The Coley Street School Curriculum

1. The Coley Street School Curriculum Preparing Learners for the 21st Century

2. Mission Statement At Coley Street School we aim to provide all children with the values, attitudes, and skills for powerful life long learning Vision Always our best A Vision of K-12 Students Today.mp4

3. Values/beliefs At Coley Street School we walk the beliefs of our Learning Community by demonstrating the value of: - • A caring and sharing family atmosphere; • Recognizing everyone as a learner; • Inclusive programmes, which address the learning needs of all students, and identify, analyse and implement strategies, which address barriers to learning and achievement; • Emphasizing numeracy and literacy programmes

4. A welcoming and inviting school environment; • A secure physical and emotional context for learning; • A balance of academic, sporting and cultural learning activities, including regular EOTC experiences for all children; • Acknowledging success and promoting high expectations; • A genuine partnership with our community; • A passionate, committed and caring staff; • Celebrating the bicultural identity of our school community; • Effective management systems to support learning ; • A successful school is characterised by a strong commitment to multiple goals and high academic attainment. Students demonstrate responsible citizenship, aesthetic expression and emotional and physical well-being.

5. Striving on the hockey turf – winning is important, but more important is the journey An important community event - the Great Forest Run ICT - integrated naturally into the teaching and learning process Children and teachers learn together – we are all life long learners

6. Coley Kids Two major concepts govern every-thing we do at Coley Street School: - • As a member of the Coley Street Learning Community I have an obligation to learn; • As a member of the Coley Street Learning Community I have an obligation to help other people learn. At the heart of a Coley Kid is a thinking person, who strives, who is caring, and who is proud.

7. Over time we have developed a set of attitudes, values, attributes, and skills for lifethat we consider to be a core requirement for our children – that is, those we hope our children (Coley Kids) possess when they leave Coley Street School at the end of year 8. These are represented in the Coley Street School Learning Community Model.

8. Learning Community Model

9. Thinking At the heart of a Coley Kid is a person who demonstrates thinking by: • Demonstrating persistence in their thinking; • Being critical, creative, and innovative thinkers; • Using models, maps, and tools to demonstrate their thinking; • Evaluating, challenging, and extending their thoughts; • Being able to problem solve, draw on personal experience, and make links in their thinking; • Reflecting on their own learning; • Asking questions and challenge ideas. Thinking Managing Self Relating to Others Participating and Contributing Using language, symbols, and texts. Six Hats Visual Mapping Solo Taxonomy Graphic Oganisers Questioning Taxonomy

10. Striving At the heart of a Coley Kid is a person who demonstrates striving by: • Demonstrating a ‘have a go’ attitude; • Accepting new challenges and persists to meet these challenges; • Being confident and positive in their learning, set personal goals, plan their actions, and reflect upon their success and on how they would improve their performance next time; • Being, resilient, self -motivated and responsible for themselves and their actions – (managing self); • Being able to interpret and use words, numbers and images; • Using ICT to access and communicate information and ideas. Thinking Managing Self Participating and Contributing Using language symbols and texts Relating to Others Achiever Confident Risk Taker Determined Courageous Persistent Goal setter Purposeful Committed Curious Excellence Innovative Inquiring Participate

11. Caring At the heart of a Coley Kid is a person who demonstrates caring by: • Being friendly, supportive and compassionate; • Celebrating diversity, being tolerant and considerate of others, and having a sense of community; • Demonstrating respect for themselves, others, property and the environment; • Being able to respond appropriately when working in a group. Relating to others Participating and Contributing Friendly Supportive Compassionate Tolerant Considerate Loyal Respectful Polite Celebrate Diversity Sense of Community Ecological sustainability

12. Pride At the heart of a Coley Kid is a person who demonstrates being proud by: • Being an active member of local, national and global communities; • Celebrating the successes of themselves and others; • Demonstrating knowledge of themselves and knowing how they fit in their learning community; • Being a honest, trustworthy, and responsible member of our community. Relating to others Caring Thinking Managing Self Participating and contributing Using language, symbols, and texts Honesty Trustworthy Truthful Honorable Self disciplined Responsible Reliable Proud Integrity

13. Inquiry Learning Model

14. Categories of Inquiry Investigation Directed Guided Pure In directed and guided inquiry, the big idea focus is negotiated with the whole class; In pure inquiry, children join together with a shared interest in a big idea, in groups of 2-3.

15. Coley Street School Inquiry Learning Stages: • Stage 1: Big Idea • Stage 2: Ignite • Stage 3: Question • Stage 4: Consider • Stage 5: Discover • Stage 6: Communicate • Stage 7: Act • Stage 8: Assess

16. Stage One The Big Idea • This is the broad concept/big idea/umbrella that will start the students thinking. It provides direction and a wide focus; • It provides the context for new learning.

17. Stage Two Ignite • This is where we create interest in the big idea and engender a sense of curiosity; • To establish prior knowledge on which to base the main inquiry questions at the next stage. Stages of Ignite • Ignite/Wonderings, Knowledge Attack/Wonderings

18. Stage Three Question/Task Purpose: • To provide a clear direction for the inquiry. Stages of Question/Task: • A: Creating the essential question or task; • B: Creating the subsidiary questions; • C: Hypothesis.

19. Stage Four Consider • A) Sharing the Assessment criteria • B) Looking at and discussing success criteria for key competencies

20. Stage Five Discover • “Answering the subsidiary questions”; • Locating, sorting, sifting and recording information; • Getting more information. Stages of Discover: • A: Developing a research plan; • B: Gathering, sorting, sifting, synthesizing, and recording information; • C: Drawing conclusions and making justifications – (Students present their draft statements and justifications to their peers); • D: Critical thinking.

21. Stage Six Communicate • Presenting our answers to the Essential Question to an audience. • After the critical thinking stage, the students should: • A: Plan their presentation. • B: Present to an audience

22. Stage Seven Act Plan and Act • Taking action, to improve the lives of others in our world, improving the world, or sharing information. A: Plan of action B: Take Action • This is where students have an opportunity to apply their knowledge in an authentic context. • Undertake the action you have planned. This may be done immediately or undertaken at a later date (whichever is most appropriate). Taking action may continue over a period of time. • Shanae Inquiry_0002.wmv

23. Stage Eight Assess - Reflection and Assessment Possible Student Assessment • Have you improved your inquiry skills? • Discuss with your peers where they think you sit on the inquiry rubric. • Assess and share with your teacher where you now sit on the inquiry rubric. • Students evaluate their effectiveness in solving their questions. • Students evaluate their inquiry skills against the Coley Street School Inquiry Rubric. • Students evaluate the depth of their knowledge through their new learning.

24. Possible skills and processes: • Self assessment • Peer assessment • Conferencing skills • Key Competencies Teacher Assessment: • Skills, attitudes and processes • Anecdotal observations • Learning stories Puppets with all words.wmv

25. Tool Box

29. Coley Story2.wmv