Ellenbrook Primary School Priorities 2018 – 2020
The Ellenbrook Primary School – Priority Areas 2018
- Hard on standards of learning.
- Hard on standards of behaviour.
The two primary goals relate to academic and non-academic development towards excellence for all students.
The achievement of these goals will:
- optimise the choices students can make throughout their education and lives
- promote the school as a school of choice based on a reputation for delivering positive outcomes for students and
- lead the growth of the school within the community.
The Academic Goal is focused on explicit teaching targeted at student need, year level competencies, data collection and teacher accountability.
The Non-Academic Goal targets appropriate behaviour and the benefits to learning, teaching and safety within the school community and supportive care provided to all students, teachers and parents (as appropriate) with particular emphasis at times of need.
Targeted strategies relating to the school’s increasingly enhanced standing within the community will be implemented as needed throughout all areas of operation.
1. Academic: Literacy and numeracy progress.
2. Non-Academic: Wellbeing in the school community.
TEACHERS AT ELLENBROOK PRIMARY SCHOOL EXPLICITLY INSTRUCT STUDENTS USING THESE PROGRAMS
1. Early Literacy
Jolly Phonics and Jolly Grammar
Teachers from Kindy (pre-Foundation) to year 2 have implemented this program in conjunction with phonological awareness strategies to raise the early reading, writing and printing of students in the school. At present we are increasing our efforts in teaching grammar (Jolly Grammar), which enhances students’ literacy skills. Parents and teachers are directed to the research base that informed our decisions: http://www.scotland.gov.uk/Publications/2005/02/20682/52383
The Loudon Report (released December 2015) re-affirmed the strong success of the curriculum programs that we have in place: https://au.news.yahoo.com/thewest/wa/a/30313840/phonics-principals-put-schools-ahead/
Short Term Individual Reading
Selected students are offered short term Directed Reading sessions on a one to one basis using the “How to Teach My Child To Read in a Hundred Easy Lessons” text to improve their reading skills. Parents are consulted before students are offered these sessions.
Students from PP to year 3 require frequent opportunities to read aloud. The school is meeting this need by employing two education assistants who move from class to class with a range of reading books to suit all students. Teachers provide a list of student reading abilities and have a discrete reading area prepared for them in each class.
2. JEMM/EMM Mental Mathematics [ACER]
Skill and concept acquisition can decline through lack of revision and extension. The JEMM/EMM program covers both of these areas in a systematic, explicit teaching manner. Teachers from year 2 to year 6 present daily twenty minute lessons that provide consistency of skills taught and enhanced learning through step by step instruction.
3. Prime (Singapore International standard) Maths [Scholastic]
Students from Yr 1 to year 6 are explicitly taught skills and knowledge using the above text to ensure the coverage of a complete year of learning. These texts are aligned with the National Curriculum, but at a higher standard, thus ensuring our students are advantaged in comparison with students from other States. The second strength of this program of learning is its attention to problem solving, which is an area that has challenged our students in the past. In 2014 we trialled the Prime Maths material, and we will undertake a six year program to give our students an opportunity to succeed at the higher level maths in high school, which will then open top level doors at university for them. The 2015 teaching program was successful and the teachers reported that teaching new concepts was challenging. The real measure of success will come from ESC and other secondary colleges when they give us feedback on our students’ placements.
4. PAT testing [ACER] and Better Teaching & Learning
Teaching staff need accurate knowledge of the strengths and weaknesses of all our students. The school undertakes PAT testing which we feel gives us more accurate information than the stressful, non-normed NAPLAN tests. We use the PAT tests twice a year and that allows us to determine the students’ growth (Effect Size statistic). PAT testing: http://www.acer.edu.au/pat-reading
Professor John Hattie (Melbourne University) is an acknowledged expert on teaching and learning, and his meta-analyses have blown away many of the myths that have prevented students from learning effectively. Readers are directed to: http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
5. Automatic responses
We have just come through an educational era (OBE) in which it was not “cool” to teach automatic responses to students. As a result students were disadvantaged when they were trying to do higher level study, particularly in maths. Our staff have drafted lists of what students are expected to know at the end of each year level. We will continue to review these lists over the next few years. Please give your teachers feedback on this initiative.
Kindy PP automatic responses Aug 2015 Year 1 automatic responses Aug 2015 Year 2 automatic responses Aug 2015 Year 3 automatic responses Aug 2015 Year 4 automatic responses. Aug 2015pdf Year 5 automatic responses Aug 2015a Year 6 automatic responses Aug 2015