Curriculum Plan School Profile Balmoral State High School is situated on 10 hectares in Morningside, approximately six kilometres from the GPO. The school is well serviced by bus and rail transport. The current fulltime enrolment of about 500 students is drawn rom the adjacent areas of Bulimba, Balmoral, Morningside, Cannon Hill, Murarrie and to a lesser extent, Belmont, Tingalpa and Norman Park.

Balmoral State High School prepares students for academic and vocational pathways. It has strong, sustainable partnerships with Griffith University through the Connect program, the University of Queensland and Southbank Institute of TAFE, as well as many industry partnerships for students requiring a school based apprenticeship or traineeship. The year 12 Outcomes Data shows improvement in the OP1 -15 area and there has been a significant increase in senior phase students choosing vocational pathways. These students have successfully achieved school based traineeships or apprenticeships in industries ranging from boat building, carpentry, retail, as well as a number of students who choose to continue part of their education at TAFE.

The school is also a member of the Gateway Aerospace Schools Project. This project, which is a joint initiative between Education Queensland, Aviation Australia, Aviation industries and selected schools, is designed to promote and develop careers in the aerospace industry. As a result of this project, Balmoral High School has formed an ongoing industry partnership developing meaningful and innovative projects for Boeing Defence Australia.

The school is accredited to host full fee-paying overseas students. This International Student program caters for up to 30 students from a range of countries, including Sweden, Germany, China, Japan, Brazil who choose Balmoral to complete their Secondary School education. These students come for periods of three months to five years. In 2010 Balmoral received an Excellence Award for Outstanding International Support

The school currently caters for 21 students with disabilities (ASD, II, SLI, HI) and 26 students who identify as being of Aboriginal and/or Torres Strait Island descent. The NAPLAN data indicates the significant work being done at the school to value add in the areas of literacy and numeracy in years 8 and 9 using the model of explicit teaching blocks as well as embedded programs. Our Belief: Every Student Can Learn Our Motto: With Purpose and Spirit Our Vision: Real Opportunities, Real Outcomes, Real Futures Our Values: To deliver the best possibilities in Queensland Education for our students. This

includes the best outcomes for each individual to best link each student’s goals to their intended pathway. We believe to achieve this success, a culture of high expectations and continuous improvement, and a focus on the learning of every student, every lesson, every day, must be forged by staff, students and with the involvement of the community.

The key priorities of the 2012 to 2015 Strategic Plan are: Student Achievement, High Expectations/High Teacher Efficacy, Whole School Pedagogy/e Pedagogy, and Community Engagement.

Agenda for Improvement 2011 – 2015 Each year the Leadership Team establishes an Annual Implementation Plan (AIP) with annual targets, to ensure the achievement of the schools overall Strategic Plan (2012 to 2015) and targets. These documents along with Faculty Continuous Improvement Plans and the Education Queensland Imperative, United in the Pursuit of Excellence detail the strategies used to ensure continuous improvement in classroom climate, pedagogy and student achievement. Annual implementation Plans: Key Targets include

• Student achievement levels (80% students achieving A - C at the end of the semester in all classes throughout the school

• NAPLAN (3% annual improvement in school’s achievement and 4% improvement in U2B) • Exit outcomes (100% achievement of either OP, QCE or VET certificate, 95% achieving QCE,

80% achieving OP 1-15, 100% completion of a VET qualification Strategies used to achieve these targets

• Data analysis-driven differentiation of learning experiences in each classroom • Providing regular feedback, both formally an informally to staff through line management

processes and classroom observations, Developing Performance Framework conversations • Providing regular feedback, both formally and informally to students through achievement

tracking processes (OP Analyser), and whole class and individual feedback conversations • Providing PD focussed on differentiation, improving pedagogy and e Pedagogy • Pretesting and intervention strategies for NAPLAN tests • Rigorous SET Planning and tracking of Senior students, Indigenous students and SWD • BASE homework program and mentoring of year 12 students

Meeting System-level Requirements The following systemic documents, imperatives and timelines inform our practice in delivering the curriculum

• The Roadmap for Curriculum, Teaching, Assessment and Reporting for Years 1 to 9 • National Curriculum, C2C • QCARF • P -12 Framework • Essential Learnings and Standards QSA • Scope and Sequence

School Wide Pedagogy at Balmoral State High School

Teachers at Balmoral State High School engage in a combination of pedagogical practices, Productive Pedagogies, Inquiry Based Learning, Assessment As, For, Of Learning, which incorporate an array of teaching strategies that support classroom environments and recognition of difference, and are implemented across all key learning and subject areas. Quality pedagogical practice promotes the wellbeing of students, teachers and the school community – it improves students and teachers confidence and contributes to their sense of purpose for being at school; it builds community confidence in the quality of learning and teaching in the school. To ensure that each and every

student has an opportunity to achieve their maximum potential, teachers at Balmoral State High School engage in:

Intellectual Quality

Supportive Classroom Environment

• Higher order thinking when we engage in

questioning, conceptualising, inquiring and investigating in order to generalise, synthesize and hypothesise.

• Deep knowledge when we create relatively complex connections to central concepts.

• Deep understanding when we provide opportunities to construct relatively complex information to integrate and expand ideas

• Substantive conversation when we facilitate in a collaborative way to empower students by encouraging learning partnerships.

• Knowledge as being problematic when we provide learning experiences that allow students to construct meaning through activities which reinforce learning.

• Metalanguage when we identify and model to provide understanding and awareness of appropriate language.

• Social support when we show genuine

concern for student progress. • Academic engagement when we provide

opportunities and encourage all students to engage in activities with a view of achieving their potential.

• Explicit quality performance criteria when we identify and explain frequently and in detail the expectations of tasks and assessment in language that both staff and students understand.

• Self-regulation when we create and awareness of responsibility and self-management.

Recognition and Valuing of Difference

Connectedness

• Cultural knowledge when we expose and

value aspects of diverse cultures • Inclusivity when we acknowledge

differences by promoting diverse learning experiences.

• Narrative when we use anecdotes to reinforce and contextualise theory.

• Group identity when we create learning communities in which difference and group identities are positively recognised and developed within a collaborative and supportive environment.

• Active citizenship when we create an environment that ensures the individuals right to learn.

• Knowledge integration when we give

students a wide variety of cross-curricular experiences.

• Background knowledge when we brainstorm, use personal experience and adopt an investigative approach to explore the topic.

• Connectedness to the world when we are able to relate material to the larger social context of the student’s world.

• Problem based curriculum when we provide opportunities to solve real and hypothetical problems over a period of time.

ASSESSMENT

Assessment at BSHS is an integral part of the teaching and learning process and uses a variety of techniques and instruments which aim to provide information to assist teachers and students. Students will always be aware when summative assessment is being undertaken and the bases on which judgements are being made. Parents will be advised where students fail to make sufficient progress or submit material to enable judgements to be made. In the event of a student disagreeing with a teacher’s assessment of a significant piece of work, provision can be made for a second opinion, provided this does not place an unnecessary burden on the teachers involved.

Purposes Types Techniques/Instruments

To collect evidence on which to base judgements about student learning

To gather information systematically and from a range of assessment types

To develop in students an ability to critically analyse their own work

To enable teachers to have confidence in their judgements of student work

Formative – to assist students to improve

Diagnostic – to assist teachers to identify specific strategies to intervene effectively

Summative – to determine a standard of performance

Moderated – to validate judgements made by teachers eg through peer review

Questioning, debates, extended conversation

Draft outlines /plans / performances

Oral/ multimedia presentations/records

Guided/unseen tasks

Written presentations based on an appropriate genre

Performances/practical tasks

Completed product/device

Refereed comments eg in the workplace

REPORTING

Formal paper-based reporting to parents of BSHS students will use a representative sample of teacher records of relevant student work for the time period concerned. It will acknowledge the A to E achievements of the student, as well as provide information on student work habits and attendance. It may be a useful aid in determining future career pathways. This reporting will occur once per semester. Additional progress reports will be prepared at the end of term 1. School data showing the proportions of students in large groups( eg English, Mathematics and Science) achieving set standards has also been of interest to parents when published separately and this practice will continue where practicable.

Formal reporting will be complemented by two face to face reporting opportunities for parents and students, where feedback on student work and work habits is provided in greater depth, supported by the evidence the teacher has collected. These interviews will be conducted at times that enable both working and non-working parents to attend. Interviews at other than scheduled parent-teacher interviews may be organised at times of mutual convenience to parents and teachers.

WHOLE SCHOOL CURRICULUM STRUCTURE

Year 8 and 9 Students undertake a common curriculum context, which is underpinned by the QCAR (Queensland Curriculum, Assessment and Reporting) Framework. Students will also complete National Curriculum studies in English, Mathematics and Science in 2012 and History from 2013.

Students in Years 10, 11 and 12 work towards a Queensland Certificate of Education (QCE). Please consult the QSA brochure: QCE at a glance…Planning your pathway.

Unless indicated otherwise, students study each subject for 3 lessons of 210 minutes weekly. This provides a total annual time allocation of 140 hours. All time allocations meet EQ minimum requirements.

Year 8 subject Year 9 subjects Year 10 subjects Senior subjects Years 11 and 12

ENGLISH English

English

English or English Communication

MATHEMATICS Mathematics

Mathematics

Mathematics B or Mathematics A or Pre Vocational Mathematics Mathematics C

SCIENCE Science

Science

Aerospace Studies Biology Chemistry Physics Science in Practice

SOSE

The following subjects are studied for 2 lessons weekly – 140 minutes – 93 hours)

History Geography

Geography Legal Studies Modern History Social and Community Studies Certificate IV in Justice Administration - 39183QLD Certificate II Tourism – SIT20107

SOSE

HPE (2 lessons weekly for

HPE and LOTE in Year 8) Health and Physical

Education (HPE) Health and Physical Education (HPE)

Physical Education Recreation Studies Cert III Fitness – SRF 30206

LOTE JAPANESE ITALIAN

Japanese Italian

Japanese Italian

Japanese

The Arts

ART and MUSIC

MOVEMENT

Art Dance Drama Music

Art Dance Drama Music

Visual Art Drama Film, Television & New Media Music Creative Arts: Visual Art Studies Creative Arts: Dance Studies

Tech

no

log

y

INDUSTRIAL TECHNOLOGY AND DESIGN

Graphics Metal Work Wood Work

Graphics Metal Work Wood Work

Graphics Cert I General Construction – CPC10108 Cert I Engineering – MEM10105

HOME ECONOMICS

Home Economics Home Economics Home Economics Early Childhood Studies Hospitality

Business

Accounting Business Organisation & Management Certificate III Accounts Administration (FNS 30310) Cert III Business – BSB30107 Cert II Information, Digital Media and Technology – ICA20111

Literacy / Numeracy Program

Literacy / Numeracy Program (70 minutes weekly)

SET PLAN – Cert I Information, Digital Media and Technology – ICA10111

Destination QCE, QCS Practice

SENIOR SECONDARY CURRICULUM STRUCTURE – Years 10 – 12

• Year 10 students must study English, Mathematics and Science subjects and three (3) further Elective subjects. Each subject is studied for 210 minutes weekly (140 hours).

• Year 11 and 12 students must study an English and a Mathematics subject and four (4) further subjects. Each subject is studied for 210 minutes weekly (140 hours).

Subject Area

Year 10

Year 11 and 12 AUTHORITY SUBJECT

Year 11 and 12 STUDY AREA SPECIFICATION

or VET COURSE

English

English English English Communication

Mathematics Mathematics

Mathematics A Mathematics B Mathematics C

Prevocational Maths

Science

Science

Aerospace Studies Biology Chemistry Physics

Science in Practice

Social Science

History Geography

Geography Modern History Ancient History Legal Studies

Certificate II, Tourism (SIT20107) Certificate IV, Justice Administration (39183QLD)

Literacy & Numeracy

Teaching of reading, punctuation, spelling, grammar and proportional reasoning.

Teaching of reading, punctuation, spelling, grammar and proportional reasoning.

Teaching of reading, punctuation, spelling, grammar and proportional reasoning.

Business

Business Accounting Business Organisation and Management (BOM)

Certificate III, Accounts Administration (FNS 30310) Certificate III, Business (BSB30107)

Technology

SET PLAN with Certificate I Information, Digital Media and Technology – ICA20111

Certificate II, Information, Digital Media and Technology – ICA20111

Industrial Design

Graphics Metal Work Wood Work

Graphics

Certificate I, Engineering (MEM 10105 ) Certificate I, General Construction (CPC10108)

Home Economics

Home Economics Home Economics

Hospitality Early Childhood

HPE

Health and Physical Education (HPE)

Physical Education (PE)

Recreation Studies Certificate III, Fitness (SRF30206)

The Arts

Art Dance Drama Music

Art Drama Music Film, Television, New Media

Creative Arts: (Visual Arts Studies) Creative Arts: (Dance Studies)

LOTE

Japanese Italian

Japanese

JUNIOR SECONDARY CURRICULUM STRUCTURE – Years 8 and 9

Year 8 students

• Students study English, Mathematics, Science and SOSE for 210 minutes weekly (140 hours).

• Students study a rotational semester program of HPE and LOTE (Japanese or Italian) for 140 minutes weekly (46 hours)

• Students study a rotational Term based program of elective subjects for 210 minutes, weekly (35 hours)

• Students complete a Literacy and Numeracy Program for one lesson weekly all week (70 minutes – 46 hours)

Year 9 students

• Students study English, Mathematics and Science for 210 minutes weekly (140 hours). SOSE is studied for 140 minutes weekly (93 hours).

• Students study three (3) further subjects. One of these three subjects must be a ”Movement” (physical activity) subject of either HPE or Dance. Elective subjects are studied for 140 minutes weekly (93 hours).

• Students complete a Literacy and Numeracy Program for one lesson weekly all week (70 minutes – 46 hours)

Subject Area

Year 8

Year 9

English

English English

Mathematics Mathematics Mathematics

Science Science Science

Social Science SOSE SOSE

HPE (1 semester program)

Health and Physical Education (HPE) Health and Physical Education (HPE)

LOTE

(1 semester program)

Japanese Italian

Japanese

Practical Technology

(Elective subjects – 10 week program)

Industrial Technology and Design Graphics Metal Work Wood Work

Home Economics Home Economics

The Arts

(Elective subjects – 10 week program)

Art and Music

Art Dance Drama Music

Specific Resources for Literacy, Numeracy, ePedagogy Literacy 4 Resource Model, 20 Strategies in 20 weeks, Spelling Matters @ Balmoral, Research Assignment Guide, Skill Works, Read Me, SRA, Posters Numeracy Whole School Proportional Reasoning Activities (G Drive), Posters, Gizmos, Ed Studio NAPLAN Preparation, Master Classes for QCS, Numeracy quizzes, Cool math.com ICT Adobe Design Premium CS5.5, Clickview, Audacity, Ed Studio, Garman GPS Heart Rate Trackers, Autocad, Sibelius

C2C : KEY MESSAGES 2012

National Curriculum In 2012 we will begin to implement the National Curriculum. There are several key aspects of the Australian Curriculum, which are outlined below: The Australian Curriculum website sets out the core knowledge, understanding, skills and general capabilities that are important for all Australian students.

• English, Mathematics and Science • General Capabilities • Cross-Curriculum Priorities

Curriculum into the Classroom (C2C) The Curriculum into the classroom (C2C) is an Education Queensland initiative to help introduce the new curriculum in Queensland state schools, and includes English, Mathematics and Science for Foundation (Prep) to Year 10 next year. History will be added in 2013. Through the project, curriculum planning exemplars and a guide for making optimum use of them are gradually being made available to schools. Teaching and Learning Branch has provided a range of C2C resources for staff to utilise in their planning and implementation of the National Curriculum. Resources for C2C can also be found on OnePortal. Unit plans, lesson overviews, and lesson plans for C2C units are available on OneSchool.

C2C Curriculum into the classroom

Students can be taught critical thinking to develop knowledge in the learning area of science. The key to developing critical thinking is asking students questions that prompt them to think deeply about what and why they are learning. The latest edition of Teaching Learning Connect provides useful teaching strategies in developing critical thinking in students, and outlines how Curriculum into the classroom (C2C) materials support student questions about science.

http://www.learningplace.com.au/uploads/documents/store/doc_750_2993_TL_newsletter_issue27.pdf

Curriculum into the classroom (C2C) material updates Additional C2C materials are now available in OneSchool. They include:

• mathematics lesson plans and resources for Unit 7 Years 1 and 2

• English lesson plans for Unit 8 Years 4, 7 and 8. Multi-level plans are also available for Unit 8 Years P–2.

Find out what’s new each week through the online resource schedule and Schools Update. Be sure to read the C2C Frequently Asked Questions and visit the C2C support page with any further questions you may have. https://oslp.eq.edu.au/osauth/auth/sso/signon.aspx https://learningplace.eq.edu.au/cx/resources/file/ae789001-5de4-e7cb-b7ae-004fef369cfc/1/docs/resources-schedule.pdf https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/Frequentlyaskedquestions.aspx https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2Csupportandcommunications.aspx

Use of C2C materials Please note that the C2C resources are owned by the Department of Education and Training, and protected by copyright law. Whilst Education Queensland teachers may access and use these materials with their students, they are not able to share these with colleagues who work in other schooling sectors. A person wishing to obtain C2C resources would need to seek permission from the copyright owner. Under the terms and conditions of using these materials, access to the resources is restricted to Education Queensland employees.

PRINTING C2C RESOURCES Sample resources have been provided in your year level folder. Printing the entire unit isn’t sustainable and schools are being encouraged to print as little as possible of this web-based curriculum. However for first term hard copies may be necessary to help us get our heads around C2C. Please print what you need. Please keep anything you print in a coherent fashion, so it doesn’t have to be printed again.

At Balmoral State High School, we believe every student can learn and that it is our responsibility to differentiate our teaching to ensure the best outcomes for all students:

• Embrace C2C as the Curriculum Plan documentation which interprets the Australian Curriculum. • Align teaching and learning with the intent of the Australian Curriculum by understanding the C2C unit

plans with reference to: - unit outline - assessment schedule - general capabilities - cross curriculum priorities - differentiation - teaching and learning sequence

• Timetable set time allocation for each Learning Area (KLA) in our weekly program. • Use the assessment tasks and tools as the assessable elements across year levels, with reference to C2C

Assessment Schedule and Balmoral State High School 2012 8 to 12 Assessment Schedule • Create exemplars for each written assessment piece. • “Teach students not units” by pre-testing to identify entry points at the start of each unit, then consider

the learning needs of students (differentiate). Teachers will be pre-testing their class at the beginning of each unit, analysing this information and comparing it with existing data (internal and external) and then making informed decisions about the differentiation required for the unit.

In summary teachers will be adjusting the teaching sequence to ensure scaffolding and transference of learning appropriate to each student. • “Let students into the secret” by providing a visual/written outline of the unit • Provide and explain the guide to making judgements before assessment tasks begin. • Follow the intent of the unit plan teaching sequence with adherence to lesson objectives. • Follow the C2C Lesson Plan Framework. (see “Teaching Strategies”) • Model the lesson plan framework to students making clear to students each lesson objectives. • Choose the most effective resources for each lesson, varying the style. Ie:

- interactive - print - games/puzzles

• Monitor weekly lesson coverage to maintain teaching and learning sequence and scheduling. • Use a part of each Faculty meeting to discuss C2C progress, issues, sharing ideas. • Meet and moderate, maintaining the assessment schedule formulated in the school plan. The teaching strategies outlined on the Teaching and Learning site (see table below), move students' learning from fully supported instruction through to independent learning. Teachers may use any number of strategies to scaffold student learning.

Teaching strategies

Direct

Indirect

Interactive

Experiential

Examples of teaching methods

Explicit teaching Intensive teaching Structured overview Drill and practice

Inquiry-based learning Inductive teaching Problem-based learning

Whole-class discussion Cooperative learning Peer partner learning/ reciprocal teaching

Field experience Simulations Role play Process drama

ONESCHOOL IS THE “POINT OF TRUTH”: DON’T RELY ON COPIES YOU HAVE ALREADY DOWNLOADED OR COPIES ON G:DRIVE

LINKS ARE REGULARLY BEING “FIXED” AND RESOURCES ADDED

Where do I find Curriculum Materials for 2012?

The Roadmap The complete guide to everything Relevant to Teaching and Learning: It describes five priorities for improving student achievement. To assist principals and teachers to realize these priorities, the Roadmap provides links to key departmental documents and support materials for each priority. http://education.qld.gov.au/curriculum/roadmap/

Priority 3 Quality curriculum and planning to improve learning This is where you will find relevant planning resources, including year level plans.

Year level plan Roadmap for P–10 curriculum, teaching, assessment & reporting : scroll down to relevant section.

Units It would be advised to save all Australian Curriculum and C2C units before the holidays, however the C2C units can be downloaded from OneSchool should you wish to access it there from home (see below). All C2C units come in zipped files. (V1.0) at the end of a zipped file means the detailed lesson plans and resources have NOT been released yet. (V1.1) means the detailed lesson plans and resources HAVE been released and WILL be found under the ‘Attachments’ folder in the zipped file, saved as ‘Word’ documents. All units for Term 1 should be released before the Student Free Days.

Access via OneSchool Please note: if you are accessing Units and resources at home, you may need to disconnect your VPN. To do this: 1. right click here: 2. Right click here: and select disable (or disconnect)

How to save C2C Units through OneSchool Step 1 Log on to One School Step 2 Curriculum & Assessment > Curriculum Planning > List Unit Plans.

Step 3

Select C2C Unit Plans; Search. Specific search options EG: If you want all Science units Then you would Edit the Learning Areas to Science. EG: If you wanted all year 2 C2C units you would select Year Level as Year 2. Step 4

Click on the preview icon. A report options box will open.

Step 5

Select the sections you would like to view. Note: You only need to tick Teaching Sequence Horizontal OR Vertical. Otherwise you will have the Teaching Sequence twice in your document.

Then select Preview.

Step 6

This window and message will open automatically. Close this Window.

Step 7

Go back to the OneSchool homepage.

Step 8

The unit you requested to preview will automatically save to your home page. Make sure you scroll down to find it. Note: It can take several minutes to appear on the screen.

Step 8

Click on the Unit/Report Name and save the document.

To use documents, you must extract from the zip file.

To do this, right click on the zip file, select Extract and follow the instructions.

RESOURCES IN THE C2C UNITS Read through your units thoroughly and double-check what resources are needed to teach the units. Here are a few tips:

• Check that the blue resource links (Learning Objects, websites & digital resources) work properly. Save them in your ‘Favourites’ or save documents in folders on your laptop/external hard-drive etc. Remember if you find/have a better resource, use it! Any broken links (or other feedback – positive, as well as negative) can be reported back to c2cfeedback@deta.qld.gov.au

• If you discover hands-on-resources that are best copied and laminated for whole-class use, please let me know so we can create sets for future use.

• Please ADD any resources that you create and use to your year level folder in G;drive • Save any work sheets, task sheets, criteria sheets, and rubrics to your computer, so you can access them

quickly and easily, and don’t have to rely on the Internet on the day (most English resources are already on the disc). Teachers CAN re-vamp task sheets and work sheets to make them more ‘student-friendly’ or to meet the needs of the class but WITHOUT changing the task or content.

• Look for ICT components present within the unit and make decisions about this for your class. Arrange to access an IWB. Does the school have the ICTs you need? e.g. EdStudio, iPods and Audacity are some of the ICTs present in the Term 1 units. Do any resources need to be purchased?

• Check that materials and equipment listed in the unit are available at school e.g. Maths & Science

equipment or books through the Resource Room AND English texts & Teacher Resources through the Library. Most of the Primary Connections Science Kits can be adapted as we go.

https://learningplace.eq.edu.au/cx/resources/items/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/1/index.html?.hb=true

Remember: The Learning Place is a one-stop-shop for finding, accessing and creating brilliant resources.

SCHEDULING UNITS OF WORK G:\Coredata\Curriculum\Scheduling units of work C2C.pdf USING ONESCHOOL All of the C2C units are on OneSchool, therefore teachers will need to use OneSchool in more depth than in the past. We will do staff PD around this during the term, taking a look at:

• steps to modify and adapt the units for our school, year levels and classes • recording differentiation & adding adjustments to suit the needs of your students • using the new C2C markbooks

USE OF C2C MARKBOOKS IN ONESCHOOL: Q - Are the C2C unit markbooks mandatory? A - No, they are provided as an on-line tool to assist teachers with recording achievement data, comments, and anecdotal records/observations. They are provided as an alternative to using your ‘hard copy’ markbook. Q - Are the C2C unit markbooks linked to report cards in any way? A - The C2C unit markbooks are not directly linked in that the marks and comments will automatically drop into reports, HOWEVER when inputting Report Card marks and comments for your class, all achievement data and markbooks will be visible on the same page (called a data entry screen). You will therefore be able to see, for example, all your English marks for the semester in columns AND the English section of the report card below. You can then select the overall English mark from the drop-down menu as you normally would. Q - What comments do teachers use for formative markbooks? (the ones with only a ‘Comment’ column) A - Formative markbooks are for teachers to record anecdotal records and observations of student learning. It is up to the teacher what information is included here.

Q – How else can teachers use the markbooks A – You can create whole-new mark books to meet your needs. e.g. Friday spelling results. Markbook columns can be adjusted to add extra information.

The ‘Other’ KLAs 2012 • Australian Curriculum (C2C units) - English, Maths & Science • QLD Curriculum (Essential Learnings) - SOSE, The Arts, Technology, HPE Through discussions with your team, explore, dissect and discuss this document to align the enactment of the ‘WHAT.’ Look for particular matches in content between the C2C units and QLD KLAs that can be taught alongside each other for the purpose of making learning meaningful for e.g. Links between Science & SOSE OR English, SOSE & The Arts. You will find some KLAs are still best taught as stand-alone if there are no clear links. Key Questions: 1. How do we ‘keep the colour of the KLAs’ whilst providing real-life meaningful contexts and opportunities

for learning? 2. Where is it possible to teach, for example, The Arts, Technology, in the context of other units without

losing the integrity of the unit or the KLA? ASSESSMENT FOR SOSE, THE ARTS, HPE & TECHNOLOGY • All Queensland teachers are required to plan, teach and assess the remaining KLAs - SOSE, The Arts, HPE

& Technology, as part of our mandated Queensland curriculum. • To assist you in getting through the first semester alive, teachers are required to have a minimum of 1-2

assessment pieces for each of these KLAs per semester. N.B: It would be advised that only one assessment may NOT be enough to truly reflect the achievement of each student in that KLA, however the message here is not to go overboard designing too many assessment tasks, as it may not be manageable due to competing priorities in the timetable.

FINAL THOUGHTS:

“The road ahead is very clear, the scenery is unique and your speed will only be limited by your skill and opportunities

you embrace: Who could ask for more?”

Allison Crane Principal Balmoral State High School