Curriculum Plan 2020 - Our Lady of Mount Carmel Mullewa
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Curriculum Plan
2020
Our School: About us
Our Vision for Our Mission
Learning “With a pioneering spirit,
Our Motto
At OLMC School our vision Our Lady of Mount
Love one another as
is based on four core Carmel School, Mullewa
I have loved you
beliefs. These are that we Aspires to foster Christian
are responsible for community living in
establishing a culture of harmony with each other
care, and a culture of and the environment.”
learning. We are We bring this mission
accountable for a vibrant , alive by actively
successful school and we participating in our call to
have a focus on evangelise, to proclaim
discipleship. the good news.
Our School Crest
Acorn Seed-The oak tree is the symbol
of the Presentation Sisters; from the
small seed big things grow
The Sacred Heart of Jesus
Parts of the symbol of the
Presentation Sisters in WA-a cross and
the stars of the Southern Cross
OLMC Church
Wheat and wildflowers that are
representative of our environment.Staff Amount
Our School: In Context
Class Teachers 4
Our school is a thriving, Specialist 2
co-educational primary school that Teachers
caters for approximately 65 Education 4
students (numbers vary from year Assistants
to year) from Kindergarten to Year
6, with four composite classes. We Administration 3
are situated in the MidWest region Maintenance 2
of Western Australia only 96
kilometres from the city of 4.5
Geraldton. Mullewa is famous for
it’s magnificent wildflower season 4
and the Monsignor Hawes Church. 3.5
The student body is made up of
3 ATSI
children from farming families,
children from the Mullewa town 2.5 LBOTE
site (some that have arrived due to
the low cost of rental prices and
2 CAP
housing), and Indigenous 1.5 IEP
enrolments are around 15%. The 1
vulnerability of the children and SWD
their profile on the AEDI has meant 0.5
a greater need for differentiation of 0
learning with an increase in the
provision of basic human needs K/PP Year 1/2 Year 3/4 Year 5/6
both physical and emotional. ATSI: Aboriginal and Torres Strait Islander Peoples, LBOTE: Language Background Other than English, CAP: Curriculum Adjustment
Plan, IEP: Individual Education Plan, SWD: Students with Disabilities .Curriculum Religious Education Curriculum
OLMC School plans curriculum in As mandated by the Bishops of Western Australia, the Religious Education
accordance with the Western Australian curriculum is offered to students from Kindergarten to Year Six and contains
Curriculum and Assessment Outline in both the process and content of what is to be taught in Religious Education. The
all learning areas other than Religion.
Religious Education Curriculum is aligned with the school Sacramental program
The PP-Year 10 Teaching, Assessing and so that units are taught alongside the Sacraments received.
Reporting Policy Standards is used to
inform curriculum delivery, assessment
and reporting. The Early Years Learning
Framework is used to guide the CEWA Child Safe Framework
Principles and Practices in all ECE year
levels (K-2). The Kindergarten also use OLMC School has adopted the nine elements of the CEWA Child Safe
the Kindergarten Curriculum Framework that includes the Keeping Safe: Child Protection Curriculum. This
Guidelines. program is in it’s third year of implementation and is taught explicitly to all year
Many children in the school cohort levels during Health lessons.
have substantial literacy and numeracy
difficulties, thus require Curriculum The Code of Conduct was introduced at the beginning of 2017. Each staff
Adjustment Plans (CAP) or Individual member is required to receive training and information on the Code of Conduct
Education Plans (IEP) which help cater and they are expected to operate according to it’s guidelines.
for their specific needs.
OLMC acknowledges that all students
can learn, albeit at different rates. As Early Years Learning Framework
such, there is a whole school The EYLF Framework forms the foundation for teaching and learning in the early
commitment to the principles of Visible years at OLMC School. Our early years philosophy and teaching and learning
Learning. Teachers regularly monitor, programs recognise the importance of play-based learning and promote the
evaluate and give feedback on student’s importance of communication, language (including early literacy and numeracy)
achievement. This year the Brightpath and social and emotional development.
program will be continued along with The National Quality Standard (NQS) is used to reflect and evaluate the Early
the use of PM Benchmarks. Years (K-2) at OLMC.
The Quality Improvement Plan (QIP) identifies aspects of the Early Years
teaching and learning that need to be focused on.Literacy: AS a professional community the teaching staff have developed a set of whole school commitments for the teaching of literacy that have become embedded in the culture of the teaching/learning program within the school. Within the Literacy dedicated time a number of non- negotiable structures are used for: the use of data to inform teaching and learning; the planning of literacy to include whole group, small group aiming for the gradual release of responsibility, at least one teacher led group to occur every day; the use of pedagogies; and the building of content knowledge in the teaching of literacy. Students who are identified to be achieving in the upper bands in standardized and system testing attend weekly extension lessons with a Literacy/Numeracy support teacher. Numeracy: Five numeracy sessions are conducted throughout the week in each class. Some philosophical beliefs about numeracy and pedagogy in numeracy lessons include: mental math daily; whole group, small group, whole group; enquiry based activities; concrete to abstract; open ended tasks. There is an OLMC Mathematics Policy that all staff have been involved in developing. This will be used by all teaching staff for future mathematics planning. Students who are identified to be achieving in the upper bands in standardized and system testing attend weekly extension lessons with a Literacy/Numeracy support teacher. Science: A specialist Science teacher teaches Science to each class across the school. This program involves the implementation of the Science components of the WA Curriculum. Students receive at least 60 minutes of Science per week. Students in the middle and upper primary who are identified to be achieving in the upper bands in standardized and system testing are extended with STEM activities. Digital Technology: All primary students from Year 1 to 6 are allocated an iPad each, to use for the school year. These are used across all learning areas and the school has subscriptions to online learning programs such as Mathletics, Lexile, Sunshine Online and Sunshine Classics. Teachers aim to ensure that the use of IT is embedded throughout the school curriculum. All staff are encouraged to use the technology available ( b-bots, sphero’s, laptops, iPads, smart TV’s) to enrich learning. LOTE: Students in Years Pre Primary to Year 6 are learning Chinese through the My Education Group, whereby they have a weekly lesson with a China-based teacher. Unfortunately these lessons are not designed for split grade classes and do not allow for the change over of students at the start of a new year.
OLMC’s School Improvement Plan is a plan outlining identified goals for the year. It is informed by the school curriculum plan,
data, staff reflection, student and parent feedback and CEWA directives.
School Improvement Plan 2020
Our Lady of Mount Carmel, Mullewa
CEWA Common Good
Catholic Access and Quality and
Strategic and Leadership Strategy
Identity Diversity Improvement
Focus areas Stewardship
Resources
Time Bound Support/resou Success
Relevant rces that will
Informed by Measurable How does What are the Criteria
Specific timeframe be required to
Evidence Evidence that the goal How will you
Performance &
will be used
Achievable connect to milestones? achieve the
development What actions will I goal. know you have
Focus Area to the school’s been
Qualitative goal to be
demonstrate
take to achieve
strategic Timeframe
Key
successful
and achieved the goal? personnel:
progression plan (and/ within which (quantitative
quantitative (stated simply) who is
and goal or other the goal will be and
responsible /
plans)? achieved measurable)?
ensuring we
are on track
Quality and The 2019 Teaching Staff Brightpath Classroom School Ongoing. All Staff Higher
Improvement NAPLAN will use data Rulers, PM teachers will use Strategic achieving
results from Lexile, Benchmarks, the data from all Plan. students will
indicated that PM Running forms of demonstrate
our higher Benchmarks, Records, assessment to progress in
achieving Informal Prose NAPLAN, inform their their Lexile,
students did Inventory, Lexile levels, teaching and Brightpath
not make the Standardised Mathletic ensure the writing
expected tests, Tests, students are samples, PM
progress (as Brightpath and Informal challenged with Benchmarks,
compared to in class Prose rich tasks and NAPLAN,
the national assessments Inventory, higher order Informal Prose
average). to develop Standardised thinking Inventory,
authentic, Tests, and in challenges. standardised
differentiated class Selected students tests, and in
learning assessments. will Be involved class
experiences in the Academic assessments.
and rich tasks. Day in GeraldtonData Analysis:
OLMC School staff use a large range of qualitative and quantitative assessment measures to gather accurate data. This
information is analysed and used to inform planning and teaching to ensure that the needs of each learner are known and
understood. There is a whole school assessment schedule that ensures assessments are systematically collected, monitored, stored
and handed over.
Term Collection of Data Ongoing Collection
1 • OLI Online Learning Interview (PP) • Running Records (1 per term >25, 1 every 2-4
• Words Their Way Spelling Inventory (Yrs 1-6) weeks forPrograms, Strategies, resources and teaching practices that are working and need to be maintained: • Implementation of CAPS and IEPs. The implementation and tracking of students on CAPS and IEPs ensures that students progress is being monitored and maintained • Use of Brightpath rulers and resources. All teaching staff have completed the initial assessments and used the data to inform their teaching. • Spelling: Diana Rigg (K-2) (Words Their Way Years 3-6) • Literacy Pro-Lexiles • PM Benchmarks • Running Records • Data wall • Extension sessions • ACER online testing • MAI assessment and use of growth points by classroom teachers • Mathletics • Re introduction of a speech therapy and occupational therapy program • The Fruit of the Spirit Program • Vegetable Garden Project • Mini Lit and 1 on 1 reading • Ella online (Chinese App) • Dance program • Participating in Tournament of the Minds Programs, Strategies, resources and teaching practices that are not working and need to be modified: • The online Chinese program is difficult in split grade classrooms as students do not have a developmentally consistent program from year to year and this makes it difficult for students to meet a C Grade. • Preparation for the Bishop’s RE assessment
Appraise Reporting Results: Bishops’ Religious Literacy “Students in Years 3, 5 and 9 complete the Bishops’ Religious Literacy Assessment, a curriculum-based assessment that reflects and supports the progressive nature of the K-12 Religious Education units. The assessment focuses on students’ ability to recall content about the Catholic faith and their knowledge and understanding of Religious Education. It is not designed to measure a student’s faith.” “The purpose of the assessment is to provide individual schools with a snapshot of student performance in Religious Education. Comparisons between student performance are provided on student and school reports. Schools and students have the opportunity to compare students with their peers and other students across the state.” Due to the small numbers within each cohort at OLMC (can be below 3 students) the relevance of comparison to other CEWA schools is limited, however it does enable us to look at individual students, their level and their progress or lack of it. The following graphs give an indication of where our students sit in comparison to the state average this year. Year 3 Year 5
2020 National Assessment Program Literacy and Numeracy (NAPLAN)
Due to the small numbers within each cohort at OLMC (can be below 3 students) the relevance of comparison to other Australian
schools is limited, however it does enable us to look at individual students, their level and their progress or lack of it. The
following graphs give an indication of where our students sit in comparison to the benchmark and national average.
Numeracy:
In Year 3: 3 students were below the benchmark 1 was above the benchmark.
In Year 5: 2 students were below the benchmark and 7 were above the benchmark.
The over time data indicated that there was significant progress made by our weaker students however
limited progress was shown by our higher achieving students.
Year 3 Year 5Writing:
In Year 3: All 4 students were above the benchmark, although below the Australian Mean.
In Year 5: 3 students were below the benchmark and 6 were above the benchmark and 5 were above the Australian Mean.
The over time data indicated that there was significant progress made by our weaker students however limited progress was shown by our higher achieving students.
Year 3 Year 5Grammar and Punctuation:
In Year 3: 2 students were below the benchmark 2 were above the benchmark.
In Year 5: 4 students were below the benchmark and 5 were above the benchmark.
The over time data indicated that there was significant progress made by our weaker students however
limited progress was shown by our higher achieving students.
Year 3 Year 5Reading:
In Year 3: 2 students were below the benchmark 2 were above the benchmark.
In Year 5: 2 students were below the benchmark and 7 were above the benchmark.
The over time data indicated that there was significant progress made by our weaker students
however limited progress was shown by our higher achieving students.
Year 3 Year 5Spelling:
In Year 3: 2 students were below the benchmark 2 were above the benchmark.
In Year 5: 2 students were below the benchmark and 7 were above the benchmark.
The over time data indicated that there was significant progress made by our weaker students
however limited progress was shown by our higher achieving students.
Year 3 Year 5Numeracy Reading Writing
Year 5 Cohort
Over Time
Spelling Grammar and PunctuationYou can also read
