Holy+Name+Evidence

Evidence from Holy Name

Case Study

** __ COMMUNITY ENGAGEMENT __ **  ** __ ACTION GOALS __ ** How can we guide students to take authentic action in the community? With the hope to:  *Change student perspective/thinking
 * Become an active citizen in the community [not a passive citizen]
 * Impact on the community
 * Build and foster relationships within the community
 * Build the profile of Holy Name
 * Have a better understanding of the term community

 ** __ GUIDELINES AND EXPECTATIONS __ ** There is an expectation that each level [1, 2, 3, 4] in their taking action area involves the engagement in the wider community ongoing for the year focusing on one area eg. Rubbish and recycling/Confirmation and social justice/Responsible pet ownership/Numeracy and construction of a veggie patch.

 ** __ BASELINE DATA __ ** Prior knowledge evidence and ongoing snapshots of the development of the group // Eg. Video footage/interviews/reflections/observations/hard evidence (graphic organisers)/work samples/surveys/questionnaires/ // // ***Survey community of Reservoir and ask them what they know about Holy Name*** Why Holy Name? – eg. Word of mouth, directly impacted, indirectly //

 ** __ ONGOING EVIDENCE __ ** Follow the development and understandings of three students from one grade and one level collecting all evidence // Eg. Video footage/interviews/reflections/observations/hard evidence (graphic organisers)/surveys/questionnaires/ //
 * LEVEL 1 – ** Meagan Baldwin/Melinda Sgarbossa/Wendy Hoare
 * LEVEL 2 – ** Derryn Ling/Kate Thompson/Maria Smith/Linda Minahan/Antonella Catalano
 * LEVEL 3 – ** Dave Gallacher/Lynda Bakas/Nives Foresio/Rosa Zannoni
 * LEVEL 4 – ** Chris Borg/Megan Agar/Justin Delaney

  // Why is personally and professionally important? // // How will pursuing this lead to student learning? // // Why focus on the community relationships? //    · Increase the relevance and purpose of learning · Connect to real world and be citizens · Increase physical emotional and intellectual engagement · Utilise people and community resources · Challenge and develop deep understanding · Develop lifelong skills

The relevance of this action within the Annual Action Plan in the area of: ** __ LEARNING AND TEACHING __ ** 1. That student capacity for self directed learning will continue to develop. 2. That staff demonstrate a shared understanding of contemporary pedagogical practices and procedures. 1. Build teaching expertise in order to implement consistently high quality classroom practices across the whole school. 2. Structure teaching to meet the differentiated learning needs and styles of individual students. 3. Use data including classroom assessment data in a focused and rigorous way to improve student and school performance 4. Build a staff culture of sharing and mutual responsibility that will enhance professional dialogue and learning. 1. Continue student goal setting 2. Develop staff capacity in student assessment (of, for, as learning) 3. Develop staff capacity in the use of I.C.T   4. Develop metacognition and thinking skills 5. Engage students in assessing and reporting their own progress 6. Ensure all teachers are continually exposed to the Principles of Learning and Teaching [POLT]
 * __ ANNUAL ACTION PLAN __ **
 * Intended Outcomes: **
 * Key Improvement Strategies: **
 * Evidence: **

Learning Opportunities that are: · Rigorous and relevant · Rich in assessment: for, as of learning · Personalised Learning Environments that are: · Connected to local and global networks · Collaborative · Inquiry focussed
 * SCHEMA PATHWAY: [highlight document – contemporary learning with the context of the catholic school] **
 * Supporting the Learner – **

Core knowledge skills and understanding developed through: · Reflecting and planning · Communicating and collaborating · Exploring, experimenting, and creating new knowledge · Thinking and working creatively Contemporary Literacies that involve: · Look at community projects Parents running workshops and being guests Collection of data: from students, teachers, reflections and ourselves.
 * Enabling the Learner – **

What does it look like? Whatever the students choose to take action will be their student outcomes/learnings and assessment.

What do we need and want?

Good questioning not to tell but to guide student to create and wonder the ideas. Tool to guide students with planning and goal setting

[|Wall Wisher]