Pinup Support Papers

11 VV VAI'"-'
1,,1PP O RT
APER _..,
RlotR tTy
CHOOI-5
LS
YOUR
WRITING
A'1'
MIDDLE
SWAN
Will-"N EDI TING :
PROOF READIN G
SUGGESTS
AT
* Knowledge of
- spelling,
- English
honest & fair
about work read
lie helpful & Caring;
b,)ck work
' ;()Ml-:
II)I :AS
11;1) I TOR
W()rk
r,mgh
c(q)v
luif)r()vc- dr ;~l t
c 11,1ng i iigs
- wor(y;
I
_
('1II1,I)PEN
TO
USE' :
A
NIS
Apustrophr
Spe l I i ng;
Sf%
a
'Lirk
Quest ion
Comma
Word
n
0!1'Y
~)ii
YEAR 6
Full stops
Q
Capital letters C1
Exclamation marks
Quotation marks
Sense
WRIT 1? V1NAI .
I)I(A1- 1
FOP
SYMBOLS
,
5hcI I it] g ;
mnuuenl :,
fIAVI- :
F'R I I:NI) READS
* Be
Punc t.ua t iuii
AI ;()
Rainee Helen Sharon
WR1.TE DRAFT
* Read well
IDEAS
Write useful comments to the writer
Give suggestions to help the writer
Ask questions of the writer if t')ere's
something you don't understand
Be I)Cipful, not negatitive, in your comments
Ko)()N( :AMII\
EDITOR :
SOME
* A.,-;I( yc)ursell gc)CStiui)S like tl)c " s(2 :( :,ii) I understand what is being said?
Iluw du I feel about what is being; written?
II it's a story, how Fast moving is it?
flow exciting; is it?
l r; the writing; clear'?
Is tire vocabulary simple but interesting?
Would pictures help the understanding?
How interesting is the writing?
Clen Tara
ROLE 01" E1)1'1'Uli :
C
llECK
Work SLdnddrd
Vcc I I 5c'11 t cncc-s
i l I.
I'))id
id i r)y;
I' ; ray,rapIjs
A
K1?SI'()NI)
* Proof-read t."<rc-1) other',, URA_FTS
* We 11Se these syml)O I ;c which Our'
class editors Made up to show
where corrections ,ire needed
- Making sense
t
)
- Paragraphs
- Spelling
a
- Quotation marks a
- Question marks "?
- ExcA amation marks!
- Full stops
O
- Capital letters Q
- Conmias 0
- incorrectly joined words/
e .g . (clot, donut) .
6
INTO
ROC,M
RA
IF THEY ARE, YEAR 6
FOR CHILDREN TO IJSE
Yl- :Al\'
CLASS
copy
1'~cragrapfi
Think of :i
Word
.--r
bet to
by
s;mn!t Wn'm~
iclc <f :,
CONTACTS
Vic
Longbot tore
Judie Pettitt
Middle) S wa n :
Kim Ward
Midland Educa tion Centre
:39 SPrinq Park Road .
M1DLAWD
6056 .
Koongamia
274
274
4912 .
4914 .
INgp
RtORI -ry
U PPORT
CHODLS
SOME TEACHERS
DO YOU WANT YOUR CLASS
TO WHITE FOR REAL?
APP R
RO~RAM
DO AND THIS
IS
WHAT THEY ARE TRYING :-
o
Giving the children a real . PURPOSE. .
u
Providing them with a real AUDIENCE
- or better still let tlrem select their
own purpose and audience
0
Providing time each day to reflect and talk about
vxpvriunceo-s,, prusvntaL loll and Ideas .
0
Providing time each day to write .
o
~>
- Children need to kll(m about DRAFTING .
DO YOU?
- Children need to know about EDITING .
DO YOU?
Providing the children with a rich and varied literature
and media program to give diem models and experience in
critical analysis .
the
writing;
Inviting people in to talk to Lllr children about
have
do
.
(r
.
g
.
school
l
nurse,
local
M
.
P
.
,
Principal,
they
to
student teacher, gardener, local author, journalist .
EXAMPLE 1
EXAMPLE 2
Purprrse : Lef-Lor of complaint
Audience : Director - Art
Gallery
alk : flow should a letter of
complaint be written .
ime : 1 hour per day until
talk, drafts & editing;
are completed
nrichment : Letters of complaints in newspaper
Purpose : Book about class
Purpose : Invitations
Pets .
Audience : Visitor to School
Audience : Children in
Talk :
Ilow should an invitclass & visitors
at ion be written .
to class
What should it include .
Talk : What should go into
Time : l hour per day until
a book about pots .
,
talk drafts & editing
are completed .
Time :
4_`>mins per day until I
Enrichment : Gathering all
talk, drafts & editing
are completed
kinds of invitations
Enrichment : Books on I'els
!
to analyse .
Incursion : Guest .
Animal stories & poems j
What he
Incursion : A vet : What he
does & what he writes
tflll :l N wll:lI WI it ill)-, h(~.
11, 4'(I' . I ,
EXAMPLE 4
EXAMPLE 3
Purpose : Pw ;I 1
:Audience : Yva r :; 4-/
I
'talk : What should ),o into a
poster to get message over
IAAMPLE
simply & clearly
Purpose :
Que, t i onna i rr
Audience : Visitor to School
lime : 1 flour per day until talk,
drafts What
& editing are
'fall,
is it we want t
completed .
find out Irom our visitor
Enrichment :Design books ()n
T .inu- :
45 wins per day until talk
pastors 6 advertising
talk, draft & editing are
Excursion :Walk around shopping
completed .
cenLrc looking at posters
Enrichment : Census forms
for analysis of quality .
Questionnaires for schhol
i+r lormat io1I . Ilea Ith Iorms .
Kncursiou :
t ;ucsL .
Ask q"ustious
I
FOR NOh1 . IDEAS
CONTACT :
JUDik Ph6"I'I'I""
.I,
MI`aLAND IDUl ;AI ION" ~KNTRE .
214 4912 .
274 4914 .
PRESENTED BY
YEAR 5
KOONGAMIA P .S .
WRITING
FOR
A
PURPOSE
PENPAL
WHAT
WE
LETTERS
DID
1 . TALKED
in small groups about what we could write .
2 . WROTE
a class list of ideas .
3 . WROTE
our first DRAFT copy .
4 . WROTE
our second DRAFT .
5 . READ
our second DRAFT to make sure it MADE SENSE .
6 . CORRECTED
Put it away .
It was much better than the first .
our spelling and punctuation .
7 . Our teacher made each of us a chart showing how our writing had
improved from our first draft to our final copy .
8 . We also took a photograph of ourselves to send in the letter .
Some Midvale children developed them for us .
OUR CLASS LISTS .
You can probably think of more .
SELF
Where you live
What you look like
Age
Birthday
Hobbies
Favourite sport
Boyfriend/Girlfriend
Weekend activities
Favourite T .V . shows
Height/Weight
Clubs you belong to
Trophies you have won
Where you've travelled
Celebrities you've met
If you've been on T .V .
If you've been in the paper
SCHOOL
Your class, Teacher, Headmaster,Favourite Subjects,
School day, Friends, School building . Games,
Timetable .
FAMILY
Nationality
Parents
Brothers/ Sisters
'Pets
Relations
Living at home
Your house
Food
Visits
CITY
Perth
Your suburb
Midland
Transport
Weather
Beaches
Vineyards
Farms
Newspapers
Television
FOR MORE INFORMATION CONTACT US
OR JUDIE PETTITT, CO-ORDINATOR P .S .P .
MIDLAND EDUCATION CENTRE . 274 4912 .
INBOARD
UPPORT
riority
choois PAPER
rogramme
S
No . 4
CO-ORDINATING
OF
EDUCATION
SUPPORT FROM COLLEGES
FOR YOUR PROGRAMME
For further information contact :DON PUGH
CURRICULUM SUPPORT CO-ORDINATOR
S.W . Metro Office
335.8933
N .E . Metro Office
349 .0277
CO-ORDINATING SUPPORT FROM COLLEGES OF EDUCATION FOR YOUR PROGRAMME
WHY DO IT?
Use of a group of five or six student teachers in your classroom may act as
tutors for small groups once a week .
You introduce the topics . The class is divided into groups each headed and
guided by a tutor . The tutor facilitates group discussion and assists and
corrects the work of students in the group . Groups may eventually report
back to the class .
ADVANTAGES :
*
Groups receive positive direction by tutors
*
Students receive extra help in listening, speaking, reading and writing
skills .
*
Tutors receive first hand practice in small group management .
HOW TO ORGANIZE THE PLAN :
a.
List the outcomes that you hope to receive from the plan .
b.
Further information can be obtained from the resource people listed on
the sheet .
c.
Discuss the proposal with your Senior Master and Principal .
d.
The Co-ordinator would be happy to contact a College of Education with
your proposal .
e.
If transport is involved it may be possible to pay transport costs of
student teachers through the Priority Schools Programme .
f.
The plan operates on the student teachers volunteering their services
on a regular basis throughout the year .
The plan is presently operating in the English Department at Lockridge
High School .
-
Contact :-
Keri Potaka-Dewes
on
279 .4055
to (-%
s
FOR FURTHER INFORMATION PLEASE
CONTACT :
INBOARD
Priority
UPPORT
chopis
pPER
Pogramme
No. 13
KIM WARD or DON PUGH
CURRICULUM COORDINATORS
Telephone :
349 0277
or
NORM GILLETT (PRINCIPAL)
GIRRAWFIF FN PRIMARY SCHOOL
Telephone : 342 4008
r
L i
HIGH SCHOOL - PRIMARY SCHOOLS LIAISON
INTRODUCTION :
To establish closer contact,
a transition committee .
in 1982 Girrawheen Senior High School and its contributpry primary schools set up
A schedule of meetings to facilitate closer liaison between schools is described for the interest of other schools .
The success of tt . ., model may be ascertained by contacting one of the resource people listed above .
DATE
PARTICIPANTS
ROLE
10th May
Transition Committee
(High School and
Primary School
Representatives) .
Exploring and
Planning
31st May
Transition Committee
Coordinators to conduct *Decision to appoint
primary liaison teachers .
surveys to assist in
identifying areas of
need .
Identified some areas of
concern for discussion .
Coordinators
explained objectives
and progress of
project .
*Discussed role of
Primary Liaison Teachers .
Understanding of role of
Liaison Teachers .
Coordinators reported
on June 29th meeting .
*Report on role of Primary
Liaison Teachers .
Curriculum Coordinators (Primary &
Secondary)
29th June
Primary Liaison
Teachers
Curriculum
Coordinators .
30th June
Transition Committee
Curriculum
Coordinators .
ACTIVITY
*Preliminary meeting
OUTCOME
Decision to form coninittee
to organise meetings
between schools .
Guidelines set for gathering core subject information
*Report on survey of needs .
Planned dates for :
Liaison meeting Hinh/
Primary Schools .
ii) Core Subject Seminar .
i)
e Woew
-em l
6-
.,
~r . W-
t5~
-.
441~tA~
ole/A!
W
Qm
-
l
HIGH SCHOOL - PRIMARY SCHOOLS LIAISON .
f
v
1C
l
r.
DATE
PARTICIPANTS
ROLE
ACTIVITY
5th Aug .
Primary Liaison
Teachers
Liaison teachers to
report .
Clear overview of core
*Liaison teachers exchanged
information on core subjec s subjects in each primary
school .
14(!)
Presentation of
Needs .
*Reach consensus on topics
for discussion in each core
subject area .
VC'
Share ideas
*Report on English in
primary and the high
school .
(A ."1 . )
Curriculum
Coordinators
f
11
f,
5th Aug .
(P .M . )
Senior Masters
Primary Liaison
Teachers
Curriculum
Coordinators .
,11th Aug .
(A .M .)
English Staff
Year 7 representatives Coordinate attack on
from each school .
pro bl em s .
Curriculum
Coordinators
11th Aug .
(P .M .)
"'J
.. 46
To develop core subjects
agendas for high school/
primary seminars .
Social Studies Staff
(Maths Staff
*Small group discussion on
areas of need .
Take minutes
Share information
Year 7 representatives Make recommendations .
from each school .
Curriculum
Coordinators
12th Auq .
Provision of
teacher relief
completion of action plans
for implementation in areas
of need .
Provision of teacher
relief
*Discuss K-10 syllabus .
Small group discussion on
areas of need .
Report back .
Recommendations and
completion of action plans
for implementation in areas
of need .
Tak e mi nutes
Share information .
Discussion of ;
Recommendations and
1P. ('
Tear t representatives mice recomm enaations .
from each school .
Provision of
teacher relief
Curriculum
Coordinators
1 12th Aug .
(P .M .)
Science Staff
4
Transition Committee
Curriculum
Coordinators .
~)yiiauu5
Strategies
Assessment
Algorithms
Time Allocation
*Discussion of :
Share information
Year 7 representatives Make recommendations .
from each school .
Curriculum
Coordinators
25th Aug .
Take minutes .
*
9
9
9
Provision of
teacher relief
9 Content
9 Methodology
Sample programme
~ Work samples
for implementation in areas
of need .
Recommendations and
completion of action plans
for implementation in areas
of need .
Take minutes- Evaluate seminars
implementation .
*Discuss recommendations from
seminars and strategies for
implementation .
Expand year 7 orientation
from 1 day - 2 days per
school .
Transition Form for students
with special needs .
Coordinate exchange visits
~
of teachers primary 4
secondary .
29th
Sept .
Transition Committee
27th
Oct .
High School
Planning Committee
Curriculum
Coordinators .
Curriculum
Coordinators .
24th
Nov .
Transition
Committee .
Curriculum
Coordinators .
Facilitate
implementation .
*Discuss progress on
implementation .
Feedback to primaries .
Orientation
Programme .
*Discussing orientation
programme and planning
dates .
Establish dates .
*Revision of the
Questionnaire .
Format for evaluation .
`
Evaluation of
Orientation Programme .
Programme .
Direction for 1983 in the
Primary/High School liaison .
IrviaOaRo
priority
1
.J
UPPORT
(z drools t"1A
CHECKLIST :
(,
AN
r'n
PLANNING TO IMPLEMENT .
Introduction :
Some schools in 1982 have undertaken comprehensive educational planning . The model followed is
summarised below with some suggestions for organising its implementation .
~tilF
Some Novel Features are :
J
formal review of present practices ;
use of external aid to increase the number of solutions considered ;
a logical ranking process for choosing solutions ;
`
a democratic approach involving staff and other participants throughout .
f
.
k
THE IMPLEMENTATION PROCESS .
11
Need Area :
SOME
CONCERNS
Tl
a) Decision
Making and
Planning
b) Objectives .
1C
''J
c) Teaching
methods and
organisation
rll
Racnijrres
V~
Goal :
WHAT IS
OCCURRING .
WHAT OTHERS WHAT WE WANT
FEEL COULD TO HAPPEN
HAPPEN
HOW WE WILL
DO IT
WHEN AND
WHERE WE
WILL DO IT
WHO WILL BE WHO AND WHAT
INVOLVED
WILL HELP US
Ste *
Ste si
Steve
Stems 5
Ste c
1
2
Stele
3
.
4
6
Ste
si
7
HOW WE KNOW
IF IT'S
WORKING
Ste v
8
LVQ
lucit, lull
Others
ORGANISING CURRICULUM PLANNING :
1 (a)
L.
~lC
J\
ORGANISATION
RESOURCES
ADDITIONAL AID
Discussed present
practices
for a) to
f)
* Committee, small groups
or individually .
a Work sheets
Use of :
Group scribe
* Collated and
completed work sheets .
Approved or revised 9 All participants as
whole group .
recorded information
2
* Agenda outlined .
Listed range of
* Information collated
from small groups
solutions/strategies
* Use of information
using either questiongathering techniques .
naires, interviews or
brainstorming strategies
3
Solutions ranked and * In small groups initial- 9 Nominal group
technique .
approved .
ly, then ratified by
entire group .
9 School timetables .
4 to 7
(Developed Action
Plan and gained its
approval .
a Small groups or
committees used .
Reviewed implementation of Action
Plan .
a Short Monthly Meetings .
1C
J\
STEPS
1 (b)
l !.
J
A SUGGESTED CHECKLIST
* Action plans .
a Whole group meeting to
validate plan .
9 Ongoing information
collected .
9 Curriculum Coordinator
* P .S .P . Field Officer
* Advisory Staff for each
step
9 Use of experts or innovators associated with goal
9 Possible inservice
(lecturers or workshops)
# Visits to other schools .
IDEAS FOR A DIAGNOSTIC PROFILE
FOR ASSESSMENT .
UPP®RT
drools , APER
HAMILTON SENIOR HIGH SCHOOL
TREVOR HARWOOD
SENIOR MASTER
SOCIAL STUDIES
FrI ogramme
WHAT ARE THE PURPOSES OF ASSESSMENT ?
*
To inform and enlist help of parents in their child's performance and progress .
*
Give the parent an informed opinion on abilities of their child .
*
To confirm, recognise and support a students effort .
*
To provide diagnosis to aid a student to improve .
WAYS OF REPORTING :
*
Statisticans have pointed out the weaknesses of adding raw scores .
(i .e . it conceals information)
*
To assist students to examine their strengths and weaknesses it is better to look at processes than
products .
*
Processes should include all those defined by programmes .
skills)
*
Processes may also include values, self-concept and attitudes .
*
Profiles of student performance best demonstrate the full range of students performance .
(e .g . content, enquiry, application and
DEVELOPING PROFILES :
The Social Studies Department at Hamilton High School have designed a profile of student performance
which is now being used for the second year .
A profile is kept for each student . Ticks are entered in the appropriate boxes to indicate performance .
Marks are assigned at the end of term .
The profile ensures that all areas are evaluated .
NAM! . . . .. . -F.'. .4!~!. . . . . . . . . . . . . . . . .
. .L . .l~. . . . .. . . . . .. . . . . .. . . .
f
CLASS . . . . .& . . ... .! .-z . . . . .. . .
4
!
2
1
C.
Mtotudcs and Vafucs
(Tick appropnacc boa)
Knowkdljc and Undcrstandinp
(Tick apptopnate boa)
Mark out of SO
Ila©
Skulls
(a)
Inqusy Skills
. W
Gathcnry udormauon
1
YES
MARK
.
J0
(a)
Has a positive self concept . . . .
(b)
Shows compassion and sensitivity
towards others
S
(c)
. .. .
Parttcrpatcs or community decision
making
proc<suns
utlormauon
(d)
(us)
Application of
Gndtnp
(c)
Is well behaved to class
(f)
Perseveres until a task s
Library SkuW
(c)
Mapping SkAlr
(d)
Graphing SfuYs
(e)
Tiare sad Chranolop
(11
Social Skills
-
4
.. .
sauslacton)y completed . . . .
Others . . . . . . . . . .. . . . . . . . . . . . .. . . . . . . . . . . . .. . . . .. . . . . . . .. . . . .. . . .
(specify)
(S)
~I
GENEKAL COMMENT .
. rS .
a, .d,
. 4,
.
~.
,-,Y -cY_ ..J..
a
LEVEL
Commurucauon Skulls
( .r
Deal
W
Has a positive attitude towards
social studies
0~Imm
0
N
.. .
(u)
(b)
~I - .
91
SEMESTER
6u .r
. .. . . 1 . . . .. . . ... . . . . . . . . .
Written
a ...
.
.O!.LL . GJi(It.~ , ti~`~ . t ... , . . .
.~
c .~ws .
c,01.t
P
:~
o
F
Si^c.
. . . . . . . . . . s~,lL
. . . .
. . . . . . . . . . .
w.
. . .. . . . ...I . . . . ..~~ .
. .
5kr~lS a ~t 6kc~(d ac.~~t,,r¢
GRADE
DATE ...
TEACHER . .6 . .
Total out of 100
NO
`ci'Q.S . . . . . . . . . . . . . . . . . . .
62
For further information contact :DON PUGH,
CURRICULUM CO-ORDINATOR,
S .W Metro Regional Office 335 .8933
N .E . Metro Regional office 349 .0277
OR
Senior Master
Trevor Harwood
337 .33813
Hamilton High School
UNDECIDED
N8t-,-4 3D
riorAy"PPORT
oo
APER
ogramme
1DEAS FOR IMPROVING SELF-CONCEPT
For
DON
S .W .
N .E .
further information contact :-PUGH,
CURRICULUM CO-ORDINATOR,
Metro Regional Office
335 .8933
349 .0277
Metro Regional Office
WHAT IS SELF-CONCEPT?
Self-concept is the sense of self-worth or self-esteem which derives from interactians :1
2
3
4
.
.
.
.
with one's family
with one's peers
with one's subjects and teachers in school
and generally
HOW DO YOU MEASURE IT?
1.
Self Report Means - (Questionnaire)
Students may be asked directly e .g . School work is fairly easy for me (agree or disagree)
or inferentially in a situation where the appropriate response is less obvious .
(Contact your
for
copies
of
inventories
for
primary,
intermediate
or
secondary
school
.)
Co-ordinator
2.
Observational Means
Inferences are made from such indications as attendance .
WHY MEASURE SELF-CONCEPT?
Some indications of self-concept may provide an incentive to alter your curriculum to enhance the
opportunities for students to feel successful .
HOW CAN SELF-CONCEPT BE IMPROVED?
*
Make an inventory of your pupils' interests and abilities .
*
Plan your programme with this in mind .
*
Provide opportunities for all children to experience'self-worth .
*
Use the potential .offered by recreational and creative subjects .
SOME PROJECTS TO IMPROVE SELF-CONCEPT
In the Region :*
Use of camps, excursions, discos, coffee nights .
*
House system and sports programme .
*
Heterogeneous class grouping and use of individual and group work .
*
Pastoral care through use of student/staff support groups .
*
A Language Experience approach to learning based on organizing a group experience (e .g . guest
speaker) discussing it, reading and writing about it .
*
Emphasis on students positive achievements .e .g . stamps, merit certificates, verbal encouragement,
honour board, etc .
*
Reporting plan designed to emphasise the positive .
(improves peer self-concept)
WHAT SUPPORT IS AVAILABLE TO AID YOU IMPROVE SELF-CONCEPT?
*
The Co-ordinator is able to provide information on specific projects and techniques implemented
elsewhere .
*
Some in-service for teachers may be organized (in school time) on strategies of classroom management
to enhance student self-concept .
e .g . - contract teaching
- small group management
*
Support is available to assist curriculum development of programmes and resource materials to
match students' abilities and interests .
CO-ORDINATING PRIMARY -SECON1)AKY
INBOARD
UPPJRT
(Iorl1 , ~
CTIVITIES -
For rw-tier inforwatioa contact ;-
PER
r aoram1'Y1e
Now
SOME IDEAS
3
DON PjGh, CURRICULUM CC-GIDINATG%
S .W . Metro Regional Office
33 .5933
k .E . Mc :ro Rt-tcional Off+.cc
349 .0277
OR
Nancy O'Sullivan,
N .W . Metro Regional Office
444 .1775
WHAT'S BEING DONE?
*
Scheduled Primary - Secondary Principals meetings .
*
A half day seminar between Principals and Year 7 teachers of contributing Primary Schools
and the High Schools .
*
Initial meeting permits the introduction of Senior Masters and Specialist Staff .
Guidance Officer etc .)
(Y .k .O .,
Follow up meetings are subject oriented in English, Maths, Science and Social Studies .
Secondary school teachers are offered the opportunity of a half day visit to a Primary School .
WHAT TOPICS ARE DISCUSSED?
In ~agli$h, syllabus requirements in Reading, Writing and Spelling, Years 7 and 8 .
*
Skills requited in Year 7 for coping in Year 8 .
*
Books and materials used as texts and references in Years 7 and 8,
*
Programmes in Years 7 and 8 with samples .
resources)
*
Examples
*
Assessment procedures .
*
Time allocation .
*
Sharing of resources, Years 7 and 8 .
*
Exchange of ideas on methodology
of written work .
(Objectives, content, teaching strategies,
apecial programmes - Gifted, Remedial, Multi-Cultural .
Techniques for parental Involvement .
*
Testing re4ults .
*
Student attitudes to various subject areas .
*
Techniques for integrating Year P s into Year 8 .
SOME SUCCESSFUL PROJECTS :
*
Hi0h School students assisting Primary schools with their :sports programme
reading in Junior Primary
*
High School teachers visiting and teaching in a Primary school for a half day .
*
Primary schools attending high school events - e .g . Ethnic Festivals, Concerts etc .
SUPPORT AVAILABLE ;
The Curriculum Co-ordinator upon a Principal's request way be able to assist by ;the availability of teacher relief
co-ordinating mtieetingd
preparing agendas and minutes
contacting resource porsonnel (e .g . advisory teachers) .
PRESENT PROJECTS ;
Lionel Cranenburgh, North Lade Senior High School,
Xwiuaaa Senior H~g,LSchpol
-
A writing project with contributory
Primary Schools .
- _Tra"iLiaa -meeting hatween Kigh and`
contributory Primary Schools .
*
Nancy O'Sullivan, Perth Modern School
-
*
Girrawheen Senior High School
Transition meeting between High and
contributory Primary Schools .
-
Transition meeting, Between High and
contributory Primary Schools .
NBOARD
UPPORT
~r sority
Schools
qpER
Pogramme
No . 4
CO-OROINATING SUPPORT FROM COLLEGES
OF RUUCATIUN FOR YOUR PROGRAMME
Fur turtlier intura"tiun cuutuct :UUN PUGH
CURRICULUM SUPPORT CU-UKIIINATUR
S .W . Metru Uttice
335 .8933
N .E . Mntru Ottlce
.f4`J .u2//
CO-ORDINATING SUPPORT FROM COLLEGES OF EDUCATION FOR YOUR PROGRAMME
WHY DO IT?
Use of a group of five or six student teachers in your classroom may act as
tutors for small groups once a week .
You introduce the topics .
The class is divided into groups each headed and
guided by a tutor .
The tutor facilitates group discussion and assists and
corrects the work of students in the group .
Groups may eventually report
back to the class .
ADVANTAGES :
*
Groups receive positive direction by tutors
*
Students receive extra help in listening, speaking, reading and writing
skills .
*
Tutors receive first hand practice in small group management .
HOW TO ORGANIZE THE PLAN :
a.
List ure outcomes znaL you nope Lo receive zrom the plan .
b.
Further information can .be obtained from the resource people listed on
the sheet .
c.
Discuss the proposal with your Senior Master and Principal .
d.
The Co-ordinator would be happy to contact a College of Education with
your proposal .
e.
The plan operates on the student teachers volunteering their services
on a regular basis throughout the year .
The plan is presently operating in the English Department at Lockridge
High School .
-
Contact :-
Kir i Potaka-Dewes
on
279 .4055
1
,
a
x\a ~
~'
:r`e 4
'ii 0z~~`~
FURTHER INFORMATION AND ASSISTANCE IN
~tOR!ITORING AND REPORTING CONTACT :-
UFP0 - ~
10~Ywl~ CAPER
ragramrn~
No .5
DON PUGH,
C_,~;riculum Support Co-ordinator,
S .W . Metro Regional Office
Phone :
335 .8933
N .E . Metro Regional Office
Phone :
349,0277
SOME IDEAS FOR MONITORING AND REPORTING ON PROGRAMMES :
1.
" Monitor- and- Report?
Some purposes are :
a) To provide information for deciding on ways to improve the quality of
your curriculum
b) To judge whether or not to continue
c) To help other schools who are undertaking similar ventures
2.
to visit regularly
throughout the year to
assist in monitoring
programmes .
What Should One Monitor?
Information is usually collected on the positive or negative effects
of a programme on students for one or more of these areas .
Students' v
-
learnings
attitudes
-
self-concept
behaviour
-
motivation
personality development
others?
Consideration might be given to short term as opposed to long term
outcomes and unintended as opposed to intended outcomes as well .
4.
- to disseminate in forma tic*
of the success and probleacl)
experienced by similar
programmes elsewhere .
When To Monitor?
Monitoring is an ongoing process which should begin shortly after the
commencement of a programme
Monitoring during the course of a curriculum venture permits improvements
to be made and aids its success .
A final decision is made at the end of the year on the programmes future
based on the continuous monitoring undertaken during the year .
3.
POSSIBLE-ROLE OF THE
CO-ORDINATOR :
to assist in design and
processing of checklists,
questionnaires etc . to
aid monitoring .
to make available other
instruments, inventories
etc . if available
e .g . attitude and selfconcept scales etc .
Who Monitors?
All those involved closely in the'programme should participate in monitoring .
- to act as an impartial
may be involved to provide a different perspective . observer if requested
Ir16l
5.
Approaches To Monitoringand Reporting :
observations .
Evaluation is a process . of gathering, interpreting and displaying information
to describe how a programme has operated and what it achieved .
A framework for recording information might be as follows :1MING
Planning
program"
Context
Appropriatness " Were the problems to be
' Analysis of adequacy of
of project as
solved the correct ones?
procedures adopted and
related to
people and inlfOrlnation
right
Were
the
students
in
"
needs.
consulted .
the programme?
" Self assessment survey .
" Were all the needs
Review of alternative
identified?
goals .
" were the objectives the
best ones?
" Judgement of staff
Cormmittee or
Needs Assessment
Commitcet . Sei,ior
Staff and Admrniscration should be
involved .
Use of
resources and
strategies to
achieve the
objectives .
' Judgement of
director and his
teachers .
Student/
Parent )udyement
might tilso be
considered .
(background
anew(
urine
programs"
peration
During
programme
Operation
MAtING A JUDGEMENT
FUNCTIUN
and M)ectives)
Input
Process
SAMPLE QUESTIUNS
WAYS OF GATHERING DATA
TYPE OF MONITUN4NG
" Are the best strategies
being used to achieve
goals?
Analysis and discussion by
project members of use of
programme resources.
" Is the programme an .
efficient one? How
effective were the :
- activities
- materials
- people .
Survey of opinion .
Anticipate and " What problems are being
overcome
encountered .
difficulties
How
ow can these tie overcome .
a nd problems .
Interviews
Reactions by students and
teachers .
Regular meetings to discus
progress .
` As above .
Keep minutes .
Surveys of opinion .
interviews .
Diaries or logs .
Woikbooks or files .
Schedules .
t progtaewe
Conclusion
Product
(Outcome Evaluation)
To measure
gap between
intentions
and outcomes
re :
Knowledge
attitudes
skills
oclrert .
" Were enough of the
intended outcomes acfueved :
enough porcive
" Were tere
outcomes (intended or
unintended( to Justify
the programme?
As above .
Test results.
' Judgement of sub)e_t
specialists re
Observations
achievement also
important .
Surveys fParencs . Teachers
Students) .
Interviews
Teacl.er Opinions .
Work book evidence ,
FlIC-
C~t
rx =n ~icrtS .
"
ct
q"00
'
~JJ'arity
CNUPPORT
Q
oh
C
~1 S
P
APE R
rogramme
NO, 9 .
FOR F~RTHER = N
MATION PLEAS E
CON TF CT :DO :J PUGH ,
CURRICULUM CO - ORDINATOR,
S .W . METRO REGIONAL OFFICE
Telephone :335 .8933
N .E . METRO REGIONAL OFFICE
Telephone :349 .02 77
LIONEL CRANENBURGH,
North Lake Senior High - 337 .4888
RAISING YOUNG WRII RSo A JOITPREI4RY - SECONDARY SCHO O
The English Senior Master of North Lake High School, Lionel Cranenburgh, is meeting
with teacher representatives from contributory primary schools .
Their aim is to
co-ordinate a programme to :,*
Investigate approaches which help students to write better.
*
To develop a cons"vructive writing policy which can serve as a
guide for contributory primary schools and the high school .
The six half day meetings with teacher relief provided by Priority Schools Programme
are involving such experts as Rae Gatti from Curriculum Branch, Kay Kovalevs (South
West Region) and Chris Jeffreys (Hampton Senior High School) .
The working party has listed some worthwhile objectives and goals for developing
writing .
These are :Work set that offers a challenge to a student .
Encouraging a high standard of writing in keeping with individual ability .
Writing for audiences other than the teacher .
Practice in a wide variety of writing forms .
Increasing the weekly written output of students .
Providing opportunities for extended writing .
Discussion to precede writing .
Writing first, second or third drafts (if necessary) for most work .
wau
e1,
!k
ilk
r
nncouraging 5LuuenL5 Lu puolisn work in anLnologies, Lne 1.lDrary, pin-up 1JlJClluEncouraging personal writing (e .g . S .S .W .)
Increasing
the range of writing students encounter and practice .
Extending talented individuals to develop their writing .
Providing students with opportunities to write each day .
Avoid the tendency to mark everything .
Enlisting the teacher-librarian and the reading-resource teachers as aides to writing .
Encouraging local writers, journalists as motivators .
Rewarding written efforts (weak and able) in comments or praise frequently .
Preparing guidelines for students on different types of writing .
Providing models for each different type of writing so as to clarify teaching .
Giving the student the freedom to choose his/her subject/topic .
Teacher to set an example by writing with students .
Teacher to share his/her writing with students .
To develop a 'community of writers' in,the classroom .
SOME DISCOURAGEMENTS FOR WRITERS
1.
2.
3.
4.
5.
6.
7.
8.
9.
Teacher dictates notes .
More emphasis on grammar and spelling exercises than on actual writing .
Tendency to frequently set 'short answer' questions for comprehension instead
of discussion .
Students writing briefly once or twice a week .
Students writing experiences limited to one or two pages .
Unimaginative or stereotyped exercises e .g . book reviews, plot summaries etc .
Lack of teacher enthusiasm for writing .
No interest by the teacher in preparing interesting and stimulating or
imaginative exercises .
Lack of personal choice by the student over the topic .
L.
_k
r
I
D
®
CUPPORT
C
a
ro9ramme
140 . i0
POR FURTHER INFORMATION PLEASE CONTACT :CURRICULUM CO-ORDINA':OR,
DON PUGH,
REGIONAL
OFFICE - 335 .8933
S .W . METRO
N .E . METRO REGIONAL OFFICE: - 349 .0277
4 f:i
DALE HALDANE GIRRAWHEEN HIGH SCHOOL
BRIAN WOLFENDEN 342 .2772
Telephone :-
U IQ MING AT GIR!?qff~:~ HIGH SCHOOL
Over the past few years Girrawheen High School has worked consistently to improve the reading abilities of
their students .
Techniques used are these :-
Induction of staff
into strategies and
classroom organization
to improve reading
READING PROGRAMME
Remedial Reading
Assistance using tutors
from Claremont College
-U . S .S .R
-Provision of resources
-Books
-Pictures
-Maps
-Cassettes
-Records
-Visits
-Speakers
-Games
Involvement and induction
of staff of contributory
primary schools
Approaches used by Teachers
in Improving Reading :1.
Modelling
GIRRAWHEEN HIGH SCHOOL
* Provision of good language models
* Letting children model
* Exposing children to a variety of
reading materials
* Avoiding teacher choice of materials
Some Strategies in use :1.
2.
3.
4.
5.
Teacher reading
Child reading
Group reading
Reading with tape/b ok, kits
Listening to tapes
tilt ,
uppurrunitles to enjoy
reading
* Promoting recreational and independent
reading
. awviuiu6
3.
lC
Content Reading in
Subject Areas
* Teaching language skills
* Teaching children to read for many
purposes
* Teaching children how to shift reading
approaches
* Using materials at the reader's
experiential level
* providing children with experiences
related to material
4 .
Sharing and S upporting
Sharing activities to emphasise
meaning-making
* Reinforcing . without written comprehension
* Promoting a positive attitude towards
reading
* Turning children onto books and reading
5.
Evaluating
* Gauging children's interest
* Looking at own teaching practice and
recording
* Getting feedback and revising approaches
* Designing programmes to suit problems
m`.-'i,q/f~'fj'"~
~ Qoe
~ Q0r,MtA~ oo~ Gslv~
tm~
M
.
2.
3.
1.
2.
reading
Library study
C01
Study reading i .e . using
r
skimming, questioning, selecting
10~1~
summarising and reviewing
strategies
5.
6.
Language experience
Language experience shared
substantiated reading
Predicted silent substantiated
discourse reading
Discussion - aided analytical
reading
Encyclopaedia skills
Note taking strategies
1.
2.
3.
4.
A .V . presentation
Activities and games
Discussion
Drama, art and music
1.
2.
Informal tests and inventories
Standardized and Diagnostic
tests
Criterion referenced tests
Cloze and Miscue
Teacher Observation
3.
4.
3.
4 .
5.
40emGM~
_
Z
P
1FOR FURTHER INFORMATION PLEASE CONTACT :
INBOARD
UPPORT
riOflty
ChOpIS
qpER
Po9ramme
S
BARBARA WEBSiER or IAN CARTER
at ;._OCKRIDGE SENIOR HIGH SCHOOL .
Telephone : 279 4055
DON PUGH, CURRICULUM COORDINATOR,
METRO . NORTH EAST REGIONAL OFFICE .
Telephone : 349 0277
No .12
COMMUNITY/SCHOOL INVOLVEMENT : LOCKRIDGE SENIOR HIGH SCHOOL .
'Teachers at Lockridge Senior High School wish to capture the imagination of their community and enthuse parents .
FAMILIARISATION :
1
At a morning meeting followed by a luncheon, parents were familiarised with i)
Priority School Programme .
Projects which have been run and are being planned .
ii)
Enterprise Education .
Year 10 project involves running five small
in part by Transition Education .
1C.
U'1 (
iii)
businesses (eight periods per week) funded
Agricultural Education .
This project involves students farming a plot of land .
2.
COMMUNITY CLUBS :
A strong commitment was given by parents to participate weekly in a community club to be held
in the school .
Activities envisaged include i)
School involvement *
*
*
*
*
ii)
iii)
some teacher aide work ;
involvement with classes in classroom, library or on excursions ;
aid to non-teaching staff ;
help with school newspaper ;
aid at camps .
Parent Excursions e .g . to markets, art centre, etc .
Child care .
. .a .+ ;, . ;+ ;oC - f ;lme
rmoct cnaakarc_ chnrt cnurcPC_ Ptc_
3.
PARENTS NEED ASSESSMENT :
5
In small groups parents discussed on October 21st what they wished their children to achieve at Lockridge ;
the extent to which the school achieved these aspirations ;
degree of parental
.l
involvement ;
ways to increase parental
i)
1
Recommendations for Parental
involvement .
Involvement .
Parents saw needs for *
*
*
*
.f
lC
J
1
1
1(
ki (
ii)
child minding at school ;
transport to school for parents ;
involvement of local community leaders at meetings ;
wider advertising of meetings .
Perceived Needs .
Parents expressed pleasure with such school projects as
Enterprise Education ;
School Magazine ;
Student Council ;
House System ;
Socials ;
Camps ;
Work Experience ;
Lifestyle Enquiry Day ;
Weekend Activities
Career Evening ;
Open Days ;
Sex Education Seminars .
Suggestions were also made for the school's consideration .
P
INBOARD
riority CUPPORT
chools PAPER
~ogramme
NO . 14 .
RAISING WRITERS AND READERS :
FOR FURTHER INFORMATION CONTACT :DON PUGH, CURRICULUM CO-ORDINATOR,
SOUTH WEST METROPOLITAN REGIONAL OFFICE,
Telephone :- 335 .8933
(Mon . & Tues .)
NORTH EAST METROPOLITAN REGIONAL OFFICE,
Telephone :- 349 .0277
(Wed . & Thurs .)
LIONEL CRANENBURGH, SENIOR MASTER,
ENGLISH, NORTH LAKE SENIOR HIGH SCHOOL,
Telephone :- 337 .4888
A COMBINED PRIMARY - SECONDARY SCHOOL PROJECT
Early in 1982 the Senior Master of English at North Lake Senior High school approached the Curriculum Co-ordinat
with a prosposal to promote a unified K-10 approach to English between schools . He wished to involve his staff
and contributory primary teachers in an action research project . The project would involve teachers from five
contributory primary schools, the Senior Master of English from the high school, advisory staff and the Curriculum'
Co-ordinator
The participants would meet together for six half days .
They would :
*
share ideas to investigate ways to raise writers ;
*
try out approaches in the classroom ;
*
report back-;
*
inservice their staff on the results .
Outcomes of the project were :
*
liaison and mutual understanding was enhanced ;
*
participants discovered and shared strategies for raising writers ;
*
participants reached a consensus on a writing and literature programme
for primary schools and the high school ;
*
participants settled on ways to facilitate ongoing contact between schools ;
*
participants discussed ways of acquainting all staff in their schools with
the booklet ;
*
inservice was planned for 1983 .
The project's process is summarised below . It is an example of the type of initiative which may be taken between
schools by classroom teachers . The Curriculum Co-ordinator will help to organise and will undertake all clerical
and liaison work .
'
Teacher relief time is available through the Priority Schools Programme .
The Co-ordinator would welcome proposals for 1983 .
DATE :
ACTIVITY :
March
Attitudes to reading and writing were surveyed by the Co-ordinator .
Results were discussed by, English staff - a decision was made to proceed .
April
Formulation of objectives by Lionel Cranenburgh was completed . An approach
by the Co-ordinator was made to high school, and primary school principals .
May
An agenda was set and guest speakers were contacted by Co-ordinator .
June 10
A half day seminar led to sharing of approaches by participants .
Rae Gatti,
Curriculum Branch spoke on approaches to writing . Action research ideas were
selected by participants .
June 18
A half day seminar developed a co-ordinated writing policy .
August 9
Chris Jeffery, former English moderator, spoke on trends in writing .
Reports on action research projects led to a consensus on a writing programme .
August 20
Participants shared and co-ordinated approaches to literature and drafted
literature programme : .
October 11
Participants edited handbook and discussed techniques for "
"
October 25
dissemination in schools ;
continued liaison .
Meeting of superintendents and primary school principals permitted :
"
familiarisation with booklet ;
Principals' recommendations for implementation;
Resolution of strategies .
1W
q
,%r
% r.,
D
S
UPPORT
School* APER
ro9ramrne
INBOARD
riority
CHECKLIST :
PLANNING TO IMPLEMENT .
Introduction :
Some schools in 1982 have undertaken comprehensive educational planning . The model followed is
summarised below with some suggestions for organising its implementation .
Some Novel Features are :
e
e
e
formal review of present practices ;
use of external aid to increase the number of solutions considered ;
`
a logical ranking process for choosing solutions ;
and
other
participants
throughout .
democratic
approach
involving
staff
a
THE IMPLEMENTATION PROCESS .
In
f;
Goal :
Need Area :
SOME
CONCERNS
a) Decision
Making and
Planning
b) Objectives .
c) Teaching
methods and
organ i sa ti on
WHAT IS
OCCURRING .
WHAT OTHERS WHAT WE WANT
FEEL COULD TO HAPPEN
HAPPEN
Ste0i
Step
1
2
Step!
3
HOW WE WILL
DO IT
WHEN AND
WHERE WE
WILL DO IT
WHO WILL BE WHO AND WHAT
WILL HELP US
INVOLVED
Step
Stet,
Step
4
5
6
Step
7
HOW WE KNOW
IF IT'S
WORKING
Step
8
C~
Evaluation
f) Others
ORGANISING CURRICULUM PLANNING :
1 (a)
1 (b)
STEPS
ORGANISATION
Discussed present
practices for a) to
f)
9 Committee, small
or individually .
A SUGGESTED CHECKLIST
RESOURCES
groups
Approved or revised * All participants as
recorded information
whole group .
* Work sheets
Group scribe
* Collated and
completed work sheets .
2
Listed range of
9 Information collated
* Agenda outlined .
from
solutions/strategies
small groups
* Use of information
using either questiongathering techniques .
naires, interviews or
brainstorming strategies
3
Solutions ranked and * In small groups initial- a Nominal group
approved .
ly, then ratified by
technique .
entire group .
a School timetables .
to 7
Developed Action
Plan and gained its
approval .
9 Small groups or
Reviewed implementation of Action
Plan .
* Short Monthly Meetings .
committees used .
* Action plans .
* Whole group meeting to
validate plan .
Ongoing information
collected .
ADDITIONAL AID
Use of :
* Curriculum Coordinator
a P .S .P . Field Officer
e Advisory Staff for each
step
* Use of experts or innovators associated with goal
* Possible inservice
(lecturers or workshops)
* Visits to other schools,
i
rN, It 4 fl-0 A
!It w ! _
11,v
J
INBOARD
Priority
UPPORT
Schools
qpER
Pogramme
R_ EVIEWI
The diagram below may be useful
of a Priority Schools Project .
Classification
of Objectives :
a)
Input
objectives
b) Process
objectives
c) Product
objectives
Description :
Sample
Objectives :
*How successful Strategy : a camp
were the
Materials : Reading
resources?
books
*Would others
Personnel : A Reading
have been
Teacher
better?
*How did the
project
operate?
*What problems
were
encountered?
*How were they
overcome?
*What changes
are needed?
Strategy : Operation
of a camp
*What were the
outcomes for
the students?
- achievement
- interest
- self-concepi
Strategy : Effects of
the camp
Materials . : Use of
reading books
Personnel : Timetable
of a Reading Teacher
Materials : Outcomes
from use of
additional reading
materials
Personnel : Improvements in student
reading levels
Number :
in
sugg
Objecti-,
FOR FURTHER INFORMATION PLEASE
CONTACT :DON PUGH,
CURRICULUM CO-ORDINATOR,
S .W . Metropolitan Regional Office,
335 .8933
Telephone :N .E . Metropolitan Regional Office,
Telephone :319 .0277
YOUR
P R O J E C T
ting a structure by which one can organize
?~
Perceived
Changes or
Unintended
Outcomes :
Type of
Information
Collected :
Verbal
Description
- order forms
- receipts
Verbal
-
Time Line
Verbal &
Graphs of
Changes
- Pie
- Line
- Bar
- Scatter
'''
an evaluation
possible
Strengths
influence
f Project
of
n Outcomes : Project :
Weaknessess
of
Project :
Recommended
Change :
minutes
logs
diaries
timetables
statistical
summaries
- tests
- surveys
- samples of
work
- observations
r?11~`
ta :?lam'''-'
A'4*
''
^190 ' eN%sr nu~
W n-/p"" e"NW V,~"""'1*-Inar?,
INBOARD
UPPORT
Priority
Schools
qpER
Pogramme
0
FOR FURTHER INFORMATION PLEASE CONTACT :DON PUGH,
CURRICULUM SUPPORT CO-ORDINATOR,
S .W . Metropolitan Regional Office
Telephone :335 .8933
N .E . Metropolitan Regional Office
Telephone :349 .0277
NO . 7 .
PRIORITY SCHOOLS PROGRAMME - EVALUATION PLAN PRO FORMA
Project directors for the Priority Schools Programme sometimes have difficulty in designing their
evaluation plans .
To assist them the form below might usefully be considered, for laying out a plan
for monitoring projects .
It is not expected
take place monthly .
a)
b)
that all these methods be used, that all objectives be entered or that monitoring
However the form permits :-
reference to be made to key objectives
permits a variety of information to
be collected
c)
d)
suggests means of collection, and
outlines frequency of collection according
to a calendar
These are the ingredients required for a Priority Schools Programme evaluation .
Types of information
to be collected
Monito ring Activities :
Events
Type of Information to be collected :
Refer to Project Ob j ective :
Number :
Objective
Monitoring Materials :
Materials :Types of information to be collected :
Refer to Project Ob j ective :
Number :
I
i . .__ ._ . ._ .__
Objective
~~--
--
n___,.___, .
Meaus of collection of information see code below
Feb
Mar
Apr
Ma
requency of collectio
June
Jul
Au .Se .t
Oct
Nov
Dec
10
.
k 'Rvlr ,
Position :
Role :
Types of information to be collected :
Refer to Project Objecti ve*
Number :
4P
Objective
-
CODE : -
SOME RECOMMENDED MEANS OF COLLECTING INFORMATION
DIRECTIONS :a)
It is important to refer back to your project
Enter to the left the objective
objectives .
number that you wish to monitor and the key
word from that objective i .e . self-concept .
b) You may wish to plan to monitor strategies,
use of materials or use of personnel .
c)
d)
e)
Scheduled meeting with project members to discuss
progress .
(Agenda to be constructed - minutes to
be taken)
(Perhaps every second month?)
2 .1
Scheduled interviews or survey of parental opinion .
2 .2
Scheduled interviews or survey of student opinion .
3 .1
Obtain statistical evidence indicating frequency
of use of resources .
Resource : . . . . . . . . . . . . . . . . . . .
Technique : . . . . . . . . . . . . . . . . . .
3 .2
Obtain statistical evidence indicating frequency
of attendance of whom? . . . . . . . . . . . . .
Technique : . . . . . . . . . . . . . . . . . . . .
4.
Check workbooks
.
(may obtain samples of work)
Type of workbook : . . . . . . . . . . . . . . . . . . .
Give teacher developed tests .
Type : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
0*, 'k 11
401,
Select the appropriate means of collecting
information for monitoring your objectives .
Enter the appropriate code in the table to indicat,
how and when you intend to monitor your project .
It is not necessary to monitor every objective .
Select objectives which are descriptive of your
goals .
5 .2
Give standardized test .
Type : . . . . . . . . . . . . . . .
6.
Record observations
- Checklist available?
7.
Check diaries
- teachers?
8 .1
Write a formal report .
8 .2
Obtain a formal report from someone else .
9.
Other :
Name : . . . . . . . . . . .
10 .
Other :
Name : . . . . . . . . . . .
students?
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INBOARD
UPPORT
riority
Sch0016 Programme
APER
NO . 6
PLEASE CONTACT THE CURRICULUM SUPPORT
CO-ORDINATOR FOR FURTHER INFORMATION
DON PUGH,
10
S .W . METRO REGIONAL OFFICE N .E . METRO REGIONAL OFFICE -
SOCIAL STUDIES WORKSHOP : PROGRAMMING SUPPORT
1.
WHY?
The new K to 10 syllabus is available but Curriculum Branch has yet
to provide teachers handbooks and workbooks .
The syllabus is now being implemented in the high schools . Teachers
there are concerned that primary school students will arrive in Year 8
with prerequisite skills .
Skills form a larger part of the new syllabus . Teachers have indicated
that they require some time and assistance with revising their programmes .
2.
WHAT SUPPORT IS AVAILABLE?
The Curriculum Co-ordinator and advisory teacher David Rowe are designing
an inservice for your Year Seven staff at the South West Metro Regional
Centre, Beaconsfield .
We will make available :Programming sheets
*
Syllabus
*
Teachers handbooks
Personal help in interpreting the materials and getting started
335 .8933
349 .0277
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3.
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«<4Lcila .i s
*
Photocopying
*
Teacher replacement for the inservice
*
Workshop time to commence programming
PROPOSED PROGRAMME :
For Year Seven teachers from Priority Schools, two half day working sessions 9 a .m . - 12 a .m .
on Monday August 16th
Tuesday August 17th
at the Beaconsfield Regional Centre
Cnr . Hampton and Lefroy Roads,
Beaconsfield
Assistance in :Selecting a programming format
*
Choosing .units
*
Stating objectives
*
*
*
Developing teaching strategies
Selecting skills
Choosing evaluation techniques
Discuss the syllabus with Year Seven teachers from other schools .
4.
OUTCOMES :
*
Time to read the new teachers` handbooks
*
Familiarity with the new syllabus
Confidence in programming
*
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Completed programmes for the new syllabu
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FOR FURTHER INFORMATION AND ASSISTANCE IN ~
AND REPORTING CONTACT :-
ppE R
ogrammew
No .5
DON UGH
,
S .W . Metro Regional office
Phone :
335 .8933
N .E . Metro Regional Office
Phone :
349 .0277
PT
SOME IDEAS FOR MONITORING AND REPORTING ON PROGRAMMES :
P
1.
Why Monitor and Report?
Some purposes are :
a)
To provide information for deciding on ways to improve the quality of
your curriculum
b)
To judge whether or not to continue
c) To help other schools who are undertaking similar ventures
2.
- to visit regularly
throughout the year to
assist in monitoring
programmes .
What Should One Monitor?
Information is usually collected on the positive or negative effects
of a programme on students for one or more of these areas .
Students'
learnings
attitudes
-
self-concept
behaviour
-
motivation
personality development
others?
Consideration might be given to short term as opposed to long term
outcomes and unintended as opposed to intended outcomes as well .
4.
- to disseminate informati
of the success and probl
experienced by similar
programmes elsewhere .
When To Monitor?
Monitoring is an ongoing process which should begin shortly after the
commencement of a programme .
Monitoring during the course of a curriculum venture permits improvements
to be made and aids its success .
A final decision is made at the end of the year on the programmes future
based on the continuous monitoring undertaken during the year .
3.
POSSIBLE-ROLE OF THE
CO-ORDINATOR :
to assist in design and
processing of checklists,
questionnaires etc . to
aid monitoring .
- to make available other
instruments, inventories
etc . if available
e .g . attitude and selfconcept scales etc .
Who Monitors?
All those involved closely in the programme should participate in monitoring .
- to act as an impartial
observer if requested
who will provide you
with reports on
observations .
However, parents and outsi4ers may be involved to provide a different perspective .
5.
Approaches To Monitoring and Reporting :
Evaluation is a process of gathering, interpreting and displaying information
to describe how a programme has operated and what it achieved .
P
c
A framework for recording information might be as follows :FUNCTION
Planning
Context
Appropriatness * Were the problems to be
* Analysis of adequacy of
of project as
solved the correct ones?
procedures adopted and
related to
*
people and information
Were the right students in
needs.
consulted .
the programme?
* Self assessment survey .
* Were all the needs
identified?
* Review of alternative
goals .
* Were the objectives the
best ones?
(Background
and objectives)
Renewal
i
9f
TYPE OF MONITORING
prugr,umne
f
df
i
TIMING
During
programme
Operation
During
programme
Operation
Input
Process
5
Use of
resources and
strategies to
achieve the
objectives .
SAMPLE QUESTIONS
WAYS OF GATHERING DATA
* Are the best strategies
being used to achieve
goals?
*
Is the programme an
efficient one? How
effective were the :
- activities
- materials
- people .
Anticipate and * What problems are being
overcome
encountered .
difficulties
How can these be overcome .
and problems .
Analysis and discussion by
project members of use of
programme resources .
Survey of opinion .
Interviews
MAKING A JUDGEMENT
* Judgement of staff
Committee or
Needs Assessment
Committee . Senior
Staff and
uld
istsation should be
involved .
' Judgement of
director and his
teachers . Student/
Parent judgement
might also be
considered .
Reactions by students and
teachers .
Regular meetings to discuss ' As above .
progress .
Keep minutes .
Surveys of opinion .
Interviews .
Diaries or logs .
Workbooks or files.
Schedules .
7
C
t programme
Conclusion
Product
(Outcome Evaluation)
To measure
gap between
intentions
and outcomes
re :
Knowledge
Kno
attitudes
skills
ethers .
* Were enough of the
intended outcomes achieved .
Test results .
As above .
' Judgement of subje-c
specialists re
* Were there enough positive
* Observations
achievement also
outcomes (intended or
Surveys (Parents, Teachers, important .
unintended) to justify
Students) .
the programme .
Interviews
Teacher Opinions .
Work Book evidence
Follow u . . of ex students .
INBOARD
UPPORT
Priority
Schools
ppER
Pograrnme
CO-ORDINATING PRIMARY -SECONDARY
ACTIVITIES -
SOME IDEAS
For further information contact :DON PUGH, Curriculum Support Co-ordinato~
S .W . Metro Regional Office
335 .8933
N .E . Metro Regional Office
349 .0277
OR
Nancy O'Sullivan,
Curriculum Support Co-ordinator
N .W . Metro Regional Office
444,1775
WHAT'S BEING DONE?
*
Scheduled Primary - Secondary Principals meetings .
*
A half day seminar between Principals and Year 7 teachers of contributing Primary Schools
and the High Schools .
*
Initial meeting permits the introduction of Senior Masters and Specialist Staff .
Guidance Officer etc .)
(Y .E .O .,
Follow up meetings are subject oriented in English, Maths, Science and Social Studies .
*
Secondary school teachers are offered the opportunity of a half day visit to a Primary School .
WHAT TOPICS ARE DISCUSSED?
*
In English, syllabus requirements in Reading, Writing and Spelling, Years 7 and 8 .
*
Skills required in Year 7 for coping in Year 8 .
*
Books and materials used as texts and references in Years 7 and 8 .
*
Programmes in Years 7 and 8 with samples .
resources)
*
Examples of written work .
*
Assessment procedures .
(Objectives, content, teaching strategies, skills,
*
Time allocation .
*
Sharing of resources, Years 7 and 8 .
*
Exchange of ideas on methodology .
*
Special programmes - Gifted, Remedial, Multi-Cultural .
*
Techniques for parental involvement .
*
Testing results .
*
Student attitudes to various subject areas .
*
Techniques for integrating Year 7's into Year 8 .
SOME SUCCESSFUL PROJECTS :
*
High School students assisting Primary schools with their :sports programme
reading in Junior Primary
*
High School teachers visiting and teaching in a Primary school for a half day .
*
Primary schools attending High school events - e .g . Ethnic Festivals, Concerts etc .
SUPPORT AVAILABLE :
The Curriculum Co-ordinator upon a Principal's request may be able to assist by :the availability of teacher relief
co-ordinating meetings
preparing agendas and minutes
contacting resource personnel (e .g . advisory teachers) .