Mt Tarampa State School
Whole-school
curriculum, assessment
and reporting plan —
multi-level P– 7
2012
Systemic Influences and Resources
OVERVIEW
A school curriculum framework provides details of the school’s alignment o the teaching and learning processes. It promotes a
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curriculum that maximizes the learning of all students by recognizing and celebrating diversity whilst engaging students in
intellectually challenging learning experiences. It ensures our school is clear about the knowledge & understandings and ways 
of working we value and those we want students to demonstrate. It requires a focus in each classroom in every lesson, every
day on developing a deep understanding in every student of the key concepts in each learning area and on using their particular
ways of working
The school’s framework takes into account the key capabilities, knowledge skills and values that students are expected to 
develop throughout their 12 years of state school education outlined in the policy “What State Schools Value: Active and 

Informed Citizens for a Sustainable World”
What we want
students to learn.
PEDAGOGY
Planning
Engaging students
with the intended
curriculum
Teaching
The Mt Tarampa State School Curriculum
Framework is designed to achieve the following
goals:
 Every student achieving their potential
 Equitable outcomes for all students
 Excellence in teaching
 Excellence in learning
CURRICULUM
INTENT
Reflecting
It is a ‘living’ document that will change over time in
response to identified need, systemic requirements
and achievement of stated goals. This document is
designed to be a plan not a syllabus or collection of
work programs. It defines this school’s approach to
four key areas;
Curriculum Intent, Pedagogy, Assessment and
Reporting
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REPORTING
ASSESSMENT
Acknowledging what
they have learned
and how well they
have learned it
Assessing what we
want them to learn
Assessing
P-12 Curriculum Framework –Policy &
Guidelines for Queensland Schools
QSA Syllabi
English
- SOSE
HPE
- Science
LOTE
- Technology
Maths
- The Arts
Literacy
Mathematics
Early Years Curriculum Guidelines
Middle Phase of Learning
Productive Pedagogies
Professional Standards for Teachers
Development Performance Framework
Framework for Public Sector Employees
Smart Classrooms Framework
One School
Smart Choices
QCAR Framework Documents
Gifted Education
Indigenous Perspectives
Students with Disabilities
ESL
3,5,7,9 NAPLAN Testing
Interim Anaphylaxis Guidelines for
Queensland Schools
School information and data
Sources for gathering information and data
Total enrolments
38
Year levels
P-7
Student
information
69% males:
31% females:
16% Indigenous students:
4% students with disabilities:
Staff information
Number of teaching staff: 2.6
equivalent
Number of non-teaching staff: 5 workers
Systemic priorities
The top three priorities for 2012 are:
1. Implement the Australian Curriculum in English, Maths and Science.
2. Improved NAPLAN results.
Systemic
School-based priorities
Our top three priorities for 2012 are:
1. Revision of whole school approaches to behaviour management.
2. Strengthen links between student performance data and teaching and learning practices. Data informs
teacher practise.
3. Provide regular communication to the parent community of the achievement of improved learning
outcomes, targets and systemic priorities.
4. Review of Whole School Curriculum Plan, English, Maths and Science Curriculum Plans.
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NAPLAN
QCATs
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Year 2 Diagnostic Net (final
year)
AEDI
School Opinion Surveys
English assessment pieces
o
BURT Reading
o
SAST (spelling)
o
Words Their Way (Spelling)
o
PAT Reading
o
PROBE Reading
o
Benchmark Assessment System (Reading)
o
C2C Unit – English assessments
Maths assessment pieces
o
PAT Maths
o
C2C Unit – Maths assessments
o
I can do maths (P-2)
Science assessment pieces
o
C2C Unit – Science assessments
Mission statement:
Our school's aim is to provide an equal opportunity for a quality Education for all by providing learning experiences in both academic and social areas in which all pupils can
participate.
Each student will be recognised as an individual and students’ individual needs will be catered for to prepare them for becoming contributing members of society.
What are our future goals for teaching and learning?
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Every student achieving their potential.
Equitable outcomes for all students.
Excellence in teaching.
Excellence in learning.
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.
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Involvement in Lowood Cluster
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Professional conversations
regarding C2C implementation
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Implementing Curriculum to
Classroom (C2C) units
Differentiating C2C implementation
teaching strategies
Front-ending assessment in
teaching
o To improve educational
decision-making
o To drive explicit teaching
focuses
o To target intervention
activities
C2C implementation: developing
skills to effectively implement the
new curriculum
Developing and deepening staff’s
experience and understanding of
implementing C2C Units
Upgrading resources to allow
implementation of C2C units.
Principal and teaching staff explain
C2C purposes, processes,
developments and progress
o In newsletter
o P&C meeting
o When setting learning goals
during parent interviews
o Incidentally with parents
before and after school
Multi-level Whole-school curriculum plan: P–2, 3–4 and 5–7 overview
2012 will be the first year that Mt Tarampa State School will plan, implement, assess and report using the Australian Curriculum for English, Maths and Science. Units of
work that have been developed as part of the Curriculum into the Classroom (C2C) project will be implemented throughout the school. Geography and History will be
trialled this year.
The remaining KLA’s – The Arts and Technology are planned by the class teachers. These subjects are still based on the Essential Learnings from the Queensland
Curriculum Assessment and Reporting Framework (QCARF). Specialist teachers implement the HPE and LOTE (German) lessons weekly.
Teaching and learning term overview across P–2, 3–4 and 5–7
English
P–2
Unit 1
Discovering
characters in
picture books
Students listen to
and read picture
books and
explore how
authors create
their characters.
Students deliver
a short oral talk
on a character
from a book.
Unit 2
Creating
persuasive
imaginative
texts
Students read
and view
elements of
persuasion in
multimodal texts
to create
additional pages
for a persuasive
imaginative
picture book.
Students present
their new pages
to the class and
explain the
choices they
have made.
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Creating and
presenting a
retell
Students listen
to, read and view
a range of
narratives,
including some
multimodal texts
to explore the
use of descriptive
language in the
construction of
character.
Students retell a
familiar story as a
digital text
incorporating
written, oral and
pictorial
information and
present their
retell orally to a
familiar audience.
Exploring
Australian texts
Students listen
to, read and view
informative and
imaginative texts
about Australia.
They respond to
questions about
an Australian
story and create
a multimodal
digital biography
of a character
from a book.
Examining
stories and
informative
texts
Students read,
view and listen to
a range of stories
with animal
characters and
ask open and
closed questions
of an animal
character. They
create an
informative text
about an event in
a literary text.
Exploring
poetry
Students listen
to, read and view
a range of poetry.
As a group,
students express
their personal
responses and
thoughts about
various shared
poems. They
create an
imaginative
reconstruction of
a poem or rhyme
and present it to
a familiar
audience.
Responding
persuasively to
narratives
Students read,
view and listen to
a variety of
literary texts to
explore how
stereotypes are
used to persuade
audiences.
Students create a
persuasive
response. They
compare how the
representations
of a character are
depicted
differently in two
publications of
the same story
and give reasons
for a particular
preference.
Exploring plot
and
characterisation
in stories
Students explore
a variety of
picture books to
explore how
stories use plot
and
characterisation
to entertain and
engage an
audience.
Students create a
new event to be
added to a
familiar narrative.
Students will
transform this
event into a script
for a group
performance for
their peers.
English
3–4
Unit 1
Investigating
characterisation
in a narrative
Students listen
to, view, read and
explore simple
chapter books or
digital stories to
explore the use
of descriptive
language in the
construction of
characters.
Through a written
response or the
creation of a new
chapter, students
develop
alternative
behaviours and
actions of a
character.
Unit 2
Creating
persuasive
articles
Students read,
view and analyse
digital, written
and spoken
persuasive texts.
They use their
growing
knowledge of
literature and
language to write
a persuasive
article for a class
magazine.
Unit 3
Presenting
opinions about
characters
Students listen
to, read and view
a range of
narratives,
including some
multi-modal texts
to explore the
use of descriptive
language in the
construction of
character.
Students deliver
a short spoken
presentation
about a
character,
expressing a
point of view
about a
behaviour or
action made by
the character.
Unit 4
Exploring
Australian texts
set in the past
Students listen
to, read and view
informative and
imaginative texts,
including online
texts, set in the
past about
Australian people
and their
experiences.
They write a
literary recount
set in the past
from a different
perspective.
Unit 5
Unit 6
Unit 7
Unit 8
Examining
traditional
stories
Students read,
view and listen to
traditional stories
from different
cultures. They
demonstrate
understanding by
responding in
writing to
comprehension
questions
focusing on
language
features, themes
and messages in
stories and by
writing parts of
traditional stories.
Examining
humour in
poetry
Students identify
and analyse the
literary devices of
humour used in
poetry by
different authors.
They create a
humorous poem
and present it to
a familiar
audience in an
informal context.
Exploring
personal
experiences
through events
Students read
and listen to
written and
spoken literary
and informative
texts to identify
the way authors
portray
experiences of an
event. They use
comprehension
strategies to build
literal and
inferred meaning
and make
interpretations
about a literary
text. Students
write a
persuasive letter
to persuade the
school principal
that an event
should be
celebrated at
school.
.
Exploring a
quest novel
Students listen to
and read a quest
novel, Rowan of
Rin by Emily
Rodda. Through
close reading,
responding to a
blog and
mapping
character
development,
they demonstrate
understanding of
the quest novel.
Students will
represent the
characteristic
traits of Rowan
and others in a
new event for
Rowan of Rin, to
be performed as
a short play.
The Year 4
assessment in
this unit is the
2012 Queensland
Comparable
Assessment Task
(QCAT) for Year
4 English.
English
5–7
Unit 1
Analysing
characters in
stories
Students read
and view stories
including
traditional stories
that feature
stereotypical and
non-stereotypical
characters. They
show
understanding of
character
development in
relation to plot
and setting
through written
responses.
Unit 2
Creating
persuasive
arguments
Students read,
view and analyse
a range of
persuasive
written and media
texts. They
create a written
persuasive
argument in
response to a
current issue
within the media
and publish it in a
class magazine.
Unit 3
Creating an
animated story
Students listen
to, read, view and
interpret a range
of animations,
including film and
digital texts. They
present a point of
view about
personal conflict
and ethical
dilemmas faced
by characters
through a panel
discussion.
Students produce
an animated
story exploring a
character’s
behaviour when
faced with an
ethical dilemma.
Unit 4
Reading and
interpreting
Australian
literature
Students listen
to, read and view
autobiographical
narratives,
picture books and
biographies and
respond to a
biographical text.
The select a
memory from
their life and
compose a
literary memoir.
Unit 5
Unit 6
Unit 7
Unit 8
Interpreting
literary texts
Students listen
to, read and view
extracts from
literary texts set
in earlier times.
They
demonstrate their
understanding of
how the events
and characters
are created within
historical
contexts.
Students create a
literary text that
explores personal
experiences.
Responding to
poetry
Students listen
to, read and view
a range of poetry,
songs and
anthems from
different times to
create a folio of
responses
analysing
authors’ use of
language and its
impact on the
message and
ideas of text.
Persuading
through
motivational
speeches
Students will
examine how
language is used
to persuade in
famous
motivational
speeches from
political and
cultural (arts and
sports) contexts.
Students will
deliver a
persuasive
speech with the
purpose of
creating an
emotional
response.
Exploring
literary texts by
the same author
Students listen
to, read and view
literary texts by
the same author
to create written
responses
focusing on
language and
literary
techniques that
contribute to an
author’s style.
Students select
favourite
characters from
one of the texts
studied and
prepare a group
audition script in
role as those
characters. They
present a short
audition and
justify their
character’s
suitability for a
further role in a
new book.
The Year 6
assessment in
this unit is the
2012 Queensland
Comparable
Assessment Task
(QCAT) for Year
6 English.
Mathematics
P–2
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Patterns and
algebra, Using
units of
measurement
and Location and
transformation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Money and
financial
mathematics,
Chance and Data
representation
and
interpretation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals,
Patterns and
algebra, Using
units of
measurement
and Shape.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals, Using
units of
measurement
and Data
representation
and
interpretation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Patterns and
algebra, Using
units of
measurement
and Location and
transformation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals, Money
and financial
mathematics,
Chance and Data
representation
and
interpretation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals,
Patterns and
algebra, Using
units of
measurement
and Shape.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands, Number
and place value,
Patterns and
algebra, Using
units of
measurement,
Shape, Location
and
transformation,
Chance and Data
representation
and
interpretation.
Mathematics
3–4
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals,
Patterns and
algebra, Using
units of
measurement
and Location and
transformation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals, Money
and financial
mathematics,
Chance and Data
representation
and
Interpretation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals,
Patterns and
algebra, Using
units of
measurement
and Shape.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals, Using
units of
measurement
and Data
representation
and
interpretation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals,
Patterns and
algebra, Using
units of
measurement
and Location and
transformation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals, Money
and financial
mathematics,
Chance and Data
representation
and
interpretation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals,
Patterns and
algebra, Using
units of
measurement
and Geometric
reasoning.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands, Number
and place value,
Fractions and
decimals, Using
units of
measurement,
Location and
transformation
and Data
representation
and
interpretation.
Mathematics
5–7
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals (Years
5 and 6), Real
numbers (Year
7), Patterns and
algebra, Linear
and non-linear
relationships
(Year 7), Using
units of
measurement
(Years 5 and 6)
and Location and
transformation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals (Years
5 and 6), Real
numbers (Year
7), Money and
financial
mathematics,
Chance and Data
representation
and interpretation
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals (Years
5 and 6), Real
numbers (Year
7), Patterns and
algebra, Using
units of
measurement
and Shape.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals (Years
5 and 6), Real
numbers (Year
7), Using units of
measurement
and Data
representation
and
interpretation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals (Years
5 and 6), Real
numbers (Year
7), Patterns and
algebra, Using
units of
measurement
and Location and
transformation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals (Years
5 and 6), Real
numbers (Year
7), Money and
financial
mathematics,
Chance and Data
representation
and
interpretation.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands Number
and place value,
Fractions and
decimals (Years
5 and 6), Real
numbers and
Linear and nonlinear
relationships
(Year 7), Using
units of
measurement
and Geometric
reasoning.
In this unit
students apply a
variety of
mathematical
concepts in reallife, lifelike and
purely
mathematical
situations.
Students have
opportunities to
develop
mathematical
understandings
through the substrands,
Fractions and
decimals (Years
5 and 6), Real
numbers and
Linear and nonlinear
relationships
(Year 7) Using
units of
measurement,
Location and
transformation,
Geometric
reasoning, and
Data
representation
and
interpretation.
Unit 1
Science
P–2
Unit 2
Unit 3
Unit 4
Biological Sciences
Chemical Sciences
Earth and Space Sciences
Physical Sciences
The Living World
In this unit students identify that living
things have basic needs, including
food and water; and have a variety of
external features. They describe how
living things grow, change and have
offspring similar to themselves.
Students explore how the needs of
living things are met in their
environment.
Mastering Materials
In this unit, students examine familiar
objects made from a range of
materials, using their senses, and
describe the properties of the
materials from which these objects
are made. Based on observation and
analysis, students describe the
connection between properties of
materials, objects and their purpose,
so that they recognise the scientific
decision making in everyday life.
They engage in combining materials
to meet a purpose and justify their
decisions.
The Earth and Us
In this unit, students will use sensory
experiences to explore familiar
phenomena, including weather and
daily and seasonal changes. Students
will compare and describe the
changes that occur in the features of
the day sky and landscape with the
night sky and landscape. They
explore the nature of and use of
Earth’s resources. Consequently,
they draw conclusions that enable
them to predict observable changes.
Students integrate knowledge of land
and sky events and components of
Earth’s resources to interrogate ways
of using Earth’s resources wisely.
Toy World
In this unit, the study of various
forms of energy is focused in a
study of toys. Students examine and
explain the movement of objects.
They draw conclusions about factors
influencing movement and relate
these to pushes and pulls. In
addition, they investigate a range of
sources that produce light and
sound. They keep records of their
sensory explorations of movement
and light and sound. Students then
apply this knowledge to explain the
movement (including pushes and
pulls), light and energy in a toy.
Unit 1
Science
3–4
Unit 2
Unit 3
Unit 4
Biological Sciences
Chemical Sciences
Earth and Space Sciences
Physical Sciences
Life and Living
In this unit students describe
observable features and relationships
as they classify living and non-living
things. The need for the once-living
classification is recognised. Students
will investigate life cycles. They will
make predictions about human impact
on living things and examine
relationships between living things and
their dependence on the environment.
By considering human and natural
changes to the environment, students
predict the effect of these changes on
living things and possible
consequences to species survival.
Properties Matter
In this unit students investigate the
properties of solids and liquids and the
effect of adding or removing heat.
Students will evaluate how adding or
removing heat affects materials in
everyday life. Students investigate a
range of properties of familiar
materials and consider how these
influence their selection and use.
Rockin’ the Earth and Sky
In this unit, students will demonstrate
their knowledge of the Earth’s rotation
on its axis in relation to the position of
the Sun to explain how day and night
is made. Students will make
predictions using their prior
experiences and collect and present
data on shadows to help answer
questions about everyday
observations. They will explore the
effect of human activity and extreme
weather that causes weathering and
erosion of the Earth’s surface.
Students will relate this to their local
area and to predict consequences of
future occurrences and human activity.
They begin to appreciate that current
systems, such as Earth’s surface,
have characteristics that have resulted
from past. They understand that some
systems change in predictable ways,
such as through cycles. They apply
their knowledge to make predictions
based on interactions within systems,
including those involving the actions of
humans.
Physics Phenomena
In this unit, students investigate
physical concepts involved in a
games event. Students will create
a game involving forces and
investigate how forces affect
objects through direct and indirect
contact forces. Students will
investigate how heat can be
produced and transferred and
apply this knowledge to make a
water bottle cooler for the athletes
to keep their water cool. Students
will explore factors affecting heat
transference and safety practices
required.
Unit 1
Science
5-7
Unit 2
Unit 3
Unit 4
Biological Sciences
Chemical Sciences
Earth and Space Sciences
Physical Sciences
Diversity and interaction in the
living world
In this unit students examine the
structural features and adaptations
that assist living things to survive in
their environment. They investigate the
relationship between the growth and
survival of living things and the
physical conditions of their
environment. They classify and
examine the relationships between
organisms, ecosystems and human
interactions.
Why does Matter Matter?
In this unit students broaden their
classification of matter to include
gases and begin to see how matter
structures the world around them.
They investigate changes that can be
made to materials and how these
changes are classified as reversible or
irreversible. They also distinguish
between pure substances and
mixtures, and plan appropriate
methods to separate mixtures.
Earth and Beyond
In this unit, students will explore the
place of Earth in the solar system and
then use this knowledge to look for
patterns and relationships between
components of this system. They
explore predictable phenomena such
as eclipses, tides, phases of the Moon
and the seasons. They will examine
different cultural understandings, and
how scientific understandings of space
have changed over time due to
developments in technology. Students
will explore how sudden geological
and extreme weather events can affect
Earth’s surface and consider the
effects of earthquakes and volcanoes
on the Earth’s surface and how
communities are affected. They will
gather, record and interpret data
relating to weather and weather
events. Students explore the ways in
which people use scientific
observations to prepare for disaster in
Australia and throughout Asia.
Show Physics
In this unit, students will explore
aspects of the physical sciences
including: light, electricity and
forces. They will investigate the
properties of light and the
formation of shadows. They
explore the role of light in
everyday objects and devices.
They will explore and infer that
electrical circuits provide a means
for transferring and transforming
electricity. Students will
investigate electricity generation
using renewable energy sources.
Students will explore different
forces including friction, gravity
and air resistance. They will plan
and conduct investigations
relating to forces using fair testing
procedures in order to explore
changes in motion of objects and
the impact of different forces on
moving objects.
Assessment
Assessment is an interdependent aspect of the teaching and learning process. Through the Essential Learnings, students are able to demonstrate what they know, and
what they can do with this knowledge. It should be a systematic and ongoing process designed to make judgments about
 students’ progress and achievement related to the Essential Learnings
 inform decisions about student needs, teaching practices and resource requirement
 guide the planning of future curriculum programs
In addition, the data is used to communicate to stakeholder’s information concerning the progress and achievement of individual students.
PRINCIPLES
Assessment should…
 Be valid
 Be explicit
 Comprehensive
 Provide students with
opportunity to demonstrate
extent and depth of knowledge
 Inform planning and teaching as
well as reporting
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IMPLEMENTATION
Tasks should provide reliable data on student achievement by gathering relevant evidence on multiple occasions within each
juncture (Yr3, 5, 7). Use assessable elements and descriptors from QCARF
Assessment items will be clearly defined in teacher planning and will take into account the importance of addressing diverse
needs of children.
Students will be made aware of the criteria and standards for each assessment opportunity.
Techniques for assessment should allow students to have a variety of opportunities and formats to demonstrate their
understandings.
Assessment techniques need to be summative, formative and diagnostic
Moderation will occur within both mandated statewide methods and within ‘social moderation’ opportunities where teachers
engage in professional dialogue to review judgments made by peers.
Standardized assessment programs using ‘external sources’ such as Yr 3, 5, 7 tests. This data will be used to track ‘whole
school progress over time’.
Assessment instruments must be balanced to include but not limited to:
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Observations
Written tasks
Group activities
Performance
Self and peer reflection
Oral tasks
PROBE
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Progressive Achievement Test – Reading
Waddington Spelling & Reading
South Australian Spelling Test
PM Benchmarks
QCATs
NAPLAN
Reporting
Purposes of Reporting
Formal reporting will occur four times per year. Informal reporting is sent home on a weekly basis through the student’s homebook, This process provides valuable
information for the parents/carers of our students.
Implementation
 Individual data profiles are established for each student. Data will be recorded to show date and type of assessment items.
 Data profiles will be made available for student perusal in order to promote better self-awareness. Profiles may be maintained electronically and should be provided in
hard copy formats for ease of student/parents access.
 Formal reporting to parents will occur at the end of each term and will be a ‘snapshot’ of units of work in each KLA undertaken during that term. Reports will indicate
progress for each KLA rated according to a five point scale A-E. Staff will use One School for reporting.
 Parent-teacher interviews are offered at the end of terms 1, 2 and 3.
 Student Profile folders will be given to parents of prep students as a record of their achievements.
 Provide parents/carers with data from systemic assessments Yr2 Net, Yr3, 5, 7 tests and QCATS.
 Informal reporting occurs throughout the year on a needs basis.
 Parents receive IEP reports relevant to their child’s progress.
 School community receives results of State-wide testing through access to the school website and presentations at P&C meetings.