to engage students in their approach to planning, - pre and post assessment at developed and documented learning. teaching and assessing students point of need by the end of term 1 Evidence of AUSVELS to plan - providing inclusive whole and link to learning Assessment, planning & school sequenced teaching tasks work program documentation and learning programmes & Knowledge of accessible (T:Drive) and students ZPD demonstrates clear link from -providing engaging Ability to differentiate assessment to planning to classroom practices. tasks at student ZPD differentiated teaching Growth (instructional groups) when audited at the end of terms 2, 3, and 4. By the end of term 1 I will Student Learning AP , use AUSVELS to plan and Books on differentiation to be Learning Leaders, Team differentiate learning tasks purchased & professional Leaders Policy and Guidelines on based on my knowledge of learning provided. Differentiation developed students ZPD to engage and shared students in class A whole School Forum to unpack differentiation to Frequency of fortnightly develop a shared planning meetings with understanding delivered by learning leaders Learning Leaders By the end of the year I can Student Learning AP , articulate and have Classroom observation Learning Leaders, Team implemented the school-wide based on techniques Leaders Classroom observation on selected techniques so that questioning techniques to be we can better engage conducted students Evidence through biannual reports, teachers P&D reviews and evident through planning and classroom delivery. By the end of term 1 I will have actively participated in
- pre and post assessment at students point of need - providing inclusive whole school sequenced teaching and learning programmes & -providing engaging classroom practices. to engage students in their learning. By the end of term 1 I will use AUSVELS to plan and differentiate learning tasks based on my knowledge of students ZPD to engage students in class By the end of the year I can articulate and have implemented the school-wide selected techniques so that we can better engage students By the end of term 1 I will have actively participated in approach to planning, teaching and assessing Evidence of AUSVELS to plan and link to learning tasks Knowledge of students ZPD Ability to differentiate tasks at student ZPD Growth Books on differentiation to be purchased & professional learning provided. A whole School Forum to unpack differentiation to develop a shared understanding delivered by Learning Leaders Classroom observation based on techniques Student Learning AP , Learning Leaders, Team Leaders Student Learning AP , Learning Leaders, Team Leaders developed and documented by the end of term 1 Assessment, planning & work program documentation accessible (T:Drive) and demonstrates clear link from assessment to planning to differentiated teaching (instructional groups) when audited at the end of terms 2, 3, and 4. Policy and Guidelines on Differentiation developed and shared Frequency of fortnightly planning meetings with learning leaders Classroom observation on questioning techniques to be conducted Evidence through biannual reports, teachers P&D reviews and evident through planning and classroom delivery.
mhps_annual_implementation_plan.docx