2.2.3+Goal+2

· Develop assessment and reporting practices (based upon the National Standards) that are aligned with cluster and school beliefs and values. · Develop confidence and competence of teachers and principals in ICT literacies · Teacher and school Inquiry into practice || ** Success Indicators: ** · Gains made through schooling improvement initiatives in student achievement in literacy and numeracy are improved · Formative assessment and reporting practices begin to reflect the National Standards and cluster beliefs · Teachers using Inquiry to reflect and improve their own practice · Students using the inquiry process to improve and deepen their learning · Increased student engagement through their use of ICTs and thinking strategies · Teachers facilitate the effective use of a range of ICTs · Students are empowered to become leaders in e-learning ||
 * ** Cluster Programme Goals: **
 * Evidence:**
 * A change to "Concept" based planning that integrates the SOLO taxonomy. Teachers have found this plan has ensured they have focussed on purposeful use of thinking strategies and ICTs that support and extend the learning.
 * [[file:Concept Planner Life and Living SOLO Based.pdf]] Junior School
 * [[file:Commonwealth Games Solo Unit.pdf]]Senior School
 * A focus on better questioning and thinking strategies has the students identifying the deeper questions that are more effective for their research.
 * [[image:DSCF0625.JPG width="274" height="243" align="center" caption="Tree of Knowledge"]] || [[image:DSC04069_28.10.10.JPG width="234" height="237" align="center" caption="First attempt"]] || [[image:DSC04070.JPG width="299" height="240" align="center" caption="Question analysis"]] ||  ||
 * Children identifying their place on the solo rubric || Shallow closed questions evident || Sorting of questions into open and closed ||  ||