Ashgrove students enter the school from a rich background of literature and numeracy and life experiences. Our role is to ensure that students leave our school at the conclusion of their education and that their learning progress is reflected in the achievements of the school.
We expect students to leave Ashgrove highly competent in literacy and numeracy and to have a wide range of rich education experiences to ensure that when they reach the next stage of their educational journey they are confident in their knowledge and skills to ensure they can unlock their future potential.
The Core Pillars of the Ashgrove Approach are:
1 High expectations for the School and Individual Students
2 Explicit Instruction
3 Individual Goal Setting
4 Parents as partners
5 Students knowledge is moved from their short term to long term memory
6 Quality relationships between students and teachers
Learning for all students will be clear and explicit and is detailed in the mandated curriculum. Expectations of achievement are detailed in the C2C units and it is expected that teachers will vary the curriculum to reflect the progress of the child and set work at their level.
1. High Expectation
When students are given the skills, guidance and opportunities it is amazing what they can achieve. At every level the Ashgrove Benchmark should be considerably higher than the standard of the State or Nation which is a reflection of the Ashgrove Community. We want our students to have the opportunity to undertake whichever career path they choose and it is important that the core beginning foundations are provided at Ashgrove.
2. Key Elements of Explicit Instruction
Underlying the explicit instruction model lies the School Behaviour Management Plan (BM) Plan). This plan is based on Canters Assertive Discipline Model. Each teacher should have in their class, a class set of rules and positive and negative consequences. A high expectation of classroom behaviour is expected in all classes. A key element of the classroom environment is that teachers develop a relationship with all students in the class and that every child matters every day. Children should know the intent of the lesson and the expectations around their learning and what they are expected to learn and the standard of work required.
Teacher Directed Learning
Teachers should have a deep knowledge of the content of what is to be taught. The teacher clearly directs the learning and is accountable.
The basic premise of each explicitly taught lesson will be:
Regular assessment of student learning, including diagnostic tests to map the progress of each student and provide feedback to students on their learning progress is to be continuous.
Differentiation takes the form of a two step approach.
1. Ashgrove differentiates the standard of work taught and expected of the students. This is based on the premise that our students come from family backgrounds where a rich background of literacy and numeracy and learning is strongly supported and encouraged.
2. That every child is different and it is important to know the child, critically examine the child’s data and determine the appropriate learning pathway for the child.
It is expected that each class will have a literacy Block for two hours for a minimum of three days per week.
This block will include the explicit teaching of:
Spelling – incorporating specific phonemic awareness activities
Effective group activities will be provided for differentiation purposes and to ensure that children are working towards their individual goals.
In each classroom in the school it will be expected that the following will be seen:-
High levels of work presentation
Correction of all work|
Good relationships between teacher and students
- High expectations
- Classroom displays of what is being taught
- A good classroom tone – no working noise, good listening skills, focused learning and effective group work.
3. Goal Setting
Each student in the school has three individual learning goals that are set by the class teacher. The goals should be individual and be gained from the child’s data. This may include school and system data, teacher observations, report card comments, reading progress statements, QSA Literacy and Numeracy indicators and information from parents. Each child should be well aware of the goal and the steps needed to attain the goal. The parent should also be aware of the goals of their child. When students achieve their goals this should be celebrated.
4. Parents as Partners
The parents of Ashgrove are very supportive of the school and the students. It is crucial that the staff communicate in a highly effective manner with the parents to ensure that this partnership continues to grow and flourish for the benefit of each and every student. Teachers, by the end of the first week of the school year, will have sent a letter to parents detailing who they are, their beliefs and expectations, how their classroom operates and what the children will be learning throughout the year. Regular class newsletters should keep parents informed of class happenings. Parent nights occur in each class before the end of week 5. Formal parent teacher interviews occur at the end of term 1 & 3. The school holds parent information sessions to upskill parents to assist students in their learning journey.
5. Moving Knowledge from Short Term to Long Term
Some students gain an understanding of concepts easily. However for most, things need to be repeated (some students may need to have things repeated up to 30 times). In every class basics of literacy and numeracy will be continually repeated. This will occur in various forms, this includes drill and practise, warm ups, games, homework and utilising ICT.
6. Quality Relationship between Students & Teachers
Every student at Ashgrove should know that their teacher cares about them and their learning. Learning must be fun and engaging and students need to understand the intent of the lesson and its purpose.
Ten Key Components of Effective Teaching
1. Establishing Expectations
clearly articulate and demonstrate the boundaries of pro-social behaviour.
2. Giving Instructions
To give a clear direction about what students are to do.
3. Waiting and Scanning
To wait and look at your students for 5-10 seconds after you give an instruction.
4. Cueing with Parallel Acknowledgement
To acknowledge students’ on-task behaviour with the intention of encouraging others to copy.
5. Body Language Encouraging
To intentionally use your proximity, body gestures and facial expressions to encourage students to remain on-task.
6. Descriptive Encouraging
To encourage students to become more aware of their competence by describing exactly what you see or hear from them that you hope to see more frequently.
7. Selective Attending
To deliberately give minimal attention to safe, off-task or inappropriate behaviour.
8. Redirecting to the Learning
To respectfully prompt the student who is off-task or disrupting others, initially with a redirection to the learning. This can be verbal or non-verbal.
9. Giving a Choice
To respectfully confront the student who is disrupting others with the available choices and their natural consequences.
10. Following Through
Resolute, planned action in the face of extended off-task behaviour, or on-going disruptive behaviour that is seriously disturbing the learning environment.