2012 Annual Report - Brighton Secondary School

• Staff use their laptops to access the staff and student network wirelessly to print to the photocopiers. • Data loggers were integrated into teaching and learning programs at all year levels and students were able to directly download data to their laptop. • Staff use Clickview appropriately and most have instructed their students how to use it so they could review videos at home or in unscheduled lessons. • All Science classes used ‘Turnitin’ for verification purposes. 2. Curriculum Coherence The Curriculum leaders are consistent and coherent in building a collaborative culture of continuous improvement with their staff. They have led their teams to use the shared assessment plan proforma which embraces all the components of the Australian Curriculum. The faculties develop processes for improving literacy and for differentiating the curriculum. CURRICULUM COHERENCE Panel feedback on the evidence of effective processes to develop curriculum coherence: The panel was provided with evidence of very effective processes to develop curriculum coherence including: conversations with staff focus groups, documentation of whole site work on the priority of Literacies Across the Curriculum and professional learning which supports the site literacy priority. A critically collaborative learning culture, supported by curriculum leaders, enables staff to share pedagogy through team meetings and peer observations. Planning collegiately, using a consistent format, is encouraged and supported. Staff use a shared assessment plan proforma which incorporates all aspects of the Australian Curriculum. Teachers reported that their faculties continue to develop processes for improving literacy and for differentiating the curriculum. There is a focus on the general capabilities and cross curriculum priorities to strengthen learning across faculties. Use of Daymap supports collaboration because teachers share information about students and use data to improve learning. There are extensive opportunities at the site, intrastate, interstate and internationally for staff to engage in quality professional learning about pedagogy and curriculum. Staff engagement with curriculum, TfEL and the National Professional Standards for teachers is a feature of performance conversations 14