Learning & Teaching

 

At Holy Eucharist School we endeavour to ensure that students reach their full potential. We aim to empower children to take responsibility for their own learning whilst providing them with strategies and skills to prepare them for an ever-changing world. Our learning community aims to provide a personalised curriculum which is purposeful and authentic; catering to the needs and experiences of every child.

 

Goals

To enable all students to achieve success in an engaging, authentic learning environment of

• To continually improve student performance in Reading and Maths.

• To embed 21st Century pedagogy throughout the school

• To build student engagement and capacity to assume greater responsibility for their

 

Intended Outcomes

• That student performance in Maths will improve.

• That student performance in Reading comprehension will improve.

• That students establish and set own goals for learning and are given time to reflect on them.

 

Achievements

• Facilitated planning takes place in each level.

• Collaborative year level planning occurring across levels each term.

• Resourcing the teacher planning room.

• Professional Learning Teams focussing on the teaching and learning in literacy and numeracy.

• Building teacher capacity in Mathematics through Professional Learning opportunities and

• Maths intervention teaching program implemented for students with needs.

• Building teacher capacity in reading comprehension through targeted PD opportunities.

• Continuing to work shoulder to shoulder with Literacy support from the CEM.

• Development of whole school learning and teaching plan based on the AUSVELS curriculum.

• Authentic learning – Experiences for our learners based in real life experiences, especially for high expectations and collaboration.

• Focused on developing and implementing strategies and skills for comprehension.

• Focused on developing consistency in the documentation of reading comprehension data.

• Junior school continued focus on developing oral language through explicit teaching of language skills and opportunities for students to use these skills.

• Grades Prep – 4: Implementation of the Sutherland Phonological Awareness Test (SPAT-R), a standardised test to assess skills required for early literacy development.

• Participation in CPOL (Classroom promotion of oral language) project with CEOM and Melbourne University.

• Whole school focus on vocabulary development through the participation of the CPOL project.

• ‘Repetitive Interactive Read Aloud’ strategy introduced and used across the school to develop vocabulary.

• ‘Accountable Talk’ embedded as a strategy that is used from Prep-6 to encourage talk about text.

• Two “Reading Recovery” teachers employed to meet the needs of Grade One students with reading difficulties.

• Assessment Schedules introduced and evaluated to ensure consistent data relating to student achievement is recorded.

• Data used as a guide for all teaching and learning – Progressive Achievement Test in Reading (PAT-R), Progressive Achievement Test in Maths (PAT- Maths) – all informing classroom teaching.

• Participation in Literacy Assessment project (LAP) with CEOM and Melbourne University.

• Use of Student Performance Analyser (SPA) software to analyse student data and achievement.

• EAL/D continuums used in all levels for students who fit the prescribed criteria.

• Socio-linguistic profiles gathered as a form of evidence to inform teaching and learning practice.

• Formation of a plan for the academic year in the area of Literacy and Mathematics.

• Learning intentions, success criteria and feedback embedded as common practice across school.

• Google Drive and Calendar being used as preferred form of communicating dates.

• Google apps used to assist team level planning.

• Staff blog / Google community up and being used for discussion of professional readings.

• Staff handbook formed to ensure consistency in understanding of school policy and procedures by all staff members.

• Pre-Prep Program continued, including parent feedback and information sessions held simultaneously with prep programs.

• The purchase of Fountas and Pinnell – Levelled Literacy Intervention, a supplementary intervention resource designed for children who find reading and writing difficult. (LLI - Orange, Green, Blue System - to be introduced in Grade 2, 2016).

• The Purchase of Fountas and Pinnell - Benchmark Assessment System (to be introduced in Prep – 2) in 2016.