Teaching and learning

Intended Curriculum
At Kedron State School, we plan, teach, assess and report on the Australian Curriculum Prep to Year 6. 
·       English
·       Mathematics
·       Science
·       Humanities and Social Science (HASS)
·       Health and Physical Education (HPE)
·       The Arts
·       Technology
·       Languages Other Than English (LOTE) – Japanese (Years 5 & 6)
A number of specialist teachers provide lessons in the areas of:
·       Physical Education
·       Music
·       LOTE - Languages Other Than English (Japanese) for Years 5 and 6
Our expert teaching teams engage in a planning process every term to develop a shared understanding of the alignment between the curriculum intent, assessment, teaching and learning sequence, and reporting.  
Assessment and Monitoring
At Kedron State School, our teachers use a variety of standardised, diagnostic, formative, monitoring and summative assessments to diagnose learning needs, determine achievement and inform teaching. Assessment is consistent across year levels and is front-ended at the beginning of a unit of work. Students are assessed throughout and at the end of a unit of work to determine their overall understanding. Students in Years 3 and 5 participate in NAPLAN (National Assessment Program in Literacy and Numeracy).  
Sequencing Teaching and Learning 
Our Whole School Curriculum, Assessment and Reporting Plan ensures a cohesive progression and sequence of learning. Our students are exposed to a wide variety of learning opportunities through each of the learning areas across all year levels. We also provide many opportunities for students to be involved in a range of additional curriculum offerings. 
Our signature, research evidenced instruction is guided by High Impact Teaching, which involves teachers employing the gradual release of responsibility when explicitly teaching core knowledge, understanding and skills. The key selection and balanced use of effective teaching strategies provides students with the opportunity to learn in diverse ways.
Making Judgements 
Our teachers work in year level teams to analyse student evidence of learning to ensure consistency of judgements against the Australian Curriculum Year Level Achievement Standard. Consistent teaching and learning practices are defined through our Pedagogical Framework. We prioritise teacher professional development to ensure best practice and improved outcomes for all students. Student assessment pieces and portfolios are moderated across year levels and across a cluster of schools to ensure consistency of assessment and judgements.  
Quality Feedback Processes - Reporting 
Written report cards are issued twice yearly, using a five-point scale to report student achievement. Parent teacher interviews are offered twice yearly. A range and balance of assessment tasks are used to demonstrate student learning and inform end of semester reporting.
Reporting on student learning reflects the content, skills and application of knowledge of what has been taught and assessed in class.  
Our reporting comments reflect:
  • the achievement standards of the Australian Curriculum: English, Mathematics, Science, Humanity and Social Science, Technology, LOTE, HPE and The ARTS
Teachers provide feedback to students both formally and informally through a variety of modes, including; conferencing, written feedback and verbal feedback.  
Last reviewed 12 November 2019
Last updated 12 November 2019