What do we teach at Mansfield?
At Mansfield State School, our school curriculum framework is framed by the Australian Curriculum in the areas of English, Mathematics, Science, History, Geography, Languages (French) and HPE, as well as the Queensland Curriculum, Assessment & Reporting Framework’s Essential Learnings in the areas of Technology and The Arts.
In line with Education Queensland’s examples of unit plans, the teachers at Mansfield State School are adapting Education Queensland's C2C (Curriculum into the Classroom) summative assessments, to ensure consistency and reliability of assessment and reporting across all classes in a year level. Our teachers have been actively engaged in developing units of work for each subject and learning area to ensure that they suit the context of their classrooms and students, and allow all students to learn and achieve to their potential.
At Mansfield State School, we develop units of work through deep knowledge and understanding of the Australian Curriculum (content), the activities or ways the students learn the content (process), the documented evidence of student’s learning (product) and the physical and emotional setting in the classroom (environment), to ensure that the learning needs of every student in the class are being catered for.
Teachers at Mansfield State School follow three steps when adapting units of work for their class:
This means that in every classroom, the same curriculum is delivered and the same assessment pieces are implemented, across the year level. How the curriculum is taught looks different in each classroom, in response to the learning styles & needs of the students in that particular class.
Throughout units of work, students are given constructive, targeted feedback on ways to improve their learning. Students are actively involved in setting their own learning goals, based on the feedback being given to them by their teachers on their skills & development.
Reporting to parents about individual progress will remain the same this year, with teachers from Prep to Year 6 offering oral reporting (parent teacher interviews) in terms 1 & 3, as well as written reports in terms 2 & 4.
Our prep curriculum incorporates the Age Appropriate Pedagogies.
Mansfield State School also offers a variety of ‘outside the classroom’ curriculum opportunities. Students from years 4-6 (currently) are involved in learning in the garden through the Stephanie Alexander Kitchen Garden program operating at our school. Children grow, harvest, prepare and eat foods using fresh produce from our market gardens.
A variety of clubs and programs are offered at break times, according to children’s interests. Clubs currently operating include Makerspace, computer club, Mansfield Arts & Drama Students, and sewing club.
How do we teach at Mansfield State School?
At Mansfield State School, we have developed a 'Whole School Pedagogical Framework', which streamlines a whole school approach to what teaching & learning looks like in every classroom of our school.
In alignment with Education Queensland’s requirements for our pedagogical framework, our whole school pedagogical framework satisfies the following expectation that schools will implement a research-validated pedagogical framework that:
describes the school values and beliefs about teaching and learning that respond to the local context and the levels of student achievement
outlines processes for professional learning and instructional leadership to support consistent whole-school pedagogical
practices, to monitor and increase the sustained impact of those practices on every student’s achievement
details procedures, practices and strategies – for teaching, differentiating, monitoring, assessing, moderating – that reflect school values and support student improvement
reflects the following core systemic principles.
At Mansfield State School, students are at the centre of how we teach. In considering this, we work within a framework called ‘the Dimensions of Teaching & Learning’ which was developed by Education Queensland. At Mansfield State School, our teachers have worked consistently with this model for several years. The model looks like:
The Five dimensions of teaching and learning' form the basis of every teacher’s professional practice.
At its centre are students. Each dimension links to and supports the others. No one dimension exists in isolation.
There is no fixed starting point — most teachers begin by considering the mandated curriculum while taking into account what students already know and the best teaching strategies to support learning.
Teaching not only involves selecting the curriculum for students but also entails assessing and evaluating students’ understanding of what they have learned. Attending to these teaching and learning dimensions becomes an iterative process as teachers ask questions, evaluate the evidence and think about what, when and how to teach for effective learning for all students. Ultimately, working in the dimensions of teaching and learning becomes an organisational routine.