2011 Annual School Report - Gordon West Public School

Curriculum
Literacy – Writing and Improving
Student Learning
Background
During Terms 2 to 4 2011, Year 3, 4 and 5 teachers developed
an action learning project based on current educational research
identifying the major influences that lead to improved
student learning.
Participant teachers commenced the project by reading an
extract from Professor John Hattie’s paper, “Teachers Make
a Difference -What is the research evidence?” and discussed
the research findings. Teachers viewed and discussed the
dimensions identified in the research that distinguish the difference
between expert and experienced teachers. The three
dimensions that Hattie’s research concluded most effectively
separated expert from experienced teachers were challenge,
deep representation and monitoring /feedback.
Findings and Conclusions
Teachers closely reviewed the research and identified how
these most effective teaching strategies could be directly
implemented in their classrooms. A series of writing lessons
focusing on descriptive writing techniques were chosen by
teacher consensus as a focus area for the project. Teachers
used these lessons to practise a range of teaching strategies
and investigate which were the most effective in leading to improved
student learning and engagement and the most manageable,
practical and realistic to implement in the classroom.
Teachers incorporated scaffolded or tiered lesson activities
with a range of challenges built into the task to meet the scope
of student abilities and provided a range of modelled, independent
and guided small group activities. Through negotiation
with students, highly explicit lesson criteria was identified
and presented to the students at the beginning of each writing
lesson and reinforced throughout the lesson. These specific
statements about the quality of work required of students became
clear reference points for the students to develop and
check their own work. Teachers devised a simple system of
assessing student’s work during development as well as on
completion of the task. This was aimed at giving the students
more immediate, meaningful feedback. To assist students to
develop skills in self evaluation, written work samples that illustrated
high quality work were viewed and discussed. Students
evaluated these as part of their learning process.
An improvement in the level of student on task behaviour was
observed and noted by teachers. They identified a substantial
improvement from the pre assessment task level. Students’
improved on task behaviour in group activities included contributing
to group tasks, helping peers and raising questions.
In Term 4 participating teachers presented their finding
and shared their experiences. Teachers shared student
work samples from the action learning experience and
their thoughts about the effectiveness of the teaching
strategies employed.
Future Directions
Teachers have and will continue to reflect on the benefits and
challenges of the project. They will encourage the wider use
of the positive practices realised and incorporate the best
of these ideas into plans for future students’ learning K to 6
across all Key Learning Areas.
School General Satisfaction Survey
2010
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 100 parents were invited to respond to the School
Satisfaction Survey with 94% completing all questions. The
survey consisted of a set of 14 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 schools processes and procedures address staff welfare
needs.
8. The school values parents' opinions.
9. There are effective lines of communication between home
and school.
10. There are always opportunities to raise concerns or issues
about my child's schooling.
11. I receive helpful information about my child's progress and
achievement.
12. I am comfortable approaching my child's teacher to talk
about his/her progress.
13. The resources and facilities at the school are sufficient to
meet my child's learning needs.
14. Overall I am satisfied with my child's academic progress.
Responses were collated under strongly agree, agree, neutral,
disagree and strongly disagree.
The feedback was extremely positive with responses of
strongly agree and agree selected for 11 of the 14 statements
over 80%. The 3 statements which rated less positively were
“There are effective lines of communication between home
and school (76%), “The school values parents' opinions”
(73%) and “I receive helpful information about my child's progress
and achievement.” (69%)
The following questions were asked:
1. What could the school do better?
2. What is the school doing well?
In reply to the question “What could the school do better?”
a number of parents indicated the need to improve school/
parent communication regarding upcoming school events and
activities. Increased prior knowledge of events could better
assist forward family planning.
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