aim
of the Australian Curriculum - to raise education standards and create
consistent curriculum, assessment and reporting across the nation.
If you would like further clarification about any of the information in this
booklet, please feel free to call in and see us. Additionally, regular updates
will continue to appear in school newsletters and will be coming soon on our
new school website - www.lakeclarendonss.eq.edu.au.
Yours in Education,
Sandra Wright
Principal
2013 IN COLLABORATION WITH LAKE CLARENDON STAFF
‘Every child matters every day’ ‘All students can be high achievers’
SCHOOL VISION - ‘It’s Clear at the lake’
Shared leadership & positive mindsets is everyone’s business!
LAKE CLARENDON WHOLE-SCHOOL IMPROVEMENT AGENDA
Quadrennial School Review & School Improvement Targets 2013-2016,
Lake Clarendon Annual Implementation Plans, Teaching & Learning Audit
Recommendations
MATHS TEAM
SCIENCE TEAM
HISTORY TEAM
 Maths C2C Units
 Strategic Action Plan
 Mathletics
 Data analysis and
future directions
 Science C2C Units
 Strategic Action Plan
 Primary Connections
 Data Analysis and
future directions
 History C2C Units
 Strategic Action Plan
 Mathletics
 Data analysis and
future directions
Principal + LEADER
Michelle Minehan
Principal + LEADER Linda
Miller
Principal + LEADER Denise
Kaye
Principal + LEADERS Kylie
Hohn (grammar) Janine
Hannant (reading)Catriona
McAll (writing)
Higher Order
Thinking
(HOT) Skills
aligned to C2C
ALL
TEACHERS
Embedding ATSI
Perspectives
through
Lake Clarendon
EATSIPS Action
Plan
P&C
COMMITTEE
Embedding
Information,
Communication &
Technologies (ICTs)
ALL TEACHERS
+iPad
PROGRAM
Student Behaviour
Student Support
Responsible
Behaviour Plan
Student Leadership
Student council
Peer skills
Rewards days
STLaN TEACER
ESL TEACHER
SEP TEACHER
GUIDANCE OFFICER
AVT TEACHER
+ SPEECH-LANG
PATHOLIGST
PROFESSIONAL DEVELOPMENT OF ALL STAFF
Implementing
Social Values
Education
Kids Matter
Program
through…
 Lake Clarendon Developing Performance Framework with Professional Capabilities
 Formal Meetings (whole staff, teams, curriculum, planning), regular professional dialogue, lesson
observations & feedback , coaching & mentoring, self -reflection & ongoing support
CURRICULUM PLANNING
CLASSROOM TEACHING
QUALITY ASSESSMENT
 Australian Curriculum & C2C
 QCAR Essential Learnings
 Collaborative Team Approach
 Lake Clarendon Curriculum
Framework
 Dimensions of T & L
 Planning with OneSchool
 Differentiation
 High Expectations
 Supportive Environment
 Explicit Teaching (warm ups)
 Engaged Learners
 Pre-Assessment Tools
 Monitoring Learning
 Student Feedback
 Support/Extension Programs
 Effective Teacher Aide Use
 Quality Resources
 Lake Clarendon Assessment
Schedule
 Years 3, 5 & 7 NAPLAN
 Data Analysis
 Target & Goal Setting
 OneSchool Markbooks
 Moderation of C.A.Ts
 Parent Teacher Interviews
 Report Cards twice-yearly
Individual Performance
Profile
1. Know the Curriculum Intent
2. Know Your Students
3. Vary The Pathways
IMPROVED STUDENT ACHIEVEMENT
COMMUNITY PARTNERSHIPS & CELEBRATING SUCCESS
ENGLISH TEAM
 English C2C Units
 Strategic Action Plan
 Reading, Writing
& Spelling Programs
 Lexiles
Data analysis and
future directions
through Lake Clarendon website www.lakeclarendonss.eq.edu.au, newsletters, open classrooms, school events &
PD workshops
MONITORING, REVIEWING & INNOVATING ON PRACTICE
STRATEGIC LEADERS
Make decisions about strategic direction of areas in school