Curriculum, Assessment, Teaching & Learning

Learning Priorities

At Woodmans Hill, one of the core components of Direct Instruction within our Teaching and Learning model is the effective use of Learning Intentions and Success Criteria.

Overtime we have evolved how we use Learning Intentions and Success Criteria at WHSC, through our continuously improving our understanding, born from; external reading, internal expertise and continual focused practice.

We know at a fundamental level that the three questions that guide learning are integrally linked to Learning Intentions, Success Criteria and how we use them (feedback).

Where am I going? (Learning Intentions)

How am I going? (Success Criteria)

Where to next? (Feedback)

More importantly, at WHSC we know that Learning Intentions and Success Criteria are not stagnant moments in a learning sequence, but are integral throughout a learning session as they are the core structure that bonds many elements of effective instruction together, such as (but not limited to); feedback, questioning, modelling, worked examples, class cohesion, self-assessment, strategic questioning and clarity.

In Term 4, we have revisited our learning on Success Criteria and refocused our collective efforts to ensure that in every lesson, all students know where they are going in relation to their current learning, how they are going and how to improve.

Assessment

As the end of the year approaches, we have a range of assessment upcoming, with the aim of providing students a chance to demonstrate what they have learnt and for them to be provided feedback on how to continue to improve. 

Testing such as PAT (Progressive Achievement Tests) PAT measure what students in Foundation to Year 10 know, understand and are capable of across domains, and help monitor progress over time. This is also used to measure the impact of our instruction and inform our focus and goal setting for the following year.

Exams

PAT Testing

Steven Sirrals