Cleveland District State High SchoolCurriculum Plan

2016

Contents

School Philosophy .............................................................................................................4

Junior School Overview......................................................................................................5

Junior Schooling Framework .............................................................................................7

Junior School Assessment Policy.....................................................................................13

Senior Schooling Framework ..........................................................................................19

Senior School Assessment Policy....................................................................................23

Pedagogy ........................................................................................................................27

Reporting 32

Preparing students to meet the future

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Cleveland District State High School Philosophy

Preparing Students to Meet the Future

Cleveland District State High School is an established school with a caring staff devoted to the creation of a safe, supportive environment where all students are valued, individual differences are respected and international students are welcomed. We aim to build positive, meaningful relationships within our school and the wider community.

Our school is committed to the development of active, compassionate, lifelong learners who have the confidence and abilities necessary to face the challenges of our rapidly changing society. Our teaching staff are dedicated to the delivery of an engaging curriculum that ensures intellectual discipline and academic rigour. There is a culture of continuous improvement (Kaizen).

Cleveland District State High School prepares students to meet the future by promoting the all-round development of each student through the equitable provision of a wide range of academic, vocational, cultural, sporting and citizenship opportunities. Students have access to flexible pathways and are encouraged to pursue every opportunity available to them to develop as young people.

The school inspires students to become independent, knowledgeable, reflective thinkers and communicators and fosters:

International mindedness Intercultural understanding and respect for diversity Knowledge of and respect for Australia’s heritage Honesty, integrity and respect for self, others and the environment A love of learning through inquiry, creativity, research and a sense of fun (Neotony).

Cleveland District State High School encourages students to strive for personal excellence and be “always worthy” in an inclusive environment where we actively care for the well-being of others (Ubuntu).

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Junior SchoolingCleveland District State High School places high priority on ensuring that we are leaders in Junior Schooling in our district. We have a strong relationship with our six main feeder schools which are Cleveland State School, Dunwich State School, Thornlands State School, Ormiston State School, Mt Cotton State School and BayView State School. There are many curriculum connections as well as a comprehensive transition program. There is regular sharing of resources and this means the students of these schools feel confident to commence high school in Year 7 at Cleveland District.

Students in Year 7 are placed into classes based on their academic, sporting or language choice. Students are asked to identify friendships on their enrolment forms which help us to place students in classes based on a combination of educational and social outcomes. This has proved incredibly powerful in terms of assisting the smooth transition of our students into the secondary setting. Students in Year 7 and 8 remain with their class group throughout the day and move to classes together. We attempt to limit class sizes to a maximum of 28 students which also assists students achieve their best.

The Junior School curriculum has a strong student centred learning focus. Dimensions of Learning (DoL) is emphasised in Junior Secondary to, “Establish strong bonds of trust and respect and affection… revealing strategies for organising knowledge, demonstrate ways of storing that knowledge is a systematic way and encourage students in the ownership of their own learning process are fully supported through the DoL framework. Without fail, students can achieve at a higher level and enjoy the learning process as they become aware of their own learning style and needs.” (Grainger, P. and Allen, J. 2007)

Our pedagogical framework is based upon:

School Philosophy Dimensions of Learning Australian Standards for Teachers Student Personal Development and Life Skills ICTs for Learning Preparing students to be lifelong learners

The Junior School curriculum is based on the 8 Key Learning Areas. These learning areas have their own integrity with component subjects making their own contribution to the overall learning program. The school will deliver the national curriculum via the Queensland Studies Authority (QSA) guidelines.

The 8 KLA’s are:

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English Health and Physical Education Studies of Society and the Environment Languages Other Than English

Mathematics Science The Arts Technology

Curriculum Plan Page 6

English, Mathematics, Science, and History Junior curriculum follows the national curriculum. Cleveland is using the Curriculum to the Classroom materials developed by the Queensland Curriculum Assessment and Reporting (QCAA) for these subjects. The draft Geography national curriculum is also being used as a guide to develop units for Junior Geography.

All students in Years 7 and 8 study English, Mathematics, Science and Technology, History, Geography, Health and Physical Education, Creative Arts (Integrated music, drama, art and multimedia) as well as a language of their choice (French, Mandarin or Japanese).

In Year 9, students choose either Science or Agricultural Science plus three elective subjects while continuing with the core subjects of English, Mathematics, Science, History/Geography and HPE. Students now have each class with a different combination of students. In our experience, students enjoy the change from Year 8 and are experiencing the structure that flows through into the Senior Secondary. The broad range of elective subjects gives students choices which result in greater engagement and satisfaction with their schooling. Ensuring students continue to have these choices is a key component of our Junior Secondary framework.

The Investing for Success funding for Queensland Schools targets achievement of National Minimum Standards for all students in the Junior Secondary phase of learning. This extra funding has allowed the school to employ more staff as well as work strategically towards improved student outcomes. The most significant initiate is the introduction of Reading to Learn. This program is a whole school reading comprehension and writing improvement plan. The explicit teaching of literacy and numeracy will continue to be given a high priority. The lessons will be delivered by English and Mathematics teachers. This represents a move away from a more contextualised approach; however a critical component of the recent Junior Secondary review has been the recognition of the importance of expert explicit teaching. This more directed approach ensures a consistent and strategic approach to the teaching of literacy and numeracy. The literacy and numeracy indicators as well as the National Curriculum English and Mathematics Syllabus documents underpin the development of this program.

The cross curricular priorities of the national curriculum are addressed through the formal curriculum as well as many co-curricular programs and activities in the school. We have an active EATSIPs (Embedding Aboriginal and Torres Strait Perspectives) Committee in the school working with students, teachers and the community. Australia’s engagement with Asia is evident through Languages and a variety of community partnerships including the Confucius Institute and the Australian Japan Wildlife Foundation. Cleveland has sister school agreements with a school in Japan (Kani City Technical High School) and Pango village in Vanuatu. Sustainability is a big focus in many aspects of the school including the DeforestAction student committee as well as the Global Perspectives and Sustainability strategic planning committee. As an internationally accredited school, global perspectives is embedded in the formal and co-curricular programs at the school.

The Australian Curriculum includes seven general capabilities. These are:

LiteracyNumeracyInformation and communication technology capabilityCritical and creative thinkingPersonal and social capabilityEthical understandingIntercultural understanding

These general capabilities are addressed through our pedagogical model which encompasses our school philosophy with Dimensions of Learning. The general capabilities are also incorporated into the Curriculum into Classroom units delivered through our core curriculum areas in the Junior School.

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Junior Schooling FrameworkJunior Secondary is a phase of education in state secondary schools for Years 7, 8 and 9, which helps to ensure the transition between primary and secondary school is safe, strong and consistent for all students.

Junior Secondary will focus on age-appropriate education, and support for students’ wellbeing and transitions. Our school philosophy of creating a safe, supported environment where all students are valued is particularly important in Junior Secondary. Early units of work attempt to build relationships in the newly formed classes. The highlight of Term One for Year 7 students is the Fun and Friendship Days, which are usually in March. Students participate in a variety of team building activities and games. Canoeing, swimming, rock climbing and archery are all part of the fun which is led by the Year 11 Student Representatives who attend as leaders.

What does Junior Secondary look like?

Six principles have been developed to underpin Junior Secondary. Under six guiding principles, Junior Secondary will provide challenging educational offerings that engage young adolescents, while giving them a sense of belonging and support through the changes they face.

1. Distinct identity

Junior Secondary students will be encouraged and supported to develop their own group identity within the wider high school. This can involve dedicated school areas and events.

Distinct spaces: M Block/Oval 2 Year 7/8 as well as undercover area for Year 8/9 at breaks Junior School toilets Junior School Parades Junior School dances Junior School Student Council Junior School Uniform Junior School reward excursions Junior School Leaders

2. Quality teaching

Teachers working with students in the Junior Secondary years will be given the skills they need through additional professional development, so they can support young teens through these crucial early high school years.

Primary trained teachers working with secondary trained teachers Professional development opportunities Year 7 teachers only teach in two faculties ie. English/History/Geography/ or

Maths/Science/Technology. All other Year 7 subjects are with specialist teachers In Year 8 and 9 all students have specialist teachers ie. Maths teacher teaching maths, English

teaching English etc Extension classes/programs ie. Academic, music, languages and sport extension classes

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We will meet the social and emotional needs of Junior Secondary students with a strong focus on pastoral care. This will assist students to transition through the Junior Secondary phase of their education – adjusting to new routines and greater academic demands.

Year 7 building Care program Year 7 ie. Project Highschool, Cyber Smart programs Access program Year 7, 8 and 9 Year 7 Fun and Friendship days Chaplaincy centre Core teachers in Year 7 Life Education Program Year 7 (Year 11 students) and Year 8 (Year 12 student) Reps who are additionally all trained as

Student Harassment referral Officers SHROs Support Personnel consisting of: Guidance Officer, School Based Youth Health Nurse, School

based Police Officer, Chaplains x 2, Year Coordinator, Year Level Deputy, Learning Support and Special Education Teachers, ESL support teacher etc

4. Parent and community involvement

We want parents to stay connected with their students' learning when they enter high school. Parent involvement in assemblies, special events, award ceremonies and leadership presentations are welcomed.

Parents are invited to events and presentations ie. Badge Ceremony, Principals Parade, Presentation Night, Sports Award nights, Welcome BBQ, Sports Carnivals etc

Year 7 Living History Museum Parent Volunteers in Learning Support and specialist classes ie, Art and Mathematics Parent involvement in CHIMPS (Cleveland High Instrumental Music Program Students) and POSTS

(Parents of Show Team Students)

5. Leadership

Students in Years 7, 8 and 9 will be encouraged to apply for leadership roles for students in Years 7, 8 and 9. Dedicated teachers experienced with teaching young adolescents will lead Junior Secondary supported by the principal and administration team.

Junior School Leaders - Four Junior School House leaders – Eight (two per house) Junior School Student Council Students on Chaplaincy committee High Resolves Program – Year 7-9 Junior School HOD Year Coordinators for Years 7, 8 and 9 Year 7, 8 and 9 Deputy Principals

6. Local decision-making

The school community influences how Junior Secondary is implemented in our school. School Council P & C Senior Leadership Team Junior Secondary Committee

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Junior Secondary School Curriculum – 2016

Year 9 – 2016 Year 8 – 2016 Year 7 – 2016

English 7 lessons English 8 lessons12 lessons

History 4 lessons

Maths 7 lessons

Science & 5 lessons 13 lessonsTechnology 1 lesson

Maths 7 lessonsScienceor 5 lessonsAgricultural Science

Maths 7 lessons15 lessons

Science 6 lessons& Technology 2 lessons

History/Geography 4 lessons ExtensionEnglish 7 lessonsHistory/Geography 4 lessons 13 lessonsCare 2 lessons

CoreEnglish 9 lessonsHistory/Geography 4 lessons 15 lessonsCare 2 lessons

HPE 3 lessons HPE 3 lessonsSport 2 lessons Sport 2 lessonsElective 1 4 lessons Creative Arts 4 lessonsElective 2 4 lessons Languages 4 lessonsElective 3 4 lessons

HPE 3 lessonsCreative Arts 4 lessonsLanguages 5 lessons Extension 3 lessons CoreSport Cluster Days 2 lessons

Total 40 lessons Total 40 Lessons Total 40 Lessons

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Year 7 2016

Students are grouped into general and extension classes. General classes study 3 lessons of Languages and 9 lessons of English. Extension classes would study 5 lessons of Languages and 7 lessons of English.

Extension classes will include the following: Academic Music Music/Academic/Sport Sport Academic Chinese

Where ever possible, the same teacher will have the class for Science/Maths. Technology will be integrated into Maths/Science as an integrated, project based approach.

Likewise, where ever possible, the same teacher will teach the class English and History/Geography.

Creative Arts will be an integrated subject for 4 periods. The Creative Arts will include a combination of music, art, dance, drama and film and television.

Students will have an opportunity to participate in extension programs for Football, Touch and Volleyball through the Bayside Sports Academy. All students will have at least three periods of HPE and two periods of sport.

Two periods per week will be dedicated to Care. Care will incorporate organisational skills, study skills, social/emotional wellbeing programs.

Rotation of Year 7 Classes

2014 2015 2016MCA – General FrenchMCB – General Sport/FrenchMCC – General Music Extension/

Japanese/FrenchMRA – General JapaneseMRB – Academic Sport/Academic/

Japanese/FrenchPLA – General Sport/JapanesePLB – Academic Music/Sport/

Japanese/FrenchRLA – General FrenchRLB – Academic Sport/ChineseRLC – Academic Japanese/French

MCA – General Sport/ChineseMCB – Academic Japanese/FrenchMCC – Academic Music/Sport/

Japanese/ French MRA – General Sport/FrenchMRB – Academic ChineseMRC – General JapanesePLA – General Sport/JapanesePLB – Academic FrenchPLC – General FrenchRLA – Academic Sport/Japanese/

FrenchRLB – General Extension Music/

Japanese/FrenchRLC – General French

MCA – Academic Music/Sport/ Japanese/ French

MCB – Academic JapaneseMCC – General Extension Music/

Japanese/French MRA – General Sport/ChineseMRB – General Sport/FrenchMRC – Academic ChinesePLA – General Sport/JapanesePLB – Academic Japanese/FrenchPLC – General FrenchPLD – General JapaneseRLA – Academic Sport/Japanese/

FrenchRLB – General FrenchRLC – General Japanese

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Year 8 2016

Every student studies the following:English 8History/Geography 4Maths 7Science 6Technology 2Creative Arts 4Languages 4HPE 3Sport 2

Classes may have the same teacher for English and History/Geography or Science and Maths but this would not be a priority. The main priority would be in ensuring that specialist teachers are available to teach each subject.

The same Language will be studied for the full year 4 lessons per week across all classes. Students can choose from French, Japanese or Chinese.

Class groupings:

Students would be grouped into general and extension classes for their core subjects.Extension classes will include the following:

Academic Music Music/Academic/Sport Sport Academic Chinese Academic

Classes may be similar to their Year 7 classes but some shuffling of students will occur each year to improve student mix and educational outcomes. Parents would be made aware that there is no guarantee they will be placed in the same class. Performance in excellence programs in Year 7 will be taken into account when forming Year 8 classes.

Year 9 2016

In Year 9 there are four extension English and Maths Classes, two on each line.

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CLEVELAND DISTRICT STATE HIGH SCHOOLSUBJECT SELECTION FORM

YEAR 9, 2016

Name: ___________________________ Homegroup: _________ Gender: M / F ________

CORE SUBJECTS: English, Mathematics, History (semester one) and Geography (semester two), Health and Physical Education.Students must also study either Science OR Agricultural Science

NB Students must indicate first and second preference for elective choicesSubject Selected

BOX 1 Science OR Agricultural Science

Line 6

Ancient HistoryAnimal HusbandryArtArt and Design MultimediaBusiness ComputingDanceFootball Extension

FrenchPractical CookeryScience Technology Engineering & Mathematics (STEM)Speech and DramaTechnology MetalTechnology Wood

1.____________

2. ____________

Line7

ArtArt and Design MultimediaBusiness ComputingBusiness StudiesChineseCraft

Food & Design TechnologyFrenchGraphicsJapaneseTechnology Wood

1.____________

2. ____________

Line8

Advanced Technical StudiesAgricultural MechanicsAnimal HusbandryArtDanceGraphicsJapanese

MusicPopular Music StudiesPractical CookingSpeech and DramaTechnology MetalTechnology Studies

1.____________

2. ____________

Student’s Signature:___________________________________________ Date:_____________

Parent/Guardian Signature:_____________________________________ Date: _____________

Please note that subjects that have been struck through are full at this time. If you wish to be placed on a waiting list one of these subjects, you need to see HOD Junior Schooling or Year 8 Deputy.

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Cleveland District State High SchoolJunior School

Assessment Policy

Definition - Assignment An Assignment is an extended piece of work requiring both in-school and out-of-school time for completion. This includes written, practical and

oral presentations of any type. At Cleveland District State High School, the assignment will consist of two mandatory stages.

Always Worthy General CommentsAssessment is a mandatory part of all

curricula/work programs.

Non-submissionIf assessment is not completed, students will not be able to be rated unless Extenuating Circumstances/Special Provision procedures have been followed. The parent/guardian is required to contact the school on the day the assessment is due to explain the extenuating circumstances or supply a medical certificate upon the students return to school.

Late SubmissionAssessment submitted late may be referred to the HOD for special consideration to determine if they will contribute to student results. If special consideration is not granted, the assessment is still required to be completed in order to be rated for the semester.

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Stage 1: The DraftDue at least one (1) week in advance of finished assignment.Electronic Draft: Submitted directly to classroom teacher’s MIS email or submitted electronically online as directed.Paper Draft: Two copies are required to be submitted to the classroom teacher. One copy will be returned with corrections to the student.

Stage 2: The Final AssignmentDue date: The week after Stage 1. Student to hand in final copy plus any draft plans etc. If written texts are required for orals they are all to be submitted on the due date.

All Year LevelsStudent to complete assignment under supervised conditions during lesson (Draft used as supplementary evidence). Assignment collected and marked.Absence on day – contact must be made with the office or directly with the classroom teacher by the parent/guardian. Assignments may be submitted to the office by someone other than the student and a receipt will be issued.If no contact is made, the draft will be marked.

Years 7, 8 and 9Teacher sends email, phone call or sends letter to parent/guardian advising of the failure to submit the draft.Student given lunch detention/s to complete the draft if not submitted the following morning.Failure to attend lunch detention will result in afterschool detention.

Not completed

refer to HOD

Not Completed

Completed

Not Completed

Completed

The Assessment Process

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Extenuating Circumstances/Special ProvisionsShould unforeseen and difficult circumstances occur, the student is expected to see the relevant Head of Department:

Before the due date of the draft or final assignment.

With a note, phone call or email from parents/guardian.

Notes/preparation material must be shown to the HOD when applying for an extension.

NB Computer and printer malfunctions, in most cases, are not valid reasons for extensions.

Difficult circumstances include:Extended absence due to illness supported by a medical certificate or parental/guardian communication.a. Absence due to illness, bereavement.

b. Special circumstances on or leading up to the due date.

These are to be supported by a medical certificate or through parental/guardian communication.

Special ConsiderationWhere conditions are extensive and seriously affect learning and assessment, students should apply for Special Consideration.

It is the responsibility of the student and/or parent /guardian of the student to request Special Consideration in respect to assessment.

Students should approach the guidance officer or year level deputy with requests for Special Consideration. The student should complete a request form for the subject(s) for which consideration is requested and, where possible, documentary evidence should be provided. The guidance officer will interview the student and give any appropriate comment on the application form. Procedures to be followed in the case of absence for assessment are already established.

Pertinent information will be passed on to the relevant Head(s) of Department and the class teacher, who will consider the student's assessment file.

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Assignment Rationale and General Guidelines

Rationale: The assignment is a valuable part of student assessment, as it is an extended piece of writing not under supervised conditions.It develops independent learning and student responsibility and, as such, must be the student’s own work.Assignments contribute to overall results /ratings in all year levels.

Student

Responsibility

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Teacher

Responsibility

Assignment Rationale and General Guidelines cont’d

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Definition – ExaminationAn examination/test is a formal piece of assessment conducted under supervised conditions at a set time and place. Students will be notified well in advance about the dates, time and type of test whether they are formative or summative in nature. An assessment planner will be provided.

Absence for exam:Advance notice of absence e.g. family holiday, specialist appointment. Please note, the student generally will not be permitted to sit for an exam prior to the remainder of the group.Sickness on the day.Major family emergency e.g. serious ill health of close relatives, funeral.

Student must:Report to the subject teacher immediately on return to school with documentary evidence to support absence.Report to the HOD with documentary evidence if the school was not contacted on or before the day of the exam.If Special Provisions are required, the normal procedure is to be followed.If parental/guardian contact is not made or documentary evidence (such as a medical certificate) cannot be provided, the student will be required to sit the test but it will be treated as a late submission.

Parent/Guardians must:Notify the school in advance of family holidays etcTelephone or email the school on the day of the test for sickness or exceptional circumstances.

Student will sit for any missed exams under supervised conditions immediately on return to class.

Exam marked and recorded.NB. Treated as a late submission if sat after the due date without parental/guardian contact and/or documentary evidence.

Student sits for exam on the date set.

Senior Schooling

Students in Years 10, 11 and 12 are considered Senior School students at Cleveland District State High. This important phase of learning prepares students for their futures beyond school.

Senior students have a distinct identity which is supported by: A Senior School uniform. Senior School parades. Senior Student Council. Senior Leadership Training (all Year 11 students and selected Year 10 students). Senior leadership positions: Year 7 Representatives (Year 11 students – 26+), Year 8 Representatives

(Year 12 students – 24+), Senior Student Council Representatives (Year 10 – 12 students, Year 11 – 12 students, Year 12 – 12 students), Senior House Captains (Year 12 – 12 students), Student Harassment Referral Officers (varies from year to year – students trained in Years 10 and 11), Music Leaders (varies from year to year), Chaplaincy Leaders (varies from year to year), Senior Student Leadership Team (School Captains – 4 students; Student Council Executive – 4 students), Senior Leaders (all Year 12 students are eligible for this position as long as they have undertaken training and maintain their Badge Contract).

Designated Senior School spaces – Senior Area in the front of the school, Senior Hub in the school library and Senior School toilets and change rooms.

Senior Sport competition – interschool and recreational.

The Queensland Curriculum and Assessment Authority (QCAA) set the Authority and Authority Registered subject curriculum for Year 11 and 12. The International Baccalaureate (IB) Organisation set the subject and core curriculum for the IB Diploma Programme.

Authority Subjects Accounting Agricultural Science Ancient History Biology Business Communication and Technologies Chemistry Chinese Dance Drama Economics English English Extension (Year 12 only) Film, Television and New Media French Geography Graphics

Health Education Home Economics Information Processing and Technology Japanese Legal Studies Marine Science Mathematics A Mathematics B Mathematics C Modern History Music Music Extension (Year 12 only) Physical Education Physics Technology Studies Visual Art

Students also have the opportunity to study Authority subjects offered by the School of Distance Education (SDE). Students regularly study languages such as Italian, Spanish and German through the SDE. A dedicated room with telephone access has been established for students who study through SDE.

Authority Registered (SAS) Subjects 20 | P a g e

Agricultural Practices Building and Construction Studies Business Studies Early Childhood Studies Engineering Skills English Communication Furnishing Skills Hospitality Practices

Industrial Graphics Skills Information and Communication Technology Media Arts in Practice Music in Practice Prevocational Mathematics Recreation Tourism Visual Arts in Practice

International Baccalaureate Diploma Programme Subjects English Language and Literature HL English Language and Literature SL Chinese Ab Initio French Ab Initio Mandarin Ab Initio Business and Management HL Business and Management SL History HL History SL Environmental Systems and Societies SL Biology HL Biology SL Chemistry HL

Chemistry SL Physics HL Physics SL Mathematics HL Mathematics SL Mathematical Studies SL Music HL Music SL Visual Art HL Visual Art SL Extended Essay (Core) Theory of Knowledge (Core) Creativity, Activity, Service (Core)

The Diploma Programme curriculum is made up of six subject groups and three core areas. Through the core, students reflect on the nature of knowledge, complete independent research and undertake projects that often involve community service.

IB Diploma Programme students must choose one subject from each of the five groups (1 to 5), ensuring breadth of knowledge and understanding. In addition students must also choose either an arts subject from group 6 or a second subject from groups 1 to 5 offered by the school.

Group 1 – Studies in Language and LiteratureGroup 2 – Language AcquisitionGroup 3 – Individuals and SocietiesGroup 4 – SciencesGroup 5 – MathematicsGroup 6 – The Arts

Diploma Programme subjects can be taken at higher level or standard level. At least three and not more than four subjects are taken at higher level (240 teaching hours), while the other subjects are taken at standard level (150 teaching hours).

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Year 10 at Cleveland District State High School is organised as a transition year where students have the opportunity to trial the subject content, processes and assessment methods before committing to the subject for Year 11 and 12. By the time they are in Year 10, students are at different stages of their learning journeys and need different programs to build on their strengths and work on their weaknesses as they prepare to enter Year 11 and 12.

A three year senior gives students the opportunity to begin to specialise in certain areas of the curriculum. This choice leads to increased interest and enthusiasm. The more academic students feel challenged by the range of academic subjects offered (Authority subjects and the International Baccalaureate Diploma Programme) while students who decide to follow a vocational pathway feel a renewed sense of success. This approach has proven to be very successful with each Year 10 subject structured as a prerequisite to support and prepare students for the rigours of Years 11 and 12.

All students complete a Senior Education and Training (SET) Plan during Year 10. The SET Planning process encourages students to reflect on their journey through Year 10, think about their future and investigate their options for careers and further education. This process leads students to a pathway through the Senior School which suits their abilities, aspirations and goals and directly links them to sustainable and rewarding pathways beyond school.

The school, in partnership with the Local Council, runs a Career Expo for all state and private schools in the area. Exhibitors include all major universities and TAFE colleges in the area as the ADF, Queensland Police Service etc. The Careers Expo is an important component of the SET Planning process.

The Senior Access Program is used to prepare students for their chosen pathways. The Senior Guidance Officer provides group information sessions on a range of post-school options and the tertiary application process. Students then meet with the Guidance Officer individually or in small groups to ensure that they secure a suitable post-school pathway.

Year 10 Structure Students attend school from Monday to Friday and participate in eight lessons per day (40 lessons per week) with an additional lesson for Access each Friday. English or English Communication – six lessons per week. Mathematics B, Mathematics A or Prevocational Mathematics – six lessons per week. Elective subjects – four subjects for six lessons per week. Senior Sport – two lessons per week. Senior Studies Skills – two lessons per week.

Year 11 and 12 StructureStudents attend school from Tuesday to Friday (38 lessons per week) with an additional lesson for Access each Friday. English or English Communication – six lessons per week. Mathematics B, Mathematics A or Prevocational Mathematics – six lessons per week. Elective subjects – six lessons per week. Senior Sport – two lessons per week. TAFE subjects – as required. Workplace Traineeships and Apprenticeships – as required. VET training with external RTOs – as required.

The Learning Outcome for all students in Years 10, 11 and 12 is a QCE (or a QCIA for a small number of students in our Special Education Program). All students in Years 11 and 12 undertake a program which maintains their QCE eligibility and this is monitored very carefully throughout the Senior Phase of learning.

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The program undertaken depends on the pathway selected by the student: International Baccalaureate – six subjects in the stipulated pattern plus three core areas. Overall Position (OP) – at least five Authority subjects (20 semesters) with at least three subjects as

core (studied for four semesters). Vocational Pathway – a combination of Authority subjects, Authority Registered (SAS) subjects and

Vocational Qualifications (Certificates I, II, III, IV or Diploma) completed at TAFE, with an outside RTO or through a Workplace Traineeship or Apprenticeship. All students choosing this pathway are strongly encourages to complete a Vocational Qualification.

Monday Options Day Year 11 and 12 students have an Options Day on Monday to facilitate their chosen pathway. The Options Day can be used to attend TAFE, Workplace Traineeship or Apprenticeship work

placements, work experience, University Early Start Programs or private study. Year 11 and 12 students have additional lessons each morning (Tuesday to Friday starting at 8.05am)

and afternoon lessons (finishing at 3.15pm) on Tuesdays and Thursdays. Although there are no scheduled classes for most Year 11 and 12 students on a Monday (Extension

classes for Year 12 English Extension and IB Diploma Programme classes are scheduled on a Monday), students are welcome to come to school to access resources and teachers.

Year 11 and 12 students have access to the Senior Hub in the library on their Options Day as well as during spares and breaks throughout the week.

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Definition - Assignment An Assignment is an extended piece of work requiring both in-school and out-of-school time for completion. This includes written, practical and oral presentations of any type. At Cleveland District State High School, the assignment will consist of two mandatory stages.

Not Completed

Completed

A Good Standing letter will be posted home to parents/carers.The student is expected to complete the draft and hand it in by the Friday of that week.Failure to do so, will result in a Monday detention (Year 11 and 12) or a lunch/afterschool detention where the student will be expected to complete the draft.

Completed

Not CompletedRefer to HOD

Stage 1: The Draft:Due at least one (1) week in advance of finished assignment. Due date: Generally the first lesson of the week in the subject area. NB: If feedback is required, two copies of the draft need to be submitted (or electronic submission)

General Comments - Assessment is a mandatory part of all curricula/work programs. Non-submission - If assessment is not completed, students will not be able to be rated unless Extenuating Circumstances/Special Provision procedures have been followed. This has serious consequences for students. According to Queensland Curriculum and Assessment Authority (QCAA) requirements, students will not receive an E rating for a non-submitted assessment item but will be considered to have not studied a subject and therefore will not receive any credit for that subject for the semester. Late submission – Assessment (both assignments and tests) submitted after the due date will be added to the student folio so that the student can be rated for the semester. However, assessments that are submitted late will not contribute to student results.Both non-submission and late submission of assessment impact on the Queensland Certificate of Education (QCE), Overall Position (OP)/Rank and pathways to further learning or employment. The following policy will apply to all students.

Student to complete assignment under supervised conditions during lesson. The Draft will be used as supplementary evidence. Assignment collected and marked.

Absence on the day – contact must be made with the office. Student submits assignment to the office on first day back at school.

Computer/printer malfunctions – student completes assignment as above.

If no contact is made, the draft will be marked.

Stage 2: The final assignmentDue date: The week after Stage 1Student to hand in final copy plus any drafts plans etc. If written texts are required for orals they are all to be submitted on the due date.

Cleveland District State High SchoolAssessment Policy

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Not Completed

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Extenuating Circumstances/Special Provisions (Years 10, 11 and 12)Where conditions are extensive and seriously affect learning and assessment, students should apply for Special Provisions. It is the responsibility of the student and/or parent/carer of the student to contact the Guidance Officer to apply for Special Provisions. Where

possible, documentary evidence should be provided. All relevant information is passed on to the Faculty Head(s) of Department who, together with the subject teacher, considers the application and the

QCAA guidelines to determine if educational disadvantage is evident in their subject area. Faculty Head(s) of Department then decide on the adjustments to assessment requirements or conditions that best address the educational disadvantage identified.

Procedures are already in place for extensions and absence from assessment.

Reasonable Educational AdjustmentsThe adjustments to assessment requirements or conditions will depend on the extent of the educational disadvantage and the subject area(s) under consideration but could include: Additional time to submit assignments or complete examinations. Deferring examinations. Exemption from examinations or assignments. Averaging marks. Reducing the student’s study load.

Alternatives for hearing or physical impairments. Use of specialized equipment (eg computer). Provision of a reader or scribe. Assistance for language difficulties. Alternatives for other cultures.

GuidelinesEach case is considered on an individual basis and decisions reached through consultation. The Principal and teachers, with the advice and assistance of the QCAA (if required) will: Consult with the student and the student’s parents/carers regarding any preferred adjustments, any adjustments that have been provided previously

and any recommended or alternative adjustments. Take into account the nature of a student’s disability or the reason for the student’s specific educational needs. Consider the effects of the adjustment on the student, including the effect on the student’s ability to achieve the learning outcomes and to

participate in the courses of study, and the effect on their independence. Identify assessment instruments that may require reasonable adjustment for students with specific educational needs. Seek advice from other relevant personnel if considered necessary. Make adjustments about the nature and appropriateness of the adjustments. This may include considering the costs and benefits of making the

adjustment. Assess whether changes are needed to the adjustment over the period of a student’s education in order to allow for the changing needs of the

student over time.

Further information on Special Provisions is available from the Guidance Officer (3824 9210) and QCAA website (www.qcaa.qld.edu.au/2132.html).

Assignment Rationale and General Guidelines Rationale:

The assignment is a valuable part of student assessment, as it is an extended piece of writing not under supervised conditions. It develops independent learning and student responsibility and, as such, must be the student’s own work. Assignments contribute to overall results /ratings in all year levels.

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Student responsibility: Ensure that all work submitted is the student’s own work. Plagiarism is not acceptable. This includes copying of any work or the ideas of others from

any source e.g. the Internet, books, magazines. Assignments that are plagiarised will not be accepted. Students will be directed to resubmit the assignment and the resubmit will be treated as a late submission. Plagiarism will be reported to Administration and disciplinary consequences may also apply.

Acknowledge any work that is referred to using CiteMaker. Complete Stage 1 (draft) and Stage 2 (final assignment) of the assignment on time and submit all drafts, notes to the subject teacher. Contact the HOD as soon as possible if extenuating circumstances arise for which an extension may be granted. This must be done before the due

date for either Stage 1 or Stage 2. Ensure that any work completed on your computer at home is done using compatible programs and transferred to school using reliable technology

such as memory sticks.

Please noteQCAA policy allows students to revisit items of assessment. However, there are strict guidelines for this procedure and students and their parents/carers will need to contact the relevant HOD to enquire about what is required. Students may not revisit tasks that were not completed nor may they repeat the task they were originally given.

Teacher responsibility: Ensure that assignment loads are reasonable and that the amount of time allocated in class is a reflection of the time and effort needed to complete

the task. Ensure that assignments do not impose significant cost to parents. Ensure that adequate resources are available and accessible to students. Contact the Teacher/librarians and HOD prior to setting the task. Ensure all the processes are taught and then assessed developmentally. Allow sufficient time for planning, research, writing and re-writing and final presentation so the majority of students have the opportunity to achieve at

least a Sound level. Set due dates that will be adhered to for both Stage 1 and Stage 2. HODs must be consulted before any date changes can be made. Provide task details, the due dates of both stages, conditions for the assignment and evaluation criteria to the students in ample time for them to

complete both stages of the task by the due dates.

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Definition- ExaminationAn examination/test is a formal piece of assessment conducted under supervised conditions at a set time and place. Students will be notified well in advance about the dates, time and type of test whether they are formative or summative in nature. An assessment planner will be provided.

Student sits for exam on the date set

Exam marked and recorded.NB: Treated as a late submission if sat after the due date without parental contact and/or documentary evidence.

Absence from exam: Advance notice of absence (specialist appointment, sporting

commitment such as competing interstate or overseas etc). Please notify the Head of Department as soon as possible.

Please note, students are not permitted to sit for an exam prior to the remainder of the group.

Sickness on the day (medical certificate required). Major family emergency (serious ill health of close relative, funeral

etc). Please notify the Head of Department as soon as possible.

Parents/carers must: Notify the school prior to the exam date if

you know that your student will be absent on the day.

Telephone the school on the day of the test for sickness or exceptional circumstances.

Obtain documentary evidence such as a medical certificate to support the absence.

Student must: Report to the subject teacher immediately on return to

school with documentary evidence to support absence. Report to the Head of Department with documentary

evidence if the school was not contacted on or before the day of the exam.

If Special Provisions are required, the normal procedure is to be followed.

If parental contact is not made or documentary evidence (such as a medical certificate) cannot be provided, the student will be required to sit the test but it will be treated as a late submission.

Student will sit for any missed exams under supervised conditions immediately on return to class.

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A common, consistent and evidence-based approach to teaching and learning is vital to ensuring that the learning outcomes for all students are maximised. This document provides an overview of the beliefs, principles and practices that provide just such an approach to teaching and learning at Cleveland District State High School.

Good pedagogy has always been the driving force behind all aspects of our school’s strategic planning. The decision to adopt the Dimensions of Learning framework was based on the belief that it was informed by current research into the way the brain learns, retains and uses new knowledge. Our model allows us to enact our vision of “preparing students to meet the future,” and reflects the core principles of Kaizen, Ubuntu and Neoteny which are central to the philosophy of “Building a Culture of Success.” The Five Dimensions of Learning essential to successful learning are:

Dimension 1: Attitudes and perceptionsThese affect the student's ability to learn. A learner needs to:

be in a safe, caring and well-organised environment have a positive attitude towards learning enjoy the learning process and class interactions.

Dimension 2: Acquire and Integrate Knowledge To acquire and integrate new knowledge (declarative knowledge) learners need to - build on what they already know - be able to organise information - find strategies to make new knowledge part of long term memory. To learn new skills and processes (procedural knowledge) students need to:

learn a model (set of steps) shape the skill or process so that it is effective for them internalise the new practice so they can perform it easily.

Dimension 3: Extend and Refine Knowledge Once new knowledge has been acquired and integrated, students need to develop in-depth understandings by extending and refining their knowledge. This is done through deeper consideration of the knowledge by:

analysis that involves application of more complex reasoning processes (higher order thinking) or

transforming the knowledge into another from, for example metaphoric expression through visual arts, theatre/drama or poetry.

Dimension 4: Use Knowledge Meaningfully Learners will more effectively internalise knowledge when they are able to use it to perform a meaningful task. This may be:

something in real life that uses the new skills, or a life-like opportunity so that students can practice their new knowledge and skills in a safe

environment.

Dimension 5: Habits of Mind There are three habits of mind that support effective learning. This are:

critical thinking creative thinking self-regulated thinking

Dimensions of Learning is a comprehensive framework that uses what researchers and theorists know about learning to define the learning process. Its premise is that five types of thinking- called the five dimensions of learning are essential to successful learning. The Dimensions framework helps teachers to:

Maintain a focus on learning Study the learning process Plan curriculum, instruction and assessment that takes into account the five critical aspects of

learning.

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Implicit in the Dimensions of Learning model, or framework, are five basic assumptions:1. Instruction must reflect the best of what we know about how learning occurs. 2. Learning involves a complex system of interactive processes that include various types of thinking-

represented by the five dimensions. 3. Curriculum programs should include the explicit teaching of attitudes, perceptions and mental habits

that facilitate learning. 4. A comprehensive approach to instruction includes both teacher directed and student directed instruction. 5. Assessment should focus on students' use of knowledge and complex reasoning processes rather

than on their recall of information.

The Relationship between the five Dimensions of LearningA student's attitudes and perceptions (Dimension 1) and productive habits of mind (Dimension 5) are the foundations for acquiring, integrating, extending and refining and applying knowledge. (Dimensions 2,3,4). Effective teachers continually move between many of the dimensions during lessons and other classroom interactions. The dimensions are interrelated and interconnected and should not be considered alone

Our school has developed a range of processes to support the enactment of our pedagogical model, particularly in relation to curriculum planning and to feedback and coaching. Dimensions of Learning provides staff with a common language which ensures that curriculum planning and the use of student data is aligned to our pedagogical model. There is an expectation that clear and explicit learning goals are established and that relevant student data is used to differentiate learning in order to support all students in achieving these goals. A range of resources support the teaching and learning process, including a school data analysis guide, student data placemats and continuous, strategically aligned professional development relating to several cross-curricular priorities, including literacy, numeracy, ICT and Indigenous perspectives.

Cleveland District State High School has also developed a school-wide approach to lesson observations, feedback and evaluation to foster an open, supportive and professional culture of reflection and continuous improvement (Kaizen). Regular observation and feedback for all teachers is framed around a reflection tool directly linked to Dimensions of Learning. Feedback is provided using a coaching model that is focussed on supporting the continued refinement and growth of teacher expertise.

Our pedagogical model provides our school community with a clear and united way to continue working together to build the professional capital of our teachers and improve the learning experiences and outcomes of our students.

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For more information, go to: http://www.cqu.edu.au/dol/ or www.mcrel.org

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Dimension 5 – Habits of MindThe most effective learners have developed powerful habits of mind that enable them to think critically, think creatively, and regulate their behaviour.

Dimension 1Attitudes and Perceptions

Attitudes and perceptions affect students’ abilities to learn. A key element of effective instruction is helping students to establish

positive attitudes and perceptions about the classroom and about learning.

Dimension 2Acquire and Integrate

KnowledgeStudents must be guided in relating new

knowledge and processes to what they already know, organizing that information, and then making it part of their long-term memory.

Dimension 3Extend and Refine Knowledge

Learners develop in-depth understanding through the process of extending and refining

their knowledge. They rigorously analyse what they have learned by applying reasoning

processes that will help them extend and refine the information.

Commitment to reflective practice and continuous

improvement

Know the content and how to teach itTeachers know the content of their subjects and curriculum. They know and understand the

fundamental concepts, structure and enquiry processes relevant to the programs they teach. Teachers understand what constitutes effective, developmentally appropriate strategies in their

learning and teaching programs and use this knowledge to make the content meaningful to students.

Plan for and implement effective teaching and learningTeachers have a repertoire of effective teaching strategies and use them to implement well-

designed teaching programs and lessons. They use sophisticated communication techniques.

Create and maintain supportive and safe learning environments

They are able to create and maintain safe, inclusive and challenging learning environments

and implement fair and equitable behaviour management plans.

Know students and how they learn

Teachers know their students well, including their diverse linguistic, cultural and religious

backgrounds, the experiences that they bring to their classroom. They know how to structure their lessons to meet the physical, social and

intellectual development and characteristics of their students.Assess, provide feedback and

report on student learningTeachers interpret and use student assessment

data to diagnose barriers to learning and to challenge students to improve their

performance.

Engage in professional learningTeachers model effective learning. They

identify their own learning needs and analyse, evaluate and expand their professional

learning, both collegially and individually.

Engage professionally with colleagues, parents/ carers and

the communityTeachers demonstrate respect and professionalism in

all their interactions with students, colleagues, parents/carers and the community. They understand the links between school, home and community in

the social and intellectual development of their students.

ReportingReporting aims to communicate information on the results of assessment of student achievement to a variety of audiences, in a variety of ways. Reporting at Cleveland District State High School is in accordance with Education Queensland Policy. The purpose of reporting is to:

Recognise, acknowledge and give credit for what students have achieved and experienced Contribute to students’ personal development and progress, improving motivation, providing

encouragement, and increasing their awareness of strengths, weaknesses, opportunities and a basis for intervening in problems in learning and behaviour management

Assist the school and the system in identifying the students’ potential and identifying how well the curriculum, pedagogy and assessment enables students to develop academic and social skills

Assist students and their parents/carers to determine future educational and employment pathways and be aware of their child’s progress

Account for the achievements of the school to the public and to the system Provide opportunities for teachers and administrators to talk about individuals’ and groups’ progress

and about possible interventions and curricular approaches and for teachers to reflect on these curricular approaches

Provide information to prospective employers.

The reporting system at Cleveland District State High School:

Is completed in consultation with the community Is planned and regularly reviewed, using a whole-school approach Provides reporting practices for the diverse needs of individuals and groups Contains mechanisms which provide a variety of styles to suit the purpose – formal or informal; written,

oral or electronic; formative, summative or diagnostic; verbal, numerical or graphical; rankings or descriptors of performance

Incorporates a broad range of communication strategies Records student progress and achievement in all mandated areas of study

Reporting to parents/carers draws on individual student records, supplemented by other evidence such as recorded by teachers and/or students in student folios. Reporting occurs in line with the following schedule:

Interim reporting occurs for the whole school with a written report issued in term 1 A formal report for each student is issued at the end of Semesters 1 and 2. For senior students these reports are an indication of progress towards exit levels Graduating Year 12 students receive a Senior Statement and QCE issued by the Queensland Studies

Authority The opportunity for face-to-face reporting occurs in Term 1 and at the end of Semester 1 in the form of

parent-teacher interviews. Parents are encouraged to communicate with teachers at any time regarding student progress. Students on IEP’s receive individualised reports that indicate their personal performance.

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