2015 AIP
Science
Key Faculty Planning Priorities for 2015
•
Refine technology programs in years 7 and 8
•
Continue reviewing national curriculum, ensure effective implementation in years 7 – 9 Science which is aligned with school focused
pedagogy and philosophy
•
Monitor implementation of new work programs in Marine Science and Agricultural Science, new SAS subject Agriculture and Horticulture
and STEM in year 9.
•
Develop academically rigorous Year 10 work programs in all senior disciplines.
•
Improve Teaching and Learning to focus on continuous improvement in student achievement and higher order thinking skills
•
Focus on best use of 1:1 and BYOD program and available ICT resources
•
Inclusion of indigenous and multicultural perspectives into it the curriculum, with a particular focus on Global Perspectives
•
Goal setting and continual reflection on student performance through data placemats and analysis
•
Develop programs to improve student engagement with Science beyond the classroom
•
Continue to develop partnerships with primary schools, and investigate potential community links
What we are
going to do?
Refine
technology
programs in
years 7 and 8
Continue
reviewing
national
curriculum,
ensure effective
implementation
in years 7 – 9
Science which
is aligned with
school focused
pedagogy and
philosophy
(emphasis on
year 9)
How we are going to do it?
Targets
Who is responsible?
Coordinator assigned to develop units, timelines
and resources. Whole staff discussion to develop
ideas, projects etc.
Use resources available through QSA to develop
school based resources which align with school
pedagogy.
Horizontally align technology projects with
curriculum to give greater meaning and application
of concepts to a range of subject areas.
Successful implementation of
projects. Improved understanding
of the process of design, create,
test and evaluate a product.
Year 7 – C Gauthier
Year 8 – K
Lawrence
Refining of One Note files to provide extra
resources and activities. Use of BlackBoard
courses to make resources more accessible to
students in class and at home.
Coordinator and Unit Planner to
disseminate information to
teachers two weeks before unit
commences. Unit Auditor to
provide model response/marking
guide two weeks before task
distributed. Unit Writer and
Auditor to collect feedback on unit
within 2 weeks of its completion.
Year 7 Coordinator – R
Drvodelic
Year 8 Coordinator –
J Morgan
Year 9 Coordinator – L
Dunton
Teachers will complete auditing documents for the
units and assessment pieces to ensure all national
curriculum requirements are met.
An overall year coordinator will monitor the
progress of developing units and implementation of
timelines etc. Unit Planners and Auditors will be
assigned to manage each unit, assessment task
and exemplars.
Targets 5% improvement on number of
students passing science
5% improvement on number of
students achieving an A or B
Each unit of work will
have a Planner and
Auditor.
All teachers responsible
for improving student
understanding and
therefore achievement
outcomes.
When we are going to do
it?
Ongoing planning and
development of resources
through faculty curriculum
roles (Co-ordinator, Unit
Planner and Auditor)
Throughout the year as
units of work are
delivered.
Individual teacher
review end of semester
reports with HOD to
review progress
towards targets of
improvement
Monitor
implementation
of new work
programs in
Marine Science
and Agricultural
Science, new
SAS subject
Agriculture and
Horticulture and
STEM in year 9.
Coordinator assigned for each subject. Coordinator
to liaise with HOD, other staff where possible or
with teachers from other schools also implementing
new programs. Work with SOO’s and Ag assistants
to ensure effective practical work.
Develop
academically
rigorous Year 10
work programs
in all senior
disciplines.
Coordinator assigned for each subject. Coordinator
to liaise with HOD and year 11/12 teachers for the
subject, to ensure continuity from year 10 to year
12.
Utilise resources currently available and source
others as required.
STEM teacher to liaise with Thinking Science
coordinators for access to resources, PD etc.
Work program and assessment criteria to be
modelled on QCAA standards for senior subjects.
Utilise resources currently available and source
others as required.
Apply R3 and R6 feedback to make relevant
improvements Year 10 program.
Regular meetings with HOD to
discuss progress, resource
needs, difficulties etc. Regularly
review units and work program
and submit amendment at end of
year if necessary.
Improvement in student grades
and retention through greater
engagement.
Positive feedback on R3 and
R6 at moderation.
Agriculture –
K.Bandrowski*
Marine Science –
K.Lawrence
Agriculture and
Horticulture – P.Price
and A.Williams
STEM – J.Tarapore
Units of work
continuously developed
and reviewed.
90% retention of students in
Year 11 Sciences in 2016.
Agricultural Science:
K Bandrowski
Agriculture &
Horticulture Studies:
P Price
Biology: A Maguire
Chemistry: N Ansari
Marine Science: K
Lawrence
Physics: Z Durdevic
Development of units and
tasks throughout 2015.
Ongoing review and
improvement from 2016
onwards.
10% reduction in students
seeking subject changes after
the beginning of year 11
Sciences.
Improve
Teaching and
Learning to
focus on
continuous
improvement in
student
achievement
and higher order
thinking skills
Continue to consider what makes good pedagogy
when developing units of work.
Investigate use of resources such as the ITC
Think Drive embed Higher Order Thinking skills
into Science lessons at all year levels.
Continue the use of Dimensions of Learning to
improve pedagogy - when planning whole units of
work as well as individual lessons. Use Generic
Assessment Cover sheets to identify DOL areas
being covered and to ensure clarity in assessment
pieces.
All staff to participate in PD around DOL including
peer observations.
Staff to seek out PD that will assist them to meet
the targets identified on their Data Placemats.
Focus on best
use of 1:1 and
BYOD program
and available
ICT resources
Teachers to share knowledge and experience to
assist implementation.
Gather digital resources for 1:1 classes. Use of
digital textbook and associated digital resources in
year 7 – 9.
Encourage use of OneNote and BlackBoard
courses for unit planning and delivery and for
students to store resources.
Refine use of Pasco data loggers for lab and field
work, ongoing PD for teachers on effective use
when necessary.
Utilise functionality of ID Attend and Blackboard,
to enhance communication with students and
their families.
5% improvement on number of
students passing science in each
year level
5% improvement on number of
students receiving an A or B
All staff
Ongoing throughout year
with review at end of each
semester
All staff
Ongoing throughout the
year
All assessment pieces have a
cover sheet stored on G drive and
exemplars/templates available to
assist students.
100% staff to be observed by
another member each term and
provided timely and effective
feedback
All staff to have completed PD
plans and be actively seeking PD.
Subject meetings each term (or
beginning of each unit of work) to
develop ideas to extend students
Seek out PD to assist in effective
use of ICT’s.
Continue to use existing
equipment and incorporate into
assessment.
Every senior class (10-12) and
Year 9 STEM using data loggers
to obtain primary data for
analysis and to cement key
concepts through
experimentation.
Inclusion of
indigenous and
multi-cultural
perspectives
into it the
curriculum, with
a particular
focus on Global
Perspectives
Explore ways to embed more indigenous and
multicultural perspectives into curriculum in all year
levels.
Liaise with ATSI staff for support and continue to
seek out and attend professional development.
Continue to source resources to implement Global
Perspectives in all curriculum, and maintain Global
Perspectives Audit documentation.
International Students encouraged to share their
culture with other students during lessons.
Ensure being implemented across
all subjects.
Goal setting and
continual
reflection on
student
performance
through data
placemats and
analysis
All teachers develop data placemats for all classes
using NAPLAN data and previous achievement
data to inform teaching. Based on this data
teachers and students will work together to set
targets. This will help teachers to know students
better and understand their needs in order to better
cater for the diverse range of students.
Develop
programs to
improve student
engagement
with Science
beyond the
classroom
Continue to
develop
partnerships
with primary
schools, and
investigate
potential
community links
All students complete a goal setting activity – year
12 reflect on year 11 (commitment,
strengths/weaknesses) and develop goals to work
on and how to meet them.
Run events throughout the school year,
particularly during Science Week (August) to
encourage student participation in Extra-Curricular
Science.
All staff
Ongoing throughout the
year
Data placemats for every class.
Review of data placemats at end
of semester.
Review goals and progress
towards them after each unit of
work.
All teachers
Data placemats and goal
setting at start of year.
Ongoing review
At least one small Sciencebased activity per term in 2015.
All teachers
Ongoing. Planning each
term for the upcoming
event/s
HOD
Ongoing as required,
generally terms 2/3
Continue to audit against the
Global Perspectives Framework.
View to expansion in future
years.
Investigate simple ways that Science can raise its
profile in the school making use of student notices,
lunch-time competitions and rewards.
Run science shows and science stellar days for
primary schools.
Meet with primary school cluster to ensure
curriculum is aligned and moderate assessment
pieces.
Coordinate farm visits for primary schools.
Work with Junior School HOD to
contact and meet with teachers –
aim once per term.
Run a series of visits throughout
the year as suited to primary
schools.
P Price and K
Bandrowski
Visits as required by
primary school (generally
term 3)