What do we teach?

Our staff and parents maintain high expectations curriculumand standards for our students so that they become life-long learners - todays learners, tomorrow’s future. At Moonambel we believe in providing every child with rich and meaningful learning and development opportunities and supportive educational environments, so they can reach their full potential as lifelong learners.

Our school provides a challenging and comprehensive curriculum. Moonambel Primary School is dedicated to bringing quality education to its students and it is continually assessing school and student needs in order to remain at the forefront/cutting edge of current practice.

This school gives priority to improved Literacy and Mathematics teaching with individual student performance. The quality of teaching is the main factor influencing improved outcomes.

We have commenced using the Australian Teacher Performance and development framework to identify Professional Development needs linked to our school priority and goals. The Australian Curriculum is shaped by the proposition that each student can learn and that every student’s needs are important. The flexibility offered by the Australian Curriculum enables us to plan rigorous, relevant and engaging learning and assessment experiences for all students.

How do we teach?

We differentiate at all stages of the teaching, learning and assessment cycle to ensure that all students are able to access and engage in learning the identified Australian Curriculum content. We use the F-10 Australian Curriculum and AusVels to plan and drive our teaching programs across all levels, strands and general capabilities. We plan for small-group activities, based on our analysis of data, for students to practise, synthesise and consolidate learning.

Due to our small numbers we can tailor learning to each individual student. Knowing our students is the key to differentiating teaching and learning – what they know and can do, what they need to learn next and how best to teach them and monitor their progress. We discuss how we plan to teach the intended curriculum, what data we will use and how we will use it to inform teaching and learning, the importance of shared learning intentions, how students will demonstrate their learning and achievement, how we plan to use flexible grouping, how we will determine the starting points for students’ learning and developing personalised learning goals, how they select resources according to students’ needs and how we plan to ensure all students are engaged in cognitively demanding tasks.

Explicit teaching focusing instruction on identified curriculum content

  • connecting to prior knowledge and skills when beginning a learning sequence
  • establishing and maintaining clear learning goals and expectations for each lesson
  • deconstructing and sequencing teaching to focus on the steps that lead to new knowledge, deeper understandings and/or more sophisticated skill
  • describing and modelling concepts and processes clearly, using ‘think aloud’ and examining models and inferior examples
  • varying instruction in response to immediate and reflective feedback

Our teaching day reflects our Whole School Curriculum plan and dedicated times. Every day we have Huff’n’Puff, Physical Education followed by our whole school Spelling program which is run by peer tutors. We then have a dedicated uninterrupted Literacy Block, Numeracy Block, Integrated Studies and or extracurricular activities.

Planning – regular Literacy and Numeracy planning sessions for P-2 and 3-6 teachers within our Cluster. These have been successfully coordinated as PLT’s using face-to-face meetings and video-conferencing, adhering to PLT protocols. All meetings have a clear and concise focus on our improvement targets based on data to improve teaching and learning.

Human expertise are being shared and used to drive in-house PD in the area of Literacy and Numeracy. Planners – cluster planning documents developed.

How do we know our students are learning?

Assessment tools FOR, AS and OF are common across the cluster to gather data, review and plan intervention or extension strategies. We are in the process of developing our Assessment Schedule further.

VCCA On-Demand testing being implemented in the AUSVELS domains of Mathematics- Algebra & Number, Geometry & Measurement, English- Language and Literacy.

ILP’s and goal setting follow the SMART framework, 7 Habits (Win-Win Agreement) to drive the intervention and implementation cycle for learning.

The zone of proximal development “is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.” (Vygotsky 1978) As a learner gains new skills and abilities, this zone moves progressively forward.

The cluster agrees on common assessment tools. Data is used in planning to differentiate learning and teaching.

Assessment data is scheduled and collected on a database, moderation enables the teachers to make consistent and comparable judgments’ of student learning, identify future interventions and evaluate their teaching practice.

How do we provide feedback to our students and families on learning progress?

Immediate, constructive feedback on most tasks they complete within the school due to the small class sizes. As teachers we ensure students are given appropriate and accurate feedback during the task and that they understand the learning intentions and success criteria.

Our students use a range of ICT programs where they receive instant feedback on their abilities in reading and mathematics e.g Reading Eggs, Sumdog, A-Z reading and writing, Mathletics, Studyladder, ZIPtales.

Our close relationships with our parents allows us to openly discuss a student’s progress on a regular basis.