One School : One Plan - Tamborine Mountain State School
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Tamborine Mountain State School
One School : One Plan
Version 2, 2021
Tamborine Mountain State School One School : One Plan 1
Table of Contents Foreword ................................................................................................................................................................................................................................................................... 5 Student and Community Profile .............................................................................................................................................................................................................................. 6 School Moral, Purpose and Philosophy.................................................................................................................................................................................................................. 6 Tamborine Mountain SS – School Priorities 2021 ................................................................................................................................................................................................. 9 Tamborine Mountain State School – Pedagogical Framework .......................................................................................................................................................................... 10 The New Art and Science of Teaching ............................................................................................................................................................................................................. 10 Bloom’s Taxonomy - Thinking Skills Framework ............................................................................................................................................................................................. 11 Depth of Knowledge and Complexity of Thinking – Cognitive Processes and Verbs .................................................................................................................................. 11 Every Student Succeeding – State Schools improvement Strategy 2020-2024 ........................................................................................................................................... 13 Tamborine Mountain State School – Teaching and Learning Framework .................................................................................................................................................... 14 Student Welfare Action Teams – SWAT ............................................................................................................................................................................................................... 15 SWAT - Response to Intervention: RTI ............................................................................................................................................................................................................. 15 SWAT - Positive Behaviour for Learning: PBL .................................................................................................................................................................................................. 16 Professional Learning Community: Professional Learning Teams - PLTs.......................................................................................................................................................... 19 Collegial Engagement Framework ........................................................................................................................................................................................................................ 20 Systematic Curriculum Delivery ............................................................................................................................................................................................................................. 21 The Australian Curriculum ................................................................................................................................................................................................................................. 21 Three Levels of Planning .................................................................................................................................................................................................................................... 22 Moderation ......................................................................................................................................................................................................................................................... 23 Assessment.......................................................................................................................................................................................................................................................... 25 Reporting............................................................................................................................................................................................................................................................. 25 Tamborine Mountain State School One School : One Plan 2
Australian Curriculum – TMSS Learning Area Yearly Overviews ........................................................................................................................................................................ 27 English ................................................................................................................................................................................................................................................................. 27 Mathematics........................................................................................................................................................................................................................................................ 34 Science................................................................................................................................................................................................................................................................. 41 Humanities and Social Science – HASS ............................................................................................................................................................................................................ 48 Technologies – Design and Technologies........................................................................................................................................................................................................ 55 Technologies – Digital Technologies ................................................................................................................................................................................................................ 58 The Arts – Visual Art ........................................................................................................................................................................................................................................... 60 The Arts – Music ................................................................................................................................................................................................................................................. 63 The Arts - Instrumental Music ........................................................................................................................................................................................................................... 69 The Arts – Dance and Drama ............................................................................................................................................................................................................................ 71 Languages – Japanese ....................................................................................................................................................................................................................................... 73 Health and Physical Education .......................................................................................................................................................................................................................... 76 Health and Wellbeing Framework .................................................................................................................................................................................................................... 79 ICT Framework .................................................................................................................................................................................................................................................... 83 General Capabilities and Cross Curricula Priorities ......................................................................................................................................................................................... 90 Parent and Community Engagement Framework ............................................................................................................................................................................................... 90 Tamborine Mountain SS – Signature Programs and Practices........................................................................................................................................................................... 96 Leadership Teams ............................................................................................................................................................................................................................................... 96 Tamborine Mountain Learning Academy......................................................................................................................................................................................................... 97 Young Scholars ................................................................................................................................................................................................................................................... 99 Aspiring Leaders ................................................................................................................................................................................................................................................. 99 School Policies and Forms ................................................................................................................................................................................................................................... 100 Tamborine Mountain State School One School : One Plan 3
New and Beginning Teachers .......................................................................................................................................................................................................................... 100 Off Campus Activities ....................................................................................................................................................................................................................................... 100 Purchasing ......................................................................................................................................................................................................................................................... 100 Professional Development ............................................................................................................................................................................................................................... 100 How to Guides .................................................................................................................................................................................................................................................. 100 Tamborine Mountain State School One School : One Plan 4
Foreword Welcome to Tamborine Mountain State School’s Whole School Curriculum Framework document. This document has been developed to link with the school’s One School : One Plan charter. A full and comprehensive review of TMSS’s school curriculum plan has been conducted throughout 2020 drawing on input from the school executive team, curriculum planning team, teachers and curriculum advisory bodies including Queensland Curriculum and Assessment Authority (QCAA) and the Australian Curriculum, Assessment and Reporting Authority (ACARA). This document is a living document which is adaptable to meet the needs of our students and encouraging them to always ‘Strive for the Highest’. It will be reviewed each semester to ensure guidelines are appropriate and standards are being met. We aim to ensure that every student in every class room, every day, has the opportunity to achieve their best. We are committed to high expectations and quality teaching that caters for difference and continually raises the standards in our school. Jason Smith PRINCIPAL Tamborine Mountain State School One School : One Plan 5
Student and Community Profile Tamborine Mountain is a safe, happy and friendly school focussed on developing creative learners, achieving personal excellence, respect and responsibility. “Strive for the Highest” has been the school motto for over 120 years, and inspires learners to aim high for their endeavours. In partnership with parents and our wider school community, Tamborine Mountain State School strives to provide students with access to a high quality, technology rich education that equips them with knowledge, skills and attributes necessary for their future. Our school community is committed to valuing each student as an individual. The curriculum at Tamborine Mountain is student centred and the school boasts an ‘excellent’ reputation for offering quality educational programs that cater to all students’ learning needs. Tamborine Mountain State School has wonderful facilities which include purpose built STEM and science laboratories where students can work with materials and specialised equipment to produce projects which demonstrate their knowledge and understanding in Science, Technology, Engineering and Maths. Tamborine Mountain State School’s professional community is built around high performing teams and this is our vehicle for driving school improvement. We pride ourselves in providing a safe and supportive environment and achieve this by setting high expectations and high standards. We are known for our excellence in our Indigenous, STEM, Early Years’ Education, Dance, Choral Music and Instrumental Music Programs. Our school P&C Association hosts “The Markets on the Mountain” on the last Sunday of every month. We invite you to come and experience our diverse and unique community. School Moral, Purpose and Philosophy Our Challenge In preparing students for success with future technology and economic challenges, we seek to do more than develop basic skills in reading, writing and numeracy and fundamental understandings of science, but progress in other areas of the school curriculum and the development of higher-order skills of analysis and problem solving. Please refer to our Annual Improvement Plan and School Targets. Our Mission Every child will learn and flourish. Our Motto Our school motto is “Strive for the Highest” in everything we do, leading students to achieve the very best they can. Our School Vision Creating sustainable communities of learners for the future. Tamborine Mountain State School One School : One Plan 6
Our High Expectations We believe that every student is capable of learning and, given the right conditions for learning, should demonstrate continual progress and success. We actively challenge our students to reach higher goals and keep them at a level of challenge that will lead to positive self- esteem and continual improvement. Our Education Philosophy At Tamborine Mountain State School we acknowledge that we can no longer teach children all the answers to what they will need to know in this knowledge based economy fuelled by the rapid advancement of technology. We accept our challenge is to empower our students with the capacity to know how to think and to be able to talk about their thinking. We want students to be able to recognise faulty reasoning, make distinctions, draw conclusions, challenge assumptions and make informed judgments based on sound reasoning. We want them to learn to reason inductively, deductively and hypothetically. We want students to think about things we normally take for granted and develop a deeper understanding of concepts. We seek to bring depth, engagement and intellectual rigour to the curriculum. We aim to do this through the use of a ‘thinking skills’ curriculum, particularly the use of Bloom’s Taxonomy and the Multiple Intelligences. These thinking skills will be embedded across the curriculum and though our social / emotional development programs (including Responsible Behaviour Plan for Students). Our Intervention Philosophy All students should be provided with appropriate intervention that enables them to reach maximum possible learning achievement. When underachievement becomes an issue for any student, structures and intervention practices are activated to address the underachievement. Parents or caregivers are fully informed of interventions their child requires, the nature and effectiveness of the interventions and ways parents can support students. Differentiation is at the core of our classroom activities, ensuring the needs of all students are met. Our Year Level Structures Classes at Tamborine Mountain State School are organised into common age groupings where possible. In some cases multi-age or composite classes are formed. Our curriculum is defined by phases of learning, year levels and terms. Units of work are underpinned by explicit Literacy, Numeracy and ICT indicators. Our Curriculum Plan Our curriculum plan supports and requires teachers to enact this philosophy by developing curriculum, identifying appropriate learning goals and differentiating teaching, learning and assessment to meet the needs of all children. Our collective use of this framework will assist staff to align every aspect of our school and enable us to drive continuous improvement in student outcomes. This includes curriculum planning, financial and human resource allocation, professional development and school-community engagement. Tamborine Mountain State School’s curriculum framework seeks to go beyond the curriculum guidelines, essentials and standards to define the totality of the educational experience afforded to our students. Tamborine Mountain State School One School : One Plan 7
Our total educational experience is defined by our:
▪ Moral purpose – our vision
▪ Our approach to equity and supporting our school community
▪ Our school values
▪ Our social / emotional learning programs – peer mentoring programs
▪ High expectations
▪ Clear Improvement Agenda for the school, students and staff. (see: Annual Improvement Plan)
▪ School wide pedagogical framework
▪ Curriculum organisation
▪ Assessment and reporting practices
▪ Our school Creative Arts program – Music, Instrumental Music, School Concert Bands, Choirs, Dance Troupes
▪ Philosophy to inclusion and differentiation
▪ Resource methodology
▪ Professional development agenda
▪ ICT plan
▪ Implementation strategies for upcoming KLAs in the Australian Curriculum
▪ School programs in Key Learning Areas
▪ Special Education Program
▪ Support for students with English as an Additional Language or Dialect
▪ Individualised student programs developed to extend and support our students
▪ Responsiveness to healthy living through sports and healthy eating programs
▪ Transparent whole school approach to student behaviour management including focus groups designed to respond to bullying (in all
forms) and resilience education.
This curriculum framework also outlines our school’s current priorities to address policy requirements and how we best position ourselves for
informed decision making and continuous improvement.
Tamborine Mountain State School One School : One Plan 8
Tamborine Mountain SS – School Priorities 2021 Tamborine Mountain State School One School : One Plan 9
Tamborine Mountain State School – Pedagogical Framework
The New Art and Science of Teaching
Tamborine Mountain State School is leading Primary Education in the Scenic Rim Region. We are creating a school where every young learner
develops a sense of belonging and is inspired to shape their future.
The school motto, Strive for the Highest provides a focus for students, parents, teachers and the school community. To realise this vision, there is an
expectation for all teachers to become expert practitioners and a commitment that every day in every classroom, every student is learning and
achieving within a safe, supportive, inclusive and engaging learning environment.
The Pedagogical Framework adopted by Tamborine Mountain State School is centred on The New Art and Science of Teaching (ASOT), a
pedagogical framework created by Robert Marzano.
“The more skill the artist exhibits with available techniques, the better his or her creations.
Likewise, the more skill the classroom teacher has with the instructional strategies that
research and theory have uncovered over the decades, the better the teacher will be able to
create lessons that optimise student learning.” (Marzano, 2017)
At Tamborine Mountain State School, we started our professional development journey with the Art and Science of Teaching
at the beginning of 2012. All teaching staff at the school commit to weekly professional development engaging in ASOT. These
meetings are a time for teachers to learn new skills, reflect on professional practice and share success in the classroom. The Art and Science of
Teaching presented as 10 design questions. Teachers examine each design question to develop their knowledge and skills, as well as reflecting on
their current beliefs and practices. Teachers at Tamborine Mountain State School strive to achieve that dynamic mixture of art and science that results
in exceptional teaching and outstanding student outcomes through our school Pedagogical Framework: The Art and Science of Teaching.
Click here for further information regarding the 10 Design Questions and 43 elements within the 3 Domains of Feedback, Content and Context.
Tamborine Mountain State School One School : One Plan 10Bloom’s Taxonomy - Thinking Skills Framework
Bloom’s Taxonomy is used in conjunction with the Art and Science of
Teaching at Tamborine Mountain State School. The taxonomy
develops critical and creative Higher Order Thinking skills and can be
embedded in a range of common teaching strategies and practices.
By providing a hierarchy of levels, this taxonomy assists teachers in
designing performance tasks, crafting questions for conferencing with
students and giving students feedback.
Bloom’s Taxonomy is a resource that is divided into 6 different levels,
each with keywords that exemplify the level of thinking required. The
six levels are: Remember, Understand, Apply, Analyse, Evaluate and
Create.
Depth of Knowledge and Complexity of Thinking – Cognitive
Processes and Verbs
Within the Australian Curriculum, there are specific cognitive verbs used to signal the depth or type of thinking required by learners when
demonstrating what they know, understand and can do.
The Queensland Curriculum & Assessment Authority (QCAA) has categorised these cognitive verbs using Marzano & Kendall’s four levels of cognitive
process:
• Retrieval – Recall of information from permanent memory.
• Comprehension – Activation and transfer of knowledge from permanent memory to working memory.
• Analysis – Reasoned extensions and inferences to go beyond what was directly taught.
• Knowledge Utilisation – Application or use of knowledge in specific situations.
The full list of common cognitive verbs can be found in Categories of Common Cognitive Verbs.
Tamborine Mountain State School One School : One Plan 11The QCAA has developed a suite of resources that aim to put a spotlight on thinking in all Learning Areas in the Australian Curriculum. These include
overviews of how cognitive verbs are used in each Learning Area (within Achievement Standards and Content Descriptors). Also, a primary Cognitive
Verb Toolkit to support the explicit teaching of thinking in the Primary phase of learning. This toolkit contains and information sheet and different
resources for Prep to Year 2 and Year 3 to Year 6.
The Prep to Year 2 resources use visual cues to scaffold understanding of the
cognitive process.
The Years 3 to 6
posters use written
cues, with the cognitive
skills in bold, and are
written as a statement
to build on and
scaffold understanding
of the process.
For further information and resources regarding Cognitive Verbs, follow the QCAA link.
Tamborine Mountain State School One School : One Plan 12Every Student Succeeding – State Schools improvement Strategy 2020-2024
TMSS share the Queensland Government State Schooling priorities for success and wellbeing for all
children and students by providing an inclusive education system. Our guiding questions mirror the
Department of Education’s:
1. How much growth have my students made?
2. How do I know this?
3. What will I do to improve their learning?
4. How will I know whether it is working?
The TMSS
Improvement Cycle
provides teachers
with direction when
answering the above questions.
Tamborine Mountain State School One School : One Plan 13Tamborine Mountain State School – Teaching and Learning Framework Tamborine Mountain State School One School : One Plan 14
Student Welfare Action Teams – SWAT
SWAT - Response to Intervention: RTI
“The fundamental purpose of Response to Intervention is to provide every child with the additional time and support needed to learn at high
levels … this is an ongoing commitment that is best executed within a culture of collective responsibility” (Buffum, Mattos and Weber, 2012, p15).
SWAT-RTI is a process that supports the Head of Department- Differentiation, the Support
Teacher- Literacy and Numeracy, other support staff and the class teachers to provide and
monitor Tier 3 Literacy and Numeracy support and enrichment for students.
It is a framework for reviewing progress, investigating why there may be limited progress and
identifying students who require enrichment and intervention. The framework was developed
after extensive discussion and consultation within the SWAT team and with feedback from
cohort leaders.
The current SWAT-RTI framework has the following positive attributes:
- SWAT-RTI represents a new way of thinking and supporting teachers and students. It is
aligned with the practices and philosophies of PLTs and PLCs. It supports and
encourages collaborative consultation between all staff in the cohort about the best way
to manage students who require T3 support.
- SWAT-RTI provides an opportunity for all the teachers to hear about the learning needs
of all the T3 students in their cohort.
- SWAT-RTI provides the opportunity, in a case conference model, to explicitly and
formally review ALL students requiring T3 support, EVERY term. It is organised, systemic
and equitable.
Tamborine Mountain State School One School : One Plan 15SWAT - Positive Behaviour for Learning: PBL
POSITIVE BEHAVIOUR EXPECTATIONS
The first step in facilitating standards of positive behaviour is communicating those standards to all students. At Tamborine Mountain State School,
we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural
expectations is a form of universal behaviour support - a strategy directed towards all students designed to prevent problem behaviour and provides
a framework for responding to unacceptable behaviour.
A set of behavioural expectations, in the attached Positive Behaviour Posters (Appendix 16), outlines our agreed procedures and processes and
specific behavioural expectations in all school settings.
These expectations are communicated to students in a variety of ways, however, not limited to:
• behaviour lessons conducted by classroom teachers,
• reinforcement of learning from behaviour lessons on School Assemblies, and
• active supervision by staff during classroom and non-classroom activities.
TMSS implements the following proactive and preventative processes and strategies to support student behaviour:
• Positive Behaviour Team (PBT) committee members regularly provide information to staff and parents, and support to others in sharing
successful practices
• Comprehensive induction programs in the Tamborine Mountain State School’s Student Code of Conduct is delivered to new and relief staff
• Individual support profiles developed for students with high behavioural needs as referred through the PBT enabling staff to make the
necessary adjustments to support these students consistently across all classroom and non-classroom settings.
REINFORCING EXPECTATIONS OF SCHOOL BEHAVIOUR
At Tamborine Mountain State School, communication of our key messages about behaviour is supported by regular reinforcement, which provides
students with feedback for engaging in expected school behaviour. A formal recognition and monitoring system has been developed. This
reinforcement system is designed to increase the quantity and quality of positive interactions between students and staff. All staff members are
trained to give consistent and appropriate acknowledgement and celebrations.
Tamborine Mountain State School One School : One Plan 16COLLECTIVE RESPONSIBILITY Collective Responsibility (CR) is the philosophy whereby individual members of the class have a shared accountability for the actions and decisions of the class as a whole. Students are encouraged to influence other students in the class to meet or exceed the behaviour expectations that the class has nominated as a weekly focus. Students will nominate a behaviour for the class to focus on each week as described in the Attributes of a Successful Learner. All students will have a marker to represent themselves on the class CR chart and start above the mid-point line, which means they are eligible for class reward. If a student demonstrates behaviours that contravenes the behaviour focus of the week they are required to move their marker below the line, until such time as they have redeemed themselves, when they will then be invited to move their marker back above the mid-point line and once again be eligible for the class reward. Student voice and advocacy underpins this philosophy. Teachers are the passengers, while students are the drivers. Class rewards will be varied between classes and cohorts. The class must have at least 90% of the class above the mid-point line to attend class reward. Any students below the mid-point line at time of class reward will be sent to another class for the duration of the activity. ACKNOWLEDGING DESIRABLE BEHAVIOUR All Teachers use a range of strategies to promote positive and desirable behaviours in students in keeping with the Student Code of Conduct that recognises the significance of appropriate and meaningful relationships within their classrooms. Teachers may select a range of strategies as suggested and/or their own using their professional judgement and knowledge of their students as well as through the negotiation of the class behaviour code completed early in the school year. BEHAVIOUR RECOGNITION AGREED PRACTICES In keeping with the concept of acknowledging desirable behaviour, the whole school community recognises and promotes desirable behaviour through behaviour recognition agreed practices (TMSS Behaviour Overview - Appendix 1) including Gotcha Cards and Gotcha Tokens (Appendix 15), Gotcha Reward Sheets (Appendix 15) and Reward Days for Years 1-6 (Appendix 3) once per term. This data is then transferred to the Gotcha Excel Tracking Sheet - Year 1-6 (Appendix 6C) and to OneSchool. Tamborine Mountain State School One School : One Plan 17
Positive behaviour is also recognised with Student of the Week Awards (Appendix 14) presented on assemblies and Specialist Teacher Weekly Awards
(Appendix 14). In Prep, positive behaviour choices are modelled and discussed at great length. More formal behaviour recognition practices begin in
Term 2. In Years 1 and 2 Gotcha Rewards Sheets (Appendix 15) are used to assist younger students to track their weekly progress.
Classroom teachers (Year 1-6) are responsible for tracking behaviour indiscretions on the Weekly Behaviour Recording Charts (Appendix 4) and
recording the frequency/level of indiscretions. Indiscretions tracked on Weekly Behaviour Recording Charts through the week, may result in
consequences aligned with the Behaviour Placemat (Appendix 6A) and if appropriate recorded on OneSchool.
When outside the classroom, in the playground or in specialist lessons Purple Referral Slips (Appendix 13) are used to notify classroom teachers of
behaviour indiscretions to include on Weekly Behaviour Recording Charts. Purple Slips are also used if students are referred to the Behaviour Buddy
Class or to a member of the Executive team.
BEHAVIOUR EXPECTATIONS
Our Behavioural Expectations Matrix ensures consistency of language across the school.
The staff are committed to delivering a high quality of education for every student, and believe all adults
in the school, whether visiting or working, should meet the same three expectations:
BEHAVIOUR EXPECTATIONS | STUDENTS
Below are some examples of what these behaviour expectations look like for students across the school. The Positive Behaviour Recognition Table
(Appendix 5) and Positive Behaviour Posters (Appendix 16) have a detailed description of the values promoted across the school.
BE SAFE BE RESPECTFUL BE A LEARNER
• Respect other students’ right to learn. • Be an active learner.
• Use the High 5 strategy to solve problems.
• Use Focus and Self Control. • Learn from your mistakes.
• Use equipment safely.
• Be punctual for all lessons. • Use a Growth Mindset.
• Walk on the paths.
• Be a role model to others. • Be a role model to younger students.
• Keep hands and feet to myself.
Tamborine Mountain State School One School : One Plan 18Professional Learning Community: Professional Learning Teams - PLTs
“The PLC process is not a program. It cannot be purchased, nor can it be implemented by anyone other than the staff itself. Most importantly, it is
ongoing – a continuous, never-ending process of conducting schooling that g=has a profound impact on the structure and culture of the school and
the assumptions and practices of the professionals within it. So, what is a PLC? We argue that it is an ongoing process in which educators work
collaboratively in recurring cycles of collective inquiry and action research to achieve
better results for the students they serve.” (DuFour, DuFour, Eaker & Many Learning by Doing,
2010 p10-11)
At Tamborine Mountain SS, Professional Learning Team Conversations provide:
• A safe space for educators to work flexibly and collaboratively to analyse and
improve student learning.
• A commitment to continuous improvement and professional growth.
Teaching staff at Tamborine Mountain SS all actively contribute to Professional Learning
Team conversations (PLTs) on a weekly basis. These meetings are timetabled to occur as
part of the school day.
PLT conversations are a systematic process in which teachers work collaboratively to
analyse and improve their classroom practice. They work in year level or focus group
teams, engaging in an ongoing cycle of questions that promote deep team learning. The
desired outcome of PLT conversations is higher levels of student engagement and
achievement, and increased professional dialogue and sharing of effective practice.
Further information about the expectations of Professional Learning Team Conversations
at TMSS can be found in the PLT Guide.
Tamborine Mountain State School One School : One Plan 19Collegial Engagement Framework The TMSS Collegial Engagement Framework is discussed annually through a consultation process with both QTU and non-QTU members. The agreed process for the following year is ratified at the December LCC meeting. Further information regarding the TMSS Framework and the Joint Statement on Collegial Engagement in Classrooms can be found here. Tamborine Mountain State School One School : One Plan 20
Systematic Curriculum Delivery
The Australian Curriculum
The Australian Curriculum is designed to help all young Australians to become successful learners, confident and creative individuals, and active and
informed citizens. Presented as a developmental sequence of learning from Foundation - Year 10, the Australian
Curriculum describes to teachers, parents, students and others in the wider community what is to be taught and
the quality of learning expected of young people as they progress through school – wherever they live in
Australia and whichever school they attend.
TMSS developed a long term implementation plan for the systematic delivery of the Australian Curriculum
Version 8.3 in 2016, mindful of factors such as: school capacity, teacher workload, job embedded professional
development for teachers and utilisation of teacher expertise. Our flexible approach for curriculum delivery F-6
is as follows:
Implemented as Learning Areas:
• English
• Mathematics
• Science
• Hass
• HPE
Implemented as Subjects:
• Technologies – Design and Technologies, Digital Technologies
• The Arts – Music, Dance, Drama, Visual Art, Media
• Languages - Japanese
The Australian Curriculum includes a focus on seven general capabilities (literacy, numeracy, information and communication technology capability,
critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding) and three cross-curriculum
priorities (Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia and Sustainability). Continua of
learning have been developed for each, to describe the relevant knowledge, understanding and skills at particular points of schooling. These have
Tamborine Mountain State School One School : One Plan 21been embedded where relevant and appropriate in learning areas. Classroom Teachers at TMSS have commenced explicitly mapping the general
capabilities across year levels, terms and learning areas.
The Retention and Disposal Schedule – Curriculum details the records, retention periods and details for curriculum, assessment and reporting
documentation at Tamborine Mountain SS.
Information for parents, families and carers can be found on the Australian Curriculum website and
via this link.
Three Levels of Planning
Whole School Curriculum Plan
• TMSS’s plan for teaching, assessing and reporting on each Learning Area.
• Outlines agreed common assessment tasks used for Whole School Moderation.
• Our ‘school map’ which shows how we will implement each Learning area.
• One School : One Plan
Year and/or Band Plans
• The mechanisms used to ensure all aspects of the Achievement
Standards are covered and assessed.
• Provides an overview of the Summative, Formative and Diagnostic
Assessments that provide teachers with a range and balance of
evidence needed to make a judgement across the Learning Area
or Subject.
• Learning Area Scope & Sequence documentation, Semester
Assessment Folios, Yearly Overviews for each year level.
Tamborine Mountain State School One School : One Plan 22Unit Plans
• Collaboratively planned with cohort teams each term.
• Details the contextualised curriculum, pedagogy and assessment aligned to ACARA.
• Includes a teaching and learning sequence.
• Details summative assessments including marking guides and task sheets. (Aligned to TMSS Assessment and Data Framework)
• Details formative and diagnostic assessments. (Aligned to TMSS Assessment and Data Framework)
• Ongoing planning for differentiation – provisions and strategies for high performing and underperforming students.
• Opportunities for moderation at multiple junctures. Before – After – After – End
• Opportunities for feedback, reflection and review.
• Students are offered to shape their curriculum through guided questioning, surveys and interest inventories.
Moderation
Tamborine Mountain State School’s whole school approach to moderation processes supports our teachers to align curriculum, pedagogy,
assessment and reporting. Our moderation practices ensure consistency of judgements and accuracy of
reporting against the Australian Curriculum Achievement Standards.
The process involves close collaboration and commitment in order to establish, deepen and refine:
• Standards – Use of Achievement Standards to ensure consistent and accurate teacher judgements.
• Evidence – Gather evidence of student learning against the relevant Achievement Standards to ensure
consistent and accurate teacher judgements.
• Consensus – Reach consensus (agreement) to ensure consistent and accurate teacher judgements.
We believe the benefits of implementing a whole school approach to moderation include:
• Heightened teacher awareness of the alignment between curriculum, pedagogy and assessment.
• Deepening understandings of Australian Curriculum content and achievement standards.
• Improvements in the quality of teaching and learning.
• Supports teachers to identify strengths and areas for improvement common to groups of students.
• Increased consistency of teacher judgements about the quality of evidence that demonstrates the achievement standards within the Learning
Area.
• Improvements in the comparability and validity of reported results against the relevant achievement standards.
Tamborine Mountain State School One School : One Plan 23Our moderation activities are planned in an intentional, strategic and cyclical way; following the BEFORE – AFTER – AFTER – END model.
BEFORE assessment takes AFTER assessment takes AFTER assessment is END of the reporting
place: place, BEFORE it is graded: graded: period:
During the planning cycle. Calibration of teacher Confirming judgments. Use a student folio of
judgments. evidence to determine the
During the teaching and Refining/changing if
overall level of
learning cycle. De-identify sample necessary.
achievement for learning
responses.
Set conditions for areas using a 5 point scale.
assessment.
Tamborine Mountain State School One School : One Plan 24Assessment
Three types of assessment practices (summative, formative and diagnostic) are implemented at specific times and for specific purposes at TMSS.
These types of assessments can be defined as Assessment of Learning, Assessment for Learning and Assessment as Learning. Assessment practices
help inform instructional decisions, promote student engagement and improve student learning. Teachers use assessment practices and procedures
that:
• Are fair, transparent and equitable
• Support all students
• Are carefully planned to relate to the curriculum expectations and learning goals
• Take into account, as much as possible, the interests, learning styles and preferences, needs and experiences of students
• Are communicated clearly to students and parents at appropriate points throughout the school year
• May be ongoing, varied in nature and administered over a period of time to provide multiple opportunities for students to demonstrate the
full range of their learning
• Provide descriptive feedback that is clear, specific, meaningful and timely to support student learning and achievement.
Further information regarding assessment and moderation can be found in the Department of Education’s Assessment and Moderation in Prep to
Year 10 policy.
Reporting
TMSS teachers issue a written report to parents/carers, twice yearly (at the end of each semester*) on student achievement against the relevant
Australian Curriculum standards and on student effort and behaviour. Teachers also report on students who have an Individual Curriculum Plan
against the Australian Curriculum achievement standards identified in the plan.
On request from parents/carers, TMSS can provide a comparison of the student’s level of achievement in each learning area and/or subject against
the achievements of other students in the school, in the same year level who undertook the learning area and/or subject — while maintaining the
privacy of individual students.
TMSS offers parents/carers the opportunity to discuss their child’s achievement, effort and behaviour at the school with their child’s teachers, twice
yearly.
TMSS also provides reports on standardised assessments within the National Assessment Program – Literacy, Numeracy (NAPLAN) in Years 3 & 5.
Tamborine Mountain State School One School : One Plan 25TMSS Reporting Guidelines are updated each semester. *Subject to change Tamborine Mountain State School One School : One Plan 26
Australian Curriculum – TMSS Learning Area Yearly Overviews
English
Foundation Year Level Description (extract)
In the Foundation year, students communicate with peers, teachers, known adults and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts
designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They
participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.
Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.
Term 1, 2021 Term 2, 2021 Term 3, 2021 Term 4, 2020
Land of Rhyme Retell Procedural Text Celebrations
Students will listen to Students will In this unit, students will have multiple In this
opportunities unit,
and read texts to participate in the
to read, students
explore predictable text structures creation of an invitation to a Mothers’
examine and will listen
and common visual patterns day Morning Tea. Throughout the
respond to to and
represented in a range of literary term, students will practise recounting
literature and engage with a range of literary and non-
everyday events orally.
texts. Students will be exposed to a explore text structure and organisation. literary texts. A focus will be on literal
Students will retell an experience when
variety of rhyming texts and comprehension and inferential
they felt happy/excited/sad/disgusted. Students will create a variety of short
narratives. Texts featured in the unit comprehension. Students will also
texts, both imaginative and informative.
practice creating and sequencing texts,
Prep - English
include - Julia Donaldson texts, Formative Assessment- Observations, Students will engage with visual
writing sentences, words, labels and
Mem Fox texts, Pamela Allen texts, consultations and samples of work literacies as a part of their experiences
phrases; and using capital letters and full
Lynley Dodd texts, Aaron Blabey learning about the life cycle of a frog. stops.
texts, Nick Bland texts The Magic The Magic Faraway Tree will be read for A celebration will be planned for an end
Hat and Shoes for Grandpa. enjoyment. of year party celebration.
Diagnostic/Formative Assessment – Students will create an invitation to the
Code Level, High Frequency Words Prep end of year celebration.
Read it Again Foundation Q and
(reading, segmenting and writing), Diagnostic Assessment – Code Level,
Pre-Metalinguistic Awareness High Frequency Words (Reading,
Writing Sample – Daily Diary.
Program will commence in Term 1. segmenting & writing), Writing Sample,
Immersion in procedural texts relating
to explicitly taught sounds, Guided and PM Benchmark
Independent Literacy Tasks (use Ongoing Formative Assessment –
Observations, consultations and samples
Literacy Progressions as a guide)
of work (lists, mind maps, plans)
Summative Assessment – Frog Life
Summative Assessment – Journal entry
Cycle Text. Students will read back their
about a celebration/special time
own writing.
Tamborine Mountain State School One School : One Plan 27Year One Level Description (extract)
In Year 1, students communicate with peers, teachers, known adults and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass
traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances and texts used by students as models for
constructing their own texts.
Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.
Term 1, 2021 Term 2, 2021 Term 3, 2021 Term 4, 2020
Language, Literature and Literacy – Nursery Literary Texts – Aye Aye Captain Information Report and Recount Pigeon Persuasive and Written Retell
Rhymes and Responding
This unit incorporates a This unit links with the literary unit Students will read,
to Texts
This unit will focus on variety of literary texts. which students were studying in Term view and listen to a
building upon the skills and Students will read, view Two. Students will compare literary variety “Pigeon” texts.
understandings students and listen to a variety of texts studied in term two, with Student will analyse
learned in previous years
narrative texts. They will informative texts. Students will read, how language can be
of school. Explicit teaching of Early Literacy Skill
Acquisition. An emphasis on building phonemic analyse the structure of a narrative, view and listen to a variety of used to persuade audiences. Students
and phonological awareness will occur. Students language features (noun groups) and information reports and recounts. will focus on the punctuation of
will participate in modelled, shared, guided and identify character traits. Student will analyse the structure of statements, commands and questions.
independent reading and writing tasks daily.
Students will create a Wanted Poster these genres as well as the language Students will complete written retells of
Year One - English
Students will listen to, recite and perform a for a pirate character using descriptive features. An incursion with “Ocean one or more of the several Year One
variety of nursery rhymes. They will imitate and language. Stars” is a key component of this unit. events they have participated in over
invent sound patterns including alliteration and Students will identify and sequence the Semester 2, 2002 to share with Prep
rhyme. Students will innovate on a familiar
main events (beginning-middle-end) in students.
nursery rhyme to present in front of their class.
Students will complete journal writing each week. short texts written by authors and
peers. They will share their crafted Diagnostic & Formative Assessment –
My Fantasic, Elastic Brain and several other written pieces with the class group and PM Benchmark, High Frequency Words
shared texts based on mindset will be used as a
teacher for feedback and will develop (Reading & Writing), Writing Sample,
springboard to generate modelled, shared,
guided and independent reading, listening, personal writing goals. observations, consultations and
speaking, writing and creating learning tasks Diagnostic & Formative Assessment – Diagnostic & Formative Assessment – samples of work
during the first 2 weeks of the term. PM Benchmark, High Frequency Words High Frequency Words (Reading & Summative Assessment – Reading
(Reading, Segmenting & Writing), Writing), Writing Sample, observations, Response, Written Retell
Diagnostic & Formative Assessment – High
Frequency Words (Reading & Writing), Writing Writing Sample, Words Their Way Test consultations and samples of work
Sample, observations, consultations and samples Summative Assessment – Written Summative Assessment – Information
of work Description (Wanted Poster), Reading Report (graphically organised)
Summative Assessment – Oral presentation of an
Checklist
innovation of a familiar Nursery Rhyme
Tamborine Mountain State School One School : One Plan 28Year Two Level Description (extract)
In Year 2, students communicate with peers, teachers, students from other classes and community members.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as
texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction,
film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.
Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.
Term 1, 2021 Term 2, 2021 Term 3, 2021 Term 4, 2020
All About Me In this unit, Imaginative and Personal Recounts Procedure Convince Me – Persuasive Texts
students reflect on their life so Andy’s Amazing Students will be Students will
far in order to create an Adventures and exposed to the create a
informative personal profile.
the Safari to find narrative genre persuasive
Students read and
the elusive Pink whilst completing a poster on a
comprehend a variety of texts
and unpack texts to build Powder Puff Bird novel study of George’s Marvellous topic of their
knowledge of language features and Students will listen to, read or view and Medicine. Students will analyse choice (from a selected list of 3 or 4).
analyse how stories convey a message respond to a variety of literary texts. character portrayal and specific literacy They will brainstorm topics meaningful
about families and friends. Students focus Language features and text structure of and language devises. Students will to them and participate in a voting
on developing strong foundation imaginative recounts will be a focus for also develop a solid understanding of process to determine the most popular
knowledge of language conventions,
Year Two - English
this unit. the text structure and purpose of a topics.
sentence structure and constructing basic Diagnostic Assessment – PM procedural text. They will develop their Diagnostic & Formative Assessment –
texts.
Benchmark, High Frequency Words own procedural text in order to create PM Benchmark/PROBE, High Frequency
As students move into a new class and year
(Reading & Writing), Writing Sample, a unique “medicine”, based on Words (Reading & Writing), Writing
level, this unit will help students learn more
about their classmates and share Words Their Way Test George’s Marvellous Medicine. Sample, observations, consultations
information that is important to them. Formative Assessment - Observations, and samples of work, Pat-R
As they listen to other student’s personal consultations and samples of work, Diagnostic & Formative Assessment – Summative Assessment – Persuasive
profiles, they will begin to develop guided and independent literacy tasks. High Frequency Words (Reading & Poster
relationships within the classroom and Summative Assessment –Imaginative Writing), Writing Samples, observations,
confidence in their ability to perform the Recount of one episode of Andy’s consultations and samples of work
given tasks. Students will create a Amazing Adventure, Personal Recount Summative Assessment – Procedure
meaningful profile about themselves and
of the safari, Written Comparison (written and oral presentation), Reading
present this to a familiar audience.
(Venn Diagram), Reading Comprehension
Diagnostic Assessment –High Frequency Comprehension
Words (Reading and Spelling), Writing
Sample
Summative Assessment - Personal Profile -
Written and Oral (possibility of making into
a class book)
Tamborine Mountain State School One School : One Plan 29You can also read
