MACQUARIE FIELDS PS
SCHOOL PLAN
2014
LITERACY
Increased level of overall literacy achievement for all students in line with state and regional targets
Strategies to achieve this target include:















Implementation of the K-6 English scope and sequence, based on the NSW National Curriculum, by all staff
Continuation of L3 across Early Stage 1 and awareness raising for Stage 1
Continuation of Best Start, Learning Plans and continuum tracking in ES1 and S1
Continuation of the Focus on Reading Comprehension program in Phase 2 training with increased use of the continuum tracking in Years 3-6
Utilisation of Focus on Reading resources and teaching and learning programs
Development of stage based comprehension and writing assessment
Improvement of guided reading resources Year 2 – 4
Improvement of modelled reading and multimodal resources
Implementation and regular review of Personal Learning Plans (PLPs) for all Aboriginal students and other students at risk
Implementation of the policy document ‘Mandatory Guidelines for the Implementation of Literacy at Macquarie Fields’
Implement a series of parent workshops on reading and vocabulary in Years 3-6 (including comprehension strategies, super six strategies, accessing technology and supporting students at home)
Allocate stage meeting time to allow for increased collaborative planning, building of consistency of judgement, programming support and sharing of resources and assessment strategies
Revise school’s ‘Supervision of Programming Policy’ to ensure teaching and learning programs in reading include:
o An explicitly stated focus
o Grouping for instruction
o Explicit comprehension teaching strategies
o A range of literary, factual, visual and multimedia texts
Continuation of the ‘Minilit’ program in the Year 1 Literacy Support class
Development and implementation of programs and resources to support the teaching and learning of Visual Literacy
Our success will be measured by:

















60% of Kindergarten students achieved cluster 4 in Reading Texts
45% of Kindergarten students achieved cluster 4 in Comprehension
77% of Year 1 students achieved cluster 6 or above in Reading Texts
65% of Year 1 students achieved cluster 6 or above in Comprehension
77% of Year 2 students achieved cluster 8 or above in Reading Texts
75% of Year 2 students achieved cluster 8 in Comprehension
Increase the percentage of students in Year 3 so 100% of students achieve at or above the minimum standard in NAPLAN reading in 2014.
In Year 3, 100% of students achieve at or above the minimum standard in NAPLAN writing
Increase the percentage of students in Year 3 achieving in the proficiency bands in NAPLAN reading from 49% in 2013 to 51.5% by 2014.
65% of Year 3 students achieved cluster 9 or above in Comprehension
65% of Year 4 students achieved cluster 10 or above in Comprehension
Maintain the percentage of students in Year 5 achieving at or above the minimum standard in NAPLAN reading at 98% in 2014.
Increase the percentage of students in Year 5 achieving in the proficiency bands in NAPLAN reading from 26% in 2013 to 28% by 2014.
Increase the percentage of all Year 5 students who achieve greater than or equal to expected growth between Year 3 and Year 5 in NAPLAN reading from 68% in 2013 to 72% by 2014.
Achieve growth in 95% of Year 5 students in NAPLAN writing.
65% of Year 5 students achieved cluster 11 or above in Comprehension
65% of Year 6 students achieved cluster 12 or above in Comprehension
Plan for 2014
Leader – Kellie & Kate
Team – Belinda (K), Amrita (K), Amanda R (1), Sam (2), Eva (3), Bev (4), Amanda T (4), Danielle (6), Sharon M (6), Ann (RR),
Sharon T (ESL), Ava (ESL), Radhika (ESL), Leanne (LST)
Area – Literacy
2014 Target: Increase levels of overall literacy achievements for all students in line with state and regional targets
Outcomes
Strategies

Implement K-6 Literacy Scope and
Sequence by all staff


Continuation of L3 across ES1 and
awareness raising for S1


Continuation of Best Start and
Learning Plans in ES1 & S1



Continuation of the Focus on
Reading Comprehension program
(Phase 2)
Development of Focus on Reading
resources and teaching and
learning programs
Optional implementation of tracking
of continuum markers for whole
school using PLAN software


Conduct a survey of staff in Term 2 to see the usefulness and usability of the scope
and sequence
Supervisors regularly monitor the implementation of the scope and sequence within
teaching and learning program
Full implementation of L3 in all Kinder classes with supervisors regularly monitoring
its implementation
Professional learning for 3 Kinder team members to participate in school based
learning around L3 (Term 1 fortnightly after school meetings, Term 2 & 3 meeting 3
times within the term, Term 4 as required)
Provide opportunities for staff to watch other team members who are using the L3
program effectively
Full implementation of explicit teaching lessons of continuum markers with
evaluation at the end of the year
Effective and ongoing tracking and monitoring of students on the continuum
Develop professional learning activities and resources to support the training of
staff and the implementation of strategies within teaching and learning programs
Conduct professional learning with staff to complete Phase two training
Provide opportunities for staff to watch other team members who are implementing
the Focus on reading program

Develop resources and a teaching and learning program to cover the ‘Super Six
Strategies’ from the Focus on Reading program



K-2 teachers tracking of all aspects of the Literacy Continuum
Provide professional learning for all staff on the new PLAN software
Years 3 – 6 teachers begin tracking (optional) Comprehension, Reading Text and
Vocabulary to support Focus on Reading program and guide teaching and learning
programs
Years 3 – 6 teachers begin tracking aspects of writing and aspects of speaking to
support and guide teaching and learning programs
Supervisors regularly monitoring tracking of students based on Literacy Continuum


Time
Frame
Responsibility
Term 2
Kate
Ongoing
Stage Supervisors
Term 1
Cass D
3 Casual Days
Term 1
Cass D
4 Casual Days
Ongoing
Cass D
6 TPL
Ongoing
K-2 Staff
2 Casual Days
Ongoing
K-2 Staff
Ongoing
Kellie /Sharon
3TPL
Term 1 – 2
Term 2 – 4
Kellie /Sharon
All Staff
4TPL
Term 1 – 2
Kellie
Ongoing
Term 1
By Term 2
K-2 Teachers
Kellie / Kate
Yr 3 – 6 Teachers
By Term 3
Yr 3 – 6 Teachers
Ongoing
Stage Supervisors
Resource Allocation
2TPL
$300 (School Budget Teaching Resources) &
2TPL



Development of electronic class based tracking system of reading levels with room
to annotate student growth, to be tracked termly
Provision of resources for the implementation and assessment of reading level
tracking folders for each class
Development of grade based comprehension assessments based around the
Probe Assessment
Analysis of reading levels each term to provide data on student growth, informing
teaching and learning (Stage Supervisors to collate Stage Data)
Stage supervisors identify students at risk of not meeting reading expectations,
referring them to STLA for support i.e. multilit, reading recovery
Implement a guided reading group proforma to be implemented within each
classroom and completed on a weekly basis
Stage supervisors to monitor the effective use of guided reading proformas within
term based program reviews
Provide professional learning on how to correctly administer a running record
(ECT)
Provide professional learning on how to correctly level students based
comprehension at 3 levels (literal, inferential and evaluative) (ECT)
Provide staff with opportunities to watch Reading Recovery and ESL lessons
Purchase 1 PM Benchmark Kit (stage 2)
Purchase reading resources to support modelled and guided reading programs
within Stage 2
Purchase interactive reading resources & software
Purchase of home reading program, ‘Bug Club’ for K-2 students
Purchase of reading texts for S1 (early chapter books), Level 26 onwards and
factual texts for S2
Purchase of 2 ‘Reading Box’ reading resource kits (1 x Blue / 1 x Red)
Purchase 3 spelling mastery teacher manuals
All Aboriginal students, OOHC and students receiving funding support, have a
personalised learning plan
Plans developed in consultation with parents and caregivers
Plans regularly reviewed with parents and caregivers
Students are supported in their learning

Awareness raising of document with staff


STLA and Literacy committee conduct workshops for parents
An increased number of parent volunteers help with reading at MFPS


Provision of electronic class based
guided reading level tracking
systems and implementation of
whole school guided reading group
proformas






Provide professional learning on
assessing
reading
and
comprehension




Improvement of English resources
resources
Implementation and regular review
of Personal Learning Plans (PLPs)
for all Aboriginal students and other
students at risk
Develop and implementation of the
policy
document
‘Mandatory
Guidelines for the Implementation
of Literacy at Macquarie Fields’
Implement a series of parent
workshops on reading and
vocabulary in Years 3-6 (including
comprehension strategies, super six strategies,
accessing technology and supporting students at
home)






Term 1
Kate
Ongoing
Primary Staff
Term 1
Kellie
Ongoing
All Staff / Kate
Ongoing
Stage Supervisor
Term 2
Kellie / Kate
Ongoing
Stage Supervisor
Term 2
RR/STLA
Term 2
RR/STLA
Term 1 – 2
RR/STLA
Kellie / Kate
1TPL
2TPL
3TPL
$465 (School Budget Learning Resources)
$3000 (School Budget Learning Resources)
$2000 (School Budget Learning Resources)
$2700 (School Budget Learning Resources)
$3000 (School Budget Learning Resources)
Marie Mitchell
$1600 (School Budget Learning Resources)
$750 (School Budget Teaching Resources)
Term 1
Term 1
Ongoing
Ongoing
Classroom Teacher
Term 2
Literacy Committee
Term 2 and 3
Ongoing
STLA / Radhika
STLA
$400 (School Budget Learning Resources)
Allocate stage meeting time to
allow for increase collaborative
planning, building of consistency of
judgement, programming support
and sharing of resources and
assessment strategies
Revise school’s ‘Supervision of
Programming Policy’ to ensure
teaching and learning programs in
reading include:
1. An explicitly stated focus
2. Grouping for instruction
3. Explicit
comprehension
teaching strategies
4. A range of literary, factual,
visual and multimedia texts
Implementation of the ‘Minilit’
program in the Year 1 Literacy
Support class
Development
programs
and
resources to support the teaching
and learning of Visual Literacy
Ongoing
Executive


Increased professional dialogue regarding the teaching of reading
Increased consistency in the teaching of reading across and within stages
Teachers share and discuss evidence of student achievement in reading, linking
this to the relevant continuum and K-6 syllabus
Increased sharing of resources and strategies
Increased use of assessment strategies




New programming requirements are developed
Teachers are supported with the changes in programming requirements
Teachers trial new programming formats
Teaching and learning programs meet the requirements of the school policy
Term 2
Term 2
Term 3
Term 4
Kellie / Kate
Executive
All staff
Executive


Continued implementation of the Minilit program
Parents trained as helpers with the Minilit program
Ongoing
Term 2
Sam B
STLA



Purchase small group size (8 books) sets of books useful in teaching visual literacy
Develop teaching and learning guides and resources for visual literacy books
Provide professional learning to staff around visual literacy
Term 1
Term 1
Term 1
Megan
Megan
Megan



TOTAL
STAFF MEETINGS

PLAN Software (Term 1)

FoR PL

Visual Literacy (ECT Meeting) [Run by Megan]

Running Record & What’s in a good English session (ECT Meeting) [Run by ESL / STLA]
-
$300 (School Budget Teaching Resources)
$2000 (School Budget Learning Resources)
2 Casual Days
$1350 (School Budget Teaching Resources)
$15165 (School Budget Learning Resources)
11 Casual Days
23 TPL Days
Mathematics 2014 Targets
1. Increased levels of numeracy achievement for every student consistent Increase the number of Year 3 students in NAPLAN Bands 5 & 6 by 2.5% and decrease the
number of Year 3 students in NAPLAN Bands 1 & 2 by 2%
with national, state and regional directions
Increase the number of Year 5 students in NAPLAN Bands 7 & 8 by 2.5% and decrease the
number of Year 5 students in NAPLAN Bands 3 & 4 by 2%
2. Continue to implement a whole school tracking strategy that shows
growth of individual students K-6 utilising SENA and NEWMANS
assessments and strengthen numeracy learning through the effective
use of the full range of diagnostic assessments
100% of teachers assessing students in SENNA and Newman’s and
performance
100% of staff utilise the school developed tracking sheet
tracking student
3. Identify and support students working at or below minimum standard
in the NAPLAN assessment
All students in Bands 1,2,3 (Year 3 2013) and Bands 3, 4 or lower (Year 5 2013) to be identified
and receive STLA support each day
4. Improve problem solving skills and strategies, while developing
‘Working Mathematically’ outcomes
100% of staff using problem solving strategies as a part of daily drill in mathematics. 75%
accuracy of students
5. Provision of ongoing support and resources to teachers to improve the
‘Metalanguage’ & mathematical comprehension skills of students and
enhanced CRT mathematics programs and teacher understanding of
quality teaching and assessment strategies
All staff K- 6 has copies of maths CD’s and Minute Maths resources.
All New Scheme teachers and newly appointed teachers to receive professional learning in Key
Into Maths, Minute Maths, Newman’s Error Analysis and Question a Day
100% of students participate in set drill each day
6. Ongoing tracking of student progress in automatic number recall
through the collection and collation of student data
5% improvement in student automatic recall of number facts in each class
100% of students achieve growth in the automatic recall of number facts
Mathematics 2014 Targets
7. Increase hands on and interactive maths lessons
Purchase and deployment of mathematics based interactive resources
Replenish and add to existing mathematics resources
Ensure that every class has a core set of mathematics resources and each stage has a
comprehensive resource kit
Purchase a Problem Solving Kit
8.
9.
Improved results and identification of Aboriginal students
Implement TEN Program as required in Stage 2
10. Implement K-6 Scope and Sequence
Teachers are supported to develop Personalised Learning Plans for every aboriginal student
Identify all aboriginal students in the bottom two bands of NAPLAN and apply for Norta Norta
All Stage 2 teachers to implement Phase 1 of TEN Program
100% of all staff using K-6 Scope and Sequence as per the new Mathematics Syllabus
100% of students having individual needs met K-2 through Early Learning Plans
Outcome
1
1
1
STRATEGIES
Identify the targets and teaching
strategies from NAPLAN
Utilise assessment data to effectively
group students to meet individual
needs
All students are exposed to problem
solving strategies and at least one
written word problem per day
INDICATORS
Increasing proportions of students
meeting or exceeding proficiency
standards in numeracy
Teaching and learning programs
demonstrate effective grouping of
students based on data gathered
All staff members are implementing
‘Question a Day’ flip books within the
classroom
Students are
strategies
1
1
utilising
RESPONSIBILITY
BUDGET

T1
Maths Committee
Stage Supervisors
1 TPL Days

Classroom Teachers Stage
Supervisors

T1
K-6 Teachers
Maths Committee
Stage Supervisors

T1 – T4
K-6 Teachers
Maths
Stage Supervisors
Nil

T1 – T4
K-6 Teachers
Maths
Stage Supervisors
Nil
Newman’s
Implement quality teaching and Teaching/Learning Programs reflect the K-2
learning programs in mathematics Continuum and the MFPS Scope and
based on the school scope and Sequence Years 3-6
sequence
and
mathematics
continuum
Every student K-6 completes a set in
Ensure the implementation of current
Minute Maths during the drill session
mathematics resources including
in every maths lesson. DENS and Count
Minute Maths, times table CD,
Me In activities form the basis of most
Patterns and Algebra, Teaching
hands on teaching/learning activities
Measurement, Space and Geometry
as reflected in teaching/learning
and DENs resources
programs
WHEN
Outcome
2
2
2
2
WHEN
RESPONSIBILITY

Terms 1-4
Classroom teachers
Share with staff the findings based on
results gathered each term

Terms 1 and 4
Classroom teachers
Teaching/learning
programs
differentiate mathematics to meet the
needs of individuals, groups and whole
class

Terms 1-4
Classroom teachers
Stage Supervisors
Term 4
Karen to add to Tracking
card
CRT’s to add information
each year
STRATEGIES
INDICATORS
Implement the tracking system 2-6
(K-2 already printing out 5 weekly)
Teachers K-6 gather information each
developed to identify individual
term to assess the growth of students in
student, class, stage and school
Number
growth in Number, using SENA and
Newman’s Error Analysis
Data from each class is gathered in
Terms One and Four and recorded
on an electronic data collection
spreadsheet
Utilise information / results gathered
each term based on SENA and
Newman’s to further develop
teaching and learning programs
Add a section on the K-6 Tracking
cards that enables staff to record
Minute Maths levels at the end of
Term 4 each year
The differentiation of the Minute Maths
Program, enables students to work at
their own individual levels and teachers
to record each child’s level at the end of
Term 4 each year
BUDGET
Outcome
3
3
Outcome
4
4
STRATEGIES
INDICATORS
Utilise previous years NAPLAN
assessments to assess Yr 2 and 4
students to grade them across Bands
to identify students working at or
below minimum standard
A comprehensive list of students
Identify students receiving BAND requiring additional support is compiled
1, 2 or lower 3 in Yr 2 or 3 (2012),
and those receiving BAND 3, 4 or
lower 5 in Yr 4 or 5 (2012)
RESPONSIBILITY
Maths Committee
STLA

Terms 1-4
STLA/additional staffing
WHEN
RESPONSIBILITY
Stage supervisors monitor as a part of
the TARS process

Terms 1-4
Classroom Teachers
Stage Supervisors
Teachers using Question a Day as a part
of their drill and student improvement
in interpreting problems

Terms 1-4

Terms 1-4
INDICATORS
BUDGET
1 Casual Day

Term 1
Develop a Stage 2 and Stage 3
numeracy group to support student Students improvement in numeracy
learning (within support classrooms skills as a result of daily withdrawal/in& small withdrawal groups) – Daily class support
STRATEGIES
Ensure Mathematics teaching and
learning programs have ‘Working
Mathematically’
outcomes
embedded within them
Provide classroom teachers with a
‘Question a day’ flip book resource,
to support student development of
problem
solving
strategies.
Supervisors to monitor in stage
meetings through sharing and
feedback and share with Principal as
a part of the TARS process
WHEN
BUDGET
Outcome
5
5
Outcome
6
6
STRATEGIES
INDICATORS
Provide
teacher
professional All staff demonstrate an understanding
learning about ‘Key into Maths’ in of ‘Key Into Maths’ and this is reflected
staff meetings
in their teaching/learning programs and
pedagogy
Provide new scheme teachers and
newly appointed teachers with
resources
to
support
the
Whole school programs to support
implementation of quality teaching
METALANGUAGE
&
programs and assessment strategies
Comprehension, such as Key into
including ‘Key into Maths’,
Maths, Question a Day, Newman’s, are
Newman’s Error Analysis, Question
embedded into teaching and learning
a Day, Teaching Measurement,
programs.
Minute Maths, tables CD’s, DENS,
Number Patterns and Algebra and
Space and Geometry lesson plans
STRATEGIES
INDICATORS
Distribute Mentals Mastery to Years
Collation and comparison of results will
1-6 in Week 3 Terms 1 and 4
indicate growth
Teachers to include Minute Maths
daily K-6 as a part of daily Improved student results in Minute
mathematics sessions
Maths
WHEN
RESPONSIBILITY

Term 1
Mathematics Committee
BUDGET
$300
(School Budget
teaching
Resources)

Terms 1-4
Mathematics Committee
WHEN
RESPONSIBILITY

Terms 1 and 4
Mathematics committee
Classroom Teachers
Stage Supervisors
BUDGET
Outcome
7
7
7
Outcome
8
8
8
8
STRATEGIES
Purchase mathematics based
interactive whiteboard lessons /
activities / resources ($1500)
Replenish and build upon classroom
resources and equipment
Encourage students to use online
resources such as
studyladder.com.au at home to
further enhance mathematical
understanding
STRATEGIES
Support teachers in developing
effective Personalised Learning
Plans for identified Aboriginal
students
Ensure Personalised Learning Plans
(PLP / IEP) are being implemented
to support Aboriginal students
Gather and analyse the results of
Aboriginal students individually in
relation to SENA, Best Start and
NAPLAN
Identify all aboriginal students in the
bottom two Bands in years 3 and 5
and implement Norta Norta
INDICATORS
WHEN
RESPONSIBILITY
BUDGET
$1 500
Interactive activities utilised in
classrooms, greater student engagement

Term 2
Students able to access hands on
resources as needed to further
understanding of mathematical concepts

Term 2
Mathematics Committee

Terms 1 to 4
Classroom Teachers
WHEN
RESPONSIBILITY

Term 1
Stage Supervisors

Terms 1 to 4
Stage Supervisors
Student s are identified and their areas o
achievement and areas for development
are available for CRT’s to address
needs

Term 2
STLA
Students identified receive additional
support

Term 2
STLA
Students participate in engaging maths
learning activities at home
INDICATORS
Teachers are able to develop and
implement plans
Individual plans developed and
implemented are in PRC’s and CRT
programs
Mathematics Committee
$ 500
BUDGET
Outcome
9
9
Outcome
STRATEGIES
New K-2 teachers participate in
professional learning
K-2 teachers implement the TEN
Program
STRATEGIES
10
K-6 Scope and Sequence based on
the new mathematics syllabus to be
implemented
10
K-2 Numeracy Continuum
distributed to all K-2 staff
10
K-2 teachers implement Numeracy
Continuum and ELP’s for all
students in their classes
INDICATORS
K-2 teachers demonstrate an
understanding of the TEN Program
through their teaching/learning
programs and classroom practice during
the numeracy session
Student improvement in numeracy
INDICATORS
Each teacher is using the new scope and
sequence to guide their daily
mathematics planning and
implementation
Each student K-2 will have an ELP
developed through effective teacher
observation and tracking.
K-2 teachers demonstrate an
understanding of the K-2 Numeracy
Continuum through their
teaching/learning programs and
classroom practice during the numeracy
session.
Individual student needs being met
WHEN
RESPONSIBILITY

Term 3 - 4
K-2 teachers
DEC Facilitator

Terms 1 to 4
K-2 teachers
WHEN
RESPONSIBILITY
Terms 1-4
K-6 teachers

Term 1 - 4
K-2 teachers

Term 1 - 4
K-2 teachers
BUDGET
BUDGET
Plan for 2014
Area – Technolgy
Team – Amy Cassy, Candice
Outcomes
Strategies
1. Increase the usage and
purposefulness of the MFPS website
Increase the ‘hits’ on the school website
by a further 25% to an average of 2000
‘hits’ per week.
Providing workshops for staff on how to update
and upload photographs and files on the website
Ensuring all notes and newsletters are published
on the website
Ensuring homework tasks and assignments are
posted on the school website weekly for student
access at home
Creating an e-mail distribution list for parents who
wish to receive newsletters/ notes electronically
Evaluating the success of the email distribution
list and the increased number of ‘hits’ on the
school website
2. Increase student usage of technology Maintaining the computer lab and AV room
for learning
timetable to accommodate all classes within the
Increase average student usage of
school.
technology to an average of 90
minutes per week minimum with an
additional 3.5 hour exposure per day
(i.e. IWB).
Increase staff confidence in using the connected
classroom technology to increase student expose
to a connected classroom or virtual excursion to
once per semester
Evaluate the DEC data relating to the number of
connected classroom calls made and increase
Time Frame
Responsibility
Resource Allocation
expectation of using the technology once a term
Sharing teacher resources and programs to
ensure a variety of technology skills are being
consistently taught
Ensuring students have access to desktops within
their classroom and are given opportunities to
utilise them
Evaluating the use of classroom desktops
3. Increase student technology skills
with greater implementation of the
MFPS ICT scope and sequence
95% of students achieving appropriate
ICT skill
Updating the technology Scope and Sequence
and trailing it
Administer high quality assessment tasks to
analyse the implementation of the Scope and
Sequence
Corporately programming lab ICT and classroom
computer programs
Evaluate the implementation of the scope and
sequence and corporately programmed lessons
Trail the use of 4 computers in the library for
student access
Second computer lab within the school