Strategic Goals, Annual Targets and Reports

Inquiry Learning

Students will understand the process of inquiry and use appropriate techniques to further learning and create new solutions.

That 90% of Year 3 and 6 students can explain each stage of the school Inquiry Model and apply this to their learning.

Writing - Deeper Features

Students will be motivated and engaged in writing across a wide range of genre.

That 90%+ of Year 4 & 5 students will be at or above the National Standards levels for writing for deeper features.

Literacy - Spelling

Students will understand and use spelling rules and conventions correctly to improve spelling skills and knowledge.

That 90%+ of Year 4 & 5 students will be at or above the National Standards levels for writing for spelling.

Target Areas

Professional Development on Inquiry Learning stages

Staff input into expectations for each level / syndicate
Staff have a pedagogical understanding of each stage in the model
Professional development for teachers on each step of the model
Use of the HSS model, stages in classes with a focus on developing understanding of specific stages

Explicit teaching in class of each step needed in the Inquiry Model Unit:

Adopt a teaching style of ‘us’ (not ‘me & you)
Ensure each stage is taught explicitly, developing an understanding of them with the students
Based on school model
Display stages on classroom walls
Linked to thinking skills

Students will understand & use all stages in the school Inquiry Model as appropriate for their age group

Students can explain each stage, what it represents, how they use it and why it is useful
Teachers will teach the stages explicitly so that students develop a sound understanding and are skilled in their application of Inquiry Learning

Professional Development in Writing for staff

Ensure teachers understand how to teach specific writing skills related to a range of genre, particularly making writing relevant and authentic ( for an audience)
Teachers will understand how to integrate writing effectively, while still ensuring skills are being explicitly taught
Revision of writing programmes used in the school at different levels

Children are motivated and engaged in writing

The implementation of engaging writing experiences linked explicitly to relevant & authentic contexts which the children can relate to
Used across other learning areas
Children understand how to develop deeper features in their writing and do so
Children write for a purpose / audience sharing their work
Innovation

Ensure writing learning outcomes and criteria are specific and explicitly taught

Ensure children have Active Listening skills
Teachers will teach explicit writing skills, ensuring quality feedback / feedforward to children to improve writing
Children will have realistic writing goals / targets and know how to achieve them
Learning outcomes and criteria will be visibly displayed in the classroom backed up by best practice examples
Writing examples reflecting a change of pace / outcomes needs to be on display
Based on Literacy Learning Progressions and National Standards
Relevant /authentic and engaging contexts and genre

Explicit teaching of writing will be a focus area for teacher appraisals in 2011

This will be written in to each teacher’s goals for 2011, and will be individualised to suit their needs in this area
Teachers will observe other teachers and view models/ lessons of best practice
Teachers will observe each other and give constructive feedback / feedforward
Teachers will engage in professional discussions on writing, sharing ideas, resources and skills

Professional Development in Spelling for staff

Understand the pedagogy behind spelling- rules, conventions etc.
Understand how spelling impacts on writing
Professional development sessions on specific aspects of pedagogy related to spelling
Practical learning on a new spelling programme and how to use it effectively

Children understand and use spelling rules and conventions

The implementation of the Phonics & Spelling Matters Programmes will ensure logical progression of learning spelling skills, strategies and knowledge
Children will learn and use rules, with understanding of how they work and why
Used across other learning areas

Ensure spelling learning outcomes and criteria are specific and explicitly taught

Ensure children have Active Listening skills
Teachers will teach explicit spelling skills and strategies, ensuring quality feedback / feedforward to children to improve spelling and also writing fluency
Children will have realistic spelling goals / targets and know how to achieve them
Learning outcomes and criteria will be visibly displayed in the classroom
Based on Literacy Learning Progressions and National Standards