Review
Curriculum and Teaching Practice
CURRICULUM AND TEACHING PRACTICE REVIEW
School curriculum and teaching practice is reviewed against the Framework for Improving of Student Outcomes (FISO 2.0). FISO and the FISO improvement cycle help identify focus areas for improvement and to evaluate the impact of introduced initiatives.
Review of school curriculum
| Layer of review/planning | Process and data used | Responsibility | Timeframe | |
| Whole School | · Achievement School Improvement Team reviews and refines whole school curriculum documentation in line with national and state policy changes (Victorian Curriculum 2.0 and Senior Secondary Reform), including: - Curriculum Framework - PLT Timetable and PLT/Class Timetable Allocations - Essentials Curriculum (Prioritsed Strands/Domains/Modes and Jackson Goal Bank) - Scope and Sequence Documents. | Achievement SIT | Every 4-years (or on the release of new Victorian Curriculum Iterations) | |
| Learning Areas | · Termly Planning Show & Share sessions to moderate planning by learning areas (English, Mathematics, Inquiry, Independent Learning) from teams across the school. · For Specialist learning areas, Leading Teacher to work 1:1 with specialist teachers to review curriculum documentation bi-annually | Teaching Staff | Termly
Annually | |
| Termly Planning (PLT) | · Leadership present at all planning days each term to support and review planning. · Termly Reflection against PDPs as a group. · Termly planning shared with leadership team for monitoring with feedback as required. | PLTs | Termly | |
| Weekly Planning (Class) | · Weekly Collaborative Planning sessions where teams share and give feedback on shared weekly planning for learning areas. · Achievement SIT random planning monitoring. · 1:1 differentiated teacher support for planning from a Learning Specialists/Leading Teacher. | Teaching Staff | Weekly and Ongoing | |
Review of Teaching Practice
Jackson School reviews teaching practice via:
- Professional Learning Teams, which link the learning needs of students with the professional learning and practice of teachers and provide an opportunity for teachers to collaboratively evaluate the effect of high impact teaching strategies; and
- the Performance Development cycle, which provides an opportunity to provide feedback to teaching staff on their performance to support ongoing learning and development, with a focus on how student learning can be improved through improving teaching practice. For teacher class employees these are conducted in peer groups at the termly Planning Days.
- Peer Observation and Differentiated Coaching Support. This includes reciprocal peer observations (Week 5 in Terms 2 and 4) between teachers as well as Learning Walks and Talks (Week 5, Terms 1 and 3).