Science 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.
Science provides an empirical way of answering interesting and important questions about
our biological, physical and technological world.
Science teaching is founded on the pedagogy of Piagetian constructivism. Students
construct understanding by ‘doing’. A problem is posed, a hypothesis or prediction is
made, data is collected, examined and evaluated.
Science is learnt in a collaborative and creative way as children try to make sense of their
world. They explore the unknown; they investigate universal mysteries, make predictions
and solve problems.
The National Science curriculum supports children to develop scientific knowledge and
skills so they can make informed decisions about local, national and global issues and to
later participate, should they choose, in a Science related career.
In learning Science, children gain an ability to communicate scientific findings to a range of
audiences, to justify their ideas on the basis of sound evidence and to evaluate and debate
scientific arguments and theories.
Science teaches children to solve problems and to make informed, evidence based
decisions.
Science gives the learner an understanding of the vision that it provides of the nature of
living things, of the Earth and its place in the cosmos. Of the physical and chemical
processes that explain the behaviour of all material things
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?
Pedagogy
upon and taught by teachers who teach same grade classes.
The Literacy Net K-Year 7 is a strategy used at Bibra Lake Primary School to track ‘at risk’
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students.
‘Reading Around and Writing About ’texts are used for comprehension and in preparing
the students for the NAPLAN test each Year 2-Year 7.
Common moderation assessment tasks are taken from the ‘Reading Around and Writing
About’ each year.
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
document are used along with the planning frameworks in Junior classrooms to plan and
say news.
The Listening and Speaking protocols are taught explicitly across the school.
The First Steps Viewing development Map is used across the school videos shown to
students are aligned to the students’ basal readers and novels. Power Point presentations
to gauge knowledge and understanding.
Teachers to utilise the NAPLAN schedule for teaching skills in all areas of the English
curriculum.
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 at the ‘point of need’.
IEP’s are written to support all ‘at risk’ and ‘gifted children’.
Moderation opportunities are used between ‘like’ grades.
‘Whole of-school’ PD is offered to staff to analyse the NAPLAN data and to target set each
year.
Parent helpers hear reading in the P/P-Year 3 classrooms each morning.
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 exists to enabler teachers to apply for essential PD.
The Dianna Rigg program will carry through to Year 7 in 2012. New teachers to the school
will access common and essential PD.
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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
their level.
Common written texts, work samples and students self analysis is 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 will see themselves as ‘English’ teachers .A variety of English
activities will be undertaken.
Attendance data will be monitored in order to have all children attend school and not miss
important English skills lessons
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.
Information is shared with the school community on Specialist programs, events, and how
and what is being taught and learned through the School Newsletter; during parent
attendance at class meeting, through semester reporting, and through 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).
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’ comparision with the National, State and ‘like
schools’ data.
Analysis of the data downloaded through the ‘Downloads, ’SAIS and ‘Ears’ programs
online.
Attendance data scrutinised.
Behaviour data scruitinised.
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