curriculum plan 2019 · web viewall students are entitled to and receive age-appropriate, rigorous,...

Barrett Adolescent School

WHOLE SCHOOL CURRICULUM, ASSESSMENT AND REPORTING PLAN

At Barrett Adolescent School, we aim to provide appropriate educational programs to meet the individual needs of students within a relational environment. This optimises

their personal health, wellbeing and resilience, allowing for optimal learning opportunities.

We aim to fulfil the objectives of an inclusive education philosophy whereby we facilitate targeted educational, vocational, social and personal growth to prepare our students for transition into other educational sites to prepare them for the complex societies in which

they live.

2019

Table of Contents

Page

1 Introduction 3

2 Description of Barrett Adolescent School 4

3 Initial Data Gathering – Barret Support Plans, Induction, Data Wall and Individual Learning Plans

5

4 Curriculum Development and Overview 6

5 Evaluation, Assessment and Reporting 16

6 Reporting 17

1. INTRODUCTION

This document outlines Barrett Adolescent School’s (BAS) unique and responsive Whole School Curriculum, Assessment and Reporting Plan. This Plan is continually reviewed as our model of service evolves.

BAS wholeheartedly responds to the philosophy of inclusive education, in re-engaging school-refusing students and transitioning them to the most appropriate education facilities to suit their needs. The complex health and social needs of individual students are at the forefront of our planning process and requires partnership with and respect for stakeholders, fulfilling the aims and processes of the standards based Australian Curriculum, pedagogical reform, best practice and appropriate evaluation and data-gathering practices.

“Every child deserves a champion – an adult who will never give up on them.”

2. DESCRIPTION OF BARRETT ADOLESCENT SCHOOL

BAS is a Band 7 co-educational Specific Purpose School located in Tennyson, Brisbane. It is a facility for high school students who have disengaged from mainstream education owing to complex mental health issues. Its curriculum and practices seek to purposively transition these students into mainstream or alternative education sites. We also work in partnership with schools, educational sites, carers, community based mental health teams and private providers, ensuring students’ wellbeing and health needs are being met: the development of their personal and social capabilities is the key to simultaneously supporting their ability to access and achieve education.

Most students will experience some context in common: All are enrolled in a base state high school. They can be attending this site, intending

to return to it, or seeking to transition to a new educational site (BAS staff transitions them to this last phase, as increasing personal and social capabilities allow engagement);

Most have already disengaged from mainstream schooling; All have been diagnosed with a mild to moderate mental health disorders, referred

by a Senior Guidance Officer and attending a clinical care provider. They may exhibit multiple comorbidities and most have been subject to complex case management and long-term interventions; many will have trauma backgrounds;

All exhibit a history showing lack of coping skills with mainstream education and its academic and social implications;

They enter with very diverse learning needs; A number of students may be living in care situations; Infrequent school attendance and mental health issues may contribute to significant

gaps in their academic knowledge and skills, and thus their ability to engage in age-appropriate curriculum on enrolment, compared to their peer cohort.

There are specific challenges for staff of such a school: there is a need to promote personal, social and academic confidence and ability. This multi-faceted approach will allow students to re-engage with educational discourses.

BAS delivers education to a cohort of up to 29 students, drawn from Brisbane’s Metropolitan region. Length of enrolment can vary from months to over a year. BAS’s mission is to continually improve and modify curriculum to ensure it remains relevant and empowering for each student to increase their capacity to reengage meaningfully, to their ability, in education and society as productive citizens. We believe that every student is capable of making educational progress if they can be engaged, motivated and provided with relevant learning opportunities.

The school supports the equivalent of 6.4 full time teaching positions, a .04 Guidance Officer and 108.2 teacher aide hours per week. Professional development prioritizes adolescent mental health issues as related to education and best practice education strategies (modified each academic year to focus on changing priorities – e.g. data collection and analysis, Australian Curriculum provision, reading comprehension, productive language etc).

CONSULTATION

Consultation and communication with a wide network of stakeholders is vital within the context of BAS. This includes:

Morning and afternoon meetings for all staff incorporating: updates with regard to students’ health and well-being, attendance, academic progress, curriculum. Barriers to students’ learning can be identified and adjustments made at this time.

Weekly complex case meetings including the principal, staff and on occasion the professional expertise of senior guidance officers, therapists and other community service providers.

Regular meetings with stakeholders who have significant knowledge and understanding of the student, including family members / carers and clinical care providers.

Regular consultation and adjustments occur as needed through regular reviews of students’ Barrett Support Plans.

COMMUNITY LINKS

BAS values connectivity to the wider community and develops close relationships with Senior Guidance Officers, Transition staff and EdLink Officers with Education Queensland. There are also a wider range of stakeholders across the wider community with whom BAS staff liaise regarding educational, vocational, transition and recreational issues. Community links are increasingly engaged …. Work experience, TAFE …

LEARNING ENVIRONMENT - PHYSICAL LOCATION AND FACILITIES

The school currently shares a campus with Queensland Pathways State College (Administrative staff). An administration building, two classrooms, small kitchen and a playground are at BAS’s disposal.

3. SCHEDULE FOR DATA COLLECTION - BARRETT SUPPORT PLANS, INDUCTION, DATA WALL AND INDIVIDUAL LEARNING PLANS

BARRETT SUPPORT PLANS

Barrett Support Plans are formulated through a Stake Holder Meeting on enrolment, captured on OneSchool and adjusted most semesters. The SHM outlines barriers to educational provision and achievement and pathways forward, both academic and in terms of mental health. It also explores potential transition plans for future educational provision.

INDUCTION

During Induction (3 – 4 weeks) staff explore students strengths and interests as well collect data with regard to their academic abilities and achievements and identify specific gaps in their learning. Their social and emotional well-being is also an important area to identify to ensure productive learning can take place. Information gathered includes::

PAT tests in Reading Comprehension; Grammar and Punctuation; Maths ASSAT spelling tests

LITERACY CONTINUUM – language ability is observed and plotted on the literacy continuum, and mapped to PAT reading (usually at the end of the first term)

PERSONAL AND SOCIAL capabilities checklist – case manager records on enrolment and every term, through the Australian Curriculum continuum, and an associated frequency checklist.

CLASSROOM READINESS INDICATORS. Case manager progressively records a classroom readiness indicator, informing differentiation of teaching and behavioral strategies

INDIVIDUAL LEARNING PLANS

Learning plans are created for each student, using BSPs, OneSchool data, base school consultation, input from clinical care providers and induction data. These plans, captured on OneSchool:

Map a pathway for each student, on enrolment and over time, to ensure an effective transition to other educational sites. It is available for both Barrett and base / transition school to view on OneSchool.

Allow BAS staff to differentiate the curriculum in an ongoing capacity, promote appropriate intervention and advise educational adjustments

Use objective and subjective knowledge of students’ individual needs, strengths and interests to ensure access to the teaching and learning program.

DATA WALL

Data gathered from individuals is also represented on a whole school level on BAS’s Data Wall (Administration staffroom) displaying:

whole school academic placement from PAT and spelling tests; PAT Reading Comprehension data and Literacy Continuum mapping; Individual Reading comprehension placement; Personal and Social Capability checklist and continuum Classroom Readiness indicators.

This wall informs staff how to most effectively plan their differentiated daily lessons given the cohort’s rapidly changing composition and attendance. It is discussed frequently at staff meetings and on each new students’ arrival is reviewed.

4. CURRICULUM DEVELOPMENT and OVERVIEW

CURRICULUM DEVELOPMENT

All students are entitled to and receive age-appropriate, rigorous, relevant and engaging learning opportunities drawn from the Australian Curriculum. BAS curriculum emphasises the importance of knowledge, understanding and skills from prioritised Australian Curriculum learning areas, general capabilities and cross-curriculum priorities. It is the relationship between these dimensions that provides the flexibility for the school to ‘promote personalised learning that aims to fulfil the diverse capabilities of each young Australian’. This approach guarantees that:

Students will be at the centre of decision making with a focus on improving literacy and numeracy outcomes and providing enriching learning experiences to engage and inspire them to become lifelong learners. The unique needs of each student will be recognised to ensure their successful transition through each phase of schooling and to further study and work. (Department of Education and Training’s Strategic Plan 2013-17. P.6)

The Junior and Senior schools operate differently and each student has an individualized curriculum within these parameters. Over time students will attend both BAS and a transitioning school or institution, on a personally negotiated basis, until able to negotiate educational access independently. BAS also provides Outreach services for students who are able to attend their base school through a gradually increasingly workloads with a negotiated curriculum.

Figure 1: Curriculum accessed by students attending BAS campus

JUNIOR - THE AUSTRALIAN CURRICULUM

Junior students (Yrs 7 – 10 at BAS) initially attend compulsory Australian Curriculum English / Maths each day. Year 8 English and Year 7/8 Maths units are prioritised, sometimes from BAS’s feeder schools, and learning experiences differentiated in accordance with the school’s data wall.

Students attend on a customized timetable – they may attend at different times. For some students, attendance may be random or poor on enrolment. Senior students often attend these classes on enrolment as well, according to their particular health needs. Students can benefit from being in a classroom environment where they can build relationships and learn from and with the group. Therefore these classes are specifically designed to support the particular cohort of students at any particular time. They cannot be sequential in nature – each lesson is discrete, yet belongs to an overarching unit of work.

In preparing strategies and resources, teachers consider the range of their students’ diagnosed zones of proximal development: including their strengths, goals and interests, and skills gaps as well as their social and emotional stage of development.

On entry most students also exhibit low levels of cognitive and stress tolerance, so summative assessment is not advised. All evaluation is diagnostic and formative. (Most students soon improve in health and attendance and so enter a transition plan after one

Barrett Curriculum

CORE JUNIOR SUBJECTS: English (including Reading and Reading

Comprehension); Maths

ELECTIVE SUBJECTS: HPE; Health and Wellbeing; Visual

Arts; Integrated Subjects; Performing Arts.

CO-CURRICULAR: e.g. Work experience, Jamie Oliver, Learner Driver Education, Community engagement

Base / transitioning school curriculum

at Barrett

JUNIOR SECONDARY / SENIOR SECONDARY / QCIA / VET: Negotiated, indiviudalised

selection of base/transition school subjects

term and use their base school’s curriculum. Summative assessment then becomes possible, usually with adjustments.)

Simultaneously students engage in classroom discourses, designed to increase personal and social capabilities, in preparation for transition.

CORE JUNIOR ENGLISH – Scope and Sequence, Evaluation and Achievement Standards

SEMESTER 1 SEMESTER 2Unit 1:

Persuasion in advertisements and speeches (Yr 7)

Unit 2: Representing human experience

Unit 3: Understanding how texts communicate ideas about values

Unit 4: Expressing viewpoints on ethical issues in drama texts

UNIT 6:

Analysing Digital Texts

Students understand how text structures and language features combine in media texts to influence audiences. Students will examine how language is used to persuade in motivational speeches from different historical, social and cultural contexts. The text structures and language features, including persuasive devices, will be examined.

Students read, view and listen to a variety of texts that create representations of Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures. They analyse the text structures and language, audio and visual features that create these representations and position the audience in relation to the specific groups represented.

Students view a selection of multimodal texts, including texts about and by Aboriginal peoples and Torres Strait Islander peoples, to understand how texts communicate ideas about the values of groups in society. They examine the multimodal texts to identify and analyse the visual and audio features used to communicate ideas about values of the groups represented and evaluate their effectiveness.

Students examine drama scripts to understand how texts are constructed and meaning is created to engage and influence audiences. They read and view a selection of scripts and script excerpts to interpret stated and implied meanings. They identify, analyse and explain text structures and language features of scripts that convey character, plot and issues. They examine characters and differing viewpoints on ethical issues raised in the texts. The aesthetic qualities of a drama text are explored and evaluated, and students appreciate how knowledge of other texts influences their responses.

Students reflect on ways that digital technology has influenced language use and communication. They read and analyse a variety of homepages as examples of digital texts, to identify and explain language and visual features that are combined to create meaning and to engage and influence an audience. In the assessment task, students use knowledge and understanding to interpret a homepage. Students also create homepages to understand how choices in content, when combining visual and language features, engage and influence an audience.

Evaluation occurs according to cohort capabilities, & could include:

Worksheets; Role Plays; Think-pair-share; sentence, paragraphs and extended text production; creation of language appropriate to the genre encountered; graphics; analysis of texts; production of texts; comprehension activities.




Achievement Standards Receptive modes (listening, reading and viewing)

By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.

Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.

Productive modes (speaking, writing and creating)

Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.

Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.

Receptive modes (listening, reading and viewing)

By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.

Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.


Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.

Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.


By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts. Students interpret texts, questioning the reliability of sources of ideas and information.

They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.


Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways. Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.


By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.

Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.


Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.

Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.


By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts. Students interpret texts, questioning the reliability of sources of ideas and information.

They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.


Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways. Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

CORE JUNIOR MATHS – Scope and Sequence, Evaluation and Achievement Standards

Unit 1 Unit 2 Unit 3 Unit 4Overview

Students develop understandings of:

Number and place value — investigate the relationship between index notation, square roots and square numbers, apply the associative, commutative and distributive laws to aid computation, revise prime factors, express numbers as a product of its primes using index notation.

Real numbers — compare fractions using equivalence, locate and represent fractions on a number line, solve problems involving addition and subtraction of fractions, express one quantity as a fraction of another.

Using units of measurement — develop a formula to find the area of a rectangle, calculate the area of rectangles, investigate the relationship between volume, the area of the base and the number of layers, calculate volume, solve problems involving area and volume.

Real numbers — add and subtract fractions with unrelated denominators,


Patterns and algebra — use variables to represent numbers, create algebraic expressions, and evaluate algebraic expressions by substitution.

Linear and non-linear relationships — plot points on a Cartesian plane, find coordinates for points on a Cartesian plane, solve simple linear equations and create and analyse graphs from authentic data.

Chance — identify sample spaces for single-step events, conduct one-step chance experiments, record observed frequencies in a table, calculate probabilities from experimental data, compare experimental and theoretical probabilities.

Geometric reasoning — revise triangles, quadrilaterals and types of angles, classify triangles and quadrilaterals by comparing sides and angles, make generalisations about the sum of angles in triangles and in quadrilaterals.

Shape — construct 3D objects, draw 3D objects from


Number and place value — compare, order, add and subtract integers using written strategies, solve problems involving addition and subtraction of integers, review index notation and standard notation, explore the powers of ten and convert numbers to expanded notation.

Real numbers — Round, multiply and divide decimals in a money context, multiply and divide fractions, add and subtract mixed numbers with unrelated denominators, solve problems involving decimals, fractions and the four operations ,solve problems involving ratios, multiply decimals using written strategies, convert between fractions, decimals and percentage and express one quantity as a fraction or percentage of another.

Money and financial mathematics — calculate and compare unit prices, investigate and calculate best buys with and without


Location and transformation — describe and create translations, reflections and rotations on the Cartesian plane, use appropriate conventions for naming transformed shapes, identify a combination of transformations on the Cartesian plane, and identify line and rotational symmetry.

Geometric reasoning — develop geometry conventions and angle relationships, explore transversals and angles associated with parallel lines and find unknown angles using angle relationships.

Data representation and interpretation — construct stem-and-leaf plots and dot-plots, calculate mean, median, mode and range, compare a range of data displays, describe and interpret data displays using mean, median and range, identify and examine issues involving numerical data collected from primary and secondary sources.

explore the relationship between fractions, decimals and percentages, express one quantity as a percentage of another, interpret, represent and simplify ratios.

different viewpoints. digital technology. Patterns and algebra

— create and evaluate formulas to model relationships between two variables.

Assessment Unit 1: Investigating index notation, fractions and integers

Students connect whole numbers and index notation, and solve problems involving fractions and integers.

Worksheets and short answers collected throughout the term as well as posters and

Unit 2: Solving algebra and chance problemsStudents:

create their own patterns and algebraic experiences

model and solve linear representations,

construct sample spaces and assign probabilities.

Unit 3: Making financial decisions

Students calculate and use unit pricing to make financial decisions to develop a costed catering plan.

Unit 4: Applying data and geometry concepts

Short answer questionsStudents use data displays and measures of centre to make decisions, apply parallel angle relationships and represent transformations.

AchievementStandards

By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in data displays.Students use fractions, decimals and percentages, and their equivalences.



By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in data displays.Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution.

They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots.



They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots.

General capabilities and cross-curriculum priorities

Opportunities to engage with:




KEY General capabilities

Literacy

Numeracy

Information and

CommunicationTechnology (ICT)

Capability

Personal and Social

CapabilityEthical Understanding

Intercultural

Understanding

Critical and Creative thinking

Cross-curriculum priorities

Aboriginal and Torres Strait

IslanderHistories and CulturesAsia and Australia’s

Engagement with Asia

Sustainability

Assessment Student responses to formative assessment tasks contribute to their assessment folio. This provides evidence of their learning and represents their achievements each term. The assessment folio includes a range and balance of assessments to make valid judgments about their capabilities and their need for support in specific areas. They include: worksheets, oral presentation of facts, display of understanding through visual, concrete and symbolic representations, online lessons and activities (Mathletics)

Consistency of teacher judgments

Teachers use ongoing moderation and discussions to support consistency of teacher judgments and comparability of reported results against the relevant achievement standards.

Meeting needs of individual students

Students at Barrett have generally missed some schooling and this varies from one student to the next but does mean the majority of students have some gaps in their understanding and practice of maths concepts. Teachers work together to identify specific needs of each student and to match them with the appropriate level of maths to meet their own personal needs and year level.The Junior Australian Curriculum Maths program is planned around year 7 achievement standards to ensure each content area has been covered and then differentiate with each level to meet the needs of the students and extend them with year 8, 9 and 10 work in line with the sequence of content year 7-10Each topic is approached through an overview / revision of the topic, with some direct teaching, hands on activities and then students are differentiated into different levels of understanding to practise their skills, with support.

ELECTIVE SUBJECTS

All students attend compulsory afternoon ‘elective’ subjects designed specifically to increase personal and social capabilities (informed by our data), engage in classroom discourses with a large group and encourage further ability to engage academically in external provider locations. These subjects derive from Australian Curriculum Learning Areas (mostly Years 9 and 10). Literacy, numeracy and personal and social capabilities are prioritized throughout these subjects, although other general capabilities (Information and Communication Technology, Critical and Creative Thinking, Ethical Understanding and Intercultural Understanding) and cross curriculum priorities are also embedded.

OVERVIEW OF BARRETT ELECTIVE SUBJECTS:

VISUAL ARTS (YRS 7-8)

Unit 1 - Pop Culture Unit 2 - Old and New Unit 3 - Personal Maps: Unit 4 – Individual Essence

OverviewIn this unit students will explore social, ethical, environmental and/or economic themes and concepts in Visual Arts. Throughout the unit, students focus on the theme of popular culture as a class and develop a body of work in making and responding to explore the theme from a variety of conceptual viewpoints. In particular through the use of appropriation and pop imagery in combination with illustration and painting.

In this unit students will explore social, ethical, environmental and/or economic themes and concepts in Visual Arts. Throughout the unit, students focus on the theme of old and new as a class and develop a body of work in making and responding to explore the theme from a variety of conceptual viewpoints. In particular through the use of found objects, narrative and symbolism in combination with assemblage and sculpture.

In this unit students will explore social, ethical, environmental and/or economic themes and concepts in Visual Arts. Throughout the unit, students focus on the theme of personal maps as a class and develop a body of work in making and responding to explore the theme from a variety of conceptual viewpoints. In particular through use of symbols and perspective combined with photography and digital images.

In this unit students will explore social, ethical, environmental and/or economic themes and concepts in Visual Arts. Throughout the unit, students focus on the theme of individual essence as a class and develop a body of work in making and responding to explore the theme from a variety of conceptual viewpoints. In particular through use of narrative and layering in combination with mixed media painting.

Evaluation will include aspects of the following:

Making:Plan and design — experiment with visual



Making:Plan and design — experiment with visual conventions,

conventions, techniques and processes related to the theme of popular culture.Create — make a range of artworks specific to the Pop Art focus.

Responding:Analyse artworks from the Pop art and related movements to identify how artists use visual conventions.

conventions, techniques and processes related to the theme of old and new.Create — make a range of artworks specific to found object/altered narrative focus.

Responding:Analyse artworks from Cubist, Surrealist and related movements to identify how artists use visual conventions

conventions, techniques and processes related to the theme of personal maps.Create — make a range of artworks specific to personal map focus

Responding:Analyse artworks from a range of art movements to identify how artists use visual conventions

techniques and processes related to the theme of individual essence.Create — make a range of artworks specific to the individual essence and portraiture focus.

Responding:Analyse portraiture artwork from a range of art movements to identify how artists use visual conventions

AchievementStandards Making:

Students plan their art-making in response to exploration of techniques and processes used in their own and others’ artworks.

They demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks.

Responding:Students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art-making.

They explain how an artwork is displayed to enhance its meaning.

They evaluate how they and others are influenced by artworks from different cultures, times and places

Making:Students plan their art-making in response to exploration of techniques and processes used in their own and others’ artworks.




They evaluate how they and others are influenced by artworks from different cultures, times and places.











HEALTH and WELLBEING

Curriculum components from all year levels are included in the plan. Content descriptors are drawn from the Health Strand of HPE and additional curriculum components are drawn from the Personal and Social Capabilities curriculum. Aspects relating in particular to adolescents with mental health disorders are chosen for special relevance to their needs. Not all aspects of each unit will be used every term, but provide guidelines for teaching. The year’s curriculum plan is adjusted according to changing cohort needs.

Achievement standards are drawn from the personal and social capabilities elements. As a guide, Level 5 of the continuum is the achievement standard for year 7 & 8 students, and Level 6 is the achievement standard for students from year 9 to 12. However, each student

has an individual plan and achievement standards and goals are set at an individual level for each element of personal and social capability.

UNIT 1 UNIT 2 UNIT 3 UNIT 4Adolescence – Self-care and the changing self

Managing the learner and emotional self

Respectful relationships Cyber Safety

Students explore the physical, cognitive and emotional changes in adolescence and the impact of these changes on mental health and wellbeing. Students identify how health and wellbeing can be enhanced and strengthened at an individual level. The content supports students to develop knowledge, understanding and skills to manage their own mental health and wellbeing and to support that of others. Students examine strategies to minimise risks, respond to emergency situations and make safe and healthy decisions

Students investigate key elements of mental health and wellbeing such as brain care, sleep hygiene and relaxation.

Students:

explore the concepts of health, wellness and illness understand the importance of wellness awareness and the role of self-reflection understand the importance of health education as a tool to maximise wellness examine the ways in which adolescent brains change and the impact these changes can have identify self-care strategies to care for developing brains examine the impact of changing values on adolescent identity and decision making understand how environmental influences can affect brain care, sleep and healthy lifestyle choices identify sleep requirements of different ages and how lack of sleep can contribute to poor health and wellbeing evaluate their own sleep hygiene and develop a sleep hygiene plan understand that mental health is connected to physical health and wellbeing explore resources about mental health and wellbeing and select information that is relevant to adolescents understand the importance of looking after yourself and others develop first aid and CPR knowledge and skills

Students explore emotions and investigate emotion regulation. They develop strategies to support emotion regulation of themselves and others in challenging situations. Students understand the role of executive function skills in managing themselves as learners and adolescents. They explore strategies to assist in the development of executive function skills. They apply these skills as they reflect on their own learning, developing their own learning support plans based on their reflections.

Students:

examine a range of information available to adolescents with regard to emotion regulation identify the role emotions play in behaviour and the importance of managing emotions effectively analyse the consequences of ineffective emotion regulation and resulting behaviours explore strategies to manage emotions and improve self-regulation skills in a range of situations identify executive function skills and the ways in which these skills contribute to learning and self-efficacy explore a range of activities and strategies to support and enhance executive function skills reflect on their own executive function skill development set goals and develop a learning support plan which includes strategies to enhance executive function skills

Note – This unit contains some sensitive concepts, images and terminology related to sexuality.

The topic overview has alternative key ideas which are elaborated in the topic outline. The school will decide the most appropriate pathway taking into consideration available resources and the needs of the students.

Students identify what respectful relationships are and how empathy and ethical decision making contribute. Students examine the changes they are going through as their sexuality and/ OR identity develops, and the impact these have on relationships. Students investigate the consequences of sexual activity and/ OR disrespectful relationships on health and wellbeing. They evaluate situations and propose appropriate responses, as they reflect on possible outcomes and make decisions in relationship contexts.

Students:

understand the characteristics of positive and respectful relationships understand how empathy and ethical decision-making contribute to respectful relationships investigate how identity, socio-cultural factors and expectations influence the way adolescents think and act regarding sexuality and relationships describe strategies to keep adolescents healthy and safe. analyse the consequences of disrespectful relationships examine how ethical decision-making contributes to safe and healthy relationship decisions develop decision-making strategies to promote safe, healthy and respectful relationships.

Students recognise that they are becoming independent and explore risk taking behaviours. They explore respectful relationships with peers and how to conduct these relationships in real life and online. They explore a range of strategies and practices to prevent cyberbullying and to ensure their safety when engaging in online social networking situations.

Students:

investigate the impact of online technologies on identity development during adolescence investigate how social networks contribute to adolescent health and wellbeing examine the social and communication skills required to maintain respectful relationships examine the risks associated with online relationships

investigate strategies and practices for adolescents to strengthen social networks

HEALTH and PHYSICAL EDUCATION

HPE 2018 Yearly Overview – Barrett Adolescent School

Semester 1 Semester 2

Strand - Personal, Social and Community Health

Unit 4, Year 9: Active Aussies?Students examine the role that physical activity, outdoor recreation and sport has played in defining Australian cultural identity. They critique behaviours and contextual factors that influence participation in physical activity and changing identity.Students:

examine the role of physical activity in people’s lives

examine the factors that influence people’s decisions to participate in physical activity

investigate the changes in participation in physical activity over time

examine changing identity – physical activity over time

link changes in physical activity to changing identity.

Unit 1, Year 8: Food for LifeStudents explore dietary options for adolescents and the social and cultural influences on this. They will identify health concerns and explore the information used by them to facilitate choice. An evaluation of these materials will be completed by students and they will select strategies for planning and maintaining a healthy dietStudents will: investigate strategies and

practices that enhance their own health and wellbeing

understand the Dietary Guidelines for Adolescents

understand the Australian Guide to Healthy Eating

understand how to determine the validity of health information

Unit 3, Year 8: Supporting Others (from QCAA, 2014)

Students recognise that they are becoming independent and explore risk-taking behaviours, rules, rights and responsibilities as they grow up. They explore respectful relationships with peers and how to conduct these relationships in life and online. They explore bullying, its effect on adolescents and seeking help.Students will: identify how teenagers are

growing and changing and want to be independent

explore being safe and independent — (Daniel Morcombe lesson 1 — years 7 to 9)

identify risks and risk-taking behaviours and decisions and strategies (Daniel Morcombe lesson 2)

explore rules, rights and responsibilities (Daniel Morcombe lesson 3)

apply decision-making questions and models (Daniel Morcombe lesson 4)

explore respectful relationships between peers — establishing, rights, responsibilities and bullying behaviours both in relationships and online

recognise the impact bullying and harassment can have on relationships, including online relationships — Facebook, Twitter etc. — and explore strategies to seek help for others

Unit 1, Year 10 Looking After Myself and Others

Students identify situations in which they may be at risk and how to respond in these situations, using a variety of different techniques including CPR and first aid. Students conduct a survey within their school community to identify a health concern facing adolescents. They use this information to write recommendations to overcome the identified health concern.Students:

analyse adolescent behaviours and appropriate responses to the identified behaviours

examine the use of first aid and CPR practices in a controlled environment

will identify people who are of influence

AssessmentAssessment is responsive to individual attendance, participation and capabilities and can include: Completion of a collection of

work as worksheets and written responses demonstrating knowledge and understanding of key concepts

Assessment is responsive to individual attendance, participation and capabilities and can include: Completion of a collection of


Assessment is responsive to individual attendance, participation and capabilities and can include: Completion of a collection

of work as worksheets and written responses demonstrating knowledge and understanding of key concepts

Assessment is responsive to individual attendance, participation and capabilities and can include: Completion of a collection of


engagement with CPR/First Aid

demonstration of skills to make informed decisions, and propose and implement actions that promote their own health, safety and wellbeing through utilisation of a food and energy diary

Apply personal and social skills to establish and maintain respectful relationships.

Program Apply decision-making skills

when taking action to enhance their own/others' health, safety and wellbeing.

Strand - Movement and Physical Activity

Unit 4, Year 9: Moving More Matters!

Students explore Australia’s physical activity and sedentary behaviour guidelines, cardiovascular endurance, strength and muscle endurance movements that can be done almost anywhere and anytime, and how to monitor and regulate their effort/intensity. They plan and perform a fitness workout that has been designed for a confined space and evaluate it as an intervention to improve their own fitness and physical activity levels.

Students:

explore the changing role of physical activity in the lives of Australians

become familiar with Australia’s physical activity and sedentary behavior guidelines

explore the context and design features for individual fitness interventions

become familiar with major muscle groups, fitness components and training principles

propose, perform and evaluate their own fitness workout to improve their own fitness and physical activity levels.

Unit 3, Year 10: PT Yourself!

Students propose and evaluate interventions to improve their own fitness and physical activity levels.

Students:

examine the health-related components of fitness

determine how and why the body responds to exercise

develop techniques for taking a personal heart rate reading

determine physical activities that raise and maintain the heart rate to 70 per cent of maximum using heart rate monitoring techniques

identify types and intensities of physical activity that contribute to muscular endurance and cardiovascular fitness

Unit 4, Year 7: Shoots and Scores! (from QCAA 2014)

Students participate in and investigate a range of cultural and historical games with sticks and balls such as the Indigenous games: Gorri, Wungoolay, Kokan and Koolche.

Students will: participate in games with

cultural and historical significance

identify the movement concepts and strategies involved in the games

apply movement concepts and refine strategies to achieve successful outcomes

Unit 3, Year 9: NavigatorsStudents work collaboratively with a partner to develop orienteering skills and strategies. They apply orienteering skills and strategies to locate obvious and more difficult controls in orienteering challenges.Students:

develop skills to work collaboratively

develop orienteering skills and concepts

apply a combination of orienteering skills and strategies to complete orienteering courses containing obvious and more difficult controls.

and Unit 2, Year 10: Spirit of the Disc

Students demonstrate leadership, fair play and cooperation as they participate in games of ultimate disc. They explore the movement concepts and strategies involved in the sport of ultimate disc.Students: become familiar with the

rules of ultimate disc and the fundamentals of the spirit of the game

explore, perform and refine individual performance of various ultimate disc foundation skills

develop qualities of leadership across a range of movement contexts and specifically in the preparation and facilitation of a coaching drill

transfer movement concepts and strategies to new and challenging movement situations during ultimate disc modified games and gameplay

demonstrate fair play and cooperation during ultimate disc modified games and gameplay.

Unit 1, Year 8 Different Strokes/Swimphony of Strokes

Students develop their skills in swimming strokes, survival skills and strategies in order to apply these in a variety of situations.Students: examine pool safety and safe

practice during aquatic activities

develop survival skills and techniques in aquatic environments

practice and refine swimming components and stroke sequences

apply survival strokes, skills, concepts and strategies in simulated rescue situations

AssessmentAssessment is responsive Assessment is Assessment is Assessment is responsive

to individual attendance, participation and capabilities and can include:

engagement with Gym activities

engagement with team games requiring moderate to vigorous activity

design of an individual fitness plan considerate of concepts covered to meet the theme ‘no excuses, you can move it, anywhere!’

responsive to individual attendance, participation and capabilities and can include:

engagement with Cross Fit activities

propose and evaluate interventions to improve fitness and physical activity levels for self.

engagement with indigenous games

apply movement concepts and refine strategies to suit different movement situations

responsive to individual attendance, participation and capabilities and can include:

engagement with orienteering activities

work collaboratively to meet movement challenges

engagement with Ultimate Disc activities

demonstrate leadership, fair play and cooperation across a range of movement contexts

to individual attendance, participation and capabilities and can include:

engagement with Swim and Survive Program

demonstrate control and accuracy when performing specialised movement skills

apply and refine movement concepts and strategies to suit different movement situations.

General Capabilities and Cross Curricular Priorities

Achievement Standards:

By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels for themselves. They examine the role physical activity has played historically in defining cultures and cultural identities. Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.

PERFORMING ARTS (Years 7/8)

Term 1 Term 2 Term 3 Term 4Verbatim Theatre Story-telling/play building

IndigenousPresenting A Play/Script Improvisation

The Verbatim Theatre unit will be scaffolded through voice, movement, storytelling and

interviewing activities to invite students into the process of

recreating 'reality' both as an actor and as a writer.

Students extend on their improvisation skills to create

their own skits based on a myth or legend from an

indigenous tradition. Students gain improved

communication skills, they develop performance skills,

social and interpersonal skills, as well as an appreciation of drama as an ART form, the

ability to become a

Students will engaged in the process of putting on a polished

theatre production from ‘first read’ to ‘performance’. A script will be chosen and students will take on roles such as actors, stagehands

and set builders. The unit will culminate in a polished

performance with an invited audience.

Students will use improvisation for exploring and expressing their individual and social identities. They will learn to manipulate role, relationships, tension, space, mood, symbol in making drama. They will experiment with innovative and hybrid forms and performance styles, focussing on improvisation. They will practise interpersonal group tasks and responsibilities, and refine and practise for their performances. Students will

participant in an interdependent world and a

reflective practitioner.

explore and respond to novel and complex ideas related to improvisation and the elements of drama.

Achievement StandardsBy the end of Year 8, students identify and analyse how the elements of drama are used, combined and manipulated in different styles. They apply this knowledge in drama they make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through drama.

Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions. They use performance skills and design elements to shape and focus theatrical effect for an audience.

Achievement Standards

By the end of Year 8, students identify and analyse how the elements of drama are used, combined and manipulated in different styles. They apply this knowledge in drama they make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through drama.



Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions. They use performance skills and design elements to shape and focus theatrical effect for an audience



Evaluation Evaluation Evaluation EvaluationThe unit will culminate in a polished performance piece that will be developed from

earlier lessons.

– Using an indigenous story as a pretext - students work together to craft a storyline for an improvised scene using the concept of beginning, middle, end and including techniques and conventions taught throughout the term and practised formatively. The scene is then performed in front of their class (in groups of 4-5) and filmed.

Students will apply the elements of drama to rehearse and present a script to an audience as an ensemble. Students will take on different roles such as actor, set design, stage hand, prompt and costume design.

Students will apply the elements of drama to compete in in groups in an

improvisation/Theatre sports competition, judged by a staff panel.

INTEGRATED SUBJECTS

Barrett places emphasis on being responsive to its student body’s changing demographic and curriculum and personal and social capabilities profile. With a small staff BAS is unable to cater for every learning area and subject: therefore Barrett responds to some of these needs in “integrated Subjects”. Some impetuses can be: responsive to current affairs; fulfilling a need for students who are studying subjects independently and need a focus lesson; fulfilling a specific need within the school community.

Subjects such as Science, History, Geography, Music, Design Technology and STEM are thus periodically and responsively timetabled. Single lessons or sequences of lessons can be scheduled according to this need, sometimes by specialist teachers. Some past examples include: Robotics, History lessons regarding the Middle East, music lessons. More information is contained, on a progressive basis, within Barrett’s ‘z cabinet’.

BASE / TRANSITIONING SCHOOL CURRICULUM and SENIOR SCHOOL STUDENTS – (YRS 11 AND 12)

Across time, with increasing wellness, all students access an individualised curriculum reflective of the appropriate curriculum program in their base/ transitioning school. This curriculum is usually Australian Curriculum (occasionally QCIA or VET) in origin and differentiated by BAS staff. Work is summatively assessed and reported on by that school.

Senior students usually enter with a selection of subjects from their base or transitioning schools and access these with support from Barrett staff.

CO-CURRICULAR

Co-curricular offerings are progressively developed to meet the special needs of the changing cohorts, especially in reference to strengthening personal and social capabilities. These initiatives are informed by the BSPs, ILPs and include access to: Jamie Oliver, Get set for work, Work Experience and Learner Driver Education as part of transition preparation.

SPECIALISED METHODOLOGIES AND SUPPORT – DIVERSE LEARNERS AND DISABILITY

Barrett students have complex social, physical and mental health needs. Even with support mainstream schools have been unable to cater for their increasing needs, hence the provision of a specialist environment and methodologies that are informed by experience, professional development and a multidisciplinary team approach. Barrett staff is supported by a range of workers from the Department of Education and Training, the Health Department, Department of Communities, and often mental health workers and medical professionals from the private arena.

Hence BAS’s pedagogical and curriculum approach ensures it best attends to the learning needs of students experiencing mental health disorders, usually with large gaps in their educational background, high levels of anxiety and resultant learning issues. All students are entitled to equitable opportunities and choices to access age-equivalent content from all learning areas of the Australian Curriculum and for students with disability mainstream curriculum, teaching strategies and instruction, environment, and resources can be ‘reasonably adjusted’. (www.australiancurriculum.ed.au/studentdiversity/meeting-diverse-learning-needs).

Many of the students at Barrett are on adjustments, taken to assist a student to participate in education and training on the same basis as other students. This takes into account the student’s learning needs and balances the interests of all parties affected, including the student, the school, staff and other students. A whole school approach supports diverse learners through differentiated and explicit teaching for all students, focused teaching for identified students, and intensive teaching for a small number of students. Program change and development occurs regularly and depends on the needs of the cohort as well as the individuals which means that we vary what students are taught, how they are taught and how students demonstrate what they know. Teachers differentiate instruction in response to data and day-to-day monitoring that indicates the particular learning needs of students.

Teachers purposefully plan a variety of ways to: engage students; assist them to achieve the expected learning; and to demonstrate their learning.

Teachers use an ongoing cycle of differentiating and then reflecting on its effectiveness. If there is a lack of student progress, the teacher identifies alternative approaches that are likely to result in the intended student learning.

‘WHOLE SCHOOL APPROACH TO STUDENT LEARNING’

TEACHING STRATEGIES

Daily reflection and moderation in staff meetings are held to constantly evaluate pedagogy, content, wellbeing and complex case issues. To this effect staff at Barrett use an array of high-yield teaching practices (as per our pedagogical framework) including:

Student-centred planning High expectations Evidence-based decision making Targeted and scaffolded instruction Safe, supportive, connected and inclusive learning environments

Explicit Teaching; Learning Goals (intentions, success criteria); Modelling and Gradual release of responsibility; Practice; STRIVE (Vocabulary building); Prioritize reading comprehension strategies Note Taking and Summarizing; Identifying Similarities and Differences; Cues, Questions and Advanced Organizers; Role-plays; Audio-visual presentations; Multi-media investigations; Practical sessions; Peer tutoring; Worksheets and self-paced learning; Independent studies; Mentors visits;

Excursions and community engagement

5. EVALUATION, ASSESSMENT and REPORTING

PURPOSE OF EVALUATION AND ASSESSMENT AT BARRET ADOLESCENT SCHOOL

BAS engages in diagnostic and formative assessment which is transferred to a Data Wall on an ongoing basis. This evaluation - as the purposeful, systematic and ongoing collection of information for use in making judgments about student learning – and its resultant data serves to:

Promote, assist and improve student learning and encourage confidence in their ability to learn;

Diagnose the developmental progress of students in order to inform programs of teaching and learning against the Australian Curriculum Achievement Standards and Literacy Continuum;

Provide data that can be communicated to a range of stakeholders both academic and non-academic, about the progress of individuals as they enter BAS, while enrolled here and on exit.

Techniques for gathering evidence about student demonstrations of learning outcomes include:

Instruments to be used can include, but are not restricted to:

Standardised tests Observation Consultation Focused analyses Peer and self- assessment

(Sources: ‘QCAA - Special education needs: ways to gather and record evidence of student learning; Inclusive strategies documents’)

Assignments Checklists Oral work Demonstrations Practical work Visual folios Annotated work samples Photographs Worksheets

This evidence is collected to determine a zone of proximal development – ZPD - for each student: “The zone between the levels at which a student can do things without assistance and the level that is beyond their current capacity.” (Griffin, 2014:18). Discussion in staff meetings around this topic occurs daily to inform curriculum delivery:

Assessment /Data Student Knowledge Differentiation = Resource Creation + Teaching Strategies

TRANSITIONING AND SENIOR STUDENTS

As stated previously BAS engages in no summative assessment marking or reporting. The base / transitioning school claims the right to this practice. However, their engagement with the programs is continually monitored by BAS staff.

Assessment can create stress for students, therefore engagement is reviewed on an individual basis. Teachers at Barrett make ongoing judgments about student demonstrations of learning constantly, team discussions occur on a daily basis in staff meetings, culminating in a Complex Case Management Meeting weekly. Teachers regularly give both oral and written feedback to the students and store work for progressive review.

Within the BAS context, assessment is always linked to ongoing judgements and advice regarding mental health. The school therefore, in conjunction with relevant stakeholders, may make decisions about the level of student engagement with a particular assessment and the use of special provisions, in conjunction with their base school.

6. REPORTING

PURPOSES OF REPORTING

Reporting at Barrett Adolescent School serves to:

Provide opportunities for teachers, administrators and schools to talk about individuals’ progress and about possible interventions and curricular approaches.

Provide feedback to parents, carers, students, base or transitioning schools or other institutions to determine future educational and employment pathways.

Monitor progress at BAS while integrating into another system.

Identify the potential of students to develop further academic, personal and social skills.

Report and discuss progress, ability, potential, and achievements.

Contribute to students’ personal development in the areas of self-esteem and self-concept, improving motivation, providing encouragement, and increasing their awareness of strengths, weaknesses, opportunities and basis for intervening in problems in learning.

BAS REPORTING

BAS engages in four forms of reporting.

1. Weekly Emailed Reports

BAS emails weekly reports to predetermined Stakeholders regarding student performance in Personal and Social Capabilities, academic outcomes, attendance, participation and engagement, in accordance with their Barrett Support Plan and Individual Learning Plan. These reports do not contain information concerning the student’s psychiatric illness, and are presented in a manner that is clear, concise and easily understood.

Stakeholders can include the following:-

Parents/carers

Child Safety Officers

Schools and other educational or vocational institutions

Senior Guidance Officers, Guidance Officers

Private Psychiatrists/Psychologists/Allied Health Professionals including Child Youth Mental Health Services (CYMHS), Assertive Mobile Youth Outreach Service (AMYOS) etc.

In the absence of summative assessment, academic outcomes for Junior students and others attending Australian Curriculum Maths and English are measured on a lesson by lesson basis against relevant Content Descriptors suggested by relevant Achievement Standards. Language used in these reports reflects that used in general capabilities literacy and numeracy reporting.

For example:

BAS end of semester reporting

A 45 minute lesson within the Year 8 English unit “Ethical Issues in Drama Text” using the following content descriptor:

… Understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (ACELA1544)

This lesson would be attended by several staff members who observe each student’s interactions, collect their work and after a conference, the specialist teacher creates reports. Comments to stakeholders that week could read …

KayIn a poetry lesson students analysed language choices including sentence patterns and colons. Kay enjoyed the poetry and with help showed she is developing an understanding of the use of colons.

MarcIn a poetry lesson students analysed language choices including sentence patterns and colons. Marc contributed many useful insights and analysis of the poetry and some understanding of the uses of colons when assisted by staff.

CarenIn a poetry lesson students analysed language choices including sentence patterns and colons. Caren contributed some useful insights and analysis of the poetry and also was very competent in understanding uses of colons, creating her own sentences.

PhucIn a poetry lesson students analysed language choices including sentence patterns and colons. Phuc was focussed for most of the lesson but did not engage. She became restless in session two and then worked well 1:1 with a staff member who helped her complete some simple exercises on a colon work sheet.

Every semester BAS reports to non-transitioning students’ schools. Schools will already have been receiving weekly emails regarding academic outcomes. At this stage most students will have been subject to educational adjustments.

Many base schools are unfamiliar with students who are enrolled in BAS owing to either new enrolment or through the student being disengaged from education for long periods of time or resisting testing regimes. Therefore a reporting system based on strength assessments is used. The whole of BAS’s curricula in which individual students are engaged are used for this purpose.

The report is emailed to the school and also placed in OneSchool.

This report will contain:

Barrett’s diagnostic PAT evaluations, uploaded onto OneSchool or the report card: Student Support – Support Provision – Referrals and Reports – Reports.

At the end of each semester Barrett staff evaluate these students’ literacy across all learning areas, stored in individual portfolios which are moderated and placed on the OneSchool Literacy Continuum Monitoring Tool.

Any other outcomes the student has achieved at Barrett (e.g. co-curricular offerings)

Students’ progress in terms of personal and social capabilities continuum and classroom readiness (according to length of enrolment)

2. Base / transition School Reporting

Responsibility for OneSchool reporting is undertaken by the base / transitioning school, using their own data from on-site student achievement and/or data received from BAS.

The base school supplies the units of work (including learning objectives & content descriptors; work rate calendar; assessment items; rubrics; resources) to Barrett. In catering for diversity in an equitable fashion Barrett staff exercise the right to examine base school curriculum and make informed professional judgements on an individual basis in regards to the level of student engagement with the teaching program and assessment. Adjustments may include: content, process, product, environment, teaching strategies, timing, scheduling, presentation, response, assessment and the learning environment (as per QCAA guidelines). For students undertaking base school work at BAS campus, BAS staff will send completed assessment to the base school for marking and reporting.

Exit Reporting

An Exit Report can be provided to relevant Stakeholders when the student leaves Barrett and a copy can be forwarded to the educational institution to which the student transfers.

REFERENCES

Griffin, P (2014) Assessment for Teaching. Cambridge University Press.

Hattie, J Visible Learning: A Synthesis of over 800 meta-analyses relating to achievement. Routledge, New York, 2009

The following information serves as ‘road maps’ to guide our journey:

Australian Curriculum and C2C Resources A whole school approach to support student learning 482K Assessment 610K Years P-10 Queensland Curriculum Students with disability in P-10 Curriculum provision to gifted and talented students 645K Curriculum provision to students with disability 577K English as an additional language or dialect (EAL/D) learners 521K Homework 632K F-10 curriculum Health Promoting Schools Learning & Wellbeing Framework (DET) Languages in Queensland state schools 534K National Safe Schools

Reporting to parents 507K Strategic Plan DETE 2014 – 2018 Student Diversity Productive Pedagogies Pedagogical Framework 503K Preparing students for success in senior secondary 2.6M Providing the Australian Curriculum in Prep to Year 10 in Queensland state schools

from 2017Smart Moves 293K Documents Addressing Adolescent Mental Health Issues