One School : One Plan - Tamborine Mountain State School

 
One School : One Plan - Tamborine Mountain State School
Tamborine Mountain State School

     One School : One Plan

                                                                                    Version 2, 2021

Tamborine Mountain State School One School : One Plan                                        1
One School : One Plan - Tamborine Mountain State School
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
One School : One Plan - Tamborine Mountain State School
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
One School : One Plan - Tamborine Mountain State School
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
One School : One Plan - Tamborine Mountain State School
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
One School : One Plan - Tamborine Mountain State School
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
One School : One Plan - Tamborine Mountain State School
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
One School : One Plan - Tamborine Mountain State School
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
One School : One Plan - Tamborine Mountain State School
Tamborine Mountain SS – School Priorities 2021

Tamborine Mountain State School One School : One Plan   9
One School : One Plan - Tamborine Mountain State School
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                                                                                           10
Bloom’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                                                                                         11
The 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                                                                                        12
Every 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                                                           13
Tamborine 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                                                                                                15
SWAT - 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                                                                                      16
COLLECTIVE 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                                                                                            18
Professional 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                                                                                     19
Collegial 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                                                                                         21
been 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                                                                                      22
Unit 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                                                                                      23
Our 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.

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Assessment
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.

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TMSS Reporting Guidelines are updated each semester.

*Subject to change

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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                                                                                                                                27
Year 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                                                                                                                                              28
Year 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)

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