BRIGHTON STATE
SCHOOL
Advanced life Photography
PEDAGOGICAL
FRAMEWORK
2013
Brighton State School
Only the Best
Every Child Matters, Every Day!
School Values
Persistence
Resilience
Honesty
Confidence
School Rules
Be Safe
Be Respectful
Be Responsible
Be a Learner
Brighton State School is located in Bramble Bay, in the northern suburbs of Brisbane. The
student population presents a diverse blend of socio-economic and cultural backgrounds.
Students are organized in both single year levels in Prep and year 1 and multi-age class
groupings in years 2/3, 4/5, 6/7).
Brighton State School is committed to providing a safe, respectful and disciplined learning
environment for students and staff, where students have opportunities to engage in
quality learning experiences and acquire values supportive of their lifelong wellbeing.
Our Pedagogical Framework identifies policies, practices, tools and strategies that support
all staff to ensure that every day, in every classroom, every student is learning and
achieving within a safe, supportive, inclusive and disciplined learning environment.
The Brighton State School Pedagogical Framework is based on the Dimensions of
Teaching and Learning and draws on the research of Principal John Fleming and the
Explicit Instruction teaching model.
Dimensions of Teaching and Learning
Our teachers work hard to implement core learning priorities to ensure that every day in
every classroom, every student is achieving in a safe, supportive, inclusive and
disciplined learning environment.
At Brighton State School the five dimensions of Teaching and Learning form the basis of
every teacher’s professional practice. Each dimension links to and supports the others.
Effective teachers place the students at the heart of their practice and effective schools
place students at the heart of their learning environment. Accordingly, students lie at the
heart of the Dimensions of Teaching and Learning Framework.
Teaching is a complex and challenging profession in which an effective teacher makes
countless daily decisions. The most critical decisions focus on the student.
Curriculum Intent
•What do my students need to learn?
Feedback
•Where are my students now and where do they aim to be?
Making judgments
•How do I evaluate the quality of students' performance and their depth of learning?
Sequencing teaching and learning
•What do my students already know and what do they need to learn next?
Assessment
•What have my students learnt and how well have they learnt it?
Whether planning for a single lesson or a year’s program, these questions are
fundamentally important.
Teachers can use the five Dimensions of teaching and learning to assist them to answer
questions. This model emphasises the principle of starting from where the students are at
so at Brighton we consistently adhere to the Know the Students, Know the Curriculum,
Vary the Pathway model (briefly outlined below)which encourages teachers to start by
analysing current student data to identify student prior knowledge and readiness.
Teachers are expected to have a thorough knowledge of the Australian curriculum year
level content descriptions and implement the Brighton Multi age Curriculum Cycles which
are based on the C2C documents. To vary the pathways teachers are required to match
the student learning needs with the curriculum intent. Teachers record these
modifications in the Brighton Differentiation Planner.
Know the Students
• Use a range of learner profiling tools (surveys, profiles, checklists, Brilliant behaviours
checklist, independent /cooperative learning styles checklist etc) to gain a clear
understanding of student needs, interests, abilities, readiness, talents and learning style.
• Use a range of pre assessment tools (diagnostic tests, portfolio analysis, teacher
observations & checklists, student interviews, self assessments, reflections, KWLs, pre
tests, end of unit assessments)
• Analyse student data using platforms such as the One School Dashboard to form a
picture of your class and identify misconceptions of key concept
• Use of class profile developed by STLaN at the beginning of the year.
• Use data to set whole class, group and/or individual student goals.
Know the Curriculum
• Always refer to the Australian curriculum first
• Read and understand the unit to interpret the curriculum intent
• Identify the misunderstandings and misconceptions
• Front end all assessment
• Use the Brighton multi age curriculum cycles to implement the required curriculum
• Use of A & C exemplars
• Set clear standards - ensure students know what they are striving towards
Vary the Pathway
• Use the C2C resources and lesson ideas to organise how you will vary the pathways to
cater for all students.
• Modify the teaching sequence to ensure scaffolding of learning appropriate to each
student.
• Make flexible groupings based on the student pre assessment data
• Have a clear understanding of misconceptions outlined in the C2C units as well as
concepts that are already grasped.
• Decide what components of the curriculum can be compacted.
• Use a variety of whole class, small groups and individual groupings.
• Implement the I Do, We Do, You Do explicit teaching framework to ensure that all
students have a thorough understanding before commencing the summative assessment
task.
More information on the Dimensions of Teaching and Learning can be found at
https://www.learningplace.com.au/deliver/content.asp?pid=49267
The following A3 page is an overview of how the five dimensions of teaching and learning
are embedded in every teacher’s practice at Brighton State School. The Sequencing
teaching and learning dimension focuses largely on the use of the explicit instruction
teaching model to introduce new content to students
Brighton State Pedagogical Framework
Dimensions of Teaching and Learning
Curriculum
Intent
Assessment
Sequencing
Teaching and
Learning
Making
Judgments
Feedback
Is what we want students to
know, understand and be able to
do.
The evidence on which judgments
about student learning are made in
order to inform future teaching and
learning.
The relationship between what is
taught and how it is taught in order
to maximise student learning.
Teachers and students using
standards to make evidence-based
judgments in order to monitor and
inform the next steps for learning.
Expectations:
Expectations:
Expectations:
Expectations:
Expectations:
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Align with mandated
curriculum:
 ACARA
 Essential Learnings
 EYCG
 Implement EQ’s core learning
priorities (United in our
pursuit of excellence, P-12
Curriculum, Assessment &
Reporting Framework)
 Implement Brighton Whole
School Curriculum Plan
 Align with Whole School
Assessment Framework
 Engage in relevant
professional development
aligning with Brighton
Professional Development
Plan
 Implement Brighton
Differentiation planner
 The teacher analyses student
data to establish and
communicate clear learning
goals.
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Aligned with C2C and Brighton
Curriculum Cycles
Consider alternative forms of
assessment for students with
learning difficulties and identify
specific needs the student may
have in order to access the task
(eg scribe, extra time etc)
Implementation of Whole
School Assessment Framework
Pre assess knowledge,
misconceptions & skills prior to
each unit.
Regular monitoring of student
performance
Assessment is used:
 for learning - to use
student progress to inform
teaching
 as learning - to inform
students’ future learning
goals
 of learning – to assess
student achievement
against goals and standards
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I DO, WE DO, YOU DO Model of
Explicit Teaching for the
introduction of new content.
(see separate overview
Align teaching to Brighton
multiage curriculum cycles
Adapt C2C to suit student
needs. Refer to ACARA first!
Start from where the students
are at….Know the Student,
Know the Curriculum, Vary the
Pathway
Teacher plans assessment upfront
Differentiation of instruction to
suit student needs.
A variety of other teaching
strategies used. Eg drill &
practice, whole class discussion,
inquiry based
Embed ICT into teaching and
learning.
Use evidence based strategies
to support students.
Communicate lesson intent
using WALT and WILF posters
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Use explicit criteria and
standards to achieve
consistency of teacher
judgment.
Be transparent about the
quality of student work
expected
Teachers to follow assessment
schedule set out in Brighton
Assessment framework
Teachers to develop high
quality exemplars to use with
students.
Make judgements based on the
evidence in the student work.
Information and advice provided
by a teacher, peer, parent or self
about performance aimed at
improving learning.
Parent/Teacher interviews in
Term 1 and 3.
 Student written report cards
in Term 2 and 4.
 Establish class goals in Literacy
and Numeracy
 Set clear learning goals in
Literacy and Numeracy
 Use of pre and post testing
 Teacher to provide timely
targeted feedback (verbal,
written, checklists, 2 stars & a
wish etc)
 Feedback is focused on the
quality of student
performance and not on the
student.
 Feedback occurs throughout
the teaching & learning
process: during class activities,
following work completed in
class or during assessment.
Strategies we use:
Strategies we use:
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 Formative assessment – used to  Teacher scaffolds and
Know the Student, Know the
Curriculum, Vary the
Pathway model
Adapt EQ’s C2C units
Refer to Australian
Curriculum & clear
understanding of Year level
achievement standards
Use of other resources to
support curriculum
Team planning – common
understanding of curriculum
& assessment
Regularly accessing the Class
Dashboard in One School to
analyse student and class
data.
Start with the student
 Pre assessments
 Learning Styles
 Portfolio analysis
 Interests & Abilities
Strategies we use:
Strategies we use:
Strategies we use:
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 Teacher engages in feedback
Participation in planned,
frequent moderation using
explicit task specific standards
to ensure consistency of
teacher judgement.
Use of high quality exemplars
Matching student work to
explicit criteria and standards
in Guide to Making Judgments.
Familiarise students with the
criteria for assessment so that
it is clear on how they will be
judged.
monitor learning progress
(portfolios, observations,
journals, interviews etc)
 Summative assessment –
completed at the end of a unit
to document level of
achievement (unit tests,
written task, projects, oral
presentation, essays, eassessment etc)
 Diagnostic assessment –
designed to identify areas of
weakness and strength
(running records, checklists,
PAT maths, SWST, Probe etc)
Data from Online Learning
programs (eg Mathletics,
Reading Eggs)
 Year level moderation of
assessment tasks. (Refer to Key
Assessment Overviews)
differentiates delivery based on
student needs.
 Respond to student needs with
adjustments such as more
scaffolded learning, focused
teaching, revisiting and
explicitly teaching elements
from a different grade to
address year level gaps.
Evidence we see:
Evidence we see:
Evidence we see:
Evidence we see:
Evidence we see:
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Student Profiles in Brighton
Differentiation plan
A common understanding of
the alignment between what
is planned, what is taught,
what is assessed, what is
reported.
Year level meetings
Results of diagnostic testing
entered in One School
 Modified assessment tasks
 Completed GTMJs using explicit
criteria and standards
 Exemplars
 Moderated assessment tasks
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 Present key concepts in
multiple ways and in various
contexts.
 Provide enrichment and
extension to develop in depth
knowledge and understanding
to gifted and talented students.
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WALT & WILF charts displayed
in every room so that learning
intent is visible.
Explicit Instruction being used
to introduce new content
Explicit Instruction chart
displayed in every classroom
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Data recorded in One School
Comprehension & fluency
assessment benchmarks used
in every classroom to track
student progress.
Written feedback on student
work
Moderation meetings at least
once per term.
practices to parents through
informal and formal meetings
and through twice yearly
written reporting.
Peer Mentoring program Teachers learning from
teachers
Best Practice sharing
Self and peer assessment
Regular checking, signing and
dating of bookwork (as per the
Brighton Bookwork policy)
A variety of verbal, non-verbal
and written feedback given to
students (thumbs up, continua
on wall, written notes,
completed GTMJs etc)
Use of student and parent
communication books
Students engaging in self and
peer feedback
 Teachers sharing with other
teachers and visiting
classrooms.
 Conversations between
students and teachers
 Students have a clear
understanding of their
progress in each Learning
area.
Sequencing Teaching and Learning
Teachers at Brighton have high expectations that all students can achieve and perform.
They also have high expectations for their own teaching practice and use a variety of
teaching strategies including:
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Explicit Teaching
Interactive Teaching
Indirect Teaching
Experiential Teaching
At Brighton State School we use John Fleming’s explicit instruction model as the
pedagogical model through which all new content is taught. Research indicates that
Explicit Instruction (or Direct Teaching, as it is identified by Hattie) is a highly effective
teaching strategy, particularly when students need to acquire new knowledge or skills.ci
Explicit Instruction at Brighton
Explicit Instruction at Brighton
Explicit instruction focuses on step by step instruction in all key learning areas. Teachers
focus on breaking down essential skills into their many parts and guiding students
repeatedly until they have mastered each step. It is based on the belief that explicit
instruction is necessary when teaching content that students would not normally discover
for themselves. For example, students need explicit instruction to learn the sounds
associated with letters or to know the order of operations in algebra.
The model emphasises consistent use of explicit instruction within the “I Do, We Do, You
Do” framework outlined below rather than a range of strategies. Although all six phases
need to be done in sequence, it is not expected that that teachers adhere to this sequence
in every lesson. An initial lesson, for example, may just contain the warm up, lesson
orientation and I Do. The next lesson may continue with more I Do before adding We Do.
At times, some lessons require moving between I Do and We Do several times before
progressing to You Do. Teachers make these pedagogical decisions based on student
understanding.
Flashcards, automatic response, revision and reinforcement are identified as central
strategies for explicit instruction. Constant review and focused leads to the movement of
student knowledge from short term to long term memory, one of the four pillars of this
model.
Classroom visits, walk throughs, mentoring and regular monitoring of student performance
through data collection and analysis are integral to the implementation of Explicit
Instruction. Teachers are encouraged to share their practice and invite leaders and other
colleagues into their classroom. Opportunities for teachers to observe other teachers
implementing explicit instruction will be arranged. Data will be regularly analysed at staff
meetings and year level meetings. Teachers are encouraged to use the dashboard in One
School to analyse class data.
Explicit Instruction at Brighton State School
WARM UP
LESSON
ORIENTATION
Purpose & Goal
WALT & WILF
I DO
Explicit
Instruction
• Activate prior knowledge
• Short, sharp & shiny
• Previously taught skills
• Delivered through a variety of modes (IWB, flashcards,
show me boards, number facts, rules, phonics etc
• Short term to long term memory
• Warm ups need to be dynamic and changed regularly
to maintain student interest
• State purpose and goal of lesson
• Explanation to students of lesson intent
• WALT & WILF Charts
• We are learning to......
• What I'm looking for......
• Demonstrate and describe skill to be taught.
• Teachers talk, students listen!
• Explicitly model skill / strategy being taught.
• Use concise 'think alouds'
• Break concepts into clearly defined steps.
• Revise and reinforce to promote retention of
information to long term memory.
WE DO
Guided
Instruction
YOU DO
Independent
practice
REVIEW
• Students provided with prompts/scaffolds as they are
guided through steps and work through class examples
with the teacher.
• Students are 'invited' to talk!
• Opportunities to practise the new skill/knowledge and
experience success.
• Scaffolds gradually withdrawn to develop
independence.
• Check for Understanding - Show me boards,
questioning, chant steps
• Students perform skill/strategy that was modelled.
• Students do, teacher observes.
• Opportunities to apply new knowledge or skill.
• Differentiated work that students should be able to do
independently.
• Check for understanding and provide individual
feedback.
• Reflect on WALT and WILF
• Review key concepts / skills.
• Check for Understanding - ensure every child
understands concept.
• Where to next?
NOTE: Although these stages must be followed in sequence, not every step will be completed in every
lesson.
An initial lesson, for example, may contain just the warm up, lesson orientation and I Do. Be sure to Check for
Understanding before you progress to ‘You Do’!
Explicit Teaching and Learning Roles and Responsibilities
WARM UP
LESSON
ORIENTATION
I DO
WE DO
YOU DO
REVIEW
TEACHER
STUDENT
 Driving the lesson
 Drilling or rehearsing a skill subset
 Stopping and asking questions
 Applying skill to novel situation when asked
(application of skill)
 Actively participating
 Considering next warm-up – repeat
current set or add new skill to set
 Ensuring student engagement – no
opting out (don’t rely on hands-up
only)
 Change warm up regularly to
maintain student interest
 Establishing goals and purpose of
 Actively listening
lesson (or unit)
 Preparing for learning
 Explicitly state WALT and WILF
 Be able to verbalise WALT and WILF
 Understand lesson intent
 Provide explicit instruction – step
 Actively listening
by step teaching
 Taking guided notes where necessary
 Modelling
 Asking questions if they don’t understand
 Thinking aloud
 Building stamina
 Catering for all ability groups
 Check for understanding before
progressing to We Do.
 Revise/reinforce before moving
into We Do
 Providing interactive instruction
 Asking and answering questions – no opting out
 Working with students – moving
 Working with teacher and classmates to practise/apply
among groups
new knowledge or skill
 Checking, prompting, giving clues,
 Completing the process alongside others
scaffolding
 Building stamina
 Providing additional modelling
 Meeting with needs-based flexible
groups
 Clarify confusion
 Ensure concept is understood
before progressing to You Do.
 Providing feedback
 Working on my own or small groups to apply new
 Evaluating – Judgement
knowledge
 Determining level of
 Independent work/ partner work/ group work
understanding
 Relying on my notes and classroom learning to
 Moving among students / groups
complete the task
of students
 Taking full responsibility for my learning
 Providing support
 Staying on task
 Asking for help if I need it
 Referring to set WALT and WILF
 Answering revision questions posed by teacher
 Revisit content of lesson
 Consider new learning
 Questioning students to reinforce
 Reflect on lesson’s content
understanding
 Acknowledge what they have learnt and what they
 Consider implication for opening
need to improve
next lesson sequence
 Check understanding and clarify
answers
Every Child Matters, Every Day!
Three imperatives for Student Engagement:
Positive
relationship
with classroom
teacher
Students have
friends at
school
Differentiated
work at the
student's level
Student
Engagement
Four Pillars for Learning at Brighton State School
Teacher accountable
learning
Explicit Instruction
Pillars
Movement of student
knowledge from short
term to long term
memory.
Effective relationships
between teachers and
students.
Brighton State School Givens
Effective curriculum delivery and teacher instruction at Brighton State School will be
guided by the following six givens which are valued by all staff members and paramount to
high quality teaching and learning. These six givens outlined below, are what we expect to
occur at Brighton without exception.
Positive
Teacher
Student
Relationships
Collaborative
year level
teams
High
Expectations
Givens
High
Standard of
Book Work
Classroom
Tone
Classroom
Displays
The Givens - Up Close!
x
Collaborative year level teams
•Fortnightly year level meetings
•Constant conversations in year level teams about curriculum, assessment and reporting.
•More formal year level meeting with HOC at least once per term
•Data Days
•Sharing of resources
•Moderation at least once per term to ensure consistency of teacher judgement.
Posiitive Teacher student relationships
•Teacher purposefully establishes and maintains positive relationships with students.
•Teachers are nurturing and caring
•Clearly communicated positive Responsible Behaviour Plan
•Positive rapport with students.
•Open communication between parents, students and teachers
•Students & parents are valued
•Constant communication (letters home, positive rewards, positive behaviour recorded in One School)
High Expectations
•Rules are explicitly stated and fall under the codes of Be Safe, Be Respectful, Be Responsible & Be a Learner.
•The behaviour codes of Be Safe, Be Responsible, Be Respectful & Be a Learner are constantly promoted and explicitly
taught at Brighton State School.
•The teacher establishes and maintains consistent classroom rules, procedures and routines.
•The teacher communicates high expectations to all students.
High standard of bookwork
•Teachers are expected to implement the Brighton Bookwork Policy.
•Exemplar posters to be displayed in every classroom.
•Leadership team invited to give feedback to exemplary bookwork.
•Student work regularly displayed on the Brighton Book Work Hall of Fame
Classroom displays
• Student work to be proudly displayed.
• Displays to reflect current unit of work.
• Alphabet and numbers to be clearly displayed in correct font in Prep - Year 2 clasrooms.
• Classroom rules & Behaviour charts to be clearly displayed in each classrooom. Behaviour Charts to include coloured
levels and Be responsible, Be respectful and Be Safe, Be a Learner posters
•I Do, We Do, You Do coloured posters
•Brighton WALT and WILF charts
• Emergency procedures must be clearly displayed.
Classroom Tone
• Busy yet calm
• Variety of interactions (whole class, small group, individual, pair groupings)
• Appropriate working noise
• Mutual respect between students and teachers
• Student and Teacher roles according to the Explicit Instruction plan
APPENDICES
General Expectations
 HB pencils and chunky triangular pencils in prep
 Handwriting Program – Targeting Handwriting text in Years 1 – 3
 No Handwriting text in Years 4 – 7. Handwriting taught according to ACARA.
 30 cm wooden ruler to be included on all booklists.
Bookwork Expectations for all books except grid books
 Use a sharp lead pencil for writing.
 All books to have a Subject title page at the front. This can be student designed or glued in.
 Unit title pages are optional depending on the frequency of units.
 Margins on all pages using thickness of a thin ruler. Need to adjust if using a thick ruler.
 Margins to be drawn in pencil for Years 2-3 and red biro for Years 4-7
 Short date to be written in margin. (eg. 19/08/13 or 19.08.13)
 Title for all new work. Title to be underlined using a ruler.
 Rule off after each section/activity/day of work using a ruler.
 No page wastage. Always start where the last work is finished.
 Sheets to be glued in must be cut to size – straight! No overhang!
 No graffiti or pictures on the cover or inside student books.
 No scribbling out. Use a rubber or a single edit mark.
 Prep Students to be introduced to writing in lines in Semester Two.
Bookwork Expectations for Grid Books – Maths
 Use a ruler to rule a line in the middle of each page unless not required.
 Short date to be written at the start of a day’s work. (eg. 19/08/13 or 19.08.13)
 No page wastage. Always start where the last work is finished.
 All work to be done using a sharp pencil
 Sheets to be glued in must be cut to size – straight! No overhang!
 Rule off after each section/activity/day of work using a ruler.
 Algorithms
- number each algorithm
- leave two squares before starting a new algorithm
- Year 2/3 no ruling off needed.
- Year 4 – 7 students required to rule off after each sum.
- leave two empty grid squares between the number and the actual setting out.
- numbers to be correctly formed and lined up in correct place value columns.
Feedback
 Regular checking and signing of work by classroom teacher.
 Provide regular and timely written feedback to students making clear what actions the student can
take to make further learning progress. (verbal or written)
Explicit Instruction of Comprehension Strategies
STEP 1 Select a Text
Texts can range from easy to challenging. The criteria for text selection should focus on
text usefulness for teaching a particular strategy, student interests and connections to
literacy themes. If the text is challenging use read-aloud when modelling.
I DO
STEP 2 Explain the strategy
Focus on the two questions: What is this strategy? Why is it helpful/necessary for
comprehension?
Provide examples to assist this explanation and, wherever possible, make connections to
students’ background knowledge and prior learning.
STEP 3 Model the strategy in use
Read a section of the text aloud and use a think aloud and a visual (symbol, chart, etc.)
to share ideas with students.
YOU DO WE DO
STEP 4 Guided Practice
REVIEW
Explain your thinking so that students have a clear idea of the active process that
readers experience. If a strategy requires a written or sketched response, model that
during this step.
STEP 6 Reflection
Read the next section of the text aloud and ask students to work with a partner to apply
the new strategy.
Discuss the response from paired students and read aloud another section of the text.
STEP 5 Independent Practice
Monitor as students work independently within the whole group.
Differentiate instruction by providing scaffolding for those students who need more
support (through further modelling or guided support) and by releasing the task to those
students who are ready to use it.
The goal is to ensure that students know the strategy and the process for using it.
Ultimately students develop a range of strategies they can use as needed when they are
reading on their own.
Ask students to reflect on how using the strategy helped them to understand the text.
Invite them to share their reflections in small groups or with the whole class. Discuss
how they can use the strategy when they are reading on their own.
The Brighton State School WALT and WILF posters are used as a tool in all classrooms to
encourage students to be more actively involved in their learning. They are used to
explicitly highlight the learning intention (WALT) and the success criteria (WILF).
The WALT and WILF posters are to be used in the Orientation phase of a lesson and should
be regularly referred to throughout the lesson. The posters need to be displayed in a
prominent place in the classroom and used when new content is being introduced.
The WALT and WILF posters are also effectively used to provide points of feedback to
students and teachers.
WALT = We Are Learning To
 Teachers explicitly state the learning intention for the lesson.
 By focusing on the learning intention students begin to fully understand
what they are learning rather than what they are doing.
WILF = What I’m Looking For
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The teacher explicitly states what they are looking for so that the
student expectations are clearly identified.
Teacher
Accountable
Learning
Explicit
Instruction
Pillars for
Learning at
Brighton
Movement of student
knowledge from short
term to long term
memory. Revise,
repeat, reinforce!
Effective
relationships
between teachers
and students
Explicit Instruction ……………In a nutshell!
I Do
The teacher demonstrates the concept or
skill.
We Do
The teacher and students work through
the steps together until students
understand the concept.
You Do
Students practice the new skill
independently.