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Illawarra Primary School
2015 Strategic and
Operational Plan
School Profile
Illawarra Primary School is located 27 kilometres north of Perth in the attractive suburb of Ballajura. It opened in 1981, being the first
school in the locality; it has well established grounds with excellent facilities, resources and with spare rooms for teachers to utilise.
It is a level five school, catering for Years K to 6, with an enrolment of less than 360. It attracts 50% of its children from outside its
enrolment boundary. The school has twenty nine nationalities, 20% of the children being of Languages Other Than English backgrounds
and with a 7% Aboriginal population.
Illawarra has an excellent reputation for academic rigour, caring behaviour and excels in Performing Arts and Sport, both complemented
by specialist teachers. The school has its own stage with professional lighting and sound system. Information Technology is a focus with
―interactive white boards‖ and the internet, networked into all rooms.
The school experiences a low turnover of staff and prides itself on its customer focus and friendly supportive ethos. It is acknowledged for
the excellent behaviour of its children.
In 2015 the school will operate for the first time as an Independent Public School.
Our Purpose
Illawarra Primary School aims to offer a pleasant and safe learning environment in which students will be able to fulfil their potential in all
areas – academic, social, physical and creative; and achieve a sense of purpose and self worth in a changing society .
Our Ethos
Students, staff and parents are treated with dignity and respect. Parents are encouraged to communicate with the school and will find
that staff respond positively to their ideas and concerns.
Our Values

Self acceptance and respect of self

Respect and concern for others and their rights

Social and civic responsibility

Environmental responsibility
Our Beliefs

We are committed to providing all students with a quality education.

Students are treated as individuals with unique personalities and differing learning styles.

Students are supported both academically and socially.

Teachers set high expectations and acknowledge each student’s best efforts.

Students and parents receive relevant, consistent, quality information on student progress and are consulted about codes of
behaviour.
Whole School Instructional Practices that underpin all Learning

Directed explicit teaching that uses well-designed lessons which motivate, engage and challenge students.

The strategy of John Fleming ―I Do, We Do, You Do‖ is to be used by all teachers. All classes will do 15 minutes of ―drilling‖ first up at
8:45.

Teachers provide effective feedback to students and monitor progress of students ―Where are my students going?‖

All students should understand the goals of the classroom and be able to verbalise them.

Ensure that teachers are exposed to best practice instructional practices being demonstrated by fellow staff at Illawarra Primary
School.
School Priorities Timeframe
2012
2013
2014
2015
Whole School Literacy
Whole School Literacy
Literacy Block
Literacy Block
Whole School Literacy
Writing
Literacy Block
Whole School Literacy
Writing
Literacy Block
Explicit instruction
Student Engagement/Attendance
Student Engagement/Attendance
Student Engagement/Attendance &
Emotional Regulation
Whole school Numeracy
Whole school Numeracy
Whole school Numeracy
Explicit Instruction
History – Australian Curriculum
History – Australian Curriculum
Science – Australian Curriculum
Handwriting and Presentation
Automatic Responses in Maths
Comprehension & Paragraphing
Whole School Numeracy
Science – Australian Curriculum
Alignment with System Planning
Plan for Public Schools 2012-2015
CLASSROOM FIRST STRATEGY
FOCUS 2015—DIRECTIONS FOR SCHOOLS
Priority 1:
Success for all students
We will:

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




Establish better intervention strategies in
the early years of school.
Raise standards of literacy and numeracy.
Ensure all students attend school regularly.
Support innovative strategies to close the
educational achievement gap between
Aboriginal students and their non-Aboriginal
peers.
Lift the levels of achievements of students
with disabilities and those from
disadvantaged backgrounds.
Implement the Australian Curriculum from
Kindergarten to Year 6.
Raise the proportion of students achieving
regular (90 percent and more) attendance.
Performance Information


Percentages of students in Years 3 and 5 at
or above national minimum standards in
NAPLAN reading, writing and numeracy
Mean scaled scores of students in Years 3
and 5 NAPLAN reading, writing and
numeracy.
Success for all students
Success for all students

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

Achievement for all students.
Monitor standards.
Assist teachers so all SAER children
achieve their potential.
Academic, social and personal
competency for all.
A case management approach to nonachieving students.
Personalise learning
Progressing Classroom First



High expectations about achievement
and behaviour.
Raise profile of NAPLAN—analyse and
use.
Support early years with expectations
and pedagogies.
Focus age-appropriate instruction for students
on phonemic awareness, phonics, fluency,
vocabulary and comprehension.
 Plan to increase emphasis on STEM (science,
technology, engineering, mathematics)
education, particularly in the early years of
school and for Aboriginal students.
 Teach, assess and report on year-level specific
phase one Australian Curriculum content.
 Develop intervention and support programs for
students, particularly Aboriginal students,
anticipated to struggle to meet OLNA standards.
 Plan and implement adjustments to teaching
programs for students specifically identified for
additional funding in the student-centred
funding model.
Improve student engagement, behaviour and
attendance

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

Work with school communities to promote the
safe use of social media by students.
Implement strategies to develop emotional
regulation skills in young children.
Improve planning and communication for
students in care of the Department for Child
Protection and Family Support.
Focus on positive engagement as a prevention
strategy for poor student attendance.
Plan for Public Schools 2012-2015
CLASSROOM FIRST STRATEGY
FOCUS 2015—DIRECTIONS FOR SCHOOLS
Priority 2:
Distinctive Schools
We will:




Continue to provide opportunities for schools
to become Independent Public Schools.
Delegate appropriate authority to principals.
Encourage diversity within the system to
offer greater choice to parents and students.
Encourage groups of schools to work
together to improve student access to high
quality educational programs.
Performance Information:



Extent to which available flexibilities are
taken up by schools.
Extent to which greater authority is
delegated to principals.
Extent to which parents, students and staff
are satisfied with their schools.


Independent Public School status achieved for
2015.
Re profile so LOTE is not taught.
Plan for Public Schools 2012-2015
CLASSROOM FIRST STRATEGY
FOCUS 2015—DIRECTIONS FOR SCHOOLS
Priority 3:
High quality teaching and
leadership
We will:




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Attract, retain and develop high quality
teachers.
Provide all staff with access to high quality
professional learning opportunities.
Support high quality, innovative teaching
assessment and reporting practice among
teachers.
Provide principals with greater authority to
develop staffing profiles and select and
appoint staff.
Build a culture of high expectations and high
performance.
Performance Information:


Extent of professional development
undertaken by principals and teaching staff.
Extent to which schools are staffed with
appropriately skilled teaching staff.
A classroom orientation: sound teaching Demonstrate high quality teaching and
leadership
 Back to core business of teaching.
 Reduce excessive assessment.
 Increase teacher peer review and classroom
 Spell out what we want our teachers to
observation as improvement tools.
do.
 Develop whole-school approaches to improve
teacher quality using the Australian Professional
Progressing Classroom First
Standards for Teachers as the basis.


Rigorous periodic external reviews.
Reduce compliance demands.
The early years of schooling initiative



Raise the expectations of what students
can achieve in their first years of
schooling.
The need for intentional teaching.
The initiative will be implemented fully.
Plan for Public Schools 2012-2015
CLASSROOM FIRST STRATEGY
FOCUS 2015—DIRECTIONS FOR SCHOOLS
Priority 4:
A capable and responsive organisation
We will:



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Provide greater equity, transparency and
flexibility in school resourcing.
Improve budget performance and efficiency.
Ensure rigorous and transparent
accountability practices at classroom, school
and system levels.
Foster innovative governance and
educational practices, systems and
initiatives.
Deliver strategic infrastructure and
information and communication technology
to provide students with contemporary
learning environments.
Practical support: make it possible
A capable and responsive organisation

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Practical support for teachers as the
main player in the system.
Provision of flexible support resources.
Important role for support staff
Use Collaborative meeting via DOTT
time. At least 2 per term.
Increase use of technology
Network structure for schools
PROGRESSING CLASSROOM FIRST
Context Specific—distinctive schools
Performance Information:
Greater flexibility and control over their
own affairs.
 Flexibility in School Support Programs
Resource Allocation.
Meaningful Accountability


Extent to which schools comply with audit
standards.

School self-assessment to improve in
quality and rigour.
 Independent ―external review‖
 System gathered performance
information.
Public Confidence

Communication and marketing support.
The early years of schooling initiative


Use the Network of schools as a source
of support for teachers.
Greater attention given to the training
and development of support staff.




Manage within one line budgets, including
workforce and cash requirements.
Ensure required National School Opinion
Surveys for parents, students and staff are
undertaken to drive improvement and report
results.
Ensure compliance with the new School
Resource Agreement and revised annual School
Report requirements.
Deliver agreed specified outcomes for targeted
initiatives.
Ensure leave entitlements of staff are cleared
within the prescribed timeframes.
2015 Operational Plan for
Whole of School Literacy
Funding Source School Grant
Other
$9 400
Sch. Salary
Total
$54 000
$63 400
IMPROVEMENT TARGETS 2015
KEY AGREED STRATEGIES
Phonics & Spelling
Students will
 Recall the phonics sounds for
their year level, and previous
years.
 All students recognise phonics
sounds for year level. (>95%+)
 Explicitly teach phonics programs in each
classroom.
 Phonemic awareness program will be used in
early childhood.
 Clarify content through use of Literacy
Overviews which all staff follow.
 Each year levels phonics on school website
– inform parents about how they can assist
Students.
 Score at an age appropriate level
 Explicit content for each year level – phonon standardised tests i.e. Spelling
ics, high frequency lists – Literacy OverTest & NAPLAN.
views.
 Reduce % of students below CA in  Class and school intervention for students
spelling from the Spelling to 20%
falling behind. (IEP‘S)
in 2015.
Reading
 Timed High Frequency Word Recognition in
 Increase % of students reading at
Year 1, 2, 3.
an age appropriate level
 Intervention plan for students failing to
 Increase % of students reading
make expected progress.
fluently, within these guidelines
 Annual classroom assessments on fluency,
WPCM (50th percentile and above)
results collated.
Year 1
50-75
Year 2
90-120
Year3
110-135
Year 4
115-145
Year 5
125-165
Year 6
177
TEAM:
Wendy Briggs (Director)
Vicki Lamond, Lynn Wells,
 Repeated reading groups established. All
children in years 1 and 2 are to participate
with Ed Assistants running.
RESOURCES
 Phonics charts in classrooms.
 Flashcards and test sheets as per
Literacy Overviews on shared
drive.
 Spelling text on booklists used.
 Phonics resources for each class.
 Training staff to use running records.
MONITORING & ASSESSMENT
 End of Year tests in Phonics to be continued.
 Intervention plan for students failing
to make expected progress.
 Non word reading tests as an additional
tool.
 On Line Entry Screening done in term
one for D of E. 4 days of (1346)
=$2200
 NAPLAN Spelling & Writing results
used for diagnosis.
 PM Benchmarks classroom records collated and tracked over time.
 Word recognition results collated and
tracked for at risk students.
 PM Benchmarks Kits
 Timers for each class.
 Fluency monitoring – annual assess Repeated Reading Kit.
ments recorded on spreadsheet and
 Develop First Steps Reading Strattracked over time.
egies file for teachers.
TEAM:
2015 Operational Plan for
Whole of School Literacy
Funding Source
School Grant
IMPROVEMENT TARGETS 2015
Phonemic Awareness
Aiming for 100% mastery by Term 4 of that
year
Kindy - Phonological Awareness
Components
Syllables mastery
Rhyming mastery
Pre-Primary - Phonemic Awareness
Initial Phoneme Awareness mastery
Vocalise Initial Phoneme mastery
Blending Onset & rime mastery
Blending 3 phonemes mastery
Segmenting 3 phoneme words mastery
If all of the above skills are achieved.
Mastery of at least 12 single sounds with rapid
recall, not letter/name confusion.
Year 1—Reading & Spelling skills
Single sound mastery, with speed
and no letter/sound confusions
Year 1 phonics mastery
Blend to CVCC level correctly
Segment to CCVC level correctly
Spell to CVC with Yr 1 phonics ( > 20/30)
Reading words in isolation mastery
(>25/35)
Grammar& Punctuation
P&C
Other
KEY AGREED STRATEGIES
 Early Intervention Screening program
adopted in K and PP. On line Entry test for
Pre-Primary.
 Small group targeted teaching sessions in
Term 4 to address areas of need in identified students.
 Phonemic Awareness explicitly taught and
assessed in classrooms, content from Literacy Overviews.
 Continuation of a two hour Literacy Block
throughout the school.
 Clarify teaching content through use of
Literacy Overviews that are aligned to the
Australian Curriculum.
 Phonemic awareness training for classroom
teachers and education assistants in early
childhood. Link this to performance management.
 Grammar and punctuation explicitly taught
and monitored
Students will be taught the rules of gram Intervention plan for students identified as
mar and punctuation and use these in
at risk.
writing
 The Oxford Grammar, Australian Curriculum
Edition is on the year 1-6 booklist and must
be explicitly taught.
Total
RESOURCES
MONITORING & ASSESSMENT
 Diana Rigg assessment materials – Pre
-Literacy Screen and Early Literacy
Screen.
 Phonemic resources, assessments already within the school collated –
located centrally for ease of use.
 Purchase of additional phonemic
awareness resources .
 Digital resources will be placed into a
newly created folder and updated on
S Drive.
 Literacy Overviews produced by Illawarra for each year level
 Department of Education resources.
 Pre-Literacy Screen and Early Literacy
Screen will be administered in Term 4
to all students in K, PP and Year 1. Results analysed by Wendy and passed on
to classroom teachers.
 On entry results for P.P. students. To
be supplied to parents as soon as available.
 Subsequent teacher will get overview of
the skills mastered/not mastered at the
start of the next school year.
 Classroom records to reflect teaching
and learning.
 Intensive monitoring throughout the
year of students identified as at risk in
Early Intervention Screening.
 Intervention plan for students failing to
make expected progress.
 Training sessions for Education Assistants in how to assess students‘ phonemic awareness. (Wendy)
 End of Year Phonics assessment passed
onto next teacher.
 PowerPoints of phonics produced for
each year level– used regularly to
practice.
 Scripts for drilling developed for all
years. Time to be given at SDD and
staff meetings.
 Grammar conventions section Literacy
Overviews
 NAPLAN online practice tasks
 Punctuation checklists, developed at
Illawarra
 Departmental programs promoted
 Grammar texts in Library & Teacher
Resources
 ICAS testing English yrs 2—6 $2000
 Classroom records.
 Data from NAPLAN to inform teaching
direction.
TEAM:
2015 Operational Plan for
Whole of School Literacy
Funding Source School Grant
IMPROVEMENT TARGETS 2015
NAPLAN TARGETS
In Years 3 & 5
In the Top 20%, Middle 60%, Bottom
20%. We will attempt to increase by
2% the number of students in the Top
20% against all WA State Schools.
Target % are for 2015
Yr 3 Yr 5
Reading 23
16
Writing
21
14
Spelling 40
26
Grammar & Punctuation
36 20
P&C
Sch.Salary
STRATEGIES
Using the John Fleming effective teaching model
―explicit instruction‖ we will:

Set minimum rigorous benchmarks.

Use the ―warmup‖ technique of drilling for fast
paced learning to manage the core curriculum. All
teachers will ―drill‖ for the 8:45 to 9:00 time slot
of the Literacy Block. This is for revision and reinforcement.

Be skilled based

Focus on phonemic awareness, phonics, spelling,
punctuation/sentence structure and grammar.

Emphasis is on time on task

Students should be aware of working noise, listening skills and focused on learning.

Teachers need to be using explicit instruction.

Formalise “warm up” procedures and scripts.

Introduce “plough backs” into lessons.
Total
RESOURCES
The Effective Teaching
Model by John Fleming is
well embedded at Ballajura Primary School and
we intend to take all
staff to see it in action
for a full day.
MONITORING & ASSESSMENT
TEAM:
2015 Operational Plan for
A Literacy Block
Funding Source School Grant
IMPROVEMENT TARGETS 2015
 Every class will implement an
―Integrated Literacy Block‖ that is
uninterrupted for the first 2 hours
of the day.
 Every student will be engaged with
all areas of literacy learning and
teaching on a daily basis over an extended period of uninterrupted time.
Every student will participate in daily
drilling of sight words to assist in
transferring information from short
to long term memory
P&C
Sch.Salary
STRATEGIES
Integrated Literacy Block Framework
Total
RESOURCES
Early Years Learning
Framework
1. INTRODUCTORY WHOLE CLASS SESSION (15mins)
K-10 Syllabus
This introductory session is for EXPLICIT WHOLE
Teaching staff to attend
CLASS instruction by the teacher. The common theme
PD on Explicit Teaching
across this session is: I DO, WE DO, YOU DO. (as per
Scope & Sequence Docs
John Fleming Explicit Teaching Model)
Big books
Includes warm up session for daily drilling of sight words
Levelled texts
Introductory big book session : Modelled/Shared /
High Frequency words
Guided Reading
PowerPoint for each year
 Teacher models/guides the reading session
level.
 Children read aloud, respond, answer questions
 Shared reading time
Literacy Overviews on S:
 Discussion activity
Drive
2. WORD LEVEL FOCUS (15 mins)
** The teacher introduces the word level concepts,
skills, strategies to be the focus of the next session.
 The daily integrated literacy block
session is designed around an agreed
Word Level focus:
instructional framework of 90
Phonemic awareness, phonics, key sight words, vocabulary
minutes.
word study
 Teacher explicitly teaches the word level concept/
 The final 30 minutes of the 2 hour
skills
block will be used teaching from the

Teacher orally models/thinks out loud/practices with
schools‘ spelling or grammar book.
children.
 Children orally interact/practice/discuss
 Teacher models the task to be completed
 Children practice/complete tasks
MONITORING & ASSESSMENT
ICT skill in integrated activities
PM Benchmarks Kit to determine
student reading levels.
 Early Intervention Literacy
Screening Phonemic awareness,
Phonics and sight words as
prescribed for each year level in
Literacy Overviews—Assessments
for all facets
Literacy Net
Classroom records of skills
ESL progress Maps
#Note: Continue training sessions
for Teachers & Education Assistants
in how to do running records and using the PM Benchmarks Kit.
TEAM:
2015 Operational Plan for
A Literacy Block
Funding Source School Grant
IMPROVEMENT TARGETS 2015
READING
 Target identified students
(NAPLAN & School Data)
 Develop fluency database of school.
 Track ‗at risk‘ students & intervene
to ensure progress of at least 12
months per year.
WRITING
 Target identified students
(NAPLAN & School Data)
 Use ―Seven Steps to Writing Success‖
SPELLING
 Use ―Single Word Spelling Test‖ to
track children‘s progress.
 Test words from Literacy
Overviews.
 Target identified students.
PHONICS
 Students in each year level to
demonstrate mastery of phonics in
Literacy Overview.
PHONEMIC AWARENESS
 K, PP & Yr 1 mastery of skills in
Literacy Overview.
P&C
Other
STRATEGIES
Integrated Literacy Block Framework
2. GROUP ACTIVITIES (SAME ACTIVITY) (30mins)
Small group reading/writing activities designed to
practice, enrich, extend literacy skills and strategy focus areas.
* Combining word, sentences and whole text focus.
* Combining integrated reading, writing,
viewing, listening and speaking activities
Possible reading group activities
* Teacher read aloud
* Big Book
* Shared, guided reading
* Four roles of the reader
* Reciprocal reading activities
* Comprehension (Q&A tasks)
* Vocabulary development/extension tasks
Possible writing group activities
* Language experience writing
* Shared writing
* Guided writing
* Interactive writing
* ―Writing Process‖ activities (i.e. plan, draft, write,
edit, publish
Total
RESOURCES
MONITORING & ASSESSMENT
Reciprocal reading
resources
Cooperative reading
resources
Class organisational
charts
Literacy Centre resources
Numerous resources
available
 Classroom assessments based on
skills being taught.
 Reading/writing assessments
 Reading support programmes—
Repeated reading
 Diagnostic assistance available Wendy
First Steps Reading
Strategies resources
First Steps Writing
Strategies resources
Develop a whole school profile of fluency by testing at risk and every 5th
student.
Reading fluency assessment orally.
Reading levels—PM Benchmarks
NAPLAN
ICAS testing
Comprehension assessments
TEAM:
2015 Operational Plan for
A Literacy Block
Funding Source School Grant
IMPROVEMENT TARGETS 2015
P&C
Other
STRATEGIES
Total
RESOURCES
MONITORING & ASSESSMENT
Numerous resources
Reading fluency and comprehension
and expression assessments.
Integrated Literacy Block Framework
Possible oral language group activities
* Read aloud
* Drama
* Readers theatre
* Discussion activities
* Presentations
* News— Retells
Lit Net Oral Language
Assembly and presentation night
feedback.
Possible oral research project activities
* Group projects
* Individual projects
 Classroom assessments of skills
being developed.
 Standardised tests
 NAPLAN
 ICAS English
 Literacy Net
 Reading fluency assessments
4. INDIVIDUAL ACTIVITIES (20mins)
Ensure children have daily opportunities to learn, practice, apply and transfer the key literacy skills and
strategies. The session allows children time to learn.
The session provides teachers with the opportunity to
re-teach or extend children.
Possible individual activities
* Individual oral/silent reading practice
* Individual writing activities
* Word study/vocabulary activities
* Reading to teacher/parent helper
* Learning centre activities
* Spelling journals
* Extension/enrichment
 Learning Centre
activities file on S:
drive.
TEAM:
2015 Operational Plan for
A Literacy Block
Funding Source School Grant
IMPROVEMENT TARGETS 2015
P&C
Other
STRATEGIES
Total
RESOURCES
MONITORING & ASSESSMENT
Spelling / Grammar
 Texts on booklist
 Diagnostic information
 Phonics results from
previous year
 First Steps
 Refer to Dianna Rigg
Spelling / Grammar Sessions
 NAPLAN
 ICAS—English
 Classroom records
 Phonics results
 Single Word Spelling Test.
Integrated Literacy Block Framework
5. WHOLE CLASS CLOSURE SESSION (10mins)
The purpose is to clarify confusions/misconceptions.
Assess, monitor and record key achievements.
Provide feedback on the outcomes.
Possible concluding whole activities
* Teacher led review of the focus skills
* Reward, praise, encourage successes
* Plan the next day activities
* Practice activities for children to complete at home
* Problem solve any question, issues
* Refection time, what went well
* Whole class work/behaviours
Spelling (30 minutes)
Most teachers do spelling at the start of each session.

Spelling rules.

Syllables

Key sight words.

Phonemic awareness.

Dictionary work

Alphabetic ordering.

Metacognitive thinking in spelling.
Melinda Bowman, Vicki Lamond,
Wendy Briggs, Renae Hough
2015 Operational Plan for Writing
Narrative and Persuasive Text Writing
Funding Source School Grant
Other
TARGETS 2015
Kindergarten
Exposed to simple sentences and orally
developing skills.
K-2
Sch. Salary
STRATEGIES
Total
Monitoring and Resources

Students to participate in oral retell of Narratives using picture clues
Recognise that words tell a story

Immerse students with a basic punctuation ie capital letter, full stop and that words
have spaces between them

Recognise that vocab can make a story even more exciting

Review Pie-Corbett programme and implement according to its suitability to ECE
Pre-Primary
Continue to orally develop skills. Able
to write a minimum of 2 simple sentenc- PP - Yr 2
es moving towards a compound sentence. 
The teaching of Narrative and Persuasive Frameworks will be explicitly taught using
the I DO, WE DO, YOU DO approach.
Year 1 - 2

Writing will be supported with drilling/warm ups through scripts and consolidation of
Persuasive writing:
language conventions ie Focus on editing sentences with errors in them, identify parts of

By the end of the Year 1 the
speech in sentences, talk through punctuation in a given sentence, synonyms/antonyms
students will be able to write an

“First copy, last copy” - Kids are to become familiar with the phrase (meaning that
introduction and 1 reason = 2 partheir first copy of their work should be presented neatly and with care as there will
agraphs
only be one copy).

By the end of the Year 2 the

Continue to teach conventions of Grammar/Punctuation appropriate to year levstudents will be able to write an
elS:\Staff Resources\ENGLISH\Literacy\Grammar\Amended - Grammar & Punctuintroduction, 2 reasons and a
ation K- 6.doc
basic conclusion = 4 paragraphs

10 minute timed writing: 2 sessions per week (PP excluded)

There should be a great range of sentence starts including ‗Girl‘s‘ and ‗Boy‘s‘ topics.
Narrative Writing:

Try and target a small group of kids per day to ensure they are being given immedi
By the end of Year 1 write a
ate feedback at least once per week.
sizzling starter to then

If you are unable to give immediate feedback during timed writing, try to write ―see
develop the story I, B, C parts
me‖ on their work if they need corrections explained or give written feedback.

When writing, the children will be familiar with the phrase “Write one word, read it

By the end of Year 2 be able to
back” to ensure that they are writing sentences that make sense.
write an ending with impact.

Give the children a sentence to edit each week (focusing on punctuation, spelling mistakes etc.)

Students encouraged to ―magpie‖ ideas in partners/groups to assist with
development of ideas.
Links to Pie-Corbett programme
Use selected terminology from ‗7 Steps to
Writing:‘
1. Plan For Success
2. Sizzling Starters
3. Endings with Impact
Use Naplan Markers Rubric
Year 1, 2 and NAPLAN KEY : Audience, Text
Structure, Ideas, Characters and Setting/
Persuasive Text, Vocabulary, Cohesion, Paragraphing, Sentence Structure, Spelling, Punctuation
Oxford Grammar
Signposts to Correct Spelling
Classes would be provided with posters
outlining the key parts of each writing
genre.
2015 Operational Plan for Writing
Narrative and Persuasive Text Writing
Funding Source School Grant
IMPROVEMENT TARGETS
Other
K-2
Sch. Salary
Total
STRATEGIES
Monitoring and Resources

Each classroom to have sentence starter
posters for narrative and persuasive writing:

PP/Year 1 Basic

Year2/Year 3 More elaborate
(Teachstarter.com.au and Ashton
Scholastic sentence starters.
1.
2.
Display high quality work samples on windows, in the front office and around the
school. To be showcased by administration.
Teachers to model excellence in writing
When teaching a Genre – teach it using different parts of the text to teach at a
time. E.g Narrative
(I) Introduction - emphasis on Sizzling Starter
(B) Body - Development of Story by the end of Yr 2 know the terms complication,
3.
(C) Conclusion - Endings with Impact


resolution.
End Yr 2
When doing lengthier timed writing (30 /40 minute sessions), have a countdown on the
board. E.g.

10 minutes to complete Introduction

10 minutes to complete argument 1

10 minutes to complete argument 2 (rub these off as you go)

Use moderation during a staff meeting
with reference to SCaSA (draft document)
Each teacher to keep 4 work samples per year
in buff folders:
2 x Narrative
2 x Persuasive
A Narrative for each child to be sent to the
Principal for Monitoring: Term 2 week 10 Term
4 - Week 8
2015 Operational Plan for Writing
Narrative and Persuasive Text Writing
Funding Source
School Grant
Other
IMPROVEMENT TARGETS
STRATEGIES
Year 3
Improve the schools mean scaled score
to the of the states ie 380 - 397


Increase to 21% the number of children
in the top 20% against all state schools
Year 5
Improve the schools mean scaled score
to the of the states ie 418 - 465





Increase to 14% the number of children
in the top 20% against all state schools

Overarching Targets Yrs 3-6

All students can differentiate
between a Narrative and Persuasive
text.


Motivate students to write
Students to confidently write within a
given time limit

Students to write a series of paragraphs that will

Lyn Wells, Gill Lowden, Suzanne
Sarich, Wendy Briggs
3-6
Sch. Salary
All staff were provided with the Year 3 and 5 Student Achievement
Information System (SAIS) - NAPLAN data. Staff to identify areas to be targeted
in 2015.
Teachers to explicitly teach the framework for narrative and persuasive text writing
Develop a bank of high interest topics, specific to each year level, that are suited to
persuasive and narrative writing
Teachers to immerse students in the 7 Steps for Writing success. Explicitly model
each component, providing opportunities to practice each level.
Emphasis is on extensive oral discussion to promote and extend ideas for writing.
Students encouraged to ―magpie‖ ideas in group forums to assist with vocab
development and generate exciting story lines
Writing will be supported with drilling activities with scripts and consolidation of
language conventions. Ie adverbs, adjectives, correct punctuation
Continue to teach Conventions of Grammar/Punctuation appropriate to year level
S:\Staff Resources\ENGLISH\Literacy\Grammar\Amended - Grammar & Punctuation K- 6.doc
Students will participate in timed writing activities
Students will be provided with excellent examples of sentences, paragraphs, narrative
and persuasive texts
Use the TEEL paragraph construction technique: (Introduce at Year 4, reteach 5 /6)
* Topic sentence
* Explanation
* Evidence
* Link
Editing and Proofreading skills to be explicitly taught with students assessing their
completed work. Teachers to provide a standard checklist/proforma for each year
level.
Construct/Deconstruct Narrative and Persuasive texts - You Tube - I Wanna Iguana. Perfect Pet, Hey Ant
Total
Monitoring and Resources
PD re 7 Steps of Writing
1.
Plan For Success
2.
Sizzling Starters
3.
Tightening Tension
4.
Dynamic Dialogue
5.
Show, Don‘t Tell
6.
Ban the Boring
7.
Endings with Impact
Use NAPLAN markers rubric
Oxford Grammar Workbook
Signposts to Correct Spelling
Provide high interest topics to stimulate boys
imaginations. For example; Minecraft, Footbally, Soccer, Skateparks, Urban art, Army,
Airforce, navy, superheros, sci-fi etc.
Collaborative meetings for design of
standardized checklists and scaffolds
Persuasive Writing Rubric
TEEL Paragraph Writing
Each teacher to keep 4 work samples per
year in Buff Folders: 2 x Narrative
2x Persuasive
(Years 3, 4, 5, 6 to be done under NAPLAN
conditions
A Narrative for each child sent to Principal
for monitoring - Term 2 - Week 10
Term 4 - week 8
Moderation using SCaSA (Draft)
TEAM:
2015 Operational Plan for Mathematics
Funding Source School Grant
P&C
Sherridan Byrne, Lyn Wells,
Trish Latter, Gil Lowden
Sch.Salary
Total
$7 400
IMPROVEMENT TARGETS 2015
 Each child will improve their results in
Mathematics, with emphasis on Number
and Arithmetic, Measure and Units.

NAPLAN TARGETS
Year 3: Maintain the schools mean scaled
score above that of the state (404 to
states 392)
Year 5: Improve the schools mean scaled
score to that of the state 468 to states
480)
Yr 3 Improve the % of children in the
top 20% against the state from 24% to
26%.
Yr 5 Improve the % of children in the
top 20% of state from 18% to 20%
 ICAS TARGETS Yrs. 2,3, 4, 5 & 6
Decrease the average score difference
between the school and Australian scores
in Number & Measurement
$7 400
STRATEGIES
RESOURCES
MONITORING & ASSESSMENT
 Teachers to explicitly teach patterning, particularly in
the first two years of schooling. Middle and Senior Pre–
Algebra activities. (Richard Korborsky‘s notes)
 Teachers to allocate one Maths Session per fortnight to
the teaching of Problem Solving strategies. When the
Library is available, use for maths games.
 Continue to identify the problem solving strategies that
will assist in addressing the identified areas for improvement in Number and Algebra, Statistics and Probability. Use doubles, near doubles, bridging to 10, doubling/halving and counting on.
 Teachers to teach Measurement language and provide
hands on activities with an emphasis on length, mass,
capacity and volume.
 Teachers to teach regular and irregular 2D shapes
 Continue drilling times tables and introduce Mathematical vocab according to year level.
 Teachers to moderate once per semester to compare
student progress (same assessment across year level)
Pre Primary classes 18 is
NAPLAN assessment years 3 & 5
trailling the ―Imaths‖ pro- ICAS Testing years 2 to 6
gram for additional work. Stepping Stones end of semester
assessments
Years 1 to 6 are to use
Teacher generated assessment
the ―New Wave Mental
Better ICAS difference of 2014
Maths‖ books. The licence
for Origo ―Stepping
Number & Arithmetic
Stones‖ programme for
School Aust
the white board has been
purchased for use in P to
Yr 2
+0.1
4.9 to 4.8
6.
Yr 3
-1.2
4.9 to 6.1
Yr 4
-1.1
5.0 to
6.1
Yr 5
-2.4
3.7 to
6.1
Yr 6
-1.2
3.8 to
5.0
Measurement & Units
School Aust
Yr 2
+0.3
3.6 to
3.3
Yr 3
-1.5
4.9 to
6.4
Yr 4
-1.5
4.0 to
5.5
Yr 5
-2.9
3.8 to
6.7
Yr 6
-1.1
4.5 to
5.6
2015 Operational Plan for
Science — Australian Curriculum
Funding Source School Grant
IMPROVEMENT TARGETS 2015



All staff have familiarised themselves with the Australian Curriculum in Science by using it in
their classrooms
Teachers will use the scope and
sequence documents for teaching
content and skills at the appropriate level; Foundation to Year 6
The teachers will follow the content strands of;
 Science understanding
 Science as Human Endeavour
 Science Inquiry Skills
P&C
Other
STRATEGIES








Each teacher has had the Curriculum broken down
to their particular year level and given to them in
booklet form.
These booklets are to be used as a programming
tool.
Performance Management discussions will be used
to discuss progress on implementation of the Curriculum
Use of ―Primary Connections‖ by all staff for
implementing Australian Science Curriculum.
Focus strand for 2014 was Chemical Sciences
Staff have decided to concentrate on the ―Chemical
Sciences‖ strand to get themselves familiar with
the curriculum. Primary Connections kits for Chemical Sciences will be purchased for each year level
where kits are available for 2014.
Science committee to update and prepare kits for
use in lessons.
Late in 2014 money was found to purchase all the
further kits so teachers have the full range to
choose from in 2015.
TEAM:
Paul Kelly, Trish Latter,
Gil Lowden
Total
RESOURCES
MONITORING & ASSESSMENT
 Primary Connections Series.
 Year level Achievement standNeed to purchase new Teachards as outlined in the Curricuer manuals.
lum document will form the baStrand; Chemical sciences,
sis for assessment and report1 manual per teacher for 2014.
ing.
Full set manuals by 2015
 Exemplars from ACARA website to be used for assessment.
 Kits: Full set of Chemical Sciences Kits.
 Ongoing purchase of
consumable items.
1
2
3
Earth and Space Kits
Physical Science Kits
Biological Science Kits
AUSTRALIAN SCIENCE CURRICULUM: SCOPE & SEQUENCE—FOUNDATION—YEAR 6
Foundation Year
Living things have basic needs,
including food and water
Living things have a
variety of external features
Chemical
sciences
Objects are made of materials
that have observable properties
Living things live in different
places where their needs are
met
Everyday materials can be
physically changed in a
variety of ways
Earth and
space
sciences
Physical
sciences
Biological
sciences
Year 2
Year 1
Year 3
Year4
Science understanding
Living things grow, change
and have offspring similar to
themselves
Living things can be
grouped on the basis of
observable features and can
be distinguished from non-I
ivi ng things
Living things have life cycles
Different materials can be
combined, including by
mixing, for a pa rticu Ia r
purpose
A change of state between
solid and liquid can be
caused by adding or removing heat
Daily and sea sona I changes in our
Observable changes occur in
environment including the weath- the sky and landscape
er, affect everyday life
Earth's resources, including water, are used in a
variety of ways
The way objects move depends on
a variety of factors, i ncl ud i ng their
size and shape
A push or a pu II affects
how an object moves or
changes shape
Foundation Year
Science as a
Human Endeavour
Nature and
development
of science
Science involves exploring and observing the
world using the senses
Planning and
conducting
Science Inquiry Skills
Processing and
analysing data
and information
I
Year 2
Living things have structural
features and adaptations that
help them to survive in their
environment
The growth and survival of
living things are affected by
the physical conditions of their
environment
Natural and processed materia
Is have a range of physical
properties; these properties can
influence their use
Solids, liquids and gases have
different observable properties
and behave in different ways
Earth's rotation on its axis
causes regular changes,
including night and day
Earth's surface changes over
time as a result of natural processes and human activity
The Earth is part of a system
of planets orbiting around a
star (the sun)
Changes to materials can be
reversible, such as melting,
freezing, evaporating; or irreversible, such as burning and
rusting
Sudden geological changes
or extreme weather conditions can
affect Earth's surface
Heat can be produced in
many ways and can move
from one object to another
Forces can be exerted by one
object on another through
direct contact or from a
distance
Light from a source forms
shadows and can be absorbed, reflected and
refracted
Year 3
Living things, including plants
and anima Is, depend on each
other and the environment to
survive
I
Year 4
Year 5
Electrical circuits provide a
means of transferring and
transforming electricity
Energy from a variety of
sources can be used to
generate electricity
I
Year 6
Science involves asking questions about and
describing changes in, objects and events
Science involves testing predictions by gathering data and using
evidence to develop explanations of events and phenomena
Important contributions to the advancement of science have been
made by people from a range of cultures
People use science in their daily lives, including when
caring for their environment and living things
Science knowledge helps people to understand the effect of
their actions
Respond to questions
about familiar objects and
events
Explore and make observations by using the senses
Respond to and pose questions, and make predictions about
familiar objects and events
With guidance, identify questions in familiar contexts that
can be investigated scientifically and predict what might
happen based on prior knowledge
Scientific understandings, discoveries and inventions are used to solve
problems that directly affect peoples' lives.
Scientific knowledge is used to inform personal and
community decisions
With guidance, pose questions to clarify practical problems or inform a
scientific investigation, and predict what the findings of an i nvesti g ati
on might be
Participate in different types of guided investigations to
explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources
Use informal measurements in the collection and
recording of observations, with the assistance of digital technologies as appropriate
Suggest ways to plan and conduct investigations to find
answers to questions
With guidance, plan appropriate investigation methods to
answer questions or solve problems
Safely use appropriate materials, tools or equipment to make
and record observations, using formal measurements and
digital technologies as appropriate
Decide which variable should be changed and measured in fair tests
and accurately observe, measure and record data, using digital
technologies as appropriate
Use equipment and materials safely, identifying potential risks
Engage in discussions
a bout observations and use
methods such as drawing to
represent ideas
Use a range of methods to sort information, including drawings and provided tables
Use a range of methods including tables and simple column
graphs to represent data and to identify patterns and trends
Through discussion, compare observations with
predictions
Compare results with predictions, suggesting possible
reasons for findings
Construct and use a range of representations, including tables and
graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate
Compare observations with those of others
Reflect on the investigation, including whether a test was fair
or not
Represent and communicate ideas and findings in a variety
of ways such as diagrams, physical representations and
simple reports
Evaluating
Communicating
Year 1
Year 6
Science involves making predictions and describing patterns
and relationships
Use and
influence of
science
Questioning
and predicting
Light and sound are
produced by a range of
sources and can be
sensed
Year 5
Share observations and
ideas
Represent and communicate observations and ideas
in a variety of ways such as oral and written language,
drawing and role play
Compare data with predictions and use as evidence in
developing expl an ati on s
Suggest improvements to the methods used to investigate a question or solve a problem
Communicate ideas, explanations and processes in a variety of ways,
including multi-modal texts
2015 Operational Plan for Engagement,
Attendance and Emotional Regulation.
Funding Source School Grant
P&C
P/L $1815 plus $1047
IMPROVEMENT TARGETS
1.
2.
3.
To identify activities and
strategies for teaching prosocial values, coping skills,
acting with courage, optimistic thinking and skills for
being successful at school.
To increase the schools rate
of attendance to that of the
states. (92.5%)
Decrease the number of
Formal Suspensions by half.
(8 in 2014)
Decrease the number of In
School Suspension by half.
(11 in 2014)
STRATEGIES








Stress to parents and children via newsletters that
attendance is compulsory.
Each teacher is responsible for chasing up absences
that are not accounted for.
1. First day back, if no note teacher fills out an
absentee slip that goes home with the child.
2. When child returns with note Integris attendance
is altered.
3. Principal will wait 5 days before he puts out official notes.
Continue to insist that a child must have ―Good
Standing‖ in attendance to be involved in ―rewards‖
activities. [No more than 20% of ―unexplained absences.]
Positive Schools 2015 Mental Health and Wellbeing
conference:28th and 29th May. Cost $1815 plus
$3300 of (1346). Three teachers to attend and confirm our implementation of the program.
Use the ―Bounce Back‖ program to TEACH young
people the social-emotional learning skills that underpin wellbeing and resilience. ALL teachers will
start with unit 1: Core Values (Honesty, Fairness,
Responsibility, Support, Cooperation, Difference,
Respect and Friendliness.)
Reward every child with 100% attendance for the
term with 5 tickets for the end of term raffle.
Reward every child with 100% attendance for the
year with a certificate of recognition.
All teachers are to follow the new ―School Behaviour
Plan‖
Team: Michael King,
Paul Kelly, Kaye Liddelow
Other 1346 code
Total
$3300+$1650
$9446
RESOURCES
MONITORING & ASSESSMENT
AIEO Renee Dugan and
Melissa Farmer are to contact Aboriginal parents for
all attendances greater than
3 consecutive days.
2014 attendance:
0-59%
1%
―Work Ready‖ Initiative to
60-79%
6%
be continued and followed up 80-89%
21%
by Deputies and Principal,
90-100%
72%
Class teacher marks down
interruptions during teachReward, on a term basis. every child
ing part of lesson.
with less than 3 days absent (with
Administration collate and
NO unauthorised absences) with a
each Friday discuss with the small reward. E.g. ice cream, stationclass.
ery.
“Bounce Back” K-2, 3-4, 5-6
Conference in Fremantle 16th
March. Three teachers to attend.
Register the school as a Bounce
Back school so we can access online resources.
Three teachers X $349=$1047
―Work Ready‖
Teachers are to record interruptions during teaching part of the lesson.