SALLY RYDER HOGAN
In schools that excel, an integrated approach to quality teaching, curriculum planning and delivery, and assessment promotes learning excellence and responsiveness in meeting the needs of all students.
- The school offers a curriculum that meets requirements of the Department of Education and the NSW Education Standards Authority and provides equitable academic opportunities for all students.
- The school’s curriculum provision and evidence-based teaching practices provide a high expectations framework, within which all students effectively develop their knowledge, understanding and skills.The school monitors and reviews its curriculum provision to meet changing requirements of the students.
- The school’s curriculum provision supports high expectations for student learning. The curriculum is enhanced by learning alliances with other schools or organisations, where useful and practicable. Students’ learning and courses of study are monitored longitudinally (for example K-2; K-6; 7-12) to ensure continued challenge and maximum learning.
- New South Wales Education Standards
- What Works Best? Evidence Based Practices to improve student performance
- An evidence-based approach to teaching and learning, ACER, 2005
- The role of evidence in teaching and learning, Geoff Masters
- Ten High Impact Strategies, Victoria Education
- Summary of effective teaching/learning practices
Teaching and Learning Programs
- Teaching and learning programs describe what all students are expected to know, understand and do.
- Teaching and learning programs describe expected student progression in knowledge, understanding and skill and the assessments that measure them.
- Teaching and learning programs are dynamic, showing evidence of revisions based on feedback on teaching practices, consistent and reliable student assessment and continuous tracking of student progress and achievement.
- Differentiation of curriculum delivery within classrooms happens for some students with particular identified needs. The parents of affected students are advised about adjustments made.
- Teachers differentiate curriculum delivery to meet the needs of students at different levels of achievement, including adjustments to support learning or increase challenge. Most students can articulate their learning and understand what they need to learn next to enable continuous improvement.
- Teaching and learning programs across the school show evidence that they are adjusted to address individual student needs, ensuring that all students are challenged and all adjustments lead to improved learning. Teachers involve students and parents in planning to support learning, and share expected outcomes.