Meridan Secondary Staff Guidelines · PDF fileassignment which must be kept as proof of ... • Students are to raise their hands if they have a question • Silence at all times for

Meridan Secondary Staff Guidelines

2January 15 2018 349 PMMSC Secondary Guidelines

Contents

Assemblies 3Assessment (General) 4Assessment - Secondary School Examination Guidelines 6Assessment - Extension Guidelines for Assessments other than Examinations 8Attendance 10Behaviour Development 11Bookwork Guidelines 14Classroom Expectations 15Curriculum Planning 16Differentiation 18Homework 20ICT - Student Devices 22Parent Engagement 23Referencing amp Plagiarism 25Reporting 26SET Plan 27Student Recognition 28Subject Changes 29Tutorials 30Uniform 31

3January 15 2018 349 PMMSC Secondary Guidelines

AssembliesRationale and Purpose

The primary purpose of assemblies in Secondary at Merdidan State College is to celebrate success and showcase excel-lence They also provide a platform for keyleadershipandsupportstafftomakethemselvesknownandreadilyidentifiableto the student body We try to avoid using assemblies as a vehicle for giving infor-mationasthisisdonemoreeffectivelythrough mentor classes student notices and other smaller groups and platforms

2018 Assembly ScheduleTerm 1 Assembly Type Purpose

WEEK 1 Day1 to 8 Assemblies in mentor every day to mark the rolls

WEEK 2Investitive

Mon S2 (P-12)

Performance based

Introduction of student leaders

Investitive

WEEK 3 No Assembly

WEEK 4 Secondary AssemblyGOLDAcademicandBehaviourampEffortExcellenceAwards

Swimming Carnival Presentation

WEEK 5 No Assembly

WEEK 6 Community Assemblies SILVERAcademicandBehaviourampEffortExcellenceamp Attendance Awards

WEEK 7 No Assembly

WEEK 8 No Assesmbly

WEEK 9 No Assembly

WEEK 10 No Assembly

Term 2 Assembly Type Purpose

WEEK 1 No Assembly

WEEK 2 WOC Anzac Day

WEEK 3 No Assembly

WEEK 4 No Assembly

WEEK 5 No Assembly

WEEK 6 Community Assemblies Athletics preparation

WEEK 7 No Assembly

WEEK 8 No Assembly Celebrate and review - performance based

WEEK 9 No Assembly

WEEK 10 No Assembly

WEEK 11 No Assembly

Term 3 Assembly Type Purpose

WEEK 1 NAIDOC Assembly NAIDOC Celebration

WEEK 2 No Assembly

WEEK 3 No Assembly

WEEK 4 Secondary 7 -12Athletics Presentation

GOLDAcademicandBehaviourampEffortExcellenceAwards

WEEK 5 No Assembly

WEEK 6 Community Assemblies SILVERAcademicandBehaviourampEffortExcellenceampAttendance Awards

WEEK 7 No Assembly

WEEK 8 Secondary Assembly Celebrate and review - performance based

WEEK 9 No Assembly

WEEK 10 No Assembly

Term 4 Assembly Type Purpose

WEEK 1 No Assembly

WEEK 2 Secondary Assembly Student Leader Nomination Speeches

WEEK 3 No Assembly

WEEK 4 No Assembly

WEEK 5 No Assembly

WEEK 6 No Assembly Year 12 Graduation and Clap Out

WEEK 7 No Assembly

WEEK 8 7-9 Assembly Celebrate and review - performance based

WEEK 9 Junior Secondary Level Up

Responsibilities

Assembly Managerbull Secondary Assemblies - Natasha Wicksbull Community Assemblies - Community

Leaders

The Assembly Managers above are responsible for coordination agendas set up layout AV equipment student participation

All scheduling of assemblies goes through DP Timetabling - Barry Wallett

Further Informationbull College Calendar

4January 15 2018 349 PMMSC Secondary Guidelines

Assessment (General)Rationale and PurposeAssessment is any written practical oral or performance work that counts towards a taskunits required demonstration of knowledge and must be completed Meridan State College adheres to a non-completion policy requiring students to be engaged in assessment tasks and to complete all tasks unless exceptional circumstances prevailAtalltimesstudentswillbesupportedtocompletekeyassessmenttasksthroughscaffoldingandsequenced learning experiences provided in class and through homework and personal study tasks

ProcessCurriculum Unit Summative Assessment

bull AllrequiredassessmenttasksneedtobeidentifiedpriortoaunitcommencingbasedonapprovedQCAAworkprograms VET Training and Assessment Strategy (TAS) or Unit Overview and Sequence (ACARA Years 7-10)

bull Assessment tasks need to presented on agreed assessment templates and follow the MSC Assessment Conditions Guidelines as outline in the P-12 Curriculum Framework Templates can be found in GCurriculum2 Secondary200 Secondary - Overviews and Templates2002 Assessment

bull All Summative Assessment tasks for each subject must be entered in OneSchool Curriculum Planning by week 3 of each Semester so Student Assessment Schedules can be available in week 4

bull Final copies of assessment tasks need to be approved by the HOD and then uploaded to GCurriculum2 Secondary20X Faculty_Faculty Curriculum Overviews as above

Handing in assignmentsAssignments may be submitted to teachers on or before the due date in the following ways

bull To the teacher or Head of Department on the due date by 300pm teachers will askbull students to sign a class roll as proof of receiptbull TotheClientServicesOfficeontheduedateby300pmstudentswillbeissuedwithareceiptfortheir

assignment which must be kept as proof of submissionbull In class to your teacher if you have your lesson scheduled on the day of the due datebull If students are not present at school for part of or the entire day an assignment is duethey must provide a

medicalcertificatebull Noteacherwillacceptorforwardassessmentforanotherstaffmember

Failure to submitFailure to submit completed assessment items by the due date without special consideration will impact semes-terterm results Failure to hand in a draft as required by a teacher on its due date means that students may be detained to complete the work after school

In cases where assessment is not handed in on the due date class teachers in consultation with HODrsquos HOSES and Community Leaders will assess the task based on evidence of student work observed in class prior to the due date andor the partially completed drafts or assessment submitted Students will still be required to complete the full assessment task Refer to the Missed assessment process

This may be used to provide a fuller picture of their demonstration of knowledge at EXIT Feedback will be providedon the assessment

NOTE - ALL ldquoNrdquo ratings awarded in a reporting period must go through the HOD to the relevant Deputy Principal for that year level

5January 15 2018 349 PMMSC Secondary Guidelines

Secondary School Supervised Written Assessment ProceduresPrior to the supervised written assessment

bull The students are aware of relevant factors eg exam length required equipment open or closedbull Students know they will not be permitted to get a drink or go to the toilet during the exam If permissible add

drink bottle to the allowed equipmentbull In an emergent situation a student will be escorted and supervise while absent from exam

Immediately before the supervised written assessmentbull The room is adequately prepared tables are spilt where possible timing device is visible and accurate exam

papers are distributed on desks prior to student arrivalbull Students to remain outside the exam room until instructed to enter by the exam supervisor (teacher)bull Exam supervisor to check equipment on entry ndash no extra equipment to be taken into the examination room

During the supervised written assessmentbull Adjust the time remaining written on the boardbull Students are to raise their hands if they have a questionbull Silence at all times for the duration of the exam

Finishing the supervised written assessmentbull Provide students with a 5 minute warning prior to conclusionbull Either collect the exam papers from the students at the end of the exam or have them leave their exam in

their place and collect when all are dismissed Students should not speak until outside the exam room or all exams are collected

Responsibilities

Heads of Department will ensure tobull Provide requirements outlined in Work Program TASs or Unit Overviews and Sequences and the P-12

Curriculum Frameworkbull Check assessment schedule information has been entered by week 3 each semester and then followedbull Approve assessment task prior to their use by students and upload these to their Faculty Curriculum Overviews

folder (GCurriculum2 Secondary20X Faculty_Faculty Curriculum Overviews)

Teachers will ensure tobull Follow requirements outlined in Work Program TASs or Unit Overviews and Sequences and the P-12 Curriculum

Frameworkbull Communicate and adhere to assessment schedules and deadlinesbull Communicate results to students in a timely mannerbull Record Assessment Task results in OneSchool Markbook

Students will ensure tobull Check individual assessment schedules in OneSchool for due dates at the beginning of each termbull Develop a plan for completing tasks on time and recording due dates in their diariesbull Communicateanydifficultieswithcompletingthetasktotheclassteacherbeforetheduedatebull Ask for assistance if requiredbull Attempt all tasksbull Complete and hand in work by the due datebull Useclasstimeassignedforthecompletionoftasksefficientlybull Ensure work is original and sources are appropriately referenced Student Responsibility

Further Informationbull P-12 Curriculum Frameworkbull Assessment Templates and Documents - PORTAL G Drivebull Special Provisionsbull OneSchool - Course and Assessment Planner Overviewbull OneSchool - Course and Assessment Planner Full Instructions

6January 15 2018 349 PMMSC Secondary Guidelines

AssessmentSecondary School Examination GuidelinesExaminationsStudentswillbenotifiedofeachexaminationforeachoftheirsubjectsatthebeginningofeachsemesterontheassessment calendar Students should therefore avoid all appointments that clash with examination dates

A formally constructed examination timetable will be used at the end of term 1 and 2 (11 and 12 students only) and 3 and 4 for all Year 10 11 and 12 students All other examinations for each year level will be held during normal lessons

Missed ExaminationsAdvance NoticeStudents must advise the school of an unavoidable impending absence as soon as possible after they become aware of it Documentary evidence must be supplied The arrangements for completing the assessment and subsequent credit approval will be determined on an individual basis according to the documentary evidence provided

Unforeseen CircumstancesShould a student be absent on the day of an examination client services must be contacted by the student parent or guardian on the day of the test This information will be passed on to the appropriate HOD

ContactmustbemadeeitherduringtheabsenceoronthefirstdayofreturntoschoolWhereverpossiblemake-up examinations will take place during the current block examination period If appropriate an alternate assessment may be set by the HOD

In both cases supporting evidence of the reason for the absence must be provided to the appropriate teacher immediately upon the studentrsquos return to school

Evidencemightincludemedicalcertificate(compulsoryinyear1011and12)ornotificationofselectioninarepresentative team or parent letter in year 7 ndash 9

Students will sit the examination immediately upon return to school The result will be recorded but noted as a late result and thus will not advantage a studentrsquos result

Year 11 and 12 students who have missed multiple examinations during a block examination period should contact the relevant Community Leader to assist with exam rescheduling

Students on External Suspension Students on suspension at the discretion of the appropriate Community Leader and in consultation with the relevant HOD will be given the opportunity to complete any examination as scheduled during their suspension period

7January 15 2018 349 PMMSC Secondary Guidelines

Procedure for Missed Examinations

Student or parent advises client services of absence from exams at

the earliest opportunity

Teacher contacts home regarding missed exam and refers HOD on

OneSchool

Student reports to teacher upon return to school and provides

documentary evidence for absence and exam resheduled

NB in years 10 -12 where approved evidence has been supplied the

students will have access to original exam conditions

No approved Evidence - The next class lesson students sit the exam

No additional time provided

Multiple Exams - Students who miss multiple exams are to see the relevant Community Leader for assistance in contacting teachers and HOD referred

Procedure for Missed Examinations

8January 15 2018 349 PMMSC Secondary Guidelines

AssessmentExtension Guidelines for Assessments other than Ex-aminationsAt Meridan State College class time is made available for the partial completion of any assessment task Hence all students should have at least a partially completed assessment task to submit on the due date Timely submission ofassessmentsisessentialforstudentstodemonstratetheQCAAmandatoryaspectsofthecourseandinorderforfeedback to be given

bull Hard copy - Assessment tasks must be submitted by the due datebull Electronic submissions - If using electronic submissions via Safe Assign or email these must also be submitted by the due datebull Performance or practical assessment must be completed by the due date

The work (even if incomplete) will be marked commented upon and credited towards the studentrsquos semester result

Due dates for assignments will not generally fall during the block exams For predominately non-written pieces of assessmentegoralstheduedateforwrittensupportmaterialwillbethefirstdayofcohortpresentations

An extension of time to complete an assessment task will be granted ONLY in cases of genuine prolonged illness or exceptional circumstances Parentsguardians who believe that their studentchild has a case for an extension of time should apply to the appropriate curriculum HOD (10 -12) or teacher (7 -9) PRIOR to the due date to discuss relevant circumstances Acceptable evidence supported by documentation must be presented to the HODteacher (any documentation must be accompanied by a completed lsquoApplication for Extension ndash Assessment other than Examinationrsquo form)

Each case will be considered on its merit The appropriate HODHODs (in consultation with the relevant Student Well-being HOD or DP where necessary) are the only people authorised by the Principal who can decide whether an extension of time will be permitted in years 10 -12 In years 7 -9 the teacher can consider the merits of an extension for individuals but only the Curriculum HOD can grant whole class extensions

The class teacher will also be asked to provide a relevant comment on the appropriateness of granting the extensionThismayincludestudentworkcompletedtodate(includingdraft)andworkeffortinclassThisinformation will be entered into OneSchool

Students who are absent with a genuine reason on the date an assessment task is due must make every effort to submit the assessment task on that day The submission should be done electronically using Safe Assign or by email totheclassteacherThesestudentswillneedtoprovideahardcopytotheteacheronthefirstdayoftheirreturnto school The parent or guardian of the student absent on the due date for the assessment task must contact the ClientServicesofficeonthedaytheassessmenttaskisduetoexplainthesituationShouldastudentbeabsentfor any reason acceptable evidence supported by documentation (a completed lsquoApplication for Extension ndash Assessment other than Examinationrsquo form) must be presented

Students on suspension are required to submit assessment by the due date The submission should be done electronically using Safe Assign or by email to the class teacher These students will need to provide a hard copy to theteacheronthefirstdayoftheirreturntoschool

When an assessment task is submitted late without an extension approval the assessment task will be commented onbutthefinalresultwillbebasedontheworkandordraftsubmittedbythestudentduringtheassessmenttask process Teachers will have in place systems that monitor progress of the assessment

9January 15 2018 349 PMMSC Secondary Guidelines

Failure to submit an item may result in the loss of credit for the semester Students are required to submit the outstanding assessment item in order to receive credit for that semester

Permission cannot be given for students to absent themselves from normal lessons during normal school time in order to complete assessment tasks

All assessment tasks submitted must be the original work of the students and all references used must be acknowledged Refer to Meridan State College Referencing Guidelines

Technology failure is not considered an acceptable reason not to submit assessment tasks on the due date Students are to ensure that all drafts of their work are backed up on multiple sources

Cases of genuine prolonged illness must be supported by a Medical Certificate in yearsrsquo 10 11 and 12 A draft is an almost completed piece of assessment usually presented to the teacher a week prior to the final assessment submission date This is in order for you to demonstrate progress towards a passing grade

Flow chart of procedures - extension for assessment

Flow chart of procedures - extension for assessment

NB Any assessment not handed in by the revised due date requires the teacher to contact parents and have the student sit the assessment in a single lesson at the next available time if draft work collected as part of an earlier stage of the assessment process is not available

Student request for extension PRIOR to DUE DATE

Student completes Application for Extension form and attaches appropriate evidence and copy of draft work completed to date

eg Medical Certficate (10 11 and 12 or Parent Contact year 7-9)

Senior Student (Years 10 -12) submits completed form to relevant Curriculum HOD in Senior Secondary

or Junior Secondary Students (Years 7-9) submits completed form to Subject Teacher

who will record contact in One School and refer Curriculum HOD to keep HOD in the loop

Curriculum HOD advises classroom teacher and student (10 -12) approvednot approved in writing on Application for Extension form

It is the students responsibilty to submit to teacher extension form with revised date OR

Classroom teacher advises student (7-9) approvednot approved in writing on Application for Extension form

Teacher to follow - up with student in relation to the revised date and record approved exetension as a contact on OneSchool

MERIDAN STATE COLLEGE

APPLICATION FOR EXTENSION ndash ASSESSMENT OTHER THAN EXAMINATION

Procedures

STUDENT TO COMPLETE Name Date request submitted Mentor Class Due date of assessment

Subject

Type of Assessment (eg Multi modal presentation) Reason for extension Documentary evidence attached YES NO Details A Medical Certificate for any illness is required for students in years 101112 Curriculum HOD approval must be gained for students in years 101112 Studentrsquos Signature

Parentrsquos Signature

STEP

2

TEACHER TO COMPLETE Date request received Work effort during set preparation time Excellent Very Good Satisfactory Needs Attention Unacceptable Comment Number of lessons missed Extension supported Extension not supported Reason

Teacherrsquos Signature

STEP

3

FACULTY HOD TO COMPLETE (Years 10 -12) Approved

Date Now Due

Not Approved Action Taken Entered on OneSchool under contact

Date received by teacher

Curriculum HODrsquos Signature Date

10January 15 2018 349 PMMSC Secondary Guidelines

AttendanceRationale and PurposeEachstateschoolmustimplementaneffectiveprocessformonitoringcompulsoryschoolattendanceandparticipation which is consistent with the Department of Education and Training policies and procedures including Managing Student Absences and Enforcing Enrolment and Attendance at State Schools

Every day countsbull All children should be enrolled at school and attend on every school day bull Schools should monitor communicate and implement strategies to improve regular school attendance bull Truanting can place a student in unsafe situations and impact on their future employability and life choices bull Attendance at school is the responsibility of everyone in the community

College Expectationsbull Zero unexplained absencesbull 95+ attendance

Process - Daily Attendance NotificationMentor Roll Marking - 9am

1 AbsenceOfficer Enter all absences received

2 Teachers ID Attend - mark roll 9am

3 Absenceofficer

Ring class teachers if no roll 1st attempt-

Email details of unmarked rolls

middot part A P-6 to Primary Exec

middot part B 7-12 to 1733_HODS

4 AbsenceofficerRing class if no roll 2nd attempt after 30mins

Email teacher and cc DPs with details of class not marked

5 DP Follow up

6 AbsenceOfficer SMS parents 930 (regardless of unmarked rolls)

Responsibilities

Absence Teacher Aid Mentor Teacher Class Teacher Community Leader

Student Services HOD

Deputy Principal

bull Collect all ID Attend information after mentor class and send SMS at 930am

bull Email unmarked rolls list to HODs

bull Emails CLYLSM 3 day absent report

bull Send absence letters for unexplained absences

bull Put Daily Absence Reportonstaffnotices

Note No late students are to go directly to class Students must get a late pass If not they will be marked absent all day

bull Mark mentor class roll on ID Attend every morning by 910am

bull Monitor daily student attendance

bull Follow up unexplained absences

bull Mark ID Attend roll for every session

bull Check daily absent report and discuss discrepancy with student when next in class

bull Advise Absence TA if data needs to be corrected or if student truant ndash ensure student makes up time and ID Attend and OneSchool marked unjustified

bull Follow up with parents re truancy

bull Monitor 3 day absences amp liaise with absence TA as required

bull Monitor absent for students (weekly)

bull Monitor absence patterns

bull Liaise with student parent class teacher HOD as required

bull Monitor absent and unexplained absences (weekly)

bull Discuss absentee concerns with CL student parent as required

bull Commence processes for enforcement of attendance and failure to participate

bull Follow up on unexplained absencesissues as required

bull Manage enforcement of attendance and failure to participate processes

Further Informationbull DET Roll Marking in State Schools

11January 15 2018 349 PMMSC Secondary Guidelines

Behaviour DevelopmentRationale and PurposeMeridan State Collegersquos vision is to inspire excellence and lifelong learning for its diverse and creative learners within a supportive environment Achieving high standards maximising student achievement building partnerships and fostering a positive culture are key elements of our One College One Community approach to ensuring a safe respectfulanddisciplinedlearningenvironmentforstudentsstaffparentsandothermembersofourschoolcom-munity

Our College Responsible Behaviour Plan for Students (RBPS) is focussed on supporting and promoting the positive behavioursofallstudentswhileacknowledgingthatsomestudentschooseineffectivebehaviourstomeettheirneeds and that these behaviours need to be addressed within a framework of positive behaviour support

At Meridan State College we operate from the following beliefs about behaviour and learningbull all behaviour is internally motivated and purposeful and that purpose is always an attempt to satisfy basic

needsbull we all choose what we do with our lives and we are responsible for these choicesbull people can learn how to satisfy their needs in responsible waysbull anenvironmentthatactivelyteachesandpromotespositivebehaviourencourageschangemoreeffectively

than one that focuses on negative behavioursbull positive relationships between individuals and groups within the College community are at the heart of a

successful organisationbull education is a life-long processbull gender is not a determinant of capacity to learn or to get along with othersbull students with disabilities are empowered to access all educational opportunitiesbull studentslearnatdifferentratesbull studentsparentsandstaffarepartofateamandbull students learn by a variety of activities

ProcessFull details around college behaviour development processes are outlined in the RBPS and Community Leaders Han-dook The general process is summarised in the diagram below

12January 15 2018 349 PMMSC Secondary Guidelines

Class teachers in the Secondary School maintain the primary focus on each studentsrsquo classroom behaviour It is important that ownership and development of shared expectations learning partnership relationships respect and trust is maintained at this level throughout the years If non compliant behaviours continue additional support mechanisms and increasing functional analysis may be required to support long term improvement engagement and a supportive environment for all These layers are added to the class teacher layer gradually

TheprocessforinstigatingthesenextlevelsofBehaviourDevelopmentsupportisoutlinedintheflowchartbelow

13January 15 2018 349 PMMSC Secondary Guidelines

ResponsibilitiesAs outlined in the diagrams aboveMore information regarding Roles and Responsibilities is included in the Schoolrsquos RBPS

Pedagogy Coaches and Class ProfilingThecollegehasinvestedintheprovisionoftrainedClassroomProfilersthatareavailabletosupportteachersintheirongoingdevelopmentandgrowthinusingEssentialSkillsforClassroomManagement(ESCM)Theeffectivenessofusing micro-skills for managing behaviour which leads to more time spent teaching and learning has been validated by the informed practice of numerous teachers across the state A core focus of the program is to provide teachers withnon-judgmentaldataonhowfrequentlyeffectivelytheyareusingtheessentialskills(ESCMs)SupportisthanprovidedtoreflectonthisanddevelopstrategiestoimprovetheuseofESCMstoultimatelyincreasetheamountoftime spent in ldquoLearningrdquo Conversation and less time in ldquoManagingrdquo Conversations

The Essential Skills for Classroom Management are shown in the table below

Essential Skill Description1 Establishing expectations Making rules

2 Giving instructions Telling students what to do

3 Waiting and scanning Stopping to assess what is happening

4 Cueing with parallel acknowledgment Praising a particular student to prompt others

5 Body language encouraging Smiling nodding gesturing and moving near

6 Descriptive encouraging Praise describing behaviour

7 Selective attending Not obviously reacting to some bad behaviour

8 Redirecting to the learning Prompting on-task behaviour

9 Giving a choice Describing the studentrsquos options and likely consequenc-es of their behaviour

10 Following through Doing what you said you would

To find out more about Class Profiling or request some support or coaching sessions contact Luke OrsquoSulli-van or Adam Harris

Further Informationbull Behaviour Development Flowchartbull Non-Compliance Flowchartbull Referral Form to Community Leadersbull Referral Form to Student Servicesbull Student Incident Report Formbull Student Make a Plan Formbull Community Leader Guidebookbull Responsible Behaviour Plan for Studentsbull WhatisClassroomProfiling

14January 15 2018 349 PMMSC Secondary Guidelines

Bookwork GuidelinesRationale and PurposeBookwork refers to the record of the daily learning activitiesclass work whether it is paper or electronic (eg OneNote) Bookwork provides a reference for ongoing study and review Well-presented and organised notes and diagramsallowforeffectivereviewofmaterialandpersonalstudyTheintentionofstructuredbookworkistoassiststudents in reaching their potential Bookwork encourages them to take pride in their work develop skills for effectivepresentationoflearningtasksandtoobtaintheskillsnecessarytoorganiseinformationinanefficientmannerthatallowsreflectionandpersonalstudy

ProcessThe key purposes of classwork set for students in secondary school include

bull Recording and consolidating studies conducted in classbull Providingexamplesandscaffoldingtosupportthecompletionofassessmenttasksassignmentsbull Recording research for use in completing assessment tasksassignmentsbull Practising and extending learning through completion of activities and examplesbull Magnifying the communicable link between home and school andbull Providingaresourcetosupportstudentsinpersonalstudyandreflection

ResponsibilitiesClassroom TeacherSupport students in developing practice that ensure that they consistently bring to class all resources necessary to completeandrecordthesetworkProvideavarietyofoptionstosupporteffectivenotetaking

Student

Keepwellorganisedtidynotesandlibrariesoffileshandoutstoaccessinatimelyfasionasrequiredforclarificationrevisionorformativeassessment

Bring the following items to every lesson (including having these ready for practical lessons)bull Pens and writing paper resources must still be brought to all classes by all students even those who have

taken up the laptop programbull Calculators and other specialised equipment as outlined in the college Stationary listsbull ChargeddevicesifparticipatinginBYOxprogram(chargerscancauseasignificanttriphazard)

Further Informationbull School Locker Stationary Lists

15January 15 2018 349 PMMSC Secondary Guidelines

Classroom ExpectationsRationale and Purpose

Setting Consistent Expectations to Improve Student Behaviour (and Learning) OneofthebestwaystohelpstudentsmeetacademicexpectationsistofirstsethighexpectationsforbehaviourWhyInclassroomswithclearandconsistentbehaviourexpectations

bull Studentsknowandunderstandwhatrsquosexpectedofthemwhichbreedsconfidencebull Students monitor themselves and take more responsibility for their behaviour mdash and their learningbull Students spend more time on task and academic learning time increasesbull Teachers can more easily recognize and motivate positive behavioursbull Classroom stress for students and teachers decreasesbull Students gain a sense of safety and securitybull The classroom culture and the school culture become more positive overall

In contrast classrooms where behaviours vary day to day or minute to minute teachers struggle to teach and students often learn less than they should Think about all the instructional minutes that are stolen by disruptive behaviours Those missing minutes mean students have less time to focus on and master academic standards In an environment thatrsquos disorderly or chaotic mdash or worse unsafe mdash students are also less likely to ask questions engage in classroom discussions and take academic risks in front of their peers Further the problem is compounded when struggling learners miss class time because of discipline referrals or suspensions

Process

Every classroom has the school wide classroom expectations displayed clearly

The classroom expectations are

bull Be on timebull Be preparedbull Follow teacher instructionbull Be considerate and respectfulbull Be positivebull Be safe

In addition to the expectations above students are expected to wear correct uniform at all times

MobilephonesarepermittedatschoolhowevershouldbeswitchedoffandoutofsightduringclasstimeTheuseof phones in classrooms is allowed for curriculum purposes only

16January 15 2018 349 PMMSC Secondary Guidelines

Curriculum PlanningRationale and PurposeThe process and protocols for Curriculum Planning at Meridan State College aim to

bull Provide teachers and students with a sharp clear and explicit focus to drive the learning activities for curriculum units that will allow for a deep uncluttered focus

bull Present and store the required information in a consistent easy to access format across teaching areas and teams

bull EnsurecurriculumcoverageandalignmentwithACARAQCAAandotherschoolprioritiesthroughtheplanningteaching assessment reporting phases

bull Enable teaching teams to work collaboratively to minimise administrative workloads and promote quality teaching

ProcessThe overall approach to curriculum and detailed curriculum planning consideration at Meridan State College are outlined in the P-12 Curriculum Framework

The planning processes and protocols required occurs in distinct tiersbull Tier 1 - College Overview (College Executive Teams amp the P-12 Curriculum Team)bull Tier 2 - FacultyKLA Curriculum and Assessment Overview (7-12)bull Tier 3 - Year Level Curriculum Map TAS or Work Programbull Tier 4 - Unit Planning and Assessment

The documentation for these tiers is outline on the following page

The required practices for assessment in this process are outlined in the Assessment section of these teacher guidelines

ResponsibilitiesHead of Department

bull Delegate faculty member planning responsibilities and identify time-lines for each subjectbull Provide support through planning and resourcing and required documentationbull ApproveanduploadtoGdrivefinalcopiesofUnitOverviewsandSequenceandAssessmentTasksbull Maintain up to date tier 2 and 3 faculty curriculum maps in spreadsheet on G drivebull Lead and support creation and accreditation of Senior Work Programs and TASs

Teacherbull Develop Subject Unit Overviews and Sequences and Assessment Task (Tier 4) in line with faculty roles

responsibilities and timelinessbull Modify the Subject Unit Overviews and Sequences to suit personal strengths as a teacher class needs and time

availablebull Work collaboratively to develop resources activities projects required for the implementation and delivery

of these unit curriculum plansbull Save plans (ie Overview Sequenced Assessment) and resources in GCurriculum2 Secondary2XX

Faculty

Further Informationbull P-12 Curriculum Frameworkbull Key College Curriculum Documentsbull Unit Overview Template

17January 15 2018 349 PMMSC Secondary Guidelines

Secondary Curriculum Documents

18January 15 2018 349 PMMSC Secondary Guidelines

DifferentiationRationale and PurposeMeridan State College is committed to inspiring excellence across the diverse and creative learners that are part ofourP-12learningcommunityAssuchstaffarecommittedtoencouragingallstudentstoachievehighstandardscontinuously improve and have the skills to be independent and resilient lifelong learners

Providing opportunities for every student to access and engage in learning experiences focussed on the corecurriculum is an essential part of supporting all students to achieve to their potential In line with the DETE P-12Curriculum Assessment and Reporting Framework Meridan State College adopts a whole college approach tosupporting student learning (A whole school approach to support student learning) Through this we seek to

bull promote a strategic and cohesive response to diverse learning needsbull promote consistent practices in a culture of ongoing improvementbull set and maintain high expectations for evert studentbull monitor student progress with multi-layered analysis and discussion of student achievement data andbull support student learning with quality teaching focused on improving the achievement of every student

In order to these objectives teachers are required to adapt curriculum programs and assessment tasks to meet theneeds of their classes and individuals within the class

The MSCCurriculumDifferentiationGuidelinesaimtoprovideteacherswithaclearlydefinedprocessandtheresources and tools to support them in the adaptation of curriculum and assessment programs to suit the needs oftheir students

Thekeypurposeoftheseguidelinesistopromotedifferentiationthroughplannedandstrategicadaptationofbull What teachers teach - content (curriculum intent and mode)bull How students learn - process (sequencing teaching and learning)bull How students demonstrate what they know - product (assessment)bull How the learning is structured - learning environment (how the classroom works and feels)

Process

More information and recommendation for the steps in this process is provided in the MSC Curriculum DifferentiationGuidelines