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Biloela State High School V3, 2013

Curriculum Plan

Our curriculum plan is supported through collection of data that is represented by our Knowing Our Leaners

Program. This data is accessed to track student progress using our data collection systems including our

Traffic Lights Program. Teachers are using this data to develop targeted teaching and learning,

differentiating the curriculum to provide learning for students at their level to promote success.

Curriculum

Plan

Biloela State High School

Curriculum

Plan

Our Curriculum ACARA

QCARF

Senior Subjects

Vocational Education &

Training

Junior Secondary

Life Skills

Sport

Curriculum in Action Our Pedagogical Framework

Our Timetable Structure

Explicit Instruction &

Anderson’s Taxonomy

Curriculum Overview

Extension classes/ACE

Skills 4 Success literacy &

numeracy support

Indigenous/ESL

Assessment

Reporting

Curriculum

Adjustments &

Differentiation Knowing Our Learners - Data

collection, tracking systems

& analysis

Data informed interventions

& differentiation

Health & Wellbeing

Targets, Standards &

Benchmark

Biloela State High School Curriculum Plan

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Our Curriculum

ACARA - Australian Curriculum, Assessment and Reporting Authority

Biloela State High School follows the Australian Curriculum in Junior Secondary classrooms from Year 8

through to Year 10:

Foundation (Prep) to Year 10 Curriculum – ACARA provides access to the curriculum for learning areas or

subjects; information about the general capabilities including continua for each capability; and information

about the cross-curriculum priorities.

The Senior Secondary Curriculum - access to curriculum for senior secondary subjects will be

implemented as the Australian Curriculum is rolled out.

The Australian Curriculum guides our teachers by defining what should be taught through the specification of

curriculum content and the learning expected at points in their schooling through the specification of

achievement standards.

Our curriculum plans include:

a rationale and a set of aims

an overview of how the learning area is organised

year level descriptions

content descriptions (knowledge, understanding and skills) specifying what teachers are expected to

teach

content elaborations to provide additional clarity by way of illustrative examples only

achievement standards that describe the quality of learning (the depth of understanding and

sophistication of skill) expected of students at points in their schooling

annotated student work samples that illustrate the achievement standard at each year level.

a glossary to support consistent understanding of terms used.

We understand that increasingly, in a world where knowledge itself is constantly growing and evolving, our

students need to develop a set of knowledge, skills, behaviours and dispositions, or general capabilities that

apply across learning area content and equip them to be lifelong learners able to operate with confidence in

a complex, information-rich, globalised world.


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In 2013, Biloela State High students access the Australian Curriculum for English, Mathematics and

Science and, for the first time this year, History. Geography will be added in 2014.

We use the Australian Curriculum as the foundation of our programs and we access the C2C – Curriculum

to the Classroom resources provided by Education Queensland as a resource to support our teachers in

presenting their programs. We access the most appropriate resources adjusting them for the local needs of

our students.

Our teachers develop Units of Study and supporting teaching and learning resources that are documented

on our school data directory. These materials are available to all staff members who then contribute to this

dynamic and improving resource.

QCARF - Queensland Curriculum, Assessment & Reporting Framework

Senior Secondary

All students in Years 11 and 12 have a program of learning that meets the requirements of the Queensland

Studies Authority: Queensland Certificate of Education (QCE) or a Queensland Certificate of Individual

Achievement (QCIA). We use information and communication technologies to enhance student learning in

the required curriculum.

Currently the following Senior Subjects are offered in our classrooms:

Senior English

English Communication

English for Everyday Living

Mathematics A

Mathematics B

Mathematics C

Pre-Vocational Mathematics

Mathematics for Everyday Living

Physics

Chemistry

Biology

Physical Education

Recreation Studies

Senior Drama

Senior Music

Visual Art

Visual Arts Studies

Practical Arts

Multi-Arts Studies

Ancient History

Geography

Legal Studies

Business Communication and Technology

Home Economics

Students access these subjects through Distance Education:

Economics

Biology

Ancient History

Information, Processing and Technology

Geography

Chinese

Legal Studies

French – Beginner

German – Beginner

Japanese Year 9

Spanish - Beginner

Students access University-based subjects from the Central Queensland University.


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Vocational Education & Training - VET

Our school offers the following Certificate Courses in our classrooms:

Certificate I in Construction

Certificate I in Engineering

Certificate I in Hospitality

Certificate II Rural Operations

Where vocational qualifications are provided, we meet the requirements of nationally endorsed training

packages. The Senior Schooling Deputy Principal and the Head of Department, Technology and Vocational

Education jointly lead and manage systems and accountabilities involved in Vocational Education.

Students access these Certificate courses through outside providers:

Certificate II in Engineering (GAGAL)

Certificate III in Business Administration

(CQIT)

Certificate I in Work Education (BSDE)

Certificate II in Business (BSDE)

Certificate II in Community Services

(CQIT)

Certificate III in Beauty Services (Larshar

College of Beauty & Hair)

Certificate III in Retail Make-up & Skin

Care (CQIT)

Certificate III in Information, Digital media

& Technology (CQIT)

Certificate IV in Massage Therapy

Practice

Certificate III in Children’s Services (CQIT)

Certificate I in ICT (CQIT)

Students access these Certificate courses through School-based Apprenticeships and Traineeships:

Certificate III in Boilermaking

Certificate II in Meat Processing

Certificate III in Hairdressing

Certificate II in Agriculture

Certificate III in Business

Certificate II in Hospitality

Certificate II in Community Services

Certificate III in Engineering

Certificate III in Floristry

Certificate II/III in Water Operations

Certificate III in Aged Care

Certificate III in Children’s Services

Certificate III in Warehousing

Certificate III in Fitness

Junior Secondary

Biloela State High school is implementing the Queensland curriculum for Year 8 to Year 10, as listed below:

Queensland Curriculum, Assessment and Reporting (QCAR) Framework Essential Learnings in

Years 1 to 9 for Studies of Society and the Environment, Technology, Health and Physical Education

and the Arts. In Years 8 and 9 we address the Essential Learnings in one or more of the Arts.

QCAR Framework Essential Learnings for Languages mandated in Year 8 studying Japanese.

Languages in other year levels are provided based on the needs of the students using the Brisbane

School of Distance Education and resource persons from our local community

Our program for Year 10 is informed by the Year 10 guidelines (Queensland Studies Authority),

incorporating the available Australian Curriculum.

We ensure we implement the Minimum curriculum time requirements for Queensland state schools — 2012

and 2013. For those students on a highly individualised learning plan requiring high intensity support, we

adjust these time allocations — as documented in the student’s Individual Learning Plan ILP or previous ELP

(Education Learning Plan). The school is transitioning into ILPs for all students in 2013.


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Biloela State High School provides a curriculum for students with disability under the conditions specified in

Policy statement: Curriculum Provision to Students with Disability.

We use Standard Australian English as the basis for teaching, including the teaching of spelling.

Every Year 10 student completes a Senior Education and Training (SET) plan and has the opportunity for

review in Years 11 and 12 or when the student makes a change to their intended learning pathway. This is

documented through our Subject Change Form Process (Green A3 Form). SET planning conversations

begin in Year 8 as students develop their sense of identify and move towards independence.

Life Skills

Our students use the Learning Curve Student Diary which includes important Life Skill topics that are

addresses weekly in Care Group time as well as at other times within classrooms to emphasise and reinforce

relevant topics.

A range of topics are embedded within the curriculum:

Relationships and

Communication

Sexuality, Parenting

and Childcare

Emotional and

Mental Wellbeing

Personal and

Financial

Management

Organisation for

Success

HPE

HEC

HPE

HEC

Science

Wellbeing Support

Program

Business All Classes

Career Education Physical Wellbeing Spiritual

Wellbeing

Personal

Development

Electives

Indigenous

Perspectives

SOSE

YAT Coordinator

HPE

Science

Yr 12 CPR

Chaplain HPE

Science

Indigenous Support

Team

SOSE

Sport

Our school provides significant opportunities to be involved in sport. HPE classes teach skills and processes

and regularly include students in team and individual sports.

Our school participates in all sports offered through Port Curtis competitive school sport and many students

go on to represent at District, Region and State Level with some reaching National Competitions.


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Curriculum in Action

Our Pedagogical Framework

Links between our Curriculum Plan and our Pedagogical Framework:

Teaching and learning opportunities are informed by student performance data to support the

continuous improvement of student achievement.

Differentiated and scaffolded teaching strategies enable students to achieve the learning specified

for their year level.

Curriculum provision to students with diverse learning needs including those with disabilities takes

into account their individual needs and identified learning pathways. Clear transition programs are in

place to assist students move across key junctures; Primary to Junior Secondary. Year 10 to the

Senior School and into the workforce during or after the post compulsory phase of schooling.

Individual Learning Plans are developed for the small percentage of students who are identified as

requiring a different year-level curriculum in some or all learning areas for the reporting period, as

specified in Policy statement: Curriculum provision to students with diverse learning needs.

We provide for students with learning support needs specifically through our Skills 4 Success

program as well as targeted interventions in the mainstream curriculum and through specific literacy

and numeracy support programs.

We provide for gifted students, as specified in Policy statement: Curriculum provision to gifted and

talented students, specifically through our ACE extension classes and associated extra-curricular

opportunities.

We Provide for students learning English as an additional language or dialect (EAL/D) by identifying

and monitoring their development of English language proficiency using the Queensland Bandscales

for EAL/D Learners and supporting their learning as specified in Policy statement: Curriculum

provision to students with diverse learning needs, specifically through the provision of an ESL

Teacher and Teacher Aide time to target weaknesses and support learning, provide interpreter

services and assist in assessment completion.

We develop Aboriginal and Torres Strait Islander perspectives through embedding the Australian

Curriculum cross-curriculum priority: Aboriginal and Torres Strait Islander histories and cultures in all


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learning areas, with a strong but varying presence depending in the relevance to the learning area

by taking a localised approach in line with Embedding Aboriginal and Torres Strait Islander

Perspectives in Schools. We run the Crossing Cultures professional development program for all

staff members and community members and use these resources to guide student learning in this

area.

We have developed a school homework policy in consultation with the school community.

Our Pedagogical Framework is based on the theory of direct instruction as expressed in the Explicit

Instruction research along with a strong focus on embedding Anderson’s Taxonomy (previously

Bloom’s Taxonomy) to embed a focus on developing questioning, teaching strategies and learning

opportunities into higher order thinking realms.

Our Timetable Structure

Our Timetable is developed each year and is informed by student choice and pathways into the senior

school. The curriculum is explained in our Subject Information Booklet that is reviewed each year and

published in Semester 2.

The Timetable is built within a 7 line structure – 6 x 3 lessons and 1 x 2 lessons per week = 20 x 70 min

lessons.

KLA Year 7 Year 8 Year 9

Eng 6 x 70 min lessons 3 x 70 min lessons 3 x 70 min lessons

SOSE 2 x 70 3 x 70 3 x 70

Maths 5 x 70 3 x 70 3 x 70

Science 3 x 70 3 x 70 3 x 70

Jap 1 x 70 1 x 70 Available as elective

Arts 2 x70

½ term units

(5 weeks)

2 x 70 2 x 70

Tech 2 x 70 2 x 70

HPE 1 x 70 3 x 70 3 x 70

Literacy/Numeracy 1 x 70

Total 20 20 20

Increasing levels of choice are provided as students move through junior secondary into the senior school.

A core curriculum is provided in Year 8 to ensure students experience the full range of choices to assist them

to develop their interests and abilities that will guide them in selecting their chosen futures.


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Explicit Instruction & Anderson’s Taxonomy

Teachers are expected to use Explicit Teaching techniques in their classrooms and this should be visible in

their planning. Anderson’s Taxonomy guides teachers to develop higher order thinking strategies as well

as ensuring students develop their knowledge and ability to use and apply their learning.

There should be a clear line of sight from the Curriculum Syllabus documents, through our school work

programs, into Subject Unit Plans and visible in daily lesson planning.

Knowledge of our learners informs the selection of teaching and learning strategies and this also should be

visible in teacher planning records.

Teachers are strongly encouraged to share their practice to reduce workloads and develop consistent high

quality learning for our students. Facilities ensure their data and information recording systems are well

organised and easily accessible.

All staff new to the school including both teaching and non-teaching staff are provided with a specific

Induction program that includes:

Relevant documentation and handbooks

A face-to-face induction program with their immediate supervisor

A group induction program that details our key improvement agenda, important systems, information,

policies and procedures.

Probationary staff members are also provided with a planned support program that involves

presentations from experienced staff, feedback from observation of practice and the opportunity to

observe others working in their particular area.


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Our Curriculum Overview

The Meridian – A point or period of highest development, greatest prosperity or the like.

Our focus on reaching the Meridian supports our Inclusive Whole-School Approach to student learning. As a

State High School and member of Education Queensland, we are committed to providing safe, supportive,

inclusive and disciplined learning environments for all our students. This means that every day in every

classroom we adopt a problem solving approach to the particular academic and/or social learning challenges

experienced by some learners, including those with a disability and those who desire high level challenge

and extension.

We use three layers of provision:

Universal Focussed Intensive

1. Universal – differentiated teaching for all students within the school’s pedagogical framework. This

happens in every classroom, every day.

2. Focussed teaching – additional scaffolding for some students to enable them to meet year-level

curriculum achievement standards or compacted, extension or accelerated teaching to meet the

needs of high level learners

3. Intensive teaching – for a small percentage of students achieving well below the year-level

achievement standards in some or all learning areas

Respecting the Talents of our Students – Our Responsibility to Seek

Excellence

We seek to foster excellence for all learners at their level, developing their skills and knowledge to the

highest development possible, given their choices, circumstances, gifts and talents. We are aiming for the

point or period of highest development, greatest prosperity or the like – The Meridian!

Extending High Level Learners – Meridian Program

The Meridian Extension Program for Biloela SHS is a Focus Support Program to allow students the

opportunity to participate in activities that enhance their learning

and enables them to extend their learning to a high point of

development above our regular curriculum. We extend students

looking at Curriculum Density, Difficulty, Depth and Diversity.

The core of the program relies on the gathering of information

that is used to target particular students to participate in specific

activities. These activities are provided in a variety of different

ways including; competitions, summer schools, workshops, state

and national competitions or activities at lunchtime or afterschool

and importantly, within our curriculum, for students who join our

ACE classes.

Our Meridian Program gives students a choice to access

extension or enrichment activities in class, at lunch time, on-

line and outside the school day. Students mix with other like-

minded students participating in a range of challenging

opportunities of their interest.

To join Meridian Program activities, students make choices to

participate. Part of our data gathering involves identifying their

interest areas, skills and abilities as well as their goals for the

Mapping Meridian Programs

Extension

Program

Participants

Gifted

Students

G1

G2

All Students

Challenging Learning Environments

ACE

Classes

G3+


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future. Meridian students might select to join our ACE program. They might also accelerate their learning in

individual subjects, moving to a year level above in a particular subject or even whole year-level acceleration.

Champions for Meridian Students

Members of our staff take active interest in particular extension activities, working as a team to enrich

student learning.

Aspects of the Program….

Even though we have a concentrated focus being applied to extending our High Level learners, the Meridian

program activities are open for all interested students to join.

High Level Learner Identification …… Students in our Meridian Program will be tracked with both

subjective and objective data gathered. Data might include; NAPLAN, Standard test results, National

Competition and Academic results, teacher and parent checklists and school reports. Our Meridian team will

use the data to contribute to our knowledge of these learners and target interventions. The Meridian Central

team might likely include a Deputy Principal, Head of Department, Meridian Teacher Aide and Key Teachers.

Focussed Teacher Action for Meridian Students in Classrooms …… Teachers plan for their high level

learners providing enrichment, modified or telescoped curriculum and opportunities for independent learning

(to name a few) within their classrooms - G1 and G2 students (see Table overleaf).

Programmed Timetabled Opportunities for Gifted Students …… Subject or Year-level Acceleration

opportunities might be offered to identified G3 students. This may include enrichment, telescoped courses in

other subjects or access to Independent or University-based programs or Year-level acceleration for G+.

Lunchtime Activities …..Our Resource Centre is often utilised by these students. This is the base for

Meridian activities. Other focussed activities at lunchtime can stimulate quality learning for these students.

Ratings for Gifted Learners in the Meridian Program

EQ

Rating

Levels of

Giftedness

Expected Prevalence Programming Options

G1 Mildly

(IQ 115-129)

1:6 to 1:40 Enrichment in regular classroom, Modified curriculum,

Curriculum compacting, Involvement in ACE Classes

G2 Moderately

(IQ 130-144)

1:40 to 1:1000 Advanced work, Challenges within context, Some forms

of ability grouping (even within ACE classes),

Mentorship, Single subject acceleration/single grade

skip or early entry

G3 Highly

(IQ 145-159)

1:1000 to 1:10000

Fast paced content work in talent area, Ability grouping

at least in talent area, Acceleration options, Challenging

academic enrichment, Mentorship.

G4 Exceptionally

( IQ 160-179)

1:10000 to 1:1 million

Highly individualised programs, High school or

university level program, Advanced placement, Radical

acceleration (3+ carefully spaced grade skips), Ability

grouping in specific talent areas, Specific counseling

services

G5 Profoundly

( IQ 180+)

Fewer than

1:1 million

Radical acceleration, Early admission to university,

Highly individualised programs, Specific program

searches, Special counseling services, Ability grouping

in specific talent areas

Education Qld has chosen to adopt the Levels of Giftedness as described by Dr. Linda Silverman. Due to

some problems with the use of psychometric testing, we will likely choose to identify gifted students without

the use of IQ tests, unless it is deemed necessary.

At Biloela SHS, we might identify our students with ratings that reflect the above table. After the

identification of students, an individual learning plan (ILP) can be formulated for selected students. This


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would be done in consultation with students, parents, the Meridian team, guidance officer, teachers and

administration. It is important to remember that even though a student may be identified at a particular gifted

level, other considerations are taken into account when deciding on support or acceleration options. It may

be that the student/parent does not wish to be accelerated or that after consideration and consultation it is

decided not to be in the best interest of the student to be grade or subject accelerated or join ACE classes.

It is, however, still a requirement, that all teachers differentiate the curriculum within each classroom.

Grade Skipping - A student who is a strong candidate for Grade Skipping might:

o Be a High Academic achiever over an extended period demonstrated by subject results and State/National testing data

o Display a Pattern of Regular Attendance at school o Be an Inquisitive, Active Learner, both in school and in Extra-curricular areas o Be a Confident, Self Motivated Learner o Be a Student who Self Leads, but who can also work well with others o Be Goal Orientated o Be Aware of Social Norms and Needs but this will not be a high level motivator o Be Well Behaved but seeks to know more and is often Assertive o Be Supported by Family to make the transition

Information and Decision Making Process might be…

1. Provide information to the learner about opportunities for extension. 2. Over a period of time engage the learner in extension activities. 3. Collect data on achievement and other personal qualities, either anecdotally or using school subject

information, results from available standardised testing or State/National Testing programs. 4. Engage the learner and their family in discussions about grade skipping if either the Gifted Team or

the Family believes this may be in the best interests of the learner and have an open discussion re strengths and weaknesses.

5. Investigate faculty support for the proposed Grade Skipping and identify teacher mentors who might assist the student.

6. Complete a career plan incorporating the Grade Skipping. 7. Meridian Team carefully considers student qualities, family support and staff feedback and approves

or otherwise, supporting the learner in either case. 8. Appoint a Lead learning mentor. 9. Complete an Individual Learning Plan for the student and share with all stakeholders. 10. Review the Plan with the Student and Family on a Term basis for the first year.

Curriculum Planning that Matches our Support for Meridian Learners

Our Curriculum Planning must include plans for our high level learners. We expect that, at times, our

teachers plan their lessons for the top 2 band learners and differentiate downwards, rather than beginning in

the middle.

Our Classroom Teachers know their students, their student support plans and provide challenging learning environments appropriate to all students in their classes. Our Knowing our learners Database assists teachers to know about the specific learning needs of students.

Biloela State High is committed to an education program that recognizes individual student differences. Embodied in this commitment is a responsibility to Gifted students to help them maximize their high potential.

Opportunities for higher order thinking are embedded throughout the curriculum, and further enriched through the various school and regional extra-curricular options such as CQ region Secondary Gifted and Talented Camp, Opti-minds and Science Brain Bee. As well, students have the option in their senior years to extend their learning through university or TAFE offerings.

Students are identified via a range of measures which include: primary school identification, teacher nomination, school performance, in-house aptitude testing, Guidance Officer reports and parent nomination. Currently, staff members work together to support these students.


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Accelerated Curriculum Enrichment classes (ACE)

Students in Year 8, 9 and 10 are offered the opportunity to extend their learning in English, Maths and Science. They complete an application and enter the program if they are successful at interview.

The Accelerated Curriculum Enrichment (ACE) program for students extends their learning in higher order thinking, creative and lateral thinking, pace, complexity of challenge, appropriate degrees of independence and the development of the whole student.

Students who have exhibited high academic results and have a desire to continue to develop their skills to a very high standard are encouraged to apply. To be successful in these subjects, student benefit from the following:

Highly motivated

Able to commit to independent work

Interested in developing their creative and critical thinking skills

Learning Support Program

Biloela State High is committed to an education program that recognizes individual student differences. Embodied in this commitment is a responsibility to assist students achieving below a ‘C’ standard to help them realize their potential. This is a Focus Support Program.

LSP Students include:

Diagnosed learning difficulties and disabilities that do not fall under the ascertainment criteria i.e. Dyslexia, Auditory processing disorder

Underachieving students who fall below grade level expectations due to social and emotional reasons

Support is managed utilising the Whole School Intervention Model whereby students who are identified as underachieving are supported through a layered approach. This entails starting at the ‘grass roots’ level with professional development for staff to ensure quality teaching and learning happening in our classrooms, to targeted teaching of concepts, to withdrawal programs for students well below grade level.

Currently, we have one Support Teacher: Literacy and Numeracy (ST:LaN) on staff.

There are 3 layers of intervention that form the basis of the Whole School Improvement model adopted by

our school to meet the needs of our students.

a. Whole school action in all classrooms at the intervention points of curriculum design, teaching

practices and assessment that is in response to the patterns of underachievement found in

school data.

b. Targeted group interventions for particular student cohorts who have not responded to the

layer 1 intervention. Layer 2 interventions are designed to assist identified students in meeting

grade level expectations

c. Intensive interventions (usually involving specialists) for students who have not responded to

layers 1 and 2 interventions in meeting grade level expectations – may involve an Individual

Learning Plan (ILP).

Our Whole School Improvement approach:

Uses NAPLAN and State standards as well as school-based expectations in determining the need

for intervention;

Uses classroom-based assessment tools in targeting areas for intervention;

Provides support to teachers in making intervention decisions:

Coordinates all school literacy and numeracy resources in a collaborative approach to intervention;

Uses student achievement data to measure the effectiveness of intervention.

The policy is in line with CRP-PR-009: Inclusive Education and P-12 Curriculum Framework.

http://education.qld.gov.au/strategic/eppr/curriculum/crppr009/


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Skills 4 Success literacy & numeracy support (S4S)

Skills for Success, (S4S), is a Focussed Support Program offered as a subject choice only for SNU/LS students who have not achieved National Minimum Standards in their Year 7 NAPLAN results. Students will be identified by the Student Support Services staff usually while they are still at Primary School. Class sizes in this subject are smaller and the program provides an opportunity for students to receive support aimed at improving their literacy, numeracy and independent study skills to match year level expectations. In Year 8, students who are enrolled in S4S will not do SOSE or Japanese. Parents must be willing to sign an exemption form removing their child from studying Japanese. Students entering this subject must show a commitment to improving their academic outcomes and results. Parents will be contacted if their students are eligible for this program. Students may be removed from this program if they are not working towards the goals of the program.

Special Education Program

Students with a verified disability are supported by this program. For students with high level needs, this is an Intensive Support Program. Special Needs teachers design individualised programs based on particular student needs and these are documented in support plans. These programs occur in mainstream classes wherever possible and are usually supported by a teacher aide. Some programs are tailored to support student needs within the Meridian North teaching block using small group interventions.

Many verified students are supported to remain totally in mainstream classes and their needs are supported by classroom teachers using our Whole School approach. This is usually supported with specific advice for teachers to enable them to differentiate their curriculum and pedagogy to meet the needs of the learner. In this case, this becomes a Focussed Support Program.

Supported Transition Plans from school to work form a key part of special education programs as students reach their senior years and this includes focussed work experience and support from external agencies. Advisory Visiting Teachers support our verified students as well.

English as a Second Language or Dialect (ESL/D)

English as a second language (ESL) teachers work with students who have English as their second language. This is an Intensive Support Program. Their teaching focus is on the English language, literacy and cultural demands of the curriculum, and the student’s ability to meet those demands. ESL teacher supports all our ESL learners to develop proficient language skills. She will provide advice to teachers and will require feedback from teachers to assist her to target the appropriate support for each learner. This work is based in C01. Focussed support will also occur in mainstream classrooms.

ESL/D students are encouraged to develop their language skills through immersion in English and they are supported with On-line programs including Lexia and Reading Plus.

Indigenous Support Program

Biloela State High is committed to the needs and concerns of our Indigenous students and their families. This is a Focussed Support Program. To support these students, a teacher aide is on staff to work with indigenous students in and out of the classroom. The teacher aide supports the students by ensuring they complete their assignments, exams and class work. The program is enhanced by our Indigenous Support Team.

Our Indigenous students attend FOGs – The Former Origin Greats Career Expo and other activities to support and improve their learning outcomes.

As well, our school is a member of the Biloela Indigenous Education Group which has been involved in organising health checks, the annual NAIDOC week activities, TAFE based courses and community projects for the Indigenous community. This group also brings the indigenous students, parents and school staff together through regular community barbeques.

Where Indigenous students have high-level needs an Intensive Support Program can be put in place and this would be documented in the student’s Individual learning Plan.


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Assessment

The Biloela State High School Assessment Policy exists in order to ensure that students and staff have clear

and consistent guidelines for the setting, completion and collection of all assessment items which enhance

access, participation and equity of outcomes for the range of students across all year levels.

References:

QSA (2009) Policy on Special Provisions for School-based Assessments in Authority and Authority-

registered Subjects, QSA, Brisbane. (Appendix C)

QSA (2009) Late Submission and Non-submission of Student Responses to Assessment Instruments in

Authority and Authority-registered Subjects, QSA, Brisbane. (Appendix D)

a) Objectives

The Assessment Policy applies to all year levels and:

• ensures that student assessment loads are not excessive

• provides that students receive specific information as part of the assessment process

• provides that the class teacher is supportive of the assessment process by providing learning experiences that are appropriate for the completion of the assessment task

• provides that the class teacher monitors student progress throughout assessment tasks (not including supervised examinations)

• includes details to ensure that submission conditions are fair and equitable, including provision for exceptional circumstances.

b) Guidelines

School Assessment

1. The Principal has the responsibility of ensuring that excessive assessment does not occur in any school area at any one time, in consultation with prescribed QSA deadlines.

2. Heads of Department collate details of all assessment tasks and due dates for their subject areas and they ensure that assessment loads placed on students within their subject area are manageable.

3. Year Level Coordinators check drafts of the Assessment Planner to ensure that assessment loads placed on students within their year level are manageable.

4. Students check drafts to ensure that personal assessment loads are manageable.

5. Once approved this information is entered on the School Assessment Planners and published on the school website with copies to students/parents no later than Week 4 of each Semester.

6. Only Heads of Department may change the published due date of an assessment task, due to unforeseen circumstances. Students are to be notified directly in class and details will be published in the newsletter wherever time permits.

7. Heads of Department will ensure conditions for assessment are fair and equitable for all students.

8. No assessment task should be due in the first week of a new school semester.

9. Assessment task deadlines, unless otherwise specified, are always 4.00pm on the due date. The assessment task is to be either:

• handed directly to the class teacher during class or • submitted to the Assignment Box at the front office out of class time, where the student must

complete the appropriate submission slip and attach to the assessment task. • emailed to the teacher within the agreed time-frame.

10. In-class assessment tasks must be handed directly to the class teacher at the beginning of the specified class.

11. Information provided for a particular assessment task using the agreed school format will include:

• the date given to the students • the date the assessment task will be Monitored


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• submission requirements for Monitoring • conditions for Conferencing (where applicable) • the due date • final submission requirements • conditions for completion • clear and specific description of the task and guidelines for completing the task • criteria for making teacher judgements

12. The processes required for the completion of an assessment task will be explicitly taught in the associated class as part of lessons at school showing students the relevant success criteria and samples.

13. The requirements for Monitoring are to check that progress has been made. Conferencing will be decided upon at a faculty level. All assessment tasks (except supervised examinations) should be monitored at least once during the assessment period.

14. Parents must be contacted when no, or inadequate, material is presented for Monitoring and the information recorded on One School. Contact should be made by phone.

15. Assessment which contributes to decision making about students’ level of achievement will satisfy the following criteria:

• it must be the student’s own work; plagiarism will not be tolerated (refer to point 22)

• it must be completed and submitted by the specified due date, unless an Extension or Exemption has been granted by the Principal or Deputy Principal.

16. Student assessment pieces are retained by the school according to QSA guidelines. Where exceptional circumstances exist; an extension of the due date may be sought by a student. Wherever possible, this should be done prior to the due date.

Exceptional circumstances include:

• extended absences due to illness, supported by a medical certificate or parental communication • absence due to bereavement or exceptional special circumstances, including representative school

duties, on the due date, supported by a medical certificate or through parental communication, where it was not possible to convey such during the assignment writing process.

Exceptional circumstances do NOT include work commitments or last-minute technology malfunction

(students must ensure they have a back-up copy or email the task to school).

Reporting

Biloela State High School has three written reporting periods per year:

at the end of term 1 an anecdotal report is sent to students and parents detailing progress.

At the end of semester 1 and semester 2. This assessment of students is linked to standards, and each faculty has Internal Moderation practices in place to ensure consistency of teacher judgements.

Evidence of student work is kept in accordance with QSA policy and is provided at Monitoring, Verification and SAS Moderation meetings.

Student/Parent/Teacher Interviews are held early in terms 2 and 3. Firstly to discuss how students have

settled into their subject workload and to share information about the student’s circumstances. The Term 3

interviews are focussed on discussion achievement, student issues and ways to seek improvement

Anecdotal class teacher reports are written as requested by Year Level Coordinators or Administration

members to give specific feedback to students and parents at other times where there are clear issues

affecting student learning.

Student Profiles from OneSchool are also shared with parents at key times to summarise the

communication, support and attendance for a particular student.


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Curriculum Adjustments & Differentiation

Knowing Our Learners – Data Collection, Tracking Systems & Analysis

Our Teachers maintain a spread sheet that summarises key information about students that can be

accessed prior to taking up a new class. Data is collected and collated from Primary Schools and is edited

and updated as students move through the school. Medical information, behavioural advice and ideas that

work to support students are included. This information is designed to enhance the information available

from OneSchool.

OneSchool data is a key provider of information about students and this is updated as incidents or positive

actions occur. OneSchool contains NAPLAN data, attendance and assessment data that assist teacher to

know their learners. This knowledge is a vital part of our curriculum as we move from the planned to the

enacted curriculum.

Our Traffic Lights Program places students as working well (green), of concern (yellow) or at risk (red).

Reasons are communicated and this information can be shared with students and parents to assist students

to set goals and targets towards improvement. This data is updated at the end of Week 4 each term giving

teachers time to communicate information and put in place targeted interventions.

Data Informed Interventions & Differentiation

Biloela State High school is committed to integrating all students into our Junior Secondary classrooms

where we can meet their needs. Every teacher then has the responsibility to differentiate learning for every

student in their classroom, regardless as to whether they have a disability or not using data to inform

teaching and learning.

Where the student has a verified disability then a modified program of study can be put in place to enable

them to access subject curriculum at their level. Modified programs can range from slight changes in content

and the provision of scaffolded support to significant changes and alternate activities to those done by the

majority of the students in the classroom where an Individual Learning Plan will be documented..

High achieving students (including gifted) also require differentiation within each classroom as well as

support through programs like ACE (accelerated curriculum enrichment). Students below NAPLAN National

Minimum Benchmarks are supported through the Skills for Success learning program.

The responsibility to differentiate these learning experiences remains with the subject teacher at Biloela

State High School. A range of support will be provided to assist this process.

In their day-to-day teaching, classroom teachers at Biloela State High School place a high priority on

identifying and addressing the learning needs of individual students. Teachers closely monitor the progress

of individuals, identify learning difficulties and tailor classroom activities to levels of readiness and need.

Some of the ways in which this may be evident in the school are:

teaching practices reflect the belief that, although students are at different stages in their learning and may be progressing at different rates, all students are capable of learning successfully if motivated and given appropriate learning opportunities

teachers work at understanding where students are up to in their learning, including their current knowledge, skills, learning difficulties and misunderstandings, to identify starting points for teaching

teachers work to ensure that all students, including high-achieving students, are appropriately engaged, challenged and extended by designing classroom activities to meet students’ learning needs, levels of readiness, interests and motivations

teachers closely monitor the progress of individual students and continually adjust their teaching in response to the progress that individuals are making

teachers assist students to monitor their own learning and to set goals for future learning


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communication with parents provides information about where students are up to in their learning, what progress they have made over time, and what they might do to support their children’s further learning

teachers access and use resources beyond the school, including through partnerships with other schools and organisations (eg, universities, TAFE colleges) to ensure that the learning needs of individual students are being met

tailored, early and sustained interventions are in place for students identified as requiring additional support.

At Biloela State High School, differentiated teaching practices are strongly supported by:

Unit planning that describes goals and targets for differentiation

collaborative planning and sharing of resources by teachers.

modelling and reflection on classroom teaching practice.

effective data collection and analysis, including OneSchool and the ‘Knowing our learners’ Spread

Sheet and OneSchool data sources.

re-grouping students, either in short-term class groups or longer-term rearrangement of classes.

Health and Wellbeing

This program involves the support of committed and caring teachers who are able to support students with the range of wellbeing issues that confront adolescent learners.

Our Student Support Team can refer students to these teachers who will case mange students and provide them with a safe environment to discuss their issues. This is a Focussed Support Program.

Purpose:

to support the wellbeing of all students

to provide quality support for students and parents

to deliver an equitable education to all students in order for them to achieve to their potential in all

areas of their education.

Developing a Culture of Support to Promote Lifelong Learning

1. Knowing our students requiring improved mental health and wellbeing

Ensure awareness of student choices that might indicate wellbeing issues.

Encouraging student voice to speak up and responding appropriately

Collate data for students with potential mental health and wellbeing issues

Share data with our Student Support Team (decide who should have access to data and when it

needs to be shared)

2. Identification and Response

Provide examples to staff and parents of what they may see and hear from students/children who

develop mental wellbeing issues

Provide examples to staff and parents of behaviours that aren’t seen or heard that may provide

warning signs

Referral to relevant stakeholders, Administration team, Student Support Team

Interactions with parents


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3. Responsive Provisions for Students

Negotiation of provisions to support learning

Review delivery modes for students with mental health issues

o Introduce Online units or units in One Note that students can ‘take away’ and work on at

their own pace

o Investigate School of Distance Education replacement subjects

Modify policy to differentiate for these students eg. Special Provisions policy

4. Responsive and Supportive Staff

Educate staff regarding Departmental policies re: mental health and wellbeing

Provide professional development regarding how to work with students with mental conditions

through always using positive, supportive and friendly tone

Provide insights into what the student’s experience – eg. anxiety

Working with staff in Communication skills and building respect with students with mental health

conditions

Educate staff regarding the various conditions and their symptoms

Promote website (eg. Mind Matters) and Focus weeks within the school

5. Responsive and Supportive Families

Providing Education as to where to access assistance for their children emotionally and socially

(websites, professional support etc)

Providing information for families about how to access their children’s assessment and units of

work, assessment calendar and forms to provide timely support

Providing information for families about how to use EQ policies and procedures to achieve goals

Liaising with the case manager to monitor how their child is going at school

6. Mental Health and Wellbeing Advocate Role

Instigating the conversations necessary to support students in implementing the departmental

policies into our school

Advocating for students with staff and recruiting staff to get on board and adopt-a student to help

them through school (Case Management)

Key player in reviewing policies and procedures to assist children with mental health issues

Support GO and Chaplain in working with children and families

Provide models for on-line units and OneNote units

Team member in educating staff and families

Listener for families and children

Mediator and organiser for guest speakers and educators for staff and students

Advocating the student voice in the implementation of the strategic plan

http://deta.qld.gov.au/initiatives/learningandwellbeing/

http://ppr.det.qld.gov.au/education/learning/Pages/Supporting-Students'-Mental-Health-and-Wellbeing.aspx

Targets, Standards and Benchmarks

Assessment data is collated each Semester and presented in a booklet provided to Heads of Department.

This data is used by Administration members and Faculties to set targets for achievement.

Criteria and Standards are key components of all assessment instruments and these should be written in

clear language that enables students to produce quality work matching the expected outcomes for the

assessment instrument.

The school reviews District and State Data from NAPLAN, Queensland Studies Authority, Like Schools and

from Regional Schools to assist our improvement agenda and meet expected Benchmarks.

http://deta.qld.gov.au/initiatives/learningandwellbeing/

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