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Curriculum

Curriculum Intent 
At Runcorn State School we implement the Australian Curriculum as it is developed. This includes: English, Mathematics, Science, Humanities and Social Sciences, Health, Design Technology and The Arts (Music, Dance, Drama, Media and Visual Arts). Teachers plan cooperatively to ensure every student is accessing the same entitled curriculum at the same time. 
 
The Australian Curriculum
The Australian Curriculum (ACARA) sets out the core knowledge, understanding, skills and general capabilities that are important for all Australian students.  It identifies what all young people should learn as they progress through schooling, and is the foundation for high quality teaching to meet the needs of all Australian students.  
 

    Cross-Curriculum Priorities  

 

    Incorporated within each of the four key subjects and the seven general capabilities of the Australian Curriculum are the three cross-curriculum priorities.  Students will learn about Aboriginal and Torres Strait Islander histories and culture, Asia and Australia's engagement with Asia, and Sustainability.  

 

     Assessment  

 

    Students will be exposed to front end assessment where it is made explicit what the learning goals are for the unit of work. Students must have a clear understanding of what is valued and what is being assessed. This translates to teachers, demonstrating WALT (We are learning to...) and WILF (What I'm looking for...) in their daily lessons. Teachers will also use formative assessments to feedback into their planning. Pre-tests, diagnostics tests and formative assessment will ensure that the curriculum is differentiated to meet individual learning needs. This information is also used to direct intervention and additional resources. Our main goal of formative assessment is to ensure that the strengths and challenges of each learner are identified and acted upon.   Students will be exposed to front end assessment where it is made explicit what the learning goals are for the unit of work. Students must have a clear understanding of what is valued and what is being assessed. This translates to teachers, demonstrating WALT (We are learning to...) and WILF (What I'm looking for...) in their daily lessons. Teachers will also use formative assessments to feedback into their planning. Pre-tests, diagnostics tests and formative assessment will ensure that the curriculum is differentiated to meet individual learning needs. This information is also used to direct intervention and additional resources. Our main goal of formative assessment is to ensure that the strengths and challenges of each learner are identified and acted upon.   

 

     Reporting to parents:  

 
  • Year level newsletters are provided to parents at the beginning of each term, outlining learning units and assessments.  
  • We use the Australian Standards as available from the Australian Curriculum website to report on student achievement and to monitor student learning goals and gains. 
  • Students are provided a written report card each semester, usually in the last week of the term. 
  • Three way reporting is scheduled at the end of term one and three. These are designed to include parents, students and teachers in discussions about student learning. 
  • Teachers are always happy to meet and discuss your child’s progress. Please make an appointment with your teacher, with an indication of topic/s you need to discuss.  
 

Sequencing Teaching and Learning  

 

Our students set high expectations to achieve and be active in the learning process. Central concepts to the teaching and learning process at Runcorn State School include multiple opportunities to succeed, high quality feedback to students (and indirectly back to teachers), front end assessment, effective use of ICT in learning experiences, use of exemplars, modelling, use of the assessable elements and use of collaboratively developed GTMJs (Guide to Making Judgements). With a strong emphasis on meeting individual needs it is about the teacher fitting in to the individual needs of the student not the student fitting into how the teacher runs their classroom. Consistency to our school means differentiating the curriculum for our students, not devising a ‘one size fits all’ philosophy.   

 

Making Judgments 

 

Teachers are supported to make consistent judgements through Year Level Moderation Meetings. Teachers will employ a range of moderation techniques including pre calibration and post cross checking methods throughout the year. Teachers have pre-determined cut-offs for assessment items if they are deploying tests.    

 

Feedback  

 

Providing feedback is central to improving student learning, whether it is feedback to students about what they have been able to successfully achieve or to teachers about what their students already know and what they can do to improve. Feedback has to be focussed on front end assessment or learning goals that have been identified.   

 

We believe that feedback to students:  

 
  •  is timely 
  • focuses on what the student has done well 
  • is informative and purposeful
  • is effective when students engage in self-feedback and peer-feedback 
  • is focused on the quality of student performance and not on the student 
  • gives specific information about what to do next
  • challenges students to use higher order thinking
  • requires students to take action and responsibility
  • can be capitalised on when multiple opportunities are given to students.  
 
Runcorn State School has developed a comprehensive Pedagogical Framework to support and enable the variety of learners and learning styles we have at our school.
 
The Framework has been developed using best practice research and is used consitently throughout the school in all curriciculum areas.​