Staff Meeting

Date Time Key ideas & Notes

09/04/2019 3:15 pm Class Dojo
• The school is implementing Class Dojo. The school has a Class Dojo advisor
who demonstrated how to set up teachers’ account, create students’ profiles
and monitor parent’s communication through the app.

11/04/2019 8:00 am Term 2 planning and programming

• The school will take part in a robotics program run by Young Engineers. The
program will focus on age-appropriate theoretical knowledge and practical
implementation of digital technologies in STEM.
• Young Engineers staff will be team teaching in the classroom and each
lesson will run for 90 minutes.
• Program will commence in Term 2, Week 2.
• All Stage 2 classes will be involved in this program.

Athletics Carnival
• Another topic that was discussed is the Athletics Carnival which will take
place next term. Teachers were allocated jobs to help set up for the day.

Easter Hat Parade

• Year 6 students are responsible to run the parade, clean up after the assembly
and fund-raise money towards their end-of-year formal.
• Teachers were also given roles including; D.J., speakers, etc.

28/05/2019 3:15 pm The Primary Inspector: Curriculum and Assessment Review

• Peter Lee; a spokesperson from NESA: discussing programming and
curriculum requirements. (www.theprimaryinspector.com.au)
• twitter: @priminspector, m: 0409 914 878,
Strand A and Strand B:
• NSW public school are going to be inspected.
• Strand A: schools need to provide evidence for 2 of the 4 policy
requirements:
o Safe and supportive environment- child protection.
o Discipline of students (e.g. allowing students to having a voice when
an accusation is made about them)
o Safe and supportive environment- students welfare, specifically
attendance.
o Safe and supportive environment-
 • Strand B: schools need to provide evidence for the following curriculum
requirements:
o Curriculum for primary schools:
® English for one stage
® Records of teacher evaluation/reflection
® Records of assessment and samples of student work.
® Students engagement in learning, specifically: records of
students’ learning progress over time in English.
® Teaching strategies to meet the learning needs of students
across a variety of backgrounds and learning profiles.
® Records of the school’s analysis of student achievement data
to inform teaching and learning.

Syllabus
outcomes
Scope &
Student work sequence
samples
Compliance Accreditation

Evaluation & Legislation Class

reflection timetable

Teacher
Assessment
programs

• To maintain teacher accreditation, it is necessary to ensure that Standards 2,

3 and 5 are maintained.
• Syllabus outcomes: all outcomes are mandatory, but content is selective
(expect maths content).
• Planned Physical Activity: 150 minutes including PDHPE.
• Time allocation graph should be linked to: Scope & Sequences, Class
timetable and Teacher’s program.
• When a student is unable to achieve standard outcomes for his stage, it is
essential to make adjustments to the syllabus and identify, the school support
network (principal, learning support advisor, etc.) and parents.
• Collaborative planning process: need to be used when a student is unable
to achieve standard outcomes for his/her stage.
• Timetable: evidence of compliance (pg. 16) should have:
® School name
® Class name
® Teacher name
® Term
® Year
® Hours allocation for each KLA
 ® Intended outcomes for the week

Program and Learning and Assessment

• Record of Student Learning
• Evidence of the effectiveness of your teaching (Standards 2, 3 and 5).
• Evaluation of the effectiveness of the school’s teaching programs:
® Program monitor
® Program feedback to teachers
® Self-reflection of teaching and learning
® Assessment records/ documentation
® School data
® School’s response to data
® Implementation of literacy, numeracy and ICT strategies to improve
student learning
® Staff qualifications and expertise- professional development register
® School’s induction, mentoring and orientation programs
® Managing teacher performance, improving teacher performance and
monitoring teacher performance.

4 Aspects of the Scope and Sequence:

• When it is taught, who is being taught, time taken to teach, Sequence of
learning
• Outcomes being taught (All outcomes covered)
• Title of units – strands
• Statement of intended learning – sub strands, bolded text