MOUNT ISA STATE SPECIAL SCHOOL
Whole School Curriculum & Assessment Plan
2014-2015
School information and data
Sources for gathering information and data
Total enrolments
18
Year levels
1-12
Student information
61% males: 11
39% females: 7
72 % Indigenous students:
72 % Indigenous students:
Number of teaching staff: 4.45 FTE
Number of teaching staff: 4.45 FTE
Staff information
Systemic
Systemic priorities
The top priorities for 2014 are:
1. Raising student reading levels.
2. Closing the Gap attendance data
Identify systemic sources of information and data, e.g. NAPLAN,
QCATs, Year 1 Literacy and Numeracy Checkpoints, Year 2
Diagnostic Net.
• AIMS;
• One School;
• Australian Curriculum:
• (Foundation, Year 1, Year 2);
• General Capabilities (Literacy, Numeracy, ICT, Personal
& Social)
• QLD Certificate of Individual Achievement
School-based
School-based priorities
Our top four priorities for 2014 are:
1. Deliver curriculum focused on high quality teaching and learning experiences.
2. Develop consistency with students reading levels and intervention strategies.
3. Develop a rich and positive Culture of Reflective Feedback that informs and improves school
capacity for change and improvement.
4. Develop stronger connections with our school community.
Identify school-based sources of information and data, e.g.
classroom assessment, whole year activities, QCATs.
• Cars and Stars program;
• Brigance;
• PAT R and PAT M (modified for school collection only);
• Communication Matrix;
• Emerging Concepts of Print Assessment;
• Magic 100 Sight Words;
• PM Reading Levels;
• Number Test;
• Alphabet Test;
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G:\Coredata\Teachers\School Wide Curriculum Plan 2014 and 2015
Mount Isa State Special School Curriculum and Assessment Plan 2014-2015
What we currently do.
Mission Statement:
We aspire to Prepare our Students for Positive and Productive Future, Excellence in Teaching, Provide Positive Safe and Challenging Learning Experiences.
We Value Strong Community Partnerships, Positive Learning Environments, Diversity, Uniqueness, Honesty and Best Efforts.
What are our future goals for teaching and learning?
Identify the teaching and learning goals for your school beyond 2014 & 2015.
What we are doing and will continue doing to
improve teaching and learning?
What we are doing and will continue doing to
build staff capacity through continuing
professional development?
What we are doing and will continue doing to
manage our resources effectively.
What we are doing and will continue doing to
ensure parent and community engagement.
For each category below, identify the strategies being
implemented at your school to improve teaching and
learning during 2014 & 2015.
For each applicable category below, identify the
professional development activities that will build staff
capacity during 2014 & 2015.
For each applicable category below, identify how
resources are being effectively managed during 2014
& 2015.
For each applicable category below, identify how
your school will engage with parents and the
community during 2014 & 2015.
Pedagogy focus:
School leaders:
Human resources:
Parent engagement:
•
Explicit Instruction –research by Archer and
Hughes
•
Data gathering and analysis – research by
Sharratt
•
•
Intensive Interaction
MAKATON, Aided Language Stimulation
Teaching expertise to support pedagogy focus:
•
Links and partnerships with Special Education
Curriculum Cluster, QASEL, HOC role and
contacts with other HOCs,
•
•
•
•
•
•
FTE= 4.45
Take the Lead Program
Teams: Executive Team, Curriculum Team, Data
Management Team, SWPBS Team, Makaton
Coordinator.
•
Great Results Guarantee- additional training,
teacher and teacher aide resource programmed
into the Curriculum.
•
Teaching staff:
•
Access to appropriate Professional Development
as per Annual Improvement Plan
•
Focus on reading skill development (access
expertise outside of school)
Support staff:
•
•
Individual Learning Plans (ILPs)
•
Curriculum 2014-2015
Promoting Alternative for Tomorrows with HopePATH)
HOC role at .2 to enhance School Curriculum
capability( identified in Teaching and Learning
Audit, 2013)
Financial resources:
•
•
Annual allocation of funding
Great Results Guarantee
•
Access to appropriate Professional Development
as per Annual Improvement Plan
•
BSM State Conference
•
Physical resources within school that enhance
student learning activities (eg. School bus)
•
Focus on ICT resources (eg. Symwriter,
Boardmaker)
Term 3:
– Community Based Instruction
– Townsville Challenge Games (July)
– Review of students’ Individual Learning Plans
– Welcome to parents assembly (1)
• Term 4:
– Community Based Instruction
– Christmas celebrations
– Welcome to parents assembly (1)
•
•
Access to appropriate Professional Development
as per Annual Improvement Plan
Monthly meeting schedule
Fund raising activities
Community links:
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• Term 2:
– Community Based Instruction
– Development of students’ Individual Learning Plans
and Promoting Alternative for Tomorrows with
Hope-PATH)
– Welcome to parents assembly (1)
Parents and Friends/Citizens Association:
Ancillary staff:
•
Term 1:
– Leaders’ Badges Presentation
– 40th School Anniversary
– Initial planning for ILPs and PATHs
•
Physical resources:
•
Catering for all learners:
•
•
•
Instructional Leadership
•
Senior students from Good Shepherd College
pastoral care program
•
•
•
Woolworths-Pre-vocational training program
TAFE- -Pre-vocational training program
Mount Isa State Special School Curriculum and Assessment Plan 2014-2015
Our curriculum
Our Context
Mount Isa State Special School provides highly individualised programs for all students who are diagnosed with either intellectual disability or multiple disabilities including physical, visual and hearing
impairments and autistic spectrum disorders. The school is organised into three sectors: Pre-Intentional learners, Middle and Senior. Students at M.I.S.S.S. are highly respected, valued and capable of
achieving positive learning and social outcomes despite the impact their disabilities may have on their learning. M.I.S.S.S. strives to implement a culture of belief, understanding and practices that meet the
obligations of the Disability Standards for Education 2005 & Disability Discrimination Act 1992 to ensure that all students regardless of their disabilities are entitled to engage, explore, manipulate and
investigate a school curriculum that is of high quality, is rigorous, relevant and engaging, whilst being inclusive and offer all of our students educational opportunities on the ‘same basis’ as their peers. Our
staff fully support and endorse this approach throughout our school community so that we can all work collaboratively to ensure:
“that every day, in every classroom, every state school student is learning and achieving within a safe, supportive, inclusive and disciplined learning environment.”
(United Pursuit of Excellence2012 – 2016)¹
Our teachers consistently engage with the Australian Curriculum² to develop teaching and learning programs that build on our students’ interests, strengths, goals and learning needs, while addressing the
cognitive, affective, physical, social and aesthetic needs of all students. The Australian Curriculum² is across all states and territories, and outlines what students in Australian school should learn as they
progress through schooling. It is the foundation for their future learning, growth and active participation in the Australian community. It sets out essential knowledge, understanding, skills and capabilities and
provides a national standard for student achievement in core learning areas.
Our Content
The core learning outcomes for our students have been selected from the Australian Curriculum² - Foundation, Year 1, Year 2 content descriptors. Our school has adopted outcomes that are rich, rigorous,
engaging, relevant and important for our school population. By selecting these essential learning descriptors and deemphasising non-essential learning descriptors, we are aiming to increase students’
opportunity to actively participate meaningfully with the content (pp. 8. Archer & Hughes, 2011³). Currently our school is implementing the following Australian Curriculum areas:



Mathematics
English
Science
We aim to begin History within 2014 (semester 2).
The following tables outline specifically the identified essential learning descriptors for Mathematics, English and Science. These essential learning’s were selected and organised at a whole school level,
derived from rich robust discussions within the school community. Teaching staff then accesses the relevant learning content for each term (2014-2015) and make ‘reasonable adjustments’² to ensure that
our students with disabilities are provided with opportunities to participate in education and training on the same basis as students without disability. Staff regularly consult with family and carers before
adjustments are made to the curriculum (identified in Individual Learning Plans, signed off by parents / carers)².
Our Assessment
Teaching staff identify each individual student’s current level of functioning, and implement strategies to develop their skills onto the next level of achievement. M.I.S.S.S. implements many forms of school
based assessment and data collection (see page 1 of this plan) to establish students current level of functioning. Students are therefore assessed at their current level of functioning and not against their
chronological age. Assessment task are collaboratively planned and designed in a whole school process to address the diverse levels of functioning. Each assessment task is adapted to provide
reasonable adjustments so that all students can access it. For a significant cohort of students within our school community, staff maybe required to use the general capabilities² in order for students to
engage in and be assessed against relevant learning descriptors.
¹United Pursuit of Excellence: https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/Documents/United-in-our-pursuit-of-excellence.pdf
²Australian Curriculum: http://www.australiancurriculum.edu.au/
³Archer, A.L. & Hughes, C.C. (2011). Explicit instruction. Effective and efficient teaching. Guilford Press: New York.
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Mount Isa State Special School Curriculum and Assessment Plan 2014-2015
Semester 1
Year 1
English
Foundation
Year
Level
Subject
Our curriculum overview 2014
Term 1
Semester 2
Term 2
Term 3
Term 4
Understand that language can be used to
Understand that language can be used to
Understand that texts can take many forms, can Understand that texts can take many forms, can
explore ways of expressing needs, likes and
dislikes (ACELA1429)
explore ways of expressing needs, likes and
dislikes (ACELA1429)
be very short (for example an exit sign) or quite
long (for example an information book or a film)
and that stories and informative texts have
different purposes (ACELA1430)
be very short (for example an exit sign) or quite
long (for example an information book or a film)
and that stories and informative texts have
different purposes (ACELA1430)
Recognise the letters of the alphabet and know Recognise the letters of the alphabet and know Recognise that sentences are key units for
Recognise that sentences are key units for
there are lower and upper case letters
(ACELA1440)
there are lower and upper case letters
(ACELA1440)
expressing ideas (ACELA1435)
expressing ideas (ACELA1435)
Know that spoken sounds and words can be
Know that spoken sounds and words can be
Share feelings and thoughts about the events
Share feelings and thoughts about the events
written down using letters of the alphabet and how
to write some high-frequency sight words and
known words (ACELA1758)
written down using letters of the alphabet and how
to write some high-frequency sight words and
known words (ACELA1758)
and characters in texts (ACELT1783)
and characters in texts (ACELT1783)
Retell familiar literary texts through
Retell familiar literary texts through
Listen to and respond orally to texts and to the
Listen to and respond orally to texts and to the
performance, use of illustrations and images
(ACELT1580)
performance, use of illustrations and images
(ACELT1580)
communication of others in informal and structured
classroom situations (ACELY1646)
communication of others in informal and structured
classroom situations (ACELY1646)
Deliver short oral presentations to peers
Deliver short oral presentations to peers
Read predictable texts, practising phrasing and Read predictable texts, practising phrasing and
(ACELY1647)
(ACELY1647)
fluency, and monitor meaning using concepts
about print and emerging contextual, semantic,
grammatical and phonic knowledge (ACELY1649)
fluency, and monitor meaning using concepts
about print and emerging contextual, semantic,
grammatical and phonic knowledge (ACELY1649)
Create short texts to explore, record and report Create short texts to explore, record and report Produce some lower case and upper case
Produce some lower case and upper case
ideas and events using familiar words and
beginning writing knowledge (ACELY1651)
ideas and events using familiar words and
beginning writing knowledge (ACELY1651)
letters using learned letter formations
(ACELY1653)
letters using learned letter formations
(ACELY1653)
Understand that language is used in
Understand that language is used in
Understand that the purposes texts serve
Understand that the purposes texts serve
combination with other means of communication,
for example facial expressions and gestures to
interact with others (ACELA1444)
combination with other means of communication,
for example facial expressions and gestures to
interact with others (ACELA1444)
shape their structure in predictable ways
(ACELA1447)
shape their structure in predictable ways
(ACELA1447)
Recognise sound-letter matches including
Recognise sound-letter matches including
Identify the parts of a simple sentence that
Identify the parts of a simple sentence that
common vowel and consonant digraphs and
consonant blends (ACELA1458)
common vowel and consonant digraphs and
consonant blends (ACELA1458)
represents ‘What’s happening?’, ‘What state is
being described?’, ‘Who or what is involved?’ and
the surrounding circumstances (ACELA1451)
represents ‘What’s happening?’, ‘What state is
being described?’, ‘Who or what is involved?’ and
the surrounding circumstances (ACELA1451)
Know that regular one-syllable words are made Know that regular one-syllable words are made Express preferences for specific texts and
Express preferences for specific texts and
up of letters and common letter clusters that
correspond to the sounds heard, and how to use
visual memory to write high-frequency words
(ACELA1778)
up of letters and common letter clusters that
correspond to the sounds heard, and how to use
visual memory to write high-frequency words
(ACELA1778)
authors and listen to the opinions of others
(ACELT1583)
authors and listen to the opinions of others
(ACELT1583)
Recreate texts imaginatively using drawing,
Recreate texts imaginatively using drawing,
Engage in conversations and discussions,
Engage in conversations and discussions,
writing, performance and digital forms of
communication (ACELT1586)
writing, performance and digital forms of
communication (ACELT1586)
using active listening behaviours, showing interest,
and contributing ideas, information and questions
(ACELY1656)
using active listening behaviours, showing interest,
and contributing ideas, information and questions
(ACELY1656)
Create short imaginative and informative texts
Create short imaginative and informative texts
Write using unjoined lower case and upper
Write using unjoined lower case and upper
that show emerging use of appropriate text
structure, sentence-level grammar, word choice,
spelling, punctuation and appropriate multimodal
elements, for example illustrations and diagrams
(ACELY1661)
that show emerging use of appropriate text
structure, sentence-level grammar, word choice,
spelling, punctuation and appropriate multimodal
elements, for example illustrations and diagrams
(ACELY1661)
case letters (ACELY1663)
case letters (ACELY1663)
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Mount Isa State Special School Curriculum and Assessment Plan 2014-2015
Foundation
Year 1
Year 2
Year 1
Foundation
Year 2
Mathematics
Science
Establish understanding of the language and
Establish understanding of the language and
Connect number names, numerals and
Connect number names, numerals and
processes of counting by naming numbers in
sequences, initially to and from 20, moving
from any starting point(ACMNA001)
processes of counting by naming numbers in
sequences, initially to and from 20, moving
from any starting point(ACMNA001)
quantities, including zero, initially up to 10 and then
beyond (ACMNA002)
quantities, including zero, initially up to 10 and
then beyond (ACMNA002)
Sort and classify familiar objects and explain
Sort and classify familiar objects and explain
Compare and order the duration of events using Compare and order the duration of events using
the basis for these classifications. Copy, continue
and create patterns with objects and drawings
(ACMNA005)
the basis for these classifications. Copy, continue
and create patterns with objects and drawings
(ACMNA005)
the everyday language of time (ACMMG007)
the everyday language of time (ACMMG007)
Sort, describe and name familiar two-
Sort, describe and name familiar two-
Answer yes/no questions to collect information
Answer yes/no questions to collect information
dimensional shapes and three-dimensional objects
in the environment (ACMMG009)
dimensional shapes and three-dimensional objects
in the environment (ACMMG009)
(ACMSP011)
(ACMSP011)
Develop confidence with number sequences to
Develop confidence with number sequences to
Recognise, model, read, write and order
Recognise, model, read, write and order
and from 100 by ones from any starting point. Skip
count by twos, fives and tens starting from zero
(ACMNA012)
and from 100 by ones from any starting point. Skip
count by twos, fives and tens starting from zero
(ACMNA012)
numbers to at least 100. Locate these numbers on
a number line(ACMNA013)
numbers to at least 100. Locate these numbers on
a number line(ACMNA013)
Investigate number sequences, initially those
Investigate number sequences, initially those
increasing and decreasing by twos, threes, fives
and ten from any starting point, then moving to
other sequences. (ACMNA026)
increasing and decreasing by twos, threes, fives
and ten from any starting point, then moving to
other sequences. (ACMNA026)
Recognise, describe and order Australian coins Recognise, describe and order Australian coins
according to their value (ACMNA017)
according to their value (ACMNA017)
Tell time to the half-hour (ACMMG020)
Count and order small collections of Australian
Tell time to the half-hour (ACMMG020)
Count and order small collections of Australian
coins and notes according to their value
(ACMNA034)
coins and notes according to their value
(ACMNA034)
Tell time to the quarter-hour, using the
Tell time to the quarter-hour, using the
language of 'past' and 'to' (ACMMG039)
language of 'past' and 'to' (ACMMG039)
Living things have basic needs, including food
Living things have basic needs, including food
Objects are made of materials that have
Objects are made of materials that have
and water (ACSSU002)
and water (ACSSU002)
observable properties (ACSSU003)
observable properties (ACSSU003)
Science involves exploring and observing the
Science involves exploring and observing the
Science involves exploring and observing the
Science involves exploring and observing the
world using the senses(ACSHE013)
world using the senses(ACSHE013)
world using the senses(ACSHE013)
world using the senses(ACSHE013)
Respond to questions about familiar objects
Respond to questions about familiar objects
Explore and make observations by using the
Explore and make observations by using the
and events (ACSIS014)
and events (ACSIS014)
senses(ACSIS011)
senses(ACSIS011)
Living things have a variety of external features Living things have a variety of external features Everyday materials can be physically changed
Everyday materials can be physically changed
(ACSSU017)
(ACSSU017)
in a variety of ways (ACSSU018)
in a variety of ways (ACSSU018)
Science involves asking questions about, and
Science involves asking questions about, and
Science involves asking questions about, and
Science involves asking questions about, and
describing changes in, objects and events
(ACSHE021)
describing changes in, objects and events
(ACSHE021)
describing changes in, objects and events
(ACSHE021)
describing changes in, objects and events
(ACSHE021)
Respond to and pose questions, and make
Respond to and pose questions, and make
predictions about familiar objects and events
(ACSIS024)
predictions about familiar objects and events
(ACSIS024)
Living things grow, change and have offspring
Living things grow, change and have offspring
Different materials can be combined, including
Different materials can be combined, including
similar to themselves (ACSSU030)
similar to themselves (ACSSU030)
by mixing, for a particular purpose (ACSSU031)
by mixing, for a particular purpose (ACSSU031)
Science involves asking questions about, and
Science involves asking questions about, and
Science involves asking questions about, and
Science involves asking questions about, and
describing changes in, objects and events
(ACSHE034)
describing changes in, objects and events
(ACSHE034)
describing changes in, objects and events
(ACSHE034)
describing changes in, objects and events
(ACSHE034)
Respond to and pose questions, and make
Respond to and pose questions, and make
predictions about familiar objects and events
(ACSIS037)
predictions about familiar objects and events
(ACSIS037)
General Capabilities
For our students who are not yet functioning at a foundation level achievement, opportunities are provided via the general capabilities for literacy, numeracy and personal &
social. All students will engage in the appropriate context of learning (i.e science), however the learning experience for students with significant learning needs may require the
application of the general capability learning outcomes to enable full and meaningful access to the curriculum area. See appendix A – General Capabilities
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Mount Isa State Special School Curriculum and Assessment Plan 2014-2015
Year
Level
Year 1
English
Foundation
Subject
Our curriculum overview 2015
Semester 1
Term 1
Semester 2
Term 2
Term 3
Term 4
Understand that English is one of many
Understand that English is one of many
Recognise that texts are made up of words and .Recognise that texts are made up of words and
languages spoken in Australia and that different
languages may be spoken by family, classmates
and community (ACELA1426)
languages spoken in Australia and that different
languages may be spoken by family, classmates
and community (ACELA1426)
groups of words that make meaning (ACELA1434)
groups of words that make meaning (ACELA1434)
Understand that punctuation is a feature of
Understand that punctuation is a feature of
Respond to texts, identifying favourite stories,
Respond to texts, identifying favourite stories,
written text different from letters; recognise how
capital letters are used for names, and that capital
letters and full stops signal the beginning and end
of sentences (ACELA1432)
written text different from letters; recognise how
capital letters are used for names, and that capital
letters and full stops signal the beginning and end
of sentences (ACELA1432)
authors and illustrators (ACELT1577)
authors and illustrators (ACELT1577)
Understand the use of vocabulary in familiar
Understand the use of vocabulary in familiar
Identify some familiar texts and the contexts in
Identify some familiar texts and the contexts in
contexts related to everyday experiences, personal
interests and topics taught at school (ACELA1437)
contexts related to everyday experiences, personal
interests and topics taught at school (ACELA1437)
which they are used (ACELY1645)
which they are used (ACELY1645)
Identify some features of texts including events
Identify some features of texts including events
Identify some differences between imaginative
Identify some differences between imaginative
and characters and retell events from a
text(ACELT1578)
and characters and retell events from a
text(ACELT1578)
and informative texts (ACELY1648)
and informative texts (ACELY1648)
Use interaction skills including listening while
Use interaction skills including listening while
Participate in shared editing of students’ own
Participate in shared editing of students’ own
others speak, using appropriate voice levels,
articulation and body language, gestures and eye
contact (ACELY1784)
others speak, using appropriate voice levels,
articulation and body language, gestures and eye
contact (ACELY1784)
texts for meaning, spelling, capital letters and full
stops (ACELY1652)
texts for meaning, spelling, capital letters and full
stops (ACELY1652)
Use comprehension strategies to understand
Use comprehension strategies to understand
and discuss texts listened to, viewed or read
independently (ACELY1650)
and discuss texts listened to, viewed or read
independently (ACELY1650)
Construct texts using software including word
Construct texts using software including word
processing programs (ACELY1654)
processing programs (ACELY1654)
Understand that people use different systems of Understand that people use different systems of Explore different ways of expressing emotions,
Explore different ways of expressing emotions,
communication to cater to different needs and
purposes and that many people may use sign
systems to communicate with others (ACELA1443)
communication to cater to different needs and
purposes and that many people may use sign
systems to communicate with others (ACELA1443)
including verbal, visual, body language and facial
expressions (ACELA1787)
including verbal, visual, body language and facial
expressions (ACELA1787)
Recognise that different types of punctuation,
Recognise that different types of punctuation,
Explore differences in words that represent
Explore differences in words that represent
including full stops, question marks and
exclamation marks, signal sentences that make
statements, ask questions, express emotion or
give commands (ACELA1449)
including full stops, question marks and
exclamation marks, signal sentences that make
statements, ask questions, express emotion or
give commands (ACELA1449)
people, places and things (nouns, including
pronouns), happenings and states (verbs),
qualities (adjectives) and details such as when,
where and how (adverbs) (ACELA1452)
people, places and things (nouns, including
pronouns), happenings and states (verbs),
qualities (adjectives) and details such as when,
where and how (adverbs) (ACELA1452)
Discuss features of plot, character and setting
Discuss features of plot, character and setting
Discuss characters and events in a range of
Discuss characters and events in a range of
in different types of literature and explore some
features of characters in different texts
(ACELT1584)
in different types of literature and explore some
features of characters in different texts
(ACELT1584)
literary texts and share personal responses to
these texts, making connections with students' own
experiences (ACELT1582)
literary texts and share personal responses to
these texts, making connections with students' own
experiences (ACELT1582)
Use interaction skills including turn-taking,
Use interaction skills including turn-taking,
Respond to texts drawn from a range of
Respond to texts drawn from a range of
recognising the contributions of others, speaking
clearly and using appropriate volume and pace
(ACELY1788)
recognising the contributions of others, speaking
clearly and using appropriate volume and pace
(ACELY1788)
cultures and experiences (ACELY1655)
cultures and experiences (ACELY1655)
Construct texts that incorporate supporting
Construct texts that incorporate supporting
Reread student's own texts and discuss
Reread student's own texts and discuss
images using software including word processing
programs (ACELY1664)
images using software including word processing
programs (ACELY1664)
possible changes to improve meaning, spelling
and punctuation (ACELY1662)
possible changes to improve meaning, spelling
and punctuation (ACELY1662)
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G:\Coredata\Teachers\School Wide Curriculum Plan 2014 and 2015
Mount Isa State Special School Curriculum and Assessment Plan 2014-2015
Foundation
Compare, order and make correspondences
Represent practical situations to model addition Represent practical situations to model addition
between collections, initially to 20, and explain
reasoning (ACMNA289)
between collections, initially to 20, and explain
reasoning (ACMNA289)
and sharing (ACMNA004)
Use direct and indirect comparisons to decide
actions (ACMMG008)
which is longer, heavier or holds more, and explain
reasoning in everyday language (ACMMG006)
Year 1
actions (ACMMG008)
which is longer, heavier or holds more, and explain
reasoning in everyday language (ACMMG006)
Describe position and movement (ACMMG010) Describe position and movement (ACMMG010)
Count collections to 100 by partitioning
Count collections to 100 by partitioning
Represent and solve simple addition and
numbers using place value(ACMNA014)
subtraction problems using a range of strategies
including counting on, partitioning and rearranging
parts (ACMNA015)
Represent and solve simple addition and
subtraction problems using a range of strategies
including counting on, partitioning and rearranging
parts (ACMNA015)
Recognise and describe one-half as one of two Recognise and describe one-half as one of two Measure and compare the lengths and
Measure and compare the lengths and
equal parts of a whole. (ACMNA016)
equal parts of a whole. (ACMNA016)
Describe duration using months, weeks, days
Describe duration using months, weeks, days
capacities of pairs of objects using uniform
informal units (ACMMG019)
capacities of pairs of objects using uniform
informal units (ACMMG019)
and hours (ACMMG021)
and hours (ACMMG021)
Give and follow directions to familiar locations
Give and follow directions to familiar locations
(ACMMG023)
(ACMMG023)
Name and order months and seasons
Name and order months and seasons
Use a calendar to identify the date and
Use a calendar to identify the date and
(ACMMG040)
(ACMMG040)
determine the number of days in each month
(ACMMG041)
determine the number of days in each month
(ACMMG041)
Daily and seasonal changes in our
Daily and seasonal changes in our
The way objects move depends on a variety of
The way objects move depends on a variety of
environment, including the weather, affect
everyday life (ACSSU004)
environment, including the weather, affect
everyday life (ACSSU004)
factors, including their size and shape
(ACSSU005)
factors, including their size and shape
(ACSSU005)
Engage in discussions about observations and
Engage in discussions about observations and
Share observations and ideas (ACSIS012)
Share observations and ideas (ACSIS012)
use methods such as drawing to represent ideas
(ACSIS233)
use methods such as drawing to represent ideas
(ACSIS233)
Observable changes occur in the sky and
Observable changes occur in the sky and
Light and sound are produced by a range of
Light and sound are produced by a range of
landscape (ACSSU019)
landscape (ACSSU019)
sources and can be sensed (ACSSU020)
sources and can be sensed (ACSSU020)
Represent and communicate observations and
Represent and communicate observations and
ideas in a variety of ways such as oral and written
language, drawing and role play (ACSIS029)
ideas in a variety of ways such as oral and written
language, drawing and role play (ACSIS029)
Year 1
Foundation
and sharing (ACMNA004)
Connect days of the week to familiar events and Connect days of the week to familiar events and Use direct and indirect comparisons to decide
numbers using place value(ACMNA014)
Year
2
Mathematics
People use science in their daily lives, including People use science in their daily lives, including People use science in their daily lives, including People use science in their daily lives, including
when caring for their environment and living things
(ACSHE022)
when caring for their environment and living things
(ACSHE022)
when caring for their environment and living things
(ACSHE022)
Earth’s resources, including water, are used in
Earth’s resources, including water, are used in
A push or a pull affects how an object moves or A push or a pull affects how an object moves or
a variety of ways (ACSSU032)
a variety of ways (ACSSU032)
changes shape (ACSSU033)
changes shape (ACSSU033)
Represent and communicate observations and
Represent and communicate observations and
ideas in a variety of ways such as oral and awritten
language, drawing and role play (ACSIS042)
ideas in a variety of ways such as oral and written
language, drawing and role play (ACSIS042)
Year 2
Science
Compare, order and make correspondences
when caring for their environment and living things
(ACSHE022)
People use science in their daily lives, including People use science in their daily lives, including People use science in their daily lives, including People use science in their daily lives, including
when caring for their environment and living things
(ACSHE035)
when caring for their environment and living things
(ACSHE035)
when caring for their environment and living things
(ACSHE035)
when caring for their environment and living things
(ACSHE035)
General Capabilities
For our students who are not yet functioning at a foundation level achievement, opportunities are provided via the general capabilities for literacy, numeracy and personal &
social. All students will engage in the appropriate context of learning (i.e science), however the learning experience for students with significant learning needs may require
the application of the general capability learning outcomes to enable full and meaningful access to the curriculum area. See appendix A – General Capabilities
7
G:\Coredata\Teachers\School Wide Curriculum Plan 2014 and 2015
Mount Isa State Special School Curriculum and Assessment Plan 2014-2015
Our assessment overview 2014
Curriculum Assessment: Outlined in class term planners – assessing learning outcomes
Subject
Systemic Data:
School Reports / ILPs / SET Plans / QCIA
English
Mathematics
Cars and Stars / Brigance / PAT R and PAT M (modified) / Communication Matrix
/ Emerging Concepts of Print / Magic 100 Sight Words / PM Reading Levels / Number Test / Alphabet Test
Semester 1
Term 1
CURRICULUM:

Week 4-5 Base line data (learning outcomes)

Week 9-10 Date collection (learning outcomes)
Science
School Based Data:
Semester 2
Term 2
Term 3
Term 4
CURRICULUM:

Week 4-5 Base line data (learning outcomes)

Week 9-10 Date collection (learning outcomes)
SYSTEMIC:

QCIA data collection – ongoing

Individual Learning Plans – Review / Rewrite

Senior Educational Training Plans – Review / Rewrite
CURRICULUM:

Week 2-3 Base line data (learning outcomes)

Week 7-8 Date collection (learning outcomes)

Week 8-9 Moderation

Week 9-10 Reports
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence

School Reports
SCHOOL BASED:

PAT R (modified school use only)

PM Reading Levels / Cars & Stars

Sight words

Concepts of print

Communication Matrix

Alphabet

Brigance
SCHOOL BASED:

PAT R (modified school use only)

PM Reading Levels / Cars & Stars

Sight words

Concepts of print

Communication Matrix

Alphabet

Brigance
SCHOOL BASED:

PAT R (modified school use only)

PM Reading Levels / Cars & Stars

Sight words

Concepts of print

Communication Matrix

Alphabet

Brigance
CURRICULUM:

Week 4-5 Base line data (learning outcomes)

Week 9-10 Date collection (learning outcomes)
CURRICULUM:

Week 2-3 Base line data (learning outcomes)

Week 7-8 Date collection (learning outcomes)

Week 8-9 Moderation

Week 9-10 Reports
CURRICULUM:

Week 4-5 Base line data (learning outcomes)

Week 9-10 Date collection (learning outcomes)
CURRICULUM:

Week 2-3 Base line data (learning outcomes)

Week 7-8 Date collection (learning outcomes)

Week 8-9 Moderation

Week 9-10 Reports
SYSTEMIC:

QCIA data collection – ongoing

Individual Learning Plans – Review / Rewrite

Senior Educational Training Plans – Review / Rewrite
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence

School Reports
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence

Regional moderation of evidence

School Reports
SCHOOL BASED:

PAT M (modified school use only)

Number Test (100)

Brigance
CURRICULUM:

Week 4-5 Base line data (learning outcomes)

Week 9-10 Date collection (learning outcomes)
SCHOOL BASED:

PAT M (modified school use only)

Number Test (100)

Brigance
CURRICULUM:

Week 2-3 Base line data (learning outcomes)

Week 7-8 Date collection (learning outcomes)

Week 8-9 Moderation

Week 9-10 Reports
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence

School Reports
SCHOOL BASED:

PAT M (modified school use only)

Number Test (100)

Brigance
CURRICULUM:

Week 4-5 Base line data (learning outcomes)

Week 9-10 Date collection (learning outcomes)
SCHOOL BASED:

PAT M (modified school use only)

Number Test (100)

Brigance
CURRICULUM:

Week 2-3 Base line data (learning outcomes)

Week 7-8 Date collection (learning outcomes)

Week 8-9 Moderation

Week 9-10 Reports
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence

Regional moderation of evidence

School Reports
SYSTEMIC:

QCIA data collection – ongoing

Individual Learning Plans – Review / Rewrite

Senior Educational Training Plans – Review / Rewrite
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence
CURRICULUM:

Week 2-3 Base line data (learning outcomes)

Week 7-8 Date collection (learning outcomes)

Week 8-9 Moderation

Week 9-10 Reports
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence

Regional moderation of evidence

School Reports
SCHOOL BASED:

PAT R (modified school use only)

PM Reading Levels / Cars & Stars

Sight words

Concepts of print

Communication Matrix

Alphabet

Brigance
All student assessment is highly individualised. Unless student is able to function at their chronological age, all assessment tasks are
assessed at the student’s current level of functioning. For some students with significant learning needs, assessment may incorporate the
general capabilities (i.e. The assessment may be set within a science context – yet the learning outcome that will be assessed will be a
literacy capability or a numeracy capability).
8
G:\Coredata\Teachers\School Wide Curriculum Plan 2014 and 2015
Mount Isa State Special School Curriculum and Assessment Plan 2014-2015
Our assessment overview 2015
Curriculum Assessment: Outlined in class term planners – assessing learning outcomes
Subject
Systemic Data:
School Reports / ILPs / SET Plans / QCIA
English
Mathematics
Cars and Stars / Brigance / PAT R and PAT M (modified) / Communication Matrix
/ Emerging Concepts of Print / Magic 100 Sight Words / PM Reading Levels / Number Test / Alphabet Test
Semester 1
Term 1
CURRICULUM:

Week 4-5 Base line data (learning outcomes)

Week 9-10 Date collection (learning outcomes)
Science
School Based Data:
Semester 2
Term 2
Term 3
Term 4
CURRICULUM:

Week 4-5 Base line data (learning outcomes)

Week 9-10 Date collection (learning outcomes)
SYSTEMIC:

QCIA data collection – ongoing

Individual Learning Plans – Review / Rewrite

Senior Educational Training Plans – Review / Rewrite
CURRICULUM:

Week 2-3 Base line data (learning outcomes)

Week 7-8 Date collection (learning outcomes)

Week 8-9 Moderation

Week 9-10 Reports
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence

School Reports
SCHOOL BASED:

PAT R (modified school use only)

PM Reading Levels / Cars & Stars

Sight words

Concepts of print

Communication Matrix

Alphabet

Brigance
SCHOOL BASED:

PAT R (modified school use only)

PM Reading Levels / Cars & Stars

Sight words

Concepts of print

Communication Matrix

Alphabet

Brigance
SCHOOL BASED:

PAT R (modified school use only)

PM Reading Levels / Cars & Stars

Sight words

Concepts of print

Communication Matrix

Alphabet

Brigance
CURRICULUM:

Week 4-5 Base line data (learning outcomes)

Week 9-10 Date collection (learning outcomes)
CURRICULUM:

Week 2-3 Base line data (learning outcomes)

Week 7-8 Date collection (learning outcomes)

Week 8-9 Moderation

Week 9-10 Reports
CURRICULUM:

Week 4-5 Base line data (learning outcomes)

Week 9-10 Date collection (learning outcomes)
CURRICULUM:

Week 2-3 Base line data (learning outcomes)

Week 7-8 Date collection (learning outcomes)

Week 8-9 Moderation

Week 9-10 Reports
SYSTEMIC:

QCIA data collection – ongoing

Individual Learning Plans – Review / Rewrite

Senior Educational Training Plans – Review / Rewrite
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence

School Reports
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence

Regional moderation of evidence

School Reports
SCHOOL BASED:

PAT M (modified school use only)

Number Test (100)

Brigance
CURRICULUM:

Week 4-5 Base line data (learning outcomes)

Week 9-10 Date collection (learning outcomes)
SCHOOL BASED:

PAT M (modified school use only)

Number Test (100)

Brigance
CURRICULUM:

Week 2-3 Base line data (learning outcomes)

Week 7-8 Date collection (learning outcomes)

Week 8-9 Moderation

Week 9-10 Reports
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence

School Reports
SCHOOL BASED:

PAT M (modified school use only)

Number Test (100)

Brigance
CURRICULUM:

Week 4-5 Base line data (learning outcomes)

Week 9-10 Date collection (learning outcomes)
SCHOOL BASED:

PAT M (modified school use only)

Number Test (100)

Brigance
CURRICULUM:

Week 2-3 Base line data (learning outcomes)

Week 7-8 Date collection (learning outcomes)

Week 8-9 Moderation

Week 9-10 Reports
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence

Regional moderation of evidence

School Reports
SYSTEMIC:

QCIA data collection – ongoing

Individual Learning Plans – Review / Rewrite

Senior Educational Training Plans – Review / Rewrite
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence
CURRICULUM:

Week 2-3 Base line data (learning outcomes)

Week 7-8 Date collection (learning outcomes)

Week 8-9 Moderation

Week 9-10 Reports
SYSTEMIC:

QCIA data collection – ongoing

Collation of portfolio of evidence

Regional moderation of evidence

School Reports
SCHOOL BASED:

PAT R (modified school use only)

PM Reading Levels / Cars & Stars

Sight words

Concepts of print

Communication Matrix

Alphabet

Brigance
All student assessment is highly individualised. Unless student is able to function at their chronological age, all assessment tasks are
assessed at the student’s current level of functioning. For some students with significant learning needs, assessment may incorporate the
general capabilities (i.e. The assessment may be set within a science context – yet the learning outcome that will be assessed will be a
literacy capability or a numeracy capability).
9
G:\Coredata\Teachers\School Wide Curriculum Plan 2014 and 2015
Mount Isa State Special School Curriculum and Assessment Plan 2014-2015
Appendix A – General Capabilities
Literacy
Comprehending texts through listening, reading and viewing
Level 1a
Level 1b
Level 1c
Level 1d
Students:
Students:
Students:
Students:
Comprehend texts
Comprehend texts
Comprehend texts
Comprehend texts
use behaviours that are not intentionally directed at another
person to:
use informal behaviours that show consistent anticipation of
events in regular routines to:
use conventional behaviours and/or concrete
symbols consistently in an increasing range of environments
and with familiar and unfamiliar people to:
use conventional behaviours and/or abstract
symbolsconsistently in different contexts and with different
people to:



attend to, respond to or show interest in familiar
people, texts, events and activities



attend consistently to familiar texts
respond consistently to social interactions with
familiar people
demonstrate anticipation of predictable events
respond to questions
respond to requests



respond to a sequence of gestures, objects,
photographs and/or pictographs, for example follow a
visual schedule to complete a task
respond to texts with familiar structures, for example
by responding to a question
respond to requests



work out the meaning of texts with familiar structures,
such as illustrated books, printed words,
Braille texts and pictographs , using knowledge
of context and vocabulary
respond to questions, sequence events and identify
information from texts with familiar structures
use information in texts to explore a topics
Composing texts through speaking, writing and creating
Level 1a
Level 1b
Level 1c
Level 1d
Students:
Students:
Students:
Students:
Compose texts
Compose texts
Compose texts
Compose texts
use behaviours that are not intentionally directed at another
person to:
use informal behaviours to intentionally communicate a single
message consistently in familiar environments with familiar
people, such as to:
use conventional behaviours and/or concrete symbols to
intentionally communicate more than one idea at a time
consistently across an increasing range of environments with
familiar and unfamiliar people, such as to:
use conventional behaviours and/or abstract
symbolsconsistently in different contexts and with different
people to communicate intentionally and consistently in
different contexts and with different people to:




refuse or reject
reflect a preference or desire
reflect state of wellbeing, for example contentment,
joy, worry, pain
reflect a physical state, for example hot, cold, nausea






refuse or reject
express a preference
request the continuation of an activity
request something new
request more
request attention



refuse or reject
request items, people or events present at the time
create texts, for example to comment on a recent
event, story or shared experience



create texts with familiar structures such as speech,
simple print texts, keyboard texts, illustrations,
pictographs
comment on people, events and objects in the past,
present and future and to ask questions
convey knowledge about learning area topics
Numeracy
Each capability includes online examples
Estimating and calculating with whole numbers
Level 1a students:
Recognising and using patterns and relationships
Level 1a students:
Understand and use numbers in context
demonstrate concepts of counting using every day experiences
Estimate and calculate
recognise the effects of adding to and taking away from a collection of objects
Use money
identify situations that involve the use of money
Recognise and use patterns and relationships
recognise simple patterns in everyday contexts
Using fractions, decimals, percentages, ratios and rates
Level 1a students:
Using spatial reasoning
Level 1a students:
Interpret proportional reasoning
recognise a ‘whole’ and ‘parts of a whole’ within everyday contexts
Visualise 2D shapes and 3D objects
sort or match objects according to their features
Interpret maps and diagrams
demonstrate awareness of position of self and objects in relation to everyday contexts
10 Mount Isa State Special School Curriculum and Assessment Plan 2014-2015
G:\Coredata\Teachers\School Wide Curriculum Plan 2014 and 2015
Interpreting statistical information
Level 1a students:
Using measurement
Level 1a students:
Interpret data displays
display information using real objects or photographs and respond to questions about the information displayed
Estimate and measure with metric units
use informal language and/or actions to describe characteristics of length, temperature, mass, volume,capacity and area in
familiar environments
Operate with clocks, calendars and timetables
sequence familiar actions and events in a variety of ways.
Personal & Social
Self-awareness
Self-management
Social awareness
Social management
Level 1a
Students:
Level 1a
Students:
Level 1a
Students:
Level 1a
Students:
Recognise emotions
recognise and identify their own emotions
Express emotions appropriately
recognise and identify how their emotions influence the way
they feel and act
Develop self-discipline and set goals
make a choice to participate in a class activity
Work independently and show initiative
attempt tasks with support or prompting
Become confident, resilient and adaptable
identify people and situations with which they feel a sense of
familiarity or belonging
Social Awareness
show an awareness for the feelings, needs and interests of
others
Social Management
respond to the feelings, needs and interests of others
Recognise personal qualities and achievements
express a personal preference
Understand themselves as learners
select tasks they can do in different learning contexts
Develop reflective practice
recognise and identify participation in or completion of a task
11 Mount Isa State Special School Curriculum and Assessment Plan 2014-2015
G:\Coredata\Teachers\School Wide Curriculum Plan 2014 and 2015