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Stage 4-5: Creating/ enhancing booklets and contextual readings to allow for challenge and build vocabulary. Not to overload the students with information that will just over their heads. Putting into practice how to use the jargon and subject specific terminology back into their writing pieces. Creating an activity that is usable in all project topics that allows for consistency and practice in reading/writing/comprehension skills.

Stage 6: Establish an effective model to approach multiple texts and readings for Case Studies on artists rather than always creating work booklets. Best way to approach the finer details that need to be memorised for exams.

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Structured comprehension/reading and writing - different levels to address  differentiation

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TAA for students with very low writing ability when working on writing focused benchmark tasks e.g. stage 4 benchmark two for term 3 required them to write a short answer response.

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Next steps:

-How can we ensure students are interpreting what they are reading?
-Planning to enable and extend students based on the NAPLAN data

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- Opportunities to provided extension within extended writing responses.
- Opportunities to incorporate numeracy within alternate KLA's

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- Improving sophistication of language used in responses
- ability to critically interpret texts
- articulating decision making processes in VA

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- Writing groups for 5 mins with God and give each group different quotes and scripture in terms of depth and abstraction

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- Time for further differentiating content so we can further extend the top and support the bottom

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- Resources that help extend our kids: re numerical skills
- Team teaching across KLAs (maths in particular)
-  Planning time as there is only ONE geography teacher in HSIE

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- Complex texts for Stage 3- extension students.
- Tasks to extend high students.
- Supporting the vast needs of low students and mid students to push up

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- Increasing student ability to comprehend complex texts, eg: scripture

- How to then create clear connections between key concepts

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Students need to understand that these skills are transferable across KLAs and have this modelled/incorporated first chance we get.

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Planning with subject teachers to support students with Diverse learning needs

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- Many students tend to copy and paste rather then extracting and paraphrasing information.
- How to utilse information in writing tasks so they are not simply copying.
- Comprehending and rewriting.

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- Increase students ability to interpret texts (beyond surface meaning
- Increase resilience while reading
- Improve language used

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RE -  Thinking key notes  - enablers - next step - extending - three tiered language

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RE -  Thinking key notes  - enablers - next step - extending - three tiered language

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- Using formal / academic language
- Writing structured and cohesive responses

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- Having instructional coaches model one of the reading strategies to our classes OR co-constructing a lesson for our class

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* research skills - extracting relevant information for writing
* Reading & understanding concepts

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In dot points, write your needs:
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