2012 Annual School Report - Gordon West Public School

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Curriculum Literacy – Language, Learning and Literacy (L3) Background L3 is a component of the Best Start Initiative that aims to ensure all students are on track in their literacy by Year 3. It is a research based, cost effective Kindergarten classroom intervention program targeting reading and writing. L3 has been designed to complement the daily literacy program in the K-6 English Syllabus. It provides rich literacy experiences to support all students in Kindergarten to become successful readers and writers. In Term 1 the Kindergarten teachers began intensive professional learning. They were engaged in professional learning and collaborative networks to explore aspects of literacy learning. The teachers attended 12 half day training sessions with other Early Stage 1 teachers from the Northern Sydney Region. This included collegial visits to classrooms of schools who had already implemented L3. These classroom observations were followed up with discussion guided by the L3 regional trainer. The teachers extended their knowledge and expertise through theoretical discussions grounded in research and explored literacy acquisition processes through analogy, observation and related tasks. Findings and Conclusions L3 has significantly impacted and changed the way Kindergarten teachers taught literacy in the classroom. The explicit teaching strategies and intense reading and writing program enabled a higher level of student engagement. Differentiated activities allowed students to work confidently at their own level and catered for individual student needs. The teachers have found that students have become more confident and enthusiastic during literacy sessions. L3 has opened up more professional dialogue amongst the Kindergarten team. This has led to more consistent teacher judgement, better assessment of the children through the use of an ongoing, more informative tracking system. Teachers found that L3 has encouraged independent and enthusiastic learners. The L3 program has provided a rich literacy background and a wide repertoire of vocabulary and language structures to students in their first year of school. The Early Stage 1 teachers found the key features of L3 were: - Short, sharp, systematic and explicit instruction in reading and writing strategies in small groups of 3 students in the “Engine Room” - A range of carefully selected engaging literacy activities that support the explicit teaching from the “Engine Room”. These activities are explicitly taught to the whole class during the literacy block prior to independent work - Monitoring student progress by the collection of data every 5 weeks (reading level, hearing and recording sounds and writing vocabulary) - Engagement in analytical talk to accelerate literacy development. This is achieved by students participating in the reading of quality picture books in small groups to develop listening skills. Once good listening behaviours are established the teacher moves to whole class reading to develop students’ vocabulary and listening comprehension - Flexible grouping to ensure each student is learning at their own level - Setting clear, high and achievable expectations The Early Stage 1 teachers have been able to refine teaching strategies through exchanging ideas with colleagues within the L3 network. Through the explicit teaching of guided writing and guided reading in the “Engine Room”, they have been able to cater for each student’s individual learning needs. High expectations are characteristic of L3 classrooms. Gordon West Public School students have become independent and self regulated learners. On reflection the students have said: I like reading in the Engine Room, especially when after reading we can make different kinds of words on the whiteboards. I like listening to the sounds when I write. I like writing because now I know what capitals are and what lower case is. I loved learning to write because I can now write anything that I am thinking. I like how the teacher doesn’t look at me when I get stuck and I have to work it out. She makes me think. Future Directions The Early Stage 1 teachers look forward to continuing the L3 program in 2013. They will continue to link Key Learning Areas into the L3 program through Literacy, Creative Arts and Technology. The teachers will ensure a smooth transition for their students to Year 1 by sharing the L3 strategies and the tracking system with the Year 1 teachers in 2013. School General Satisfaction Survey 2012 Every year a sample of families are surveyed in relation to general school satisfaction. Survey results and follow up strategies/plans are reported in the school’s fortnightly newsletter. A total of 365 parents were invited to respond to the School Satisfaction Survey using SurveyMonkey. The survey consisted of a set of 10 statements and 2 questions which required a written response. The following statements were presented for response: 1. My child is happy and enjoys being at school. 2. As a parent/guardian I feel welcome at the school. 3. The school encourages students to achieve their best. 4. The school is a caring and nurturing place. 5. The school facilities are clean and well maintained. 6. The office staff are approachable and helpful. 7. The school values parents' opinions. 8. There are effective lines of communication between home and school. 9. There are always opportunities to raise concerns or issues about my child's schooling. 10. I am kept well informed about school events and activities. Responses were collated under strongly agree, agree, neutral, disagree and strongly disagree. Parents were then given the opportunity to make a written response to the questions: 1. What is the school doing well? 2. What could the school do better? 22
SCHOOL SATISFACTION SURVEY My child is happy and enjoys being at school As a parent/guardian I feel welcome at the school The school encourages students to achieve their best The school is a caring and nuturing place The school facilities are clean and well maintained The office staff are approachable and helpful The school values parents' opinions There are effective lines of communication between home and school There are always opportunities to raise concerns or issues about my child's schooling I am kept well informed about school events and activities 0 10 20 30 40 50 60 70 80 90 100 Strongly agree Agree Neutral Disagree Strongly disagree 23
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Page 3 and 4: P&C MESSAGE Gordon West P&C has had
Page 5 and 6: STAFF INFORMATION It is a requireme
Page 7 and 8: year with the emphasis being placed
Page 9 and 10: Year 3 NAPLAN - Spelling School SSG
Page 11 and 12: Year 5 NAPLAN - Reading School SSG
Page 13 and 14: Year 5 NAPLAN - Writing School SSG
Page 15 and 16: National Benchmarks The Commonwealt
Page 17 and 18: PROGRESS ON 2012 TARGETS Target 1 N
Page 19 and 20: Finding and Conclusions Parents The
Page 21: School Life Student Survey My teach
Page 25 and 26: This communication forum is invalua
Page 27 and 28: School Priority 3 - Quality Teachin

2012 Annual School Report - Gordon West Public School

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