English Operational Plan 2014
Literacy Operation Plan
Our Beliefs
How do our students learn best, what do we value and emphasise in our teaching,
can all students be successful learners, what is the cultural and linguistic
background of our students. Have we analysed our data, do we know which
students are of concern.
At Bibra Lake Primary School we believe all children have the potential to learn to read
and write.
We know that some children will only progress if they are explicitly taught and that all
children have different learning styles.
Children must be given the opportunities to speak, to ask questions, to make predictions,
to read, write, observe, explore and to take risks with their language before they come to
school and to engage in these things while at school.
Teachers at Bibra Lake Primary will provide classroom environments which are rich in
language learning.
We encourage the need for positive partnerships between a child’s home and school
because good relationships assist a child to learn.
Pedagogy (Teaching and Learning)
How do we plan for a balanced approach across all aspects within each outcome,
Are teaching blocks embedded in classroom practice, How do we allocate sufficient
time, How is this LA incorporated in other LAs, How do planning decisions
recognise difference, How are groupings determined, do all students have the
opportunity to learn indiv, in groups, in class?, How do we achieve consistency in
teaching practice from year to year? How are lessons structured to scaffold
learning? How do we use explicit instruction? How do we know the language of
these Las is taught?, How do we ensure connection and challenge?
Pedogogy – A consistent approach is adopted across the school involving First Steps,
Spelling, Word study, editing, the Dianna Rigg program, the Fragenheim approach when
teaching the processes of the Bloom’s Taxonomy of higher order skills. The Fragenheim
framework charts are dispayed in each classsroom and explicit teaching approaches are
used in all classrooms. The Salisbury Core Vocabulary is taught and monitored from KYear 7
First Steps writing genres are displayed in classrooms, common writing tasks are agreed
upon with similar Year levels. Common written texts, work samples, children’s journals and
student self-analysis are used for accountability purposes.
Dictionaries, have-a-go pads, common spelling texts and common strategies are agreed
upon and taught by teachers who teach same grade classes.
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The Literacy Net K-Year 7 is a strategy used at Bibra Lake Primary School to track ‘at risk’
students.
‘Reading Around and Writing About’ texts are used for comprehension and in preparing
students for the NAPLAN test from Year 2-Year 7.
Common moderation assessment tasks are undertaken from ‘Reading Around and Writing
About’.
The First Steps Reading Map of development is a resource used between K-Year 7.
The First Steps K-3 and the Year 4-7 Listening and Speaking scope and sequence
documents are used with the planning frameworks in Junior classrooms to plan and say
news.
Listening and Speaking protocols are taught explicitly across the school.
The First Steps Viewing development Map is used across the school and videos shown to
students are aligned to the students’ basal readers and novels. Power Point presentations
are used to gauge knowledge and understanding.
Teachers utilise the NAPLAN schedule for teaching skills in all areas of the English
curriculum in Years 3,5,and 7
Leadership, Co-ordination and Resource Management
How do we share knowledge, responsibility and ownership of our whole school programs,
What processes support collaboration and reflection, How are coordinators supported,
How are collaborative teams supported, What support staff are in the school to assist
teachers, How are they deployed, How are texts selected?, What materials are provided
for students, Do texts take account of student levels,
Basal readers are used across the school as children are taught Reading skills at the
‘point of need’.
IEP’s are written to support all ‘at risk’ and ‘gifted children’.
Moderation opportunities are used between ‘like grade’ classrooms.
‘Whole of-school’ PD is provided to staff for the purpose of analysing the NAPLAN data
and to set targets for improvement.
Parent helpers hear reading in the P/P-Year 3 classrooms each morning.
The school’s English committee meet regularly.
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Professional Learning and Staff Support
How do we determine PL needs, How do our priorities for PL match school
priorities, Are there specific phases of schooling requirements, How do we ensure
that support staff have the capacity to undertake their roles
A process is in place to enable teachers to apply for essential P. D. which will support the
implementation of the English plan.
The Dianna Rigg program will carry through to Year 7 in 2012. New teachers to the school
will access common and essential PD.
Moderation will occur between teachers of ’like’ grades
Identification, Intervention, and Case Management
What evidence do we draw on when screening with Lit/Num nets, What lines of
enquiry emerged from our analysis of NAPLAN/SAIS, what monitoring tools will we
use, what areas of need have emerged for individuals and groups, how are indiv and
groups supported thru our mainstream program, what intervention plans do we
have in place,
The English Literacy Net will be used to support all ‘at risk’ children.
I.E.P’s will enable ‘at risk’ and ‘special needs’ students to participate in the curriculum at
an individual level; creating more inclusive classrooms.
Common written texts, work samples and children’s self-analysis guides are used for
accountability purposes.
The NAPLAN bands will be used to ‘target’ learning for small groups of students.
Participation in the ‘school’s English Week Writing competition.
All specialist teachers use English to connect learning across the curriculum.
Community Partnerships
How do we build shared understanding with our community, What opportunities are
provided to share information with parents, how do we encourage parents to share their
knowledge of their chn with us.
Curriculum information is shared with the school community through the school newsletter,
when holding special classroom programs and events, during parent class meetings, and
through semester reports and NAPLAN reports.
School Information is shared with the Community through the School Council, School and
class meetings.
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Standards, Targets, Monitoring and Assessment
What aspects are being assessed, What evidence is collected, how is our analysis
undertaken, how are diagnostic tools used, How do we ensure consistent judgements,
What are the schools targets (ie % of students attaining Naplan standards etc).
Small groups of students are ‘targeted’ for improvement
NAPLAN standards are scrutinised for improvement along with the value which is added to
a child’s score over time.
A comparison of SAIS and NAPLAN data’ with the National, State and ‘like schools’
average scores.
Analysis of the data downloaded through ‘Schools Online, ’SAIS and ‘Ears’ programs are
accessed through the ‘Student Improvement’ web page.
The Target for English is to have a greater number of students in the top 20% for ‘like’ and
‘State’ schools.
Attendance data scrutinised because of the impact absence days have on learning.
Behaviour data scrutinised because of the impact behaviour has on learning.
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