The first two weeks of Term 4 have been busy as usual. No rest for the wicked. For instance the writers of the Year 9 Science explanation document meet as a group for the last time. The document includes a teaching resource accompanied by three PowerPoints about explanation structure and language. It will be launched at EDC Hindmarsh on 21st November. Fliers will soon be distributed to all secondary principals in the region.
Bronwyn Custance and I aligned the Language and Literacy Levels to the four phases of EALD student progression across F-2, Yrs 3-6 and Yrs 7-10 in the ACARA EALD Teacher Resource. This may form part of the introduction to the Levels document.
The ERCs are well underway in their work to develop a new moderated evidence resource to accompany the Levels. This is a large chunk of our work for the next few weeks.
However, we are still finding time to help prepare for the Literacy Leaders Network meeting on 2nd November. I will be part of a panel on the day and talk briefly about the work ERCs have been doing towards the implementation of the Australian Curriculum and what we see as opportunities and challenges for EALD students posed by the new curriculum. I have also met with a couple of the groups presenting on the day. This includes a pair of literacy leaders, Alice Crater and Davide Marino, from Whyalla who are doing great things at a whole school level.
While in Whyalla I delivered some PD about nominalisation and sentence openers to staff at Stuart High. It was very well received. I also visited Hincks Ave Primary to observe their two new GI ESL students and give some recommendations for their teaching. It was wonderful to see the way in which students, SSOs, teachers and leaders were working to support these two new Filipino students. I'll be back in Whyalla on 8th November to present some grammar PD for teachers at Edward John Eyre High.
I managed to find time to attend the Western Adelaide regional leaders meeting last Friday. The table I was on gave some positive feedback about the level of advice and PD provided by Giuseppe and me. Just as importantly the leaders heard about the department's new numeracy and literacy strategy. Teachers and leaders are being encouraged to have their say about the 6 drivers for improvement.
Finally I have compiled a summary of the ERCs feedback about the plan and process for "at risk" ASSOE students during transition into mainstream. Jill Brodie-Tyrrell and I meet with ASSOE staff tomorrow to discuss in detail, but I can say that 28 transition plans were written in the first year and there was no need to write a subsequent pan for any of these students. This suggests all these students made a successful transition into mainstream high schools.