The Coley Street School The Coley Street School CurriculumCurriculum

Preparing Learners for the 21Preparing Learners for the 21stst CenturyCentury

Mission StatementMission Statement

At Coley Street School we aim to provide all At Coley Street School we aim to provide all children with the values, attitudes, and children with the values, attitudes, and

skills for powerful life long learningskills for powerful life long learning

VisionVision

Always our bestAlways our best

A Vision of K-12 Students Today.mp4A Vision of K-12 Students Today.mp4

Values/beliefsValues/beliefs

At Coley Street School we walk the beliefs of At Coley Street School we walk the beliefs of

our Learning Community by demonstrating the our Learning Community by demonstrating the

value of: -value of: -

A caring and sharing family atmosphere;A caring and sharing family atmosphere;

Recognizing everyone as a learner;Recognizing everyone as a learner;

Inclusive programmes, which address the Inclusive programmes, which address the learning needs of all students, and identify, learning needs of all students, and identify, analyse and implement strategies, which analyse and implement strategies, which address barriers to learning and achievement;address barriers to learning and achievement;

Emphasizing numeracy and literacy Emphasizing numeracy and literacy programmes programmes

A welcoming and inviting school environment;A welcoming and inviting school environment;

A secure physical and emotional context for learning;A secure physical and emotional context for learning;

A balance of academic, sporting and cultural learning A balance of academic, sporting and cultural learning activities, including regular EOTC experiences for all activities, including regular EOTC experiences for all children;children;

Acknowledging success and promoting high expectations;Acknowledging success and promoting high expectations;

A genuine partnership with our community;A genuine partnership with our community;

A passionate, committed and caring staff;A passionate, committed and caring staff;

Celebrating the bicultural identity of our school community;Celebrating the bicultural identity of our school community;

Effective management systems to support learningEffective management systems to support learning ; ;

A successful school is characterised by a strong A successful school is characterised by a strong commitment to multiple goals and high academic attainment. commitment to multiple goals and high academic attainment. Students demonstrate responsible citizenship, aesthetic Students demonstrate responsible citizenship, aesthetic expression and emotional and physical well-being.expression and emotional and physical well-being.

An important community event -

the Great Forest Run

Striving on the hockey turf – winning is important, but more important is the journey

Children and teachers learn together – we are all life long learners

ICT - integrated naturally into the teaching and learning process

Coley KidsColey Kids

Two major concepts govern every-thing we Two major concepts govern every-thing we do at Coley Street School: -do at Coley Street School: - As a member of the Coley Street Learning As a member of the Coley Street Learning

Community Community I have an obligation to learnI have an obligation to learn;;

As a member of the Coley Street Learning As a member of the Coley Street Learning Community Community I have an obligation to help I have an obligation to help other people learn.other people learn.

At the heart of a At the heart of a Coley KidColey Kid is a is a thinking thinking personperson, who , who strivesstrives,, who is who is caringcaring,, and and who is who is proudproud..

Over time we have developed a set of Over time we have developed a set of attitudesattitudes, , values, attributesvalues, attributes, and , and skillsskills for lifefor life that we consider to be a core that we consider to be a core requirement for our children – requirement for our children –

that is, those we hope our that is, those we hope our children (children (Coley Coley KidsKids) possess when they leave Coley ) possess when they leave Coley Street School at the end of year 8.Street School at the end of year 8.

These are represented in the Coley Street These are represented in the Coley Street

School School Learning Community ModelLearning Community Model..

Learning Community ModelLearning Community Model

ThinkingThinkingAt the At the heart of a Coley Kidheart of a Coley Kid is a person who demonstrates is a person who demonstrates thinkingthinking by: by:

Demonstrating persistence in their thinking;Demonstrating persistence in their thinking;

Being critical, creative, and innovative thinkers;Being critical, creative, and innovative thinkers;

Using models, maps, and tools to demonstrate their thinking;Using models, maps, and tools to demonstrate their thinking;

Evaluating, challenging, and extending their thoughts;Evaluating, challenging, and extending their thoughts;

Being able to problem solve, draw on personal experience, and make links in their Being able to problem solve, draw on personal experience, and make links in their thinking;thinking;

Reflecting on their own learning;Reflecting on their own learning;

Asking questions and challenge ideas.Asking questions and challenge ideas.

Thinking Managing Self Relating to Others Participating and Contributing Thinking Managing Self Relating to Others Participating and Contributing Using language, symbols, and texts.Using language, symbols, and texts.

Six Hats Visual Mapping Solo Taxonomy Six Hats Visual Mapping Solo Taxonomy Graphic Oganisers Questioning TaxonomyGraphic Oganisers Questioning Taxonomy

StrivingStriving

At the At the heart of a Coley Kidheart of a Coley Kid is a person who demonstrates is a person who demonstrates strivingstriving by: by:

Demonstrating a ‘have a go’ attitude;Demonstrating a ‘have a go’ attitude;

Accepting new challenges and persists to meet these challenges;Accepting new challenges and persists to meet these challenges;

Being confident and positive in their learning, set personal goals, plan their actions, and reflect Being confident and positive in their learning, set personal goals, plan their actions, and reflect upon their success and on how they would improve their performance next time;upon their success and on how they would improve their performance next time;

Being, resilient, self -motivated and responsible for themselves and their actions – (managing Being, resilient, self -motivated and responsible for themselves and their actions – (managing self);self);

Being able to interpret and use words, numbers and images;Being able to interpret and use words, numbers and images;

Using ICT to access and communicate information and ideas.Using ICT to access and communicate information and ideas.

Thinking Thinking Managing Self Managing Self Participating and Participating and Contributing Contributing

Using language symbols and texts Using language symbols and texts Relating to OthersRelating to Others

Achiever Confident Risk Taker Determined Courageous Persistent Goal Achiever Confident Risk Taker Determined Courageous Persistent Goal setter Purposeful Committed Curious Excellence Innovative Inquiring setter Purposeful Committed Curious Excellence Innovative Inquiring Participate Participate

CaringCaringAt the At the heart of a Coley Kidheart of a Coley Kid is a person who demonstrates is a person who demonstrates caring caring by:by:

Being friendly, supportive and compassionate;Being friendly, supportive and compassionate;

Celebrating diversity, being tolerant and considerate of others, and having a Celebrating diversity, being tolerant and considerate of others, and having a sense of community;sense of community;

Demonstrating respect for themselves, others, property and the Demonstrating respect for themselves, others, property and the environment;environment;

Being able to respond appropriately when working in a group.Being able to respond appropriately when working in a group.

Relating to others Relating to others Participating and ContributingParticipating and Contributing

Friendly Supportive Compassionate Tolerant Considerate Loyal Friendly Supportive Compassionate Tolerant Considerate Loyal Respectful Polite Celebrate Diversity Sense of CommunityRespectful Polite Celebrate Diversity Sense of CommunityEcological sustainabilityEcological sustainability

PridePrideAt the At the heart of a Coley Kidheart of a Coley Kid is a person who demonstrates being is a person who demonstrates being proud proud by:by:

Being an active member of local, national and global communities;Being an active member of local, national and global communities;

Celebrating the successes of themselves and others;Celebrating the successes of themselves and others;

Demonstrating knowledge of themselves and knowing how they fit in their Demonstrating knowledge of themselves and knowing how they fit in their learning community;learning community;

Being a honest, trustworthy, and responsible member of our community.Being a honest, trustworthy, and responsible member of our community.

Relating to others Relating to others Caring Caring Thinking Thinking Managing Self Managing Self Participating and contributing Participating and contributing Using language, symbols, and Using language, symbols, and

textstexts

Honesty Trustworthy Truthful Honorable Self disciplined Responsible Honesty Trustworthy Truthful Honorable Self disciplined Responsible

Reliable Proud IntegrityReliable Proud Integrity

Inquiry Learning ModelInquiry Learning Model

Categories of Inquiry InvestigationCategories of Inquiry Investigation

DirectedDirected

GuidedGuided

PurePure

In In directeddirected and and guidedguided inquiry, the big idea inquiry, the big idea

focus is negotiated with the whole class;focus is negotiated with the whole class;

In In pure inquirypure inquiry, children join together with a , children join together with a

shared interest in a big idea, in groups of 2-3. shared interest in a big idea, in groups of 2-3.

Coley Street School Inquiry Learning Coley Street School Inquiry Learning

Stages:Stages:

Stage 1Stage 1: Big Idea: Big Idea Stage 2:Stage 2: Ignite Ignite Stage 3:Stage 3: Question Question Stage 4:Stage 4: Consider Consider Stage 5:Stage 5: Discover Discover Stage 6:Stage 6: Communicate Communicate Stage 7Stage 7: Act: Act Stage 8:Stage 8: Assess Assess

Stage OneStage One

The Big IdeaThe Big Idea

This is the broad concept/big This is the broad concept/big idea/umbrella that will start the idea/umbrella that will start the students thinking. It provides direction students thinking. It provides direction and a wide focus;and a wide focus;

It provides the context for new It provides the context for new learning.learning.

Stage Two Stage Two

IgniteIgnite

This is where we create interest in the big This is where we create interest in the big idea and engender a sense of curiosity;idea and engender a sense of curiosity;

To establish prior knowledge on which to To establish prior knowledge on which to base the main inquiry questions at the next base the main inquiry questions at the next stage.stage.

Stages of IgniteStages of Ignite Ignite/Wonderings, Knowledge Ignite/Wonderings, Knowledge

Attack/WonderingsAttack/Wonderings

Stage ThreeStage Three

Question/TaskQuestion/Task

Purpose:Purpose: To provide a clear direction for the To provide a clear direction for the

inquiry.inquiry.

Stages of Question/Task:Stages of Question/Task: A: Creating the essential question or task;A: Creating the essential question or task; B: Creating the subsidiary questions;B: Creating the subsidiary questions; C: Hypothesis.C: Hypothesis.

Stage FourStage Four

ConsiderConsider

A) Sharing the Assessment criteriaA) Sharing the Assessment criteria

B) Looking at and discussing success B) Looking at and discussing success criteria for key competenciescriteria for key competencies

Stage FiveStage Five

DiscoverDiscover ““Answering the subsidiary questions”;Answering the subsidiary questions”;

Locating, sorting, sifting and recording information;Locating, sorting, sifting and recording information;

Getting more information.Getting more information.

Stages of Discover:Stages of Discover: A: Developing a research plan;A: Developing a research plan;

B: Gathering, B: Gathering, sorting, sifting, synthesizing, and recordingsorting, sifting, synthesizing, and recording information;information;

C: Drawing C: Drawing conclusions and making justificationsconclusions and making justifications – – (Students present their draft statements and justifications (Students present their draft statements and justifications to their peers);to their peers);

D: D: Critical thinkingCritical thinking..

Stage SixStage Six

CommunicateCommunicate

Presenting our answers to the Essential Presenting our answers to the Essential Question to an audience.Question to an audience.

After the critical thinking stage, the After the critical thinking stage, the students should:students should:

A: Plan their presentation.A: Plan their presentation.

B: Present to an audienceB: Present to an audience

Stage Seven Stage Seven

ActAct

Plan and ActPlan and Act Taking action, to improve the lives of others in our Taking action, to improve the lives of others in our

world, improving the world, or sharing information.world, improving the world, or sharing information.

A: Plan of actionA: Plan of action

B: Take ActionB: Take Action This is where students have an opportunity to This is where students have an opportunity to

apply their knowledge in an authentic context.apply their knowledge in an authentic context. Undertake the action you have planned. This may Undertake the action you have planned. This may

be done immediately or undertaken at a later date be done immediately or undertaken at a later date (whichever is most appropriate). Taking action (whichever is most appropriate). Taking action may continue over a period of time.may continue over a period of time.

ShanaeShanae Inquiry_0002.wmv Inquiry_0002.wmv

Stage EightStage Eight

Assess - Reflection and AssessmentAssess - Reflection and Assessment

Possible Student AssessmentPossible Student Assessment

Have you improved your inquiry skills?Have you improved your inquiry skills? Discuss with your peers where they think you sit Discuss with your peers where they think you sit

on the inquiry rubric.on the inquiry rubric. Assess and share with your teacher where you Assess and share with your teacher where you

now sit on the inquiry rubric.now sit on the inquiry rubric. Students evaluate their effectiveness in solving Students evaluate their effectiveness in solving

their questions. their questions. Students evaluate their inquiry skills against the Students evaluate their inquiry skills against the

Coley Street School Inquiry Rubric.Coley Street School Inquiry Rubric. Students evaluate the depth of their knowledge Students evaluate the depth of their knowledge

through their new learning.through their new learning.

Possible skills and processes:Possible skills and processes:

Self assessmentSelf assessment Peer assessmentPeer assessment Conferencing skillsConferencing skills Key CompetenciesKey Competencies

Teacher Assessment:Teacher Assessment:

Skills, attitudes and processesSkills, attitudes and processes Anecdotal observationsAnecdotal observations Learning storiesLearning storiesPuppets with all Puppets with all words.wmvwords.wmv

Tool BoxTool Box

RED HAT:RED HAT: All about All about feelingsfeelings

Ask the students to describe how they feel Ask the students to describe how they feel about somethingabout something

YELLOW YELLOW HAT:HAT:

All about All about strengthsstrengths

Ask students to consider what are the good Ask students to consider what are the good points about something.points about something.

BLACKBLACK

HAT:HAT:

All about All about weaknessesweaknesses

Ask students to identify what the problems or Ask students to identify what the problems or difficulties may bedifficulties may be

GREENGREEN

HAT:HAT:

All about new All about new ideasideas

What new ideas are possible? What can this What new ideas are possible? What can this lead to?lead to?

WHITEWHITE

HAT:HAT:

All about All about informationinformation

Ask students what they know to be true about Ask students what they know to be true about something. What are the facts?something. What are the facts?

BLUEBLUE

HAT:HAT:

All about All about thinkingthinking

Thinking about our thinking. Used to define Thinking about our thinking. Used to define the focus and purpose of the task (What are the focus and purpose of the task (What are we going to do now?) or to put forward an we going to do now?) or to put forward an agenda of steps (What do we need to do first? agenda of steps (What do we need to do first? Then what?)Then what?)

Assessment of:

Assessment as:

Assessment for:

The knowledge (Fogarty’s, Peer assessment, Self assessment, Portfolios Inquiry Rubric, Learning Stories)

The process Skills (Inquiry Rubric, Individual conferences, Observations, Self assessment, Goal Setting)

From/during the process (Coley Hearts/Key Competencies) (Self assessment, Individual conferences, Portfolios, Goal Setting).

The Coley Street School Assessment Model of Inquiry Learning.

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The Coley Street School Assessment Rubric has been developed in order for students and teachers to assess student’s skills and understandings from/during the inquiry learning process. The following are the key areas:

Questioning Planning Gathering Sorting Evaluating Understanding All areas of the rubric are focused on for assessment, during each inquiry. However, the question rubric is used for self, peer and anecdotal teacher assessment and as a teaching tool to improve the quality of student’s questions. Assessment data for the question rubric is not passed on as students will move backwards and forwards across the rubric in order to ask appropriate questions. Where the students fit within the rubric is made known through feedback and feedforward and students are helped to move onto the next stage of their development. This allows a learning culture to develop in the school as the students use the rubric to set goals in their learning. For each of the three levels of assessment, methods to assess by may be selected from the above suggestions.

Coley Story2.wmvColey Story2.wmv