A-Z Policy Directory

School Educational Program Policy

Policy

DOCUMENT DETAILS

Document Owner Office of the Director
Approval Date 3 March 2017
Release Date 15 May 2017
Compliance Date 1 February 2018
Review Date 1 December 2019
Updated 19 March 2018

introduction and context

INTRODUCTION

Education Policy in Catholic Education Diocese of Wollongong (CEDoW) is developed to support the implementation of consistent and comprehensive practices to guide quality Catholic learning and teaching in Diocesan schools.

Education Policy is developed within the context of documents and frameworks. These include:

CONTEXT

The school educational program is the provision of curriculum within a school that ensures that each cohort of students receive their learning entitlement for New South Wales, Education Standards Authority (NESA) Syllabuses and the Diocesan Religious Education Curriculum.  It includes: the courses of study; timetables; scope and sequences; resources; assesment plans, policies and procedures; reporting processes; and learning and teaching programs for units of work. The School Educational Program supports the delivery of quality learning and teaching in a standards-referenced framework for assessment and reporting.

This Policy has been developed to ensure that schools and teachers meet their compliance requirements with Catholic Education Diocese of Wollongong (CEDoW), the New South Wales Education Standards Authority (NESA) and the Australian Education Act 2013.

1.0   K-6 SCHOOL EDUCATIONAL PROGRAM

sCHOOLS MUST:
1.1 ensure there is a school educational program that is taught in accordance with the outcomes of the NESA Syllabuses for the six key learning areas and the Diocesan Religious Education Curriculum for each child during each Year
1.2

have courses of study that are appropriate for the children concerned  having regard to their level of achievement and needs

1.3 have timetables for each year/class that identify:
  1.3.1 school
  1.3.2

calendar year/terms

  1.3.3

the time allocation for each key learning area (KLA)  according to the NESA and Diocesan Time Allocation for Key Learning Areas

  1.3.4

teachers for each key learning area

1.4

have scope and sequences in relation to the outcomes of the NESA syllabus  for each KLA and the outcomes of the Diocesan Religious Education Curriculum for each Year

1.5

have resources and equipment available for each key learning area key learning area

1.6 have an assessment plan, indicating how students’ performance in each key learning area (KLA) is assessed, monitored and recorded
1.7 have an overview of the process for reporting student achievement
1.8 develop and implement a school-based procedure for the retention and maintenance of documentation for each calendar year of the current registration period relating to:
  1.8.1 timetables
  1.8.2 scope and sequences
  1.8.3 resources and equipment
  1.8.4 assessment plans
  1.8.5 overview for reporting process
1.9

ensure there are learning and teaching programs for each unit of work that corresponds to those identified in the scope and sequences for each year/class for each key learning area

1.10

develop and implement a school-based procedure for the supervision, review, retention and maintenance of documentation until the end of that calendar year relating to:

  1.10.1 learning and teaching programs for each unit of work
  1.10.2

annotated work samples that relate to the learning and teaching programs

       
TEACHERS MUST:
1.11 have documentation for each class that includes:
  1.11.1

identification of the course, year/class/stage, calendar year and teacher name(s) 

  1.11.2

outcomes recorded in full

  1.11.3

stage/foundation statements

  1.11.4

class procedures that outline the school and/or classroom rules, systems, rewards and consequences

1.12

have scope and sequences for the calendar year that include, for each unit of work:

  1.12.1 title
  1.12.2 sequence
  1.12.3 duration
  1.12.4

syllabus outcomes (or code)

  1.12.5

specific key learning area (KLA) requirements (texts, research projects, site studies)

  1.12.6

additional information based on common practice in particular key learning areas

1.13 have learning and teaching programs for each unit of work that corresponds to those identified in the scope and sequence
1.14 ensure learning and teaching programs for units of work include:
  1.14.1 unit title, year and duration
  1.14.2

unit description/learning intention

  1.14.3

syllabus outcomes with relevant content

  1.14.4 reference to outcomes for individual students working above or below regular stage outcomes where appropriate
  1.14.5

learning, teaching and assessment experiences that: 

  1.14.6

key learning area specific requirements

  1.14.7 resources specific to the learning, teaching and assessment experiences
  1.14.8

reflective evaluation that includes the: 

  • effectiveness of differentiation for the diverse learning needs of all  students 
  • level to which students have demonstrated knowledge and skills identified in the outcomes
  • effectiveness of the pedagogical practices employed
1.15

fulfil the requirements of the Diocesan Literacy and Numeracy Policy in relation to the programming of English and Mathematics

1.16

maintain the integrity of all relevant syllabuses when programming in an integrated approach including the time allocation for each key learning area

1.17

adhere to school-based procedures for the supervision, review, retention and maintenance of documentation and work samples

       

2.0   7-12 SCHOOL EDUCATIONAL PROGRAM

sCHOOLS MUST:
2.1

ensure there is a school educational program that is taught in accordance with the outcomes of the NESA syllabuses for Years 7-10 and Stage 6 

2.2 ensure the school educational program includes courses that are taught in accordance with, the outcomes of the Diocesan Religious Education Curriculum in Years 7-10 and the Board Endorsed Course Catholic Studies or Studies of Religion in Years 11-12
2.3

have courses of study that are appropriate for the students concerned  having regard to their level of achievement and needs

2.4

have timetables for each year/class that identify:

  2.4.1  school  
  2.4.2

calendar year/terms

  2.4.3

the time allocation for each course according to the requirements documented in the Assessment Certification Examinations (ACE) website  

  2.4.4 

the total number of hours allocated to each course

  2.4.5

teachers for each course

2.5 have scope and sequences in relation to the outcomes of the NESA syllabus for each course and the outcomes of the Diocesan Religious Education Curriculum for each Year 7-10, or the Board Endorsed Course Catholic Studies for Year 11-12
2.6 have resources and equipment available for each course
2.7 

have an assessment plan for Years 7-11, indicating how students’ performance in each course is assessed, monitored and recorded 

2.8 

have assessment policies and procedures that comply with the requirements documented in Assessment Certification Examinations (ACE) website, syllabuses and Official Notices for Year 10, Preliminary Year and Higher School Certificate Year 

2.9

have an overview of the process for reporting student achievement

2.10

develop and implement a school-based procedure for the retention and maintenance of documentation for each calendar year of the current registration period relating to: 

  2.10.1  timetables
  2.10.2 

scope and sequences  

  2.10.3 

resources and equipment

  2.10.4

assessment plans and policies

  2.10.5

overview for reporting process

2.11

ensure there are learning and teaching programs developed for each unit of work that corresponds to those identified in the scope and sequences for each year/class for each course

2.12

develop and implement a school-based procedure for the supervision, review, retention and maintenance of documentation until the end of that calendar year relating to:

  2.12.1 

learning and teaching programs for each unit of work

  2.12.2

annotated work samples that relate to the learning and teaching programs

2.13

develop and implement a school-based procedure for the retention and maintenance of work samples that meet Record of School Achievement (RoSA) requirements for Stage 5 and Stage 6 Preliminary Year including:

  2.13.1

at least three (3) assessment work samples for each course

  2.13.2

work samples that represent the upper, middle and lower range of achievement towards the end of the course

  2.13.3 the grade awarded to each work sample according to the standards of the Common Grade Scale and the Common Grade Scale for Preliminary Courses
  2.13.4

the retention of work samples and the related assessment activity(ies) for at least one year from the date grades are submitted via NESA Schools Online in a format that can be uploaded electronically

  2.13.5

the submission of work samples to NESA on request as part of their Grade monitoring processes

       
TEACHERS MUST:
 2.14 have documentation for each course that includes:
  2.14.1 identification of the course, year/class/stage, calendar year and teacher name(s)
  2.14.2 outcomes recorded in full
  2.14.3 stage statements
 2.15 develop scope and sequences for the calendar year that include, for each unit of work:
  2.15.1  title
  2.15.2  sequence  
  2.15.3  duration  
  2.15.4 syllabus outcomes (or code)
  2.15.5  life skills outcomes (where relevant)
  2.15.6  specific course requirements (texts, research projects, site studies)
  2.15.7  additional information based on common practice in particular course areas 
2.16 develop learning and teaching programs for each unit of work that corresponds to those identified in the scope and sequence   
2.17

ensure learning and teaching programs for units of work include:

  2.17.1  unit title, year and duration
  2.17.2 unit description/ learning intention
  2.17.3 syllabus outcomes with relevant content
  2.17.4 reference to outcomes for individual students working above or below regular stage outcomes or Life Skills outcomes where appropriate
  2.17.5

learning, teaching and assessment experiences that:

  2.17.6  course-specific requirements  
  2.17.7 resources specific to the learning, teaching and assessment experiences
  2.17.8 reflective evaluation that includes the:
  • effectiveness of differentiation for the diverse learning needs of all  learners
  • level to which students have demonstrated knowledge and skills identified in the outcomes
  • effectiveness of the pedagogical practices employed
2.18 maintain the integrity of all relevant syllabuses when programming in an integrated approach including the time allocation for each course   
2.19 adhere to school-based procedures for the supervision, review, retention and maintenance of documentation and work samples
       

3.0   QUALITY OF THE SCHOOL EDUCATIONAL PROGRAM K-12

sCHOOLS MUST:
3.1

develop and implement a school-based procedure(s) for maintaining records to demonstrate student achievement (including Qualitative Assessment Results and Quantitative Assessment Results) for each calendar year of the current registration period including:

  3.1.1 results of relevant external assessments such as NAPLAN and the Higher School Certificate  
  3.1.2 qualitative and/or quantitative internal and/or external assessment results that can be used to assess a cohort’s improvement over time
  3.1.3 annotated work samples
3.2 develop and implement a school-based procedure(s) to demonstrate the standard of teaching for each calendar year of the current registration period including:
  3.2.1 consistency between syllabus/ course outcomes, scope and sequence, learning and teaching experiences, and annotated work samples 
  3.2.2 student evaluation and teacher reflective evaluation of the effectiveness of the learning and teaching experiences
  3.2.3 progressive achievement of students over time
  3.2.4 the school’s analysis of student achievement data to inform learning and teaching
3.3 develop and implement a school-based procedure(s) to demonstrate student engagement in learning for each calendar year of the current registration period including:
  3.3.1 students’ learning progress over time
  3.3.2 teaching strategies and programs designed and implemented to meet the learning needs of students across a variety of student backgrounds and learning profiles including Aboriginal and Torres Strait Islander students
       
TEACHERS MUST:
3.4   

adhere to the school-based procedures for student achievement, the standard of teaching, and student engagement

       

Procedure

There are no Diocesan Procedures for this Policy.

 

Implementation

SCHOOL EDUCATIONAL PROGRAM POLICY implementation plan

POLICY RELEASE

  • The School Educational Program Policy will be released to schools via email mid 15 May 2017
    • Distribution will be to Personnel including:
      • CEDoW – Heads of Service; Education Officers
      • Schools – Principals
    • Distribution will include: Policy, Implementation Plan and Overview
  • Primary/Secondary Policy Workshops will be held during Term 2 2017
    • Assistant Principals (Primary) – 29 May 2017
    • Curriculum Coordinators (Secondary) VC – 24 May 2017
  • Ongoing Policy Communication will be the responsibility of the school Principal or delegate and where appropriate in collaboration with the CEDoW personnel
    • Personnel will include new Middle Leaders, new teachers

POLICY IMPLEMENTATION

  • Schools will be expected to be working towards the full implementation of the School Educational Program Policy during the remainder of 2017
  • Full implementation of all Expectations for Schools and Teachers that are outlined in the School Educational Program Policy will be expected by 1 February 2018
  • Any school that determines they will not be able to implement all Expectations by the 1 February 2018 must contact the Senior Professional Officer: Education Policy
  • Schools’ compliance to the Policy expectations will occur through the Diocesan Compliance processes. Schools will be expected to have school-based procedures in place to ensure compliance can be demonstrated at year/key learning area level in order to ensure Principals can sign-off on compliance to the Policy at the end of each year.
  • Additional Compliance processes may be utilised if there are concerns raised about the quality of the School Educational Program at the School, Diocesan, NESA or Commonwealth levels.

POLICY MONITORING

  • Personnel in School Improvement Services and Catholic Life, Education and Mission Services are responsible for providing advice to the Senior Professional Officer: Education Policy of any changes to compliance requirements. These requirements include those determined by Catholic Education Diocese of Wollongong (CEDoW), New South Wales Education Standards Authority (NESA) or any changes to Australian or State government legislation that impacts on the Expectations of the Policy or Procedures.
  • A formal evaluation process of the School Educational Program Policy and Procedures will be conducted in December 2019.

POLICY PUBLICATION

  • The School Educational Program Policy will be published on the CEDoW website under Education Policy. The Senior Professional Officer: Education Policy will be responsible for ensuring the Policy’s version currency and accuracy.
  • Schools should contact the Senior Professional Officer: Education Policy for any clarifications regarding Policy and Procedures
  • Schools should contact the Education Officers in School Improvement and Catholic Life Education and Mission for support in the implementation of any aspects of the Policy.

LEGISLATION

Australian Education Act 2013
https://www.legislation.gov.au/Details/C2015C00112

Education Act (1990), New South Wales
https://www.legislation.nsw.gov.au/~/view/act/1990/8/historical2010-07-01/history

RELATED LINKS

ACARA Australian Curriculum
https://www.australiancurriculum.edu.au/

NESA Registration Systems and Member Non-government Schools (NSW) Manual
https://educationstandards.nsw.edu.au/wps/portal/nesa/regulation/school-registration/registration-system-and-member-non-government-schools-manual

NESA Australian Professional Standards for Teachers
https://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation

Australian Professional Standard for Principals
https://www.aitsl.edu.au/tools-resources/resource/australian-professional-standard-for-principals

Diocesan Assessment and Reporting Policy
https://www.dow.catholic.edu.au/about-us/policies/assessment-and-reporting-policy/

Diocesan Literacy and Numeracy Policy
https://www.dow.catholic.edu.au/about-us/policies/literacy-and-numeracy-policy/

Diocesan Religious Education Curriculum
http://infopoint.dow.catholic.edu.au/RelEdLrnSrv/CLARE_Team/recurriculum/default.aspx

supporting documents

policy resources

School Educational Program Overview

This overview is provided as a mapping of the requirements for schools to demonstrate the courses of study that are appropriate for the children concerned having regard for their level of achievement and needs. It provides advice for schools of the documentation that is required to be maintained:

  • For each calendar year of the current five year registration period
  • Until the end of the calendar year

https://drive.google.com/open?id=1LdBG5G2-0ZLDfxqDwLulnpzsKnhPwki0

policy self-assessment

To be advised

Policy resources

To be advised