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Teaching and learning

Victoria Park State School

Victoria Park State School is committed to our students achieving their personal best.
Our school vision
  • Everyone is committed to achieving and improving.
  • Everyone has written goals for learning.
  • Children want to be here to learn.
  • Parents want their children here to learn.
  • Teachers want to teach and learn here. 
Our shared beliefs and understandings
Each student can achieve high standards, given the right amount of time and support.
Each teacher can teach to high standards, given the right assistance.
High expectations and early and ongoing intervention are essential.
Teachers and administrators need to be able to articulate what they do and why they teach the way they do.
Parent and community engagement that is effectively focussed on student learning can improve student outcomes.
Our School Motto
Loyalty and Truth
Our School Expectations
Victoria Park State School has implemented the Australian Curriculum in English, Mathematics, Science, History and Geography. Staff will continue becoming familiar with the Australian Curriculum in other learning areas with full implementation of the Australian Curriculum in 2020. 
Teachers will continue to plan, teach and assess the remaining learning areas – SOSE, The Arts, HPE, LOTE and Technology, as part of our mandated Queensland curriculum. 
Each term a parent brochure is sent home to parents/caregivers outlining the content and assessment for the term for each year level.
 The Australian Curriculum
The Australian Curriculum website sets out the core knowledge, understanding, skills and general capabilities that are important for all Australian students.  
High student achievement and engagement is our priority at our school. Teachers teach new content through an Explicit Instruction lesson. Teachers outline the intent and the expectations of the students in the lesson and the standard of work required. This is achieved through an ‘I do’, ‘We do’ and ‘You do’ approach.



Teachers also use a range and balance of teaching approaches (including inquiry learning, play-based learning, project approach, event-based approach and direct teaching) based on their students’ age, ability and interests and the context and purpose of the learning experiences to develop a deep knowledge and understanding.
Differentiation and Learning Goals
As every child is different, teachers examine the student’s data to determine the appropriate learning pathway for the student. This may include school and system data, teacher observations, report card comments, reading anecdotal records, and information from parents. Learning goals are developed each term. Each student’s goals are displayed and students are aware of the steps needed to attain the goal.


Partnerships (student – teacher – parent)
Our staff value good student-teacher-parent partnerships. This is achieved by all partners communicating in an effective manner to ensure that relationships grow and flourish for the benefit of each and every student. Parent information afternoons occur at the beginning of each year to begin the communication process and outline learning and behaviour expectations, as well as, general day-to-day routines. School newletters and the SkoolBag App keep our parents informed of class happenings. Formal parent teacher interviews occur at the end of Term 1 and 3. 
C2C and VPSS
At Victoria Park State School, all teachers will:
* Recognise that C2C materials are a resource which interprets the Australian Curriculum;
* Align teaching and learning with the intent of the Australian Curriculum by identifying the intent within the C2C unit plans with reference to:   
                   unit outline                    cross curriculum priorities                
                  Assessment schedule       differentiation
                  general capabilities          teaching and learning sequence
* Timetable set time allocation for each Learning Area in the weekly program. (see Minimum Time Requirements)
*  “Teach students not units” by pre-testing to identify entry points at the start of each unit, then planning for the learning needs of students (differentiation), making informed decisions about the content and sequence of the unit;
* Adapt or adopt the C2C assessment tasks and tools across year levels to ensure alignment of teaching, assessment and reporting;
* Modify the teaching sequence to ensure scaffolding and transference of learning appropriate to each student, whilst retaining the intent of each unit;
* Make learning goals explicit to students (eg: WALT: We Are Learning To and WILF: What I’m Looking For)
* Provide and explain Task Sheets/Criteria Sheet/Exemplar at the beginning of a unit. Consider developing a criteria sheet that uses language appropriate to the age/stage of the student; 
* Use the VPSS Pedagogical Framework to guide and implement the dimensions of teaching and learning required to effectively implement a unit of work;
* Use the Explicit Instruction lesson sequence to teach new content or revise existing content;
* Use the most effective teaching strategies and resources for each lesson;
* Meet and moderate, maintaining the whole school assessment schedule and specific assessment tasks completed during the term.