Principles+of+Learning+&+Teaching+linked+to+Literacy

// **Teaching is:** As Teachers we are committed to:
 * A collaborative profession which is interactive with Communities.** //


 * || **Components of a Successful Literacy Program** || **Work Programs** ||
 * Teaching skills and strategies rather than content || * The literacy block is to focus on literacy skills. Should the teacher plan to use texts and planned assessment tasks linked to an Inquiry Unit, the focus is to be on reading, writing, speaking & listening skills not on the Inquiry content.
 * Speaking and Listening skills are to be taught in both reading and writing.
 * Student data is to be used to determine the best teaching strategies for the skills to be explicitly taught to each student. (spelling analysis, writing moderation, running records, formal assessment tasks, focus sheets).
 * Teachers are required to have prior knowledge of text types and the language features required.
 * Teachers are required to match the appropriate reading and writing strategies to the specific student’s needs.
 * Teachers group students according to intended focus. || * Separate reading/writing planner
 * Oral language activities, shared reading and writing activities are included on literacy planner.
 * Reference to VELS standards on reading and writing planners.


 * Reading and Writing focus sheets. Focus sheets must be used prior to the lessons to plan the group members, resources and group focus.

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|| Use of technologies in learning activities ||
 * Utilising a range of learning technologies || * Todays learners value the use of technologies such as laptops and digital cameras. ||
 * Linking learning to various communities and local/global projects || Where possible, learning will be linked to inquiry unit. || eg. Linking text-type to topical issues. E.g. Letters to the editor.

Literacy is linked to the Inquiry Unit || //** Teaching is **** : ** As Teachers we are committed to: ·  ILP's are included for some children
 * Supporting quality learning || * Teachers need to be open with families in regard to literacy prgoragms (parent/teacher interviews, information nights). ||  ||
 * Accessing people with special expertise to enhance the student’s learning. || * Classrooms are open to have leaders, coaches. || ||
 * Acknowledging and supporting different abilities and providing support structures for open inquiry learning. ** // 
 * || ** Components of Successful Literacy Program ** || **Work Programs** ||
 * Setting realistic & challenging goals || ·  Student data is to be used to determine the skills to be explicitly taught to each student (e.g. spelling analysis, writing moderation, running records, formal assessment tasks).
 * Literacy goals should accomodate and extend students || · Foci are listed on planner for the varying abilities of the children.

Small/Whole group activities planned || Students are to be arranged in groupings depending on the intended focus. || · ILP for students at risk
 * focus sheets with clear goals for continued instruction. ||
 * Recognising all efforts ||  · * Opportunity for students to share their learnings in whole/small groups. || Share time is planned
 * Valuing differences || ·  Learning is designed to match student’s interests, cultural backgrounds and specific learning needs. The tasks must be relevant, purposeful and engaging.

· <span style="font: 7pt 'Times New Roman'; color: red; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Area for the three foci from VELS standards (whole class)

<span style="font-size: 8pt; color: red; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt Arial; color: red; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Focus groups are identified ||
 * Providing open inquiry projects. || <span style="font-size: 8pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Teachers plan open inquiry units that allow them to teach literacy skills. || <span style="font-size: 8pt; color: red; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Foci listed according to reading, writing, speaking and listening VELS standards. ||
 * Building relationships with students || <span style="font-size: 8pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Teachers take time to find out about interests, backgrounds of students. || E.g. Reading survey. ||
 * Providing appropriate support structures. || <span style="font-size: 8pt; font-family: Arial, Helvetica, sans-serif; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignoremsofareastfontfamily;">· Accomodations are made within the classroom literacy program for students with additional learning needs.


 * Teachers sert up classrooms to maximise learning in lteracy (e.g. word walls, spelling lists, task board, visual cues, dictionaries, etc) || <span style="font-size: 8pt; color: red; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; color: red; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> ILPs for some students


 * Literacy rotations tables in planner. ||

<span style="font-size: 130%; color: #ff008a; font-family: 'Palatino Linotype', 'Book Antiqua', Palatino, serif;">//** Teaching is: Challenging and supporting colleagues and students in developing deeper levels of thinking and application and applying knowledge. **// As Teachers we are committed to:

<span style="font-family: Wingdings; mso-list: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">r <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;"> A focused Professional Learning Team Meeting is held regularly - allowing much time for dialogue and discussion. || Planned learning strategies are linked to focus and recorded on focus sheets. ||
 * || **Components of a Successful Literacy Program** || **Work Programs** ||
 * Evaluating what we are doing || <span style="font-family: Wingdings; mso-list: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">r <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;"> As a school we value the use of data to look at how we've gone in the past and make plans for the future. || Reflective and valuable evaluative comments on reading / writing focus sheets and use this to inform future planning and teaching. ||
 * Having an open mind || <span style="font-family: Wingdings; mso-list: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">r <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;"> Learning and Teaching is structured around a variety of strategies.
 * Teaching colleagues and students how to seek and find information || Explicit literacy skills will be taught that allow students to become independent learners (e.g. C3 B4 Me)

Planned activities will be implemented which focus on the consolidation of the skills taught.

Colleagues meet formally and informally to dialogue and discuss. || * Separate reading/writing planner. || Sustained learning (trying not to cover everything but teach what we do well). || <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;"> Professional Learning Team meetings will include professional dialogue to increase the teams shared knowledge of all strategies. Individual student data is to be used to enhance a professional dialogue about student progress and a team approach is to be used to provide support for teachers. ||  ||
 * Developing skills to enquire and question || <span style="font-family: Wingdings; mso-list: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">r <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;"> A variety of questioning strategies are taught and used || Skills and Strategies taught will be listed on planner and focus sheets. ||
 * Encouraging/promoting discussion to enhance learning in all areas of our profession

Having a knowledge and understanding of each child’s strengths and weaknesses. //** As Teachers we are committed to:
 * //<span style="font-size: 150%; color: #ff008a; font-family: 'Palatino Linotype', 'Book Antiqua', Palatino, serif;">Teaching is:

<span style="color: red; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; color: red; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Ongoing assessment practises such as Running records, anecdotal notes, observations are completed. || <span style="font-family: Arial, Helvetica, sans-serif; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Assessment comments matching focus (skills taught) are evident on Focus sheets <span style="font: 7pt Arial, Helvetica, sans-serif; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> || <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Teachers are required to match the appropriate reading and writing strategies to the specific student’s needs. || <span style="font-family: Arial, Helvetica, sans-serif; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignoremsofareastfontfamily;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Focus matching VELS standards listed for reading and writing activities || <span style="color: red; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; color: red; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Teachers use a variety of teaching strategies which cater for the different learning styles. <span style="color: red; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; color: red; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> A range of teacher resources are used to cater for the different learning styles, eg- hands on resources, visual and auditory resources. || All comments on teacher focus sheet are relevant to actual task and standard it represents. ||
 * || **Components of a Successful Literacy Program** || **Work Programs** ||
 * Finding out accurate information on each child’s ability || <span style="color: red; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; color: red; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Formal pre and post literacy assessments are conducted.
 * Planning tasks that will enable them to learn from their point of growth || <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Literacy tasks are to be specific to the needs of the students. The tasks must be relevant, purposeful and engaging.
 * Taking into consideration each child’s talents and learning styles || <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Learning is to be student-centred…designed to match student’s interests, cultural backgrounds and specific learning needs of the students.
 * Allowing evidence from assessment to inform planning and teaching || <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> Student data is to be used to determine the skills to be explicitly taught to each student. (spelling analysis, writing moderation, running records, formal assessment tasks) || Teachers reflect and evaluate teaching

Teachers assess student's learning ||
 * Using a range of assessment tasks to provide an overall picture of the child’s understanding (depth of knowledge). || <span style="color: red; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font: 7pt 'Times New Roman'; color: red; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;"> T eachers use a range of assessment tools such as WRAP, PROBE, Alpha Assess, Observation survey, NAPLAN, share time, work samples, rubrics. ||  ||

<span style="color: #ff008a; font-family: 'Palatino Linotype', 'Book Antiqua', Palatino, serif;">// **Teaching is:** As Teachers we are committed to:
 * Incorporating students’ backgrounds, perspectives and interests into the learning program.** //


 * || **Components of a Successful Literacy Program** || **Work Programs** ||
 * Actively seek student’s knowledge, beliefs and skills as a part of planning. || Teachers takle time to find out about interests, backgrounds of students.

Planned student activities builds on prior knowledge. || Need to include explicit focus sheets that record students progress towards the specific focus of the session. ||
 * Making learning relevant and challenging for each student. || Literacy tasks are to be specific to the needs of the students. The tasks must be relevant, purposeful and engaging involving an element of risk taking.

Teachers are required to match the appropriate reading and writing strategies to the specific student’s needs.

Teachers recognise that one of the best ways students learn is to teach the skill to someone else (peer tutoring).

Students are to be arranged in groupings depending on the intended focus.. || Literacy tasks match VELS standards in literacy planner.

The strategy used is to be recorded on the daily focus sheet.

Student groupings are recorded on literacy planner. ||
 * Teaching through contemporary technologies || Teachers recognise that today's learners learn best through a range of technologies (e.g. blogs, internet, Skwirk, etc) || Evidence of technologies. ||
 * Encouraging and facilitating communication through various media || A variety of media will be used for enhancing skills and strategies for teaching and learning of literacy. || Media used in teaching and learning is to be recorded on literacy planner. ||
 * Improving the literary standards of our students. || Developmentally appropriate structures are used to meet the needs of students.
 * Improving the literary standards of our students. || Developmentally appropriate structures are used to meet the needs of students.

A focused Professional Learning Team Meeting is to be held fortnightly to allow dialogue and discussion.

10 hours of literacy is timetables each week.

Interruptions to the literacy block are to be minimized.

Handwriting and Spelling skills are to be explicitly taught. || A separate reading and writing planner is completed each week.

Weekly overview documents when reading and writing will take place.

Mini Handwriting and spelling activities are specified on planner. ||