Gowrie State School Pedagogical Framework
Our Vision: If you take pride in yourself, you’ll take pride in your school.
Our Values: We value; Rigour, Resilience, Respect, Relationships Responsibility and if you have all five, you’ll have a good Reputation.
Our Pedagogical Beliefs: We believe there are four pedagogical frames: All students bring Prior Learning to a situation , All Learning is Inter-connected, We need to think about our thinking when we are learning, and We learn best when we work
together.
Prior
Learning
InterConnected
Learning
All students bring prior learning to a new situation
Planning we:
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Make decisions based on knowledge of the
students and their prior learning & attributes;
All assessment, with explicit criteria and
standards, is planned up front and aligned with
teaching;
Responsible, innovative and ethical use of
digital technologies is expected.
All learning is inter-connected
Planning we:
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Strategies we use:
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Use a range of agreed data to tailor learning
pathways and target resources;
Align pedagogy with curriculum intent and
demands of learning areas/subject, general
capabilities and cross curriculum priorities;
Inform our teaching and learning by performance
data and validated research;
Have consistent methodologies across the school to
collect data and present learning;
Use a comprehensive range of teaching strategies
that support curriculum intent, engage students
and explore available technology;
Strategies we use:
Thinking
About
Thinking
We need to think about our thinking when we are learning
Planning we:
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1 a) Analysing data
1 b) Creating PLP’s & Differentiation Plans
1 c) Year Level Meetings to review Data.
2 a) C2C Units & Gowrie Standards for
KLA’s
2 b) Model assessment criteria to students
2 c) Teaching is aligned with assessment
2 d) Use expert knowledge & best practice
2 e) Display pedagogy on the school web
site
2 f) Provide A & C Exemplars to staff
3 a) Staff use ICT’s
3 b) Digital literacies
3 d) Expose students to technologies
3 e) Expect a commitment from staff and
students to use digital literacies prudently
3 f) A Framework for teaching digital
technologies taught across the whole school
so students and teaching staff know all
learning is interconnected.
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4 a) “Warm Ups”, I Do, We Do & You Do,”
and Seven Reading Habits
4 b) 50 Days Reading Progress, Class Data
Sheets with targets for individual students.
4 c) Tracking student progress through class
data sheets and individual portfolios to inform
pedagogical choices;
4 d) Standardised tests: Waddington, South
Australian Spelling, Pat Maths, Pat R,
Vocab/Spelling/ Brigance Screen, PM
Benchmarks, IPI’s & NAPLAN
4 e) Ability groupings for instruction
4 f) Program managers purchase resources
5 a) Alignment of curriculum, pedagogy and
assessment exists through the use of C2C and
other support processes-SDE units;
5 b) 16 Elements of Explicit Instruction from
Archer & Hughes
5 c) GSS has a Bookwork Policy
6 a) Analysing data to inform teaching and
learning practices;
6 b) Achievement deficiencies (data informed)
dictates PD priorities;
6 c) Key personnel are employed to address
Learning in
Community
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Outline processes for professional learning and
instructional leadership to support consistent school
wide pedagogy;
Detail procedures, practices and strategies for teaching,
differentiation, monitoring, assessing and moderating;
Establish comprehensive and challenging learning goals
for each student based on agreed data sets;
Develop learning through higher order thinking and
authentic contexts;
Use evidence from agreed teaching methods to inform
our teaching;
Differentiate and scaffold teaching based on the
identified needs of students.
Strategies we use:
9 a) Staff meetings are used to cater for in school
PD-facilitated by all teaching staff
9 b) Rotational Reading Habits are modelled on
assembly
9 c) PD activities are planned for and teachers form
partnerships to provide peer feedback
9 d) Staff Notices to focus on priorities
9 e) Program managers plan & facilitate PD
9 f) Expert teaching teams are developed through
peer PD sessions
9 g) Staff access specific PD through Professional
Standards
10 a) Reading Habits are monitored every 50 days
10 b) School templates are used for Differentiation
and PLP’s
10 c) A culture of feedback is made possible through
principal and peer feedback
10 d) Moderation occurs at a cluster and district level
11 a) Teachers set goals for all subject areas
11 b) Targets are based on school data collectionSchool targets and achievement levels are passed on
from year to year.
11 c) Teachers create expectations for each student –
short and long term
We learn best when we work together
Planning we:
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Describe and Model the school values and beliefs about teaching and
learning that respond to the local context and the levels of student
achievement;
8. Have agreed procedures for ongoing induction, coaching, mentoring
and support in teaching and learning for all staff;
9. Establish comprehensive and challenging learning goals for each
student based on agreed data sets;
10. Moderate our practices to support consistency of teacher judgment
about assessment data;
11. Have agreed feedback practices for staff, parents and students;
12. Have consistent, whole-school approaches to classroom and
behaviour management, recognition of difference, student well-being
and development of student autonomy.
 Strategies we use:
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15 a) Values and beliefs are community supported
15 b) School Motto “Dignity in Work and Play” is reinforced
each assembly
15 c) 5R Values from YCDI Program
15 d) Every child matters everyday
15 e) All students can achieve
15 f) Every student is learning and achieving
15 g) Community Engagement Framework
15 h) Awards Night
16 a) Recognition on assembly
16 b) Student of the Week Certificates
16 c) Weekly Principal’s Award
16 d) NAPLAN / Behaviour/Attendance certificates
16 e) Student/Parent Survey feedback/response
16 f) School events that engage the community- ANZAC Dawn
Service
16 g) Teacher-led PD
16 h) I Do, We Do, You Do
16 i) GROW –coaching/feedback model
16 j) Class feedback – teacher/teacher, principal/teacher
16 k) Instructional feedback in bookwork
16 l) On-going PD to focus on improvement agenda
17 a) Teachers set goals for all subject areas
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Evidence we see:
Class Data Sheets, PLP’s, Differentiation Plans,
Gowrie Standards, Sample Units, Sample
Assessment, Sample Warm Ups, Best Practice,
Staff Notices, Sample Digital Literacies,
Commitment to ethical practices, Framework for
Digital Literacies
students at risk identified through data
collection;
6 d) Archer & Hughes insights to focus on
pedagogy
6 e) Reading Data Walls & Word Walls
7 a) Implementing C2C units
7 b) Needs specific timetabling for T/A
7 c) Upfront Planned Assessment using c2c and
Gowrie Standards;
7 d) Regular formalised testing, unit
assessment, monitoring of on -going tasks;
7 e) 3 week Naplan focus across the school
7 f) Peer Coaching to model lesson delivery;
7 g) Establish an overview of multi-age
curriculum units taught across the school –Year
A/B
7 h) Model the use of metalanguage
8 a) I Do, We Do, You Do
8 b) Warm Ups in all KLAs;
8 c) Reading Habit Rotation every three weeks;
8 d) Daily use/exposure of digital technologies
8 e) All resourced linked to c2c’s;
8 f) Lessons are designed to cater for different
learning styles, & follow current trends of
research: Fleming, Archer & Hughes;
8g) Professional development targets
deficiencies
8 h) Ensure equal access to digital technologies
for all students in all classes
Evidence we see:
Seven Reading Habits, Sample Lesson Plans, Sample
Reading Data for 50 Days, Student Portfolio, Sample
Standardised Test, Ability Groupings, Sample Program
Manager’s Plan for Improvement, SDE Units, 16
Elements form Archer & Hughes, PD linked to data
informed deficiencies, Whole of School Pedagogy,
Sample c2c lesson plan, Teacher Aide Timetable,
Assessment linked to Gowrie Standards, Rotational
Reading Habits Peer Coaching, Overview for Multi Age
Units,
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12 a) Students are taught to ask more thick questions
12 b) Peer tutoring is encouraged
12 c) Frameworks are taught to assist problem
solving
12 d) peer tutoring
13 a) Reading Habits improve reading
comprehension
13 b) An Explicit Teaching Model of I Do, We Do,
You Do is consistent across the school
13 c) Warm Ups are employed to assist moving short
term learning to long term learning
13 d) All staff implement C2C units
13 e) Teachers make professional judgements to
make resources, and lessons suitable for our classes
14 a) Targeted use of teacher aides and specialist
support to cater for specific learning needs
14 b) Differentiated unit plans are accessed to assist
learning
14 c) School Reading programs to scaffold learning
experiences
14 d) YCDI is used for pastoral care;
14 e) The Shed & Clubhouse are used to support
students and staff to cater for wellbeing.
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Evidence we see:
PD is intentionally planned, Reading Habits are modelled on
Assembly, Peer Feedback is specific regarding pedagogy,
Staff Notices reinforce our focus, Program Managers plan
specific PD, Expert Teaching Teams deliver PD, Staff apply
for needs specific PD, samples of Pre testing and post testing
taught Reading Habits, School templates for planning, Culture
of Feedback, Cluster & District Moderation, Teachers set
targets for students, School targets are set annually, Teachers
create expectations for students, Students are provided
scaffolding to ask higher level questions, Peer tutoring,
17 b) Targets are based on school data collection
17 c) Teachers create clear expectations for each student – short
and long term
17 d) School targets and achievement levels are passed on from
year to year.
17 e) Students know their level of achievement
18 a) Moderate with in school
18 b) Moderate with Clusters
18 c) Use Criteria sheets units
18 d) Teacher Prior experience and knowledge
19 a) Report cards twice a year
19 b) Parent – teacher interview twice a year
19 c) Weekly Newsletters
19 d) Website
19 e) Verbal / written feedback to students
19 d) School opinion survey
19 e) Staff feedback to each other
19 f) Principal feedback to teachers
20 a) Whole school approach on classroom and behaviour
management
20 b) awards given – classroom, art, principal, sport etc
20 c) gotchas, pink slips, behaviour charts in classrooms and for
parents, gold pass day rewards, behaviour certificates, Bunnings. Local businesses, sporting groups
20 d) Small School Sports, Academic Challenges
20 e) Cows Create Careers, Clean-Up Day,
20 f) community access to facilities
20 g) The Shed, Clubhouse
20 i) Students run assembly.
Evidence we see:
We promote the 5 Gowrie Values & Scholl Moto at every opportunity, The
You Can Do It Program is used for Pastoral Care, All staff members
contribute the Community Engagement Framework, We co-ordinate Anzac
Dawn Service with The Gowrie Progress Assoc, The community supports
our Award’s Night, All achievement is recognised on weekly assemblies,
Certificates are awarded for achievement, behaviour & attendance, We use
the GROW methodology to provide coaching feedback, PFD’s are used for
induction & PD, There is a collegial approach to the provision of PD,
Targets and goals are established after consultation and data analysis and set
by teachers, Moderation occurs at Year level, Cluster and District level,
Criterion sheets guide teacher judgment, SOS are conducted annually,
Parents are invited to participate in reviews, School Responsible Behaviour
Plan, GSS hosts Small Schools Academic & Sporting Challenges, We
provide a venue for community groups, Student Centred approach to
assemblies & Award’s Night, Bunnings provide rewards for Gold Pass Day.