At Grovely State School we believe in providing learning opportunities for every child to develop to their full potential.
Our teachers work together to plan and implement learning experiences that cater for different learning styles and needs. Teachers monitor student learning needs at the beginning of each unit by using pre assessments (opportunities to see what the students already know about the new concepts about to be taught). This information is used to differentiate the needs of each class and to provide appropriate learning experiences for all students. Students’ learning is monitored as the unit progresses so that adjustments can be made accordingly.
We believe that students should be familiar with what is expected in their learning. Teachers use WALT (We Are Learning To...), WILF (What I am Looking For....) and TIB (This Is Because...) to set clear expectations around student learning and what success looks like in their learning.
2012 was the transition year for Queensland schools to implement the Australian Curriculum in English, Maths and Science. 2013 welcomes the introduction of History. At Grovely we have used the Curriculum into the Classroom resources developed by Education Queensland to assist teachers in becoming familiar with the new curriculum and implementing it in their classrooms. In addition to the C2C resources our Montessori cycles use the recognised Montessori curriculum. Teachers have worked together in planning afternoons to develop clear understandings of the expectations of the new curriculum and how to best cater for learning in their classrooms.
The other Key Learning Areas (Technology, Health and Physical Education, The Arts and LOTE) are planned, taught, assessed and reported on according to Queensland’s Essential Learnings. Each Learning area will be replaced by the Australian Curriculum as the new Learning Areas roll out. (History 2013)
Assessment and reporting
At the beginning of every year parents, students and teachers meet to discuss students learning goals and establish important relationships that support student learning as the year develops. We believe it is important to work together to support student learning.
Report cards are issued to parents twice a year as required by the National agreement for all states and territories.
Parents are encouraged to be involved in parent teacher interviews again during term three to continue to be up to date on their child’s progress at school. Our teachers are always willing to make mutually appropriate times to discuss your children’s progress outside of these scheduled interview times.
Parents of students in years3, 5 and 7 receive NAPLAN reports that offer information on how their child performed during the National Testing that occurs in May each year.