Curriculum
C - Context
Students bring a range of diverse learning needs into the classroom. One Plans are a key component to ensuring that students are successful throughout their learning journey. One Plans are also an essential component for applying for funding and classroom support. Catering for students who require substantial or extensive learning plans in my classroom has been a major shift in my practice and a learning curve on my behalf to ensure success. This has required large amounts of forward planning to ensure applications are complete and update to ensure students continue to receive the support they require (Standard 1.1, Standard 1.3, Standard 1.4, Standard 1.5, Standard 1.6). Within the special options classroom at Salisbury North R-7 School, each student is on an individualised One Plan where they continuously monitor, set and achieve individual SMARTAR literacy, numeracy and social/behaviour goals aligned to the Australian Curriculum. At SNR7 there are requirements for a One Plan to be created for a student, which can include one or more of the following:
A - Actions Actioning One Plans has been one of my many roles as a classroom teacher and as a special options educator. In order for a One Plan to be successful I have;
R - Results Students who I have created and/or updated One Plans for have been successful in engaging in classroom learning programs. Successful funding applications, substantial and extensive adjustments to curriculum have ensured that students have been allocated the support that they are entitled to. Having a working One Plan for students has also ensured I'm keeping on top of my students needs, learning goals and success (Standard 5.1). E - Evaluation Catering for students who require substantial and extensive learning plans within the classroom has been a major shift in my practice and a learning curve on my behalf to ensure success. My next goal is to apply for some further training around improving on the aspects of working with children with special needs and creating a learning environment that is inclusive and supportive of trauma affected students. S - Standards (AITSL) 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 2.1, 2.4 3.1, 3.7 5.1 6.1, 6.3 7.2, 7.3 |
Planning
C - Context
When planning for curriculum delivery for students within the primary small class at SNR7, I must ensure that I analyse their One Plan curriculum strands that they are working within and take into account the year level bands that the class is working at to create explicit teaching and learning cycles and individualised learning tasks (Standard 1.1, Standard 1.2, Standard 1.5, Standard 1.6 and Standard 2.1). Although student year levels range from years 2 to 7, students within this class are working within the year bands of R to 2. When organising planning, I must take into account the support students have from the teacher, SSO's and external services outlined in their One Plans (see evidence A 4.5) (Standard 2.4) and create my lesson plans (see evidence A 4.7) and term overview (see evidence A 4.8) (Standard 2.2 and Standard 2.3) to suit the diverse learners within the class. Throughout the year, I implement these strategies and align this to the National Consistent Collection of Data to ensure that students are being supported at their substantial or extensive level of adjustments (see evidence A 4.6). A - Actions In order for students to have access to the curriculum within the classroom, I had to ensure that my planning included the adjustments that are outlined in both the students One Plans and NCCD form. In order for my planning to be successful I have;
By undertaking rigorous planning, implementation and evaluation the results I have found are:
E - Evaluation By taking into consideration every student's personalised learning plan and implementing the adjusted curriculum through an explicit teaching and learning cycle has really built upon my teaching pedagogical practices. By developing individualised strategies and imbedding these into my planning and practice, students have been able to demonstrate their individual learning objectives outlined in their One Plan's both when working as a whole class, small group and 1:1 support. By planning and implementing structured routines for lesson management and support networking, this has allowed students to become safe and comfortable within the learning environment. S - Standards (AITSL) 1.1, 1.2, 1.5, 1.6 2.1, 2.2, 2.3, 2.6 3.2, 3.3, 3.6 5.1 6.3 ![]() Evidence A 4.7 - This is a term overview that I created. When creating the term overview, I ensured that the topics chosen aligned to the R-2 curriculum through the curriculum links as well as the links the individual students are working within outlined on their One Plan. I also chose topics that would best support these students in the real world and can best relate to real world contexts.
Evidence A 4.9 - This are SSO timetables that I created for my SSO's in the classroom. These were created to provide the class consistency around structures and routines and supports. This allowed for the SSO's to know what they were doing in each part of the day and also allowed the students to know as well.
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Assessment
C - Context
When using the curriculum to plan for student learning, teachers must ensure that there is an assessment to measure achievement. This can be done through formative and summative assessment practices. At SNR7, there is a multitude of assessments to measure and track students as they progress throughout the year. The first important data set for assessment periods is the PAT testing that is tracked throughout the year. Reading assessments are done throughout the year, different year level bands test at different frequencies, junior primary test every 3 weeks, middle and upper primary test every term. Different year level bands look at different assessment data for phonological awareness, in the primary small class, I assess against Heggerty, and have begun assessing Kilpatrick for students who have progressed through Heggerty. Students also have daily practice and testing against the High Frequency Words through sight and then written forms. All students undertake whole school writing assessment pieces throughout the year and are assessed against the LEAP levels. Visual learning is displayed in every classroom to demonstrate to learners their learning, assessment and achievement. A - Actions By undertaking curriculum planning, implementation and analysing student data through formative and summative assessment pieces to report on success, I have had to implement the following actions;
By planning and implementing curriculum objectives and assessing learning outcomes, this has provided me with the following results;
By undertaking formative and summative assessment strategies throughout the year this has allowed me to understand if my students were reaching the curriculum objectives outlined in my planning stages. Through collecting data, analysing the data both individually, in small groups and at a site level and undertaking professional development regarding LEAP levelling, PAT analysis, Heggerty and Kilpatrick (Standard 6.2 and Standard 6.4), this gave me more insight into the benchmarks my students were sitting at for me to adjust the assessments to suit my students working within levels. Moving forward, an area I want to focus on in assessment is how to get students to create their own formative and summative assessment pieces and plan backwards through their learning. S - Standards (AITSL) 3.6, 3.7 5.1, 5.2, 5.3, 5.4, 5.5 6.2, 6.3, 6.4 ![]() Evidence A 4.11 - This is an individual data set analysis I undertook of PAT scores in comparison to scale scores to analyse students to see what benchmark year level they are working within. I created a colour coding system and based it off of if they were above, at or below year level and how many. It was created this way as my class consists of students at this time from years 3-7 with such diverse learning backgrounds.
![]() Evidence A 4.14 - This is a modified mid year report that is sent home at the end of term 2. This reports on students achievement through looking at their Running Record level, Heggerty assessment, Sounds, EALD level (if applicable), High Frequency Words, PAT testing, recalling facts and trusting the count. It also reports on student achievement of their One Plan goals set out in semester 1. At the top I write up a teacher comment, the student then does a student reflection and at the bottom, the student and I go through the school expectations to reflect on how they believe their semester went.
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