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Improving Literacy and Numeracy National Partnership - Chifley College Shalvey Campus

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    Pre ILNNP Funding initiatives and professional learning

    A record of the professional learning and school based initiatives prior to the successful funding application for participation in the Improving Literacy and Numeracy National partership.
  • Analytical Framework for School Improvement in Literacy and Numeracy.

    School self evaluation against the Analystical Framework for School Improvement in Literacy and Numeracy.
  • Introduction to Literacy Continuum

    Staff familiarised with the early form of the Literacy Contonuum (k-8). Facilitated by Deputy Principal and Learning and Support teachers.
  • Team Leadership for School Improvement

    Team Leadership for School Improvement program delivered over 20 weeks.
  • Super 6 Comprehension Strategies

    Super 6 Comprehension Strategies
    Professional learning introduced whole staff to Super 6. Faculties developed KLA specific lesson and trialled them in selected classes.
  • PEEL paragraphing

    PEEL paragraphing
    Staff were introduced to PEEL paragraphs.
  • Reading to Learn

    Reading to Learn
    Assessment of final group of staff for accrediation in Reading to Learn
  • Data Wall developed

    Data Wall developed
    Data wall developed in Professional Learning Centre to track the literacy achievements of Year 7.
  • HUB developed

    HUB developed
    Creation of Teaching and Learning HUB
  • EMSAD Online Testing

    EMSAD Online Testing
    First online testing event conducted with Year 7 cohort.
  • Counting On/Newmans Training in numeracy

    Counting On/Newmans Training in numeracy
    In-service to staff about counting on, Newmans Error Analysis and how to apply these strategies in the classroom.
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    Improving Literacy and Numeracy National Partnership - Chifley College Shalvey Campus

    A summary of the teaching and learning designed to support student improvement.
  • Head Teacher Literacy appointed

    Through the ILNNP a Head Teacher Literacy was appointed
  • Reading and Comprehension Professional Learning

    This session focused on 3 key areas:
    1. Shared comprehension activities and teaching sequences created and trialled as a result of action research task (comprehension). 2. Explored the reading process (four roles of the reader, development of constrained skills, schema theory) 3. Set up second cycle of action research - listening to each student read and using the LC to articulate and document skills demonstrated by each student.
  • Reading and Comprehension Professional Learning

    Reading and Comprehension Professional Learning
  • Reading and Comprehension data tracking

    Reading and Comprehension data tracking
    This sessions focused on:
    1. Shared and discussed judgments with reference to the LC. Recorded a group judgment for reading and one for comprehension for each student in year 7. These were placed on the School Literacy Continuum for discussion in whole school PL sessions.
  • Reading to Writing Professional Learning

    This session focused on:
    1. Explored the nature of written texts in stage 4 (lexical density, nominalisation, technicality and abstraction, mode continuum) 2. Explored before, during and after reading strategies for teachers to trial. 3. Presented a model teaching and learning sequence preparing students for writing an explanation (communicative language strategies, sequencing from building field knowledge to writing using modelled, guided and independent activities).
  • Writing Professional Learning

    Writing Professional Learning
    This session focused on:
    1. Shared teaching sequences and activities to support writing and the impact as demonstrated by student work samples. 2. Explored the aspect of writing clusters 7-12.
  • Analytical Framework for School Improvement in Literacy and Numeracy.

    Reevaluation against the Analystical Framework for School Improvement in Literacy and Numeracy.
  • Literacy in KLAs Professional Learning

    Literacy in KLAs Professional Learning
    KLA specific professional learning was delivered to each faculty in the school. The main focus was on understanding the literacy demands of their subject through an analysis of the directive verbs used by the Board of Studies in the 'learn to' parts of their syllabus. Differentiated resources were provided to each faculty with a focus on cohesive devices for writing, including connectives, conjunctions and text referencing.
  • HSIE Programming Support

    The HSIE faculty requested support to analyse their syllabi in greater depth. Their programs were examined and current teaching and learning activities evaluated for their link to the directive verbs and explicit literacy demands.
  • NAPLAN preparation

    On SDD, the marking criteria for writing was analysed, with the differences between persuasive and narrative examined. Emphasis wss placed on spelling, punctuation, grrammar and paragraphing as a common feature for all text types.
  • Reading Cafe

    The library was reinvigorated as a learning space and a Reading Cafe was established to support students interested in improving their reading, or reading for leisure.
  • 4 Step Process for Writing Professional Learning

    4 Step Process for Writing Professional Learning
    A whole school professional learning session focused on how to use the "4 Step Process" to read and interpret texts, and then use the text as a model scaffold. The benefit of this process is that the pedagogy can be applied to any text type or length of text, and it does not require a full text to word breakdown to be successful.
  • Literacy Snapshots

    Literacy Snapshots
    LAST team delivered targeted lessons to Year 8 classes based upon data from Round 1 online testing.
  • Mid Year Online Test

    Mid Year Online Test
    Year 8 were tested for reading and comprehension to provide data for the ILNNP.
  • Data wall update

    Data wall update
    The data wall in the Professional Learning Centre was updated to reflect the movement along the continuum of stduents in year 7-9.
  • New School Programming Proforma Professional learning

    New School Programming Proforma Professional learning
    In order to meet the requirments of the new school plan, a proforma for use across the school was developed. This included a focus on literacy, numeracy, differentiation and the personal and social skills in the general capabilities framework from ACARA. Each faculty recieved a differentiated session and was shown examples of how to fill out the new proforma.
  • PLAN

    PLAN
    Entry into the pilot progeam for the Planning Literacy and Numeracy software tool.
  • Literacy Continuum data embedded

    Literacy Continuum data embedded into LAST team meetings to support targeted interventions.
  • New Programming Proforma collected

    New Programming Proforma collected
    Staff were required to submit their preliminary work on the new school programming proforma.
  • Reading Success Log finalised

    Reading Success Log finalised
    A self-tracking log sheet has been developed to allow stduents to monitor their own reading and set targeted goals that align with the K-10 Literacy Continuum aspects of reading. This is being trialled with students from the self-nominated Reading Cafe group.
  • Final Year 8 Online Test

    Final Year 8 Online Test
    Students were given Round 1 of the Stage 4 test. They were provided with their previous score and asked to achieve a new personal best. For feedback, they were told their final score, but not specific questions and had the opportunity to read through and check their responses.
  • Programming proforma collected

    Programming proforma collected
    Staff are required to hand in their Semester 1 2015 programs. These programs will be examined for compliance, differentiation and explicit teaching and learning strategies.
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    New Strategic Planning Tool

    The early stages of implementation of the new school planning tool.
  • Reading logs implemented

    Reading logs implemented
    All Stage 4 classes will be issued with reading logs and support lessons to understand the purpose and format. Librarian to provide support.
  • Lesson Observation cycle

    Lesson Observation cycle
    HTs will begina lesson observation cycle. Peer observation cycles will then follow from this.
  • Programming Proforma

    Programming Proforma
    Completed Semester 1 programs with ammendments from 2014 to be submitted for trial audit.
  • Program Evaluation

    Program Evaluation
    Final programs to be audited and handed back to staff.
  • Programming compliance

    Programming compliance
    Senior executive team to analyse all programs for compliance to literacy, numeracy and general capabilities.