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Teaching and learning

Overview
 

Assessment and Monitoring  

At Tinana State School, our teachers use a variety of standardised and diagnostic assessments to diagnose learning needs, determine achievement and inform teaching. Assessment is consistent across year levels and is front-ended at the beginning of a unit of work. Students are assessed throughout and at the end of a unit of work to determine their overall understanding. Students in Years 3 and 5 participate in NAPLAN (National Assessment Program in Literacy and Numeracy).    
Sequencing Teaching and Learning 
Our whole school Curriculum, Assessment and Reporting Plan ensures a cohesive progression and sequence of learning. Our students are exposed to a wide variety of learning opportunities through each of the learning areas across all year levels. We also provide many opportunities for students to be involved in a range of additional curriculum offerings. 
Making Judgements 
Our teachers work in year level teams to ensure consistency of expectations. Consistent teaching and learning practices are defined through our Pedagogical Framework. We prioritise teacher professional development to ensure best practice and improved outcomes for all students. Student assessment pieces and portfolios are moderated across year levels and across the Maryborough Cluster to ensure consistency of assessment and judgements.  
Quality Feedback Processes - Reporting 
Reporting to parents occurs four times each school year across two platforms:
  • Report Cards at end of Semester 1 and 2
  • Parent Teacher Interviews in Term 1 and Term 3

Teachers make standards-based judgments to award a level of achievement for student work demonstrated in response to summative assessment for a learning area and/or subject. At Tinana State School this is the C2C Assessment task. Summative assessment tasks contribute to the overall rating for the semester in the learning area and form part of the student folio that is used to moderate student achievement levels.

Teachers provide feedback to students both formally and informally through a variety of modes, including; conferencing, written feedback and verbal feedback.  

Information Communication Technology 
Students and teachers at TSS have access to a range of information, communication technologies including; computer lab and computers in every block, iPads, and a range of other devices and software. Teachers and students use information, communication technologies to inquire, communicate and create. 
STEAM (Science, Technology, Engineering, Art, Mathematics)
At Tinana, integrative and/or collaborative STEAM education provides an opportunity for teachers to introduce students to STEAM concepts that provide them with critical skills for the future and that may lead them to pursuing STEAM careers. STEAM knowledge, understanding and skills are included in the Australian Curriculum learning areas of Science, Mathematics, Arts and Technologies. Using maths and sciences inquiry and problem solving strategies, and other opportunities to bring together technology and creative arts, students will be immersed in a STEAM agenda.
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