Pialba State School - Building Active Learners in a Supportive and Nurturing Learning Environment

1. Pialba State School Pedagogical Framework – Whole School Pialba State School is a community of learners who feel a strong bond with each other. Our values and beliefs are obvious in our interaction with peers and with others. Four core values underpin all of what we do – ACTIVE LEARNERS, RESPECT, RESPONSIBILITY and SAFETY. Students and staff see themselves not only as Hervey Bay, Queensland and Australian citizens but, more importantly, as World Citizens. School Culture – Lifelong Learning Learning Outcomes Our school has a warm and welcoming atmosphere where Social and Emotional learning is evident in delivering quality lifelong learning experiences for students to be active learners and to increase their opportunities for success. There is a sense of purpose evident in the classrooms where challenging tasks are undertaken in a supportive and nurturing learning environment. Partnerships between Teachers, Parents and Students are evident in making a difference in student learning through utilising common language and strategies through differentiated learning opportunities . Q8 Relationships Q4 Evidence of Learning Q10 Unit Development Q6/Q7 Behaviours Q3 Deepening Behaviours Q5 Engagement Q9 High Expectations Learning Environment Q1 Routines Q2 New Knowledge • Assembly • Music Programs • Digital Learning Plan • Independent Programs: • IXL Maths, Reading Eggs • Parent meetings • Chaplaincy • Data sets • Computer and Other Clubs • Learning Support - STLaN • ACARA (National Curriculum) • Curriculum and Data Meetings • ASOT Leaders • Key Learning Area ‘s - Year Level and Unit Plans • Differentiation programs • Academic Medals • Celebration days – NAIDOC, Australia Day, Literacy / Numeracy Week / ANZAC Day • Social and Emotional Learning – YCDI - Habits of Mind – Kids Matters - Reboot • Early Year Curriculum Guidelines – Early Start • SWD and LOTE (Transitions to High School & Prep) • Rewards Day, Discos, School Camps, Excursions • Closing the Gap (Indigenous Learning Plans) • Celebrating Successes- Super readers, Spelling bees, YCDI awards, class awards, Academic medals, Behaviour awards, Attendance awards. • Extension Programs and Gifted and Talented Identification • Assessment and Reporting Framework (One school – Dashboard) • Literacy, Numeracy plan, Curriculum Framework • Differentiation Programs (inclusion) • Mits – Student Support Needs Team • Upfront Planning, Assessment and differentiation • Moderation of assessment tasks at all year levels • Local and National Competitions: ICAS Science, Spelling, Reading, Australian Maths Competition, Robotics, Choir, Maths Challenges, USC Partnership - #Tech Schools • HPE Excellence Program, Representative Sport & Gala Days • Independent Programs and IPAD APPS • Kids in Care • Responsible Behaviour Plan, PBL and YCDI • PBL Behaviour Matrix –A to E Expectations • Reflection Room – GO – External Agencies • Student Support Services: through MITs • Anti-Bullying policy and programs • Regional PBL Behaviour Management Support • Professional Development of Essential Classroom skills • Student Leadership • Student Council , P and C, LCC, School camps • Line Management & Classroom Observations • Professional meetings • High school links and USC Partnership • Playground Mentoring • ASOT Team Leaders and Various PLT’s • Differentiation, Explicit Teaching • Kindy to Prep Transitions, Primary – High School Everyday, Every Student is Actively and Engaged in Learning. Our whole school community promotes the notion that...

2. Pialba State School Pedagogical Framework – Teacher Level Pialba State School is a community of learners who feel a strong bond with each other. Our values and beliefs are obvious in our interaction with peers and with others. Four core values underpin all of what we do – ACTIVE LEARNERS, RESPECT, RESPONSIBILITY and SAFETY. Students and staff see themselves not only as Hervey Bay, Queensland and Australian citizens but, more importantly, as World Citizens. School Culture – Lifelong Learning Learning Outcomes Our school has a warm and welcoming atmosphere where Social and Emotional learning is evident in delivering quality lifelong learning experiences for students to be active learners and to increase their opportunities for success. There is a sense of purpose evident in the classrooms where challenging tasks are undertaken in a supportive and nurturing learning environment. Partnerships between Teachers, Parents and Students are evident, making a difference in student learning through utilising common language and strategies through differentiated learning opportunities. Q4 Evidence of Learning Q8 Relationships Q1 Routines Q6/Q7 Behaviours Q2 New Knowledge Q3 Deepening Knowledge Q5 Engagement Q10 Unit Development Q9 High Expectations Learning Environment DQ 2(1) – Teachers begin by explaining / preparing students for important information cueing with tone, body position and level of excitement. DQ 2(2) – Teachers establish and organise routines for various student groupings, allowing for various interactions. DQ 2(3) – Teachers use deliberate strategies, such as previous KWL/Graphic Organisers to link students’ existing knowledge to new content and reteach when necessary. DQ 2(4) – Teachers stop at strategic points in verbal presentations, multimedia clips or through reading information to chunk content into digestible bites for student learning. DQ 2(5) – Teachers engage students in new concepts by employing various strategies. DQ 2(6) – Teachers encourage students to elaborate and apply knowledge through questioning techniques. DQ 2(7) – Teachers encourage students to present new information using various representations. DQ 2(8) – Teachers encourage students to reflect on new knowledge in engaging ways. DQ 3(9) – Teachers engage/re-teach (if necessary) students in a brief content review highlighting specific strategies to review information. DQ 3(10) – Teachers organise students into groups to deepen knowledge and skills through practising a skill, strategy or process. DQ 3(11) – Teachers clearly define homework to allow deepening of knowledge independently with purpose and extend students by providing more time. DQ5(1) – Teacher re-engages when a lack of appropriate participation is observed. DQ5(2) – Teachers use a variety of games involving some friendly competition to maintain student engagement. DQ5(3) – Teachers maintain engagement when questioning by encouraging the use of verbal and non-verbal techniques. DQ5(4) – Teachers encourage assorted physical movements to sustain engagement. DQ5(5) - Teachers maintain a lively pace by employing crisp transitions and altering pace from one activity to another. DQ5(6) - Teachers demonstrate intensity and enthusiasm for the content through relatable personal experience, varying physical and verbal signals and adjusting energy levels to suit content. DQ5(7) - Teachers use friendly controversy such as mini debates, examining multiple perspectives and eliciting differing opinions from all members of the class. DQ5(8) - Teachers are aware of students’ interests and make the connections to class content for students to engage with. DQ5(9) - Teachers use and encourage students to identify interesting information about the content to enhance engagement. DQ 1 (1) – Teachers provide clear statements of knowledge/information referred to and measured by the scale / rubric. (Collaborative Upfront Planning) DQ 1 (2) – Teachers track clearly defined learning goals that formatively align individuals & whole class. DQ 1 (3) – Teachers give feedback, celebrating students learning goal success in a variety of ways. DQ 6 (1) – Teachers establish rules and procedures with students and continue to implement, monitor and review for effectiveness. DQ 6 (2) – Teachers organise the physical layout of the classroom to optimise use of space and resources to engage students and enhance learning. DQ 7(10) – Teachers actively rove the classroom monitoring engagement through eye contact, acknowledging and dealing with behaviours promptly. DQ 7(11) – Teachers provide a variety of resources and implement strategies to engage students in acquiring intriguing knowledge. DQ 7(12) – Teachers use a variety of behaviour management strategies to implement behavioural expectations. Everyday, Every Student is Actively and Engaged in Learning. Our whole school community promotes the notion that...

3. Pialba State School Pedagogical Framework – Whole School Pialba State School is a community of learners who feel a strong bond with each other. Our values and beliefs are obvious in our interaction with peers and with others. Four core values underpin all of what we do – ACTIVE LEARNERS, RESPECT, RESPONSIBILITY and SAFETY. Students and staff see themselves not only as Hervey Bay, Queensland and Australian citizens but, more importantly, as World Citizens. School Culture – Lifelong Learning Learning Outcomes Our school has a warm and welcoming atmosphere where Social and Emotional learning is evident in delivering quality lifelong learning experiences for students to be active learners and to increase their opportunities for success. There is a sense of purpose evident in the classrooms where challenging tasks are undertaken in a supportive and nurturing learning environment. Partnerships between Teachers, Parents and Students are evident, making a difference in student learning through utilising common language and strategies through differentiated learning opportunities . Q4 Evidence of Learning Q8 Relationships Q1 Routines Q6/Q7 Behaviours Q2 New Knowledge Q3 Deepening Knowledge Q5 Engagement Q10 Unit Development Q9 High Expectations Learning Environment (continued) DQ 3(12) – Teachers deepen students’ knowledge by helping students examine similarities and differences of content. DQ 3(13) – Teachers deepen knowledge by challenging the strength of students’ reasoning and logic. DQ 3(14) – Teachers engage students in either Guided Practice / Independent Practice activities to develop fluency. DQ 3(15) – Teachers engage students in revision of previous knowledge of the content. DQ 4(16) – Teachers facilitate the development and testing of hypotheses by students both independently and within group situations. DQ 4(17) – Teachers guide learning into experimental procedures and investigations to assist students to develop and test their hypotheses. DQ 4(18) – Teachers interact, make themselves available and provide resources to guide students in their development and testing of hypotheses. DQ 9(15) – Teachers exhibit calm and controlled objective behaviour to achieve a balanced environment for all students. DQ 9(16) – Teachers identify positive verbal/non-verbal strategies used to encourage low expectancy students. DQ 9(17) – Teachers ask challenging questions for all students no matter what their ability level. DQ 9(18) – Teachers modify questions and seek feedback in order to clarify students’ understanding. DQ8(13) - Teachers chat/discuss with students about events and topics of interest and incorporate into appropriate lessons. DQ8(14) - Teachers informally acknowledge students accomplishments using positive, warm gestures/talk demonstrating their care and affection. DQ8(15) - Teachers calmly interact with students in all classroom situations. DQ10(1) – Teachers provide flexible learning options for students based on school / class data to meet their zone of proximal development. DQ10(2) – Teachers collaborate in year level teams using whole school and class data (and working with the Data Dazzlers) to take advantage of the alternative whole school learning programs that support their students’ learning (e.g. Reading / Spelling differentiation, Articulation etc) and the ALP and ILP student support measures they have put into place within their class to provide differentiation) DQ10(3) – Teachers collaboratively plan using whole school, year level and unit plans and develop and provide WALT, WILF & TIB to students in each lesson to explain what is coming next in each of the Key Learning Area units. DQ10(4) – Teachers ensure students understand the sequencing of the knowledge and that one piece of knowledge builds on another. DQ10(5) – Teachers ensure that students know what is expected of them in each KLA unit and what they must complete for assessment upfront at the beginning of the unit. DQ10(6) – Teachers check that students can articulate what the assessment for teaching a KLA unit is at the start of the unit including the assessment criteria / rubric expectations and provide feedback throughout the unit and during assessment. Everyday, Every Student is Actively and Engaged in Learning. Our whole school community promotes the notion that...

4. Pialba State School Pedagogical Framework – Student Level Pialba State School is a community of learners who feel a strong bond with each other. Our values and beliefs are obvious in our interaction with peers and with others. Four core values underpin all of what we do – ACTIVE LEARNERS, RESPECT, RESPONSIBILITY and SAFETY. Students and staff see themselves not only as Hervey Bay, Queensland and Australian citizens but, more importantly, as World Citizens. School Culture – Lifelong Learning Learning Outcomes Our school has a warm and welcoming atmosphere where Social and Emotional learning is evident in delivering quality lifelong learning experiences for students to be active learners and to increase their opportunities for success. There is a sense of purpose evident in the classrooms where challenging tasks are undertaken in a supportive and nurturing learning environment. Partnerships between Teachers, Parents and Students are evident , making a difference in student learning through utilising common language and strategies through differentiated learning opportunities . Q4 Evidence of Learning Q8 Relationships Q1 Routines Q6/Q7 Behaviours Q3 Deepening Knowledge Q2 New Knowledge Q5 Engagement Q10 Unit Development Q9 High Expectations Learning Environment DQ 2(1) – Students describe and explain the level of importance of the content by visibly adjusting their levels of engagement. DQ 2(2) – Students move in an orderly fashion and show their understanding of appropriate behaviour expectations in group situations. DQ 2(3) – Students can explain prior knowledge and content, providing a purpose for it by actively engaging. DQ 2(4) – Students explain and respond to content by chunking it into ‘digestible bites through teacher strategically stopping through verbal presentations, multimedia clips or through reading information DQ 2(5) – Students discuss and analyse new concepts to cement and impart new understanding. DQ 2(6) – Students provide explanations as evidence of their learning. DQ 2(7) – Students present new information using various written and non- written representations. DQ 2(8) – Students display reflection on new knowledge using various engaging activities. DQ 3(9) – Students can describe / connect and respond to previous class activities/content. DQ 3(10) – Students explain how group work deepens knowledge through questions and feedback. DQ 3(11) – Students can describe how homework will deepen their understanding and understand its purpose. DQ5(1) – Students are aware of expectations or appropriate participation in all lessons. DQ5(2) – Students can explain how their participation in games helps them learn. DQ5(3) – Students engage verbally and/or non-verbally with questions and can describe their thinking. DQ5(4) – Students can explain how physical movement helps them learn. DQ5(5) – Students will adopt and re-engage after a transition, describing the pace as not fast or too slow. DQ5(6) – Students know their attention levels increase when they see their teacher enjoying teaching the content and showing enthusiasm. DQ5(7) – Students through engaging in mini debates, examining multiple perspectives and voicing differing opinions understand that these activities are fun, stimulating and help them learn. DQ5(8) – Students engage in and explain how the connections between their personal interests and the content build their understanding. DQ5(9) - Students explain how their attention and interest increases when unusual information is provided about the content. DQ 1 (1) – Students can explain their learning goal using a rubric/scale. DQ 1 (2) – Students can describe their status of their learning goal using the rubric/scale. DQ 1 (3) – Students can recognise their achievements, want to continue to make progress and have pride in their achievement. DQ 6 (1) – Students are aware, can articulate and independently follow established classroom rules and procedures. DQ 6 (2) – Students move appropriately within their learning space to access and use resources and information to enhance their learning. DQ 7(10) – Students understand that their behaviour is being monitored at all times. DQ 7(11) – Students listen when their teacher gives them interesting and unusual facts, and makes them question and explain. DQ 7(12) – Students respect the school rules / procedures and understands the consequences of breaking these. Everyday, Every Student is Actively and Engaged in Learning. Our whole school community promotes the notion that...

5. Pialba State School Pedagogical Framework – Student Level Pialba State School is a community of learners who feel a strong bond with each other. Our values and beliefs are obvious in our interaction with peers and with others. Four core values underpin all of what we do – ACTIVE LEARNERS, RESPECT, RESPONSIBILITY and SAFETY. Students and staff see themselves not only as Hervey Bay, Queensland and Australian citizens but, more importantly, as World Citizens. School Culture – Lifelong Learning Learning Outcomes Our school has a warm and welcoming atmosphere where Social and Emotional learning is evident in delivering quality lifelong learning experiences for students to be active learners and to increase their opportunities for success. There is a sense of purpose evident in the classrooms where challenging tasks are undertaken in a supportive and nurturing learning environment. Partnerships between Teachers, Parents and Students are evident , making a difference in student learning through utilising common language and strategies through differentiated learning opportunities . Q4 Evidence of Learning Q8 Relationships Q1 Routines Q6/Q7 Behaviours Q3 Deepening Knowledge Q2 New Knowledge Q5 Engagement Q10 Unit Development Q9 High Expectations Learning Environment (continued) DQ 3(12) – Students explain similarities / differences of content showing a deeper understanding through their responses. DQ 3(13) – Students can identify and articulate information that supports their reasoning, identifying their errors. DQ 3(14) – Students perform with confidence/competence in guided practice / independent practice when executing skills, strategies or processes. DQ 3(15) – Students are able to identify and correct errors and misconceptions in their previous learning. DQ 4(16) – Students explain, in groups or individually, how their hypotheses are developed and tested. DQ 4(17) – Students explain and provide examples of investigations to develop, investigate and justify their hypotheses. DQ 4(18) – Students use the teacher and resources provided to develop and test hypotheses. DQ 9(15) – Students describe the teacher as calm, supportive, encouraging and fair for all students. DQ 9(16) – Students feel valued and respected by teachers and their peers. DQ 9(17) – Students recognise that the teacher, in answering the challenging questions, includes all students no matter of ability. DQ 9(18) – Students recognise that teachers expect all students to respond to questions and will provide assistance where required. DQ8(13) – Students feel valued and can describe their own positive relationship with their teacher. DQ8(14) - Students respond positively to teachers’ verbal and non-verbal interactions and can describe how their teachers care. DQ8(15) - Students describe their teachers as calm, fair and in control of the class. DQ10(1) – Students take advantage of flexible learning options. DQ10(2) – Students can explain the program and take advantage of alternative learning programs to support their learning (Reading / Spelling differentiation and ALP and ILP supports within their class and whole school differentiation) DQ10(3) – Students know what they are working on (explaining WALT, WILF & TIB) and what is coming next in the Key Learning Area unit. DQ10(4) – Students understand the sequencing of the knowledge and that one thing builds on another. DQ10(5) – Students know what is expected of them in each KLA unit and what they must complete for assessment. DQ10(6) – Students can articulate what the assessment for the KLA unit is at the start of the unit including the assessment criteria / rubric expectations. Everyday, Every Student is Actively and Engaged in Learning. Our whole school community promotes the notion that...