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PROPOSED PRIMARY MODEL FOR BGS YEAR 5 & 6 IN 2012 PRIMARY SET UP    

One classroom for each class/homeroom. Specialist subjects, taken by Specialist teachers for this class may be taken in this classroom, however, this room should not to be used by other classes Teachers’ desk/books are housed in the classroom and not in a separate office The 5/6 office can be converted into special learning area for year levels (individual differences programs/enrichment programs etc.). Or the office could be converted into a ‘conference/meeting’ room for teachers to plan and discuss teaching & learning Boys have tubs in their classroom where most of their books and stationary are kept for quick and easy access. Lockers contain bags, hat, lunch, computer bags and are therefore only accessed at the beginning/end of the day and at break times

A PRIMARY TIMETABLE THAT ENCOURAGES AND SUPPORTS A PRIMARY MODEL     

5 day weekly timetable, not a 10 day timetable Class teachers (2 Year 5 & 2 Year 6 teachers) have their class all the time and teach the Primary Years Program, except when the boys are at specialist classes. These Specialist classes provide JS class teachers with ‘time release’ JS Class teachers have approximately 7-8 /30 periods release time a week (14-16/60 periods in 10 days) This will align BGS JS teachers with SMS JS teachers Collaborative planning sessions are provided for teaching partners during the school day (at least one double period per week). This is done by ensuring both Year 5 classes are at Specialist at the same time, allowing the teachers time to plan together JS students spend the following time ‘away’ from their class teacher each week  Library 1 period  French 1 period IB is encouraging us to increase this to 2 periods per week  Art 1 period  Music 2 periods (not including Berwick Blokes)  PE 2 periods

If you find that this doesn’t provide teachers with enough time release and their load is too large, could some of the time spent at these specialists be increased Art x2 a week, French x 2???

1 Rachel George

October 2011


An example of a JS class time table

HR 8.30

M

10.10 P1 8.40 – 9.20

P2 9.20 -10.10

LIBRARY

PE

10.30

10.30 10.50

12.30 P3 10.50 – 11.40

P4 11.40 – 12.30

P5 1.20 – 2.10

P6 1.20 – 2.10

1.20

HR 3.00

JS ASSEMBLY

T

W

ART

TH

F

FRENCH

PE

MUSIC

MUSIC

The blanks are time spent with the class teacher. These times could be labelled ‘PYP’ on a timetable as teachers will plan for the teaching and learning of core subjects in a transdisciplinary approach –PYP during these times.

Below is an example of the SMS JS Specialist timetable. We also have to work with Snr school to develop this as some Specialists (Emily B), teach both Junior and Snr classes. As you will see, we try to ensure teaching teams have time off together to plan collaboratively. 2 Rachel George

October 2011


8.30 - 9.20am

Music

EB

P.E

CC

P.E

T U E

W E D

HC

Music

EB

Music

HC

French

LC

P.E.

5BL

4KL

5BL

5SC

6CW/ 6GM

1SB 3CE

3TH

PR

P.E

RB

6GM 2MC

2LV

EB

Music

HC

Art

JC

T H U

4KL

PKC

PSR

Art

JC

French

LC

P.E

CC

P.E

RB

EB

Art

JC

P.E.

CC

ASSEMBLY

PAJ

Kangaroos

Joeys

1PR/1SB

6CW Joeys

Kangaroos

PAJ

3DA

2MC

PAJ

PSR

3CE

3DA

6GM

3TH

2LV

PKC

1JM

1SB

PSR

PKC

3DA

3TH

3CE

Somers Band/Strings

2MC

1JM

4KL

4DL

5BL

5SC

1JM

1SB

PKC

1PR

5SC

5BL

3TH

3CE

3CE

3DA

6CW

Joeys

4DL

Kangaroos 4KL

JNR CHOIR 2LV

3DA

3CE

6GM

6CW

4KL

4DL

3CE

3TH

6CW

6GM

4DL

4KL

3TH

3DA

5SC

5BL

2MC

PKC

PAJ

2LV

1JM

1PR

PAJ

PSR

2MC

1SB

1JM

PSR

PKC

1PR

1SB

Library PR

Music

Year 6 borrowing

2LV

1PR

Music HC

F R I

4DL

2MC

Library PR

EB

Kangaroos 1PR

PAJ

CC

Music

2.10 - 3.00pm

1JM

French LC P.E

1.20 - 2.10pm

Kangaroos

Joeys

PSR

2LV

Music

11.40 - 12.30pm

4DL

2MC

CC

Library

11.40am

5SC

RB

Music

10.50 -

1JM

Library RG M O N

9.20 - 10.10am

3DA

2LV

4DL

6CW

1PR

1SB

6CW

6GM

Joeys

6GM

Kangaroos

4KL

3TH

JS Choir

PAJ Joeys

Year 5 Band PKC

PSR

Kangaroos

3 Rachel George

October 2011


The timetable a school develops will promotes a type of learning (disciplined -subject based) or (transdisciplinary – integrated learning). The JS BGS timetable should encourage and support teachers in teaching the PYP and the methodologies and structures it is founded on. I’m more than happy to work on the JS timetable for 2012 in collaboration with Phil and in accordance with the Snr School timetable if you think this would be beneficial. COMPARING BGS & SMS Specialist Times Specialists Subjects Music Art PE Library French Assembly Core – English, Maths, Unit of Inquiry, Science (PYP) Core minus Science Science as a single subject 10.10 -10.30

TOTAL

SMS lessons over 10 days 2 weeks 5 2 4 2 2 1 44 38 6

BGS lessons over 10 days 2 weeks 4 4 5 3 2 0 42 36 6

Class teachers with their class (Read & Feed time, but can work on core subjects if they want/need) = 4 periods

Homeroom teacher with their homeroom, but not free to teach core subjects) = 4 periods

60

60

PROVIDING EXTRA TIME FOR COORDINATORS WHILE STAYING TRUE TO THE PRIMARY MODEL All JS teachers should generally receive the same amount of ‘non-contact’ time (time release) and the same teaching load approximately 22 -23 periods a week or 44 -46 over 10 days, however, if you wanted to provide extra time for Coordinators how might we do this and stay true to the primary model we are trying to achieve. Below are 3 options for consideration.

4 Rachel George

October 2011


OPTION

Role

Load

Time

A

Core (PYP) English Maths Unit of Inquiry

B

Curriculum Coordinator Year 5/6 Coordinator Class Teachers Class Teachers

36 36 36 36

C

Class Teachers

36

+ Extra load

+ Science + Science & + Library + Science & + Year 7 Subject? + Science & + Library Library of Co-ord class

Total Load

6 9 12?

36 42 45 48

Time release 24 18 15 12

12

48

12

Interesting points/other options and suggestions: 

Coordinators in the JS at SMS do not get any extra time, apart from the occasional extra provided by CRTs!

In a JS we might overcome this issue by:  Employing a JS teacher for a day or day and ½ (whatever was required) and they would take the class for specific time/day and teach whatever learning experiences were set by the class teacher (not subjects – but transdisciplinary learning experiences).  Another option is not to allocate the coordinator a class, but instead a specialist subject (For e.g. learning Support/Enrichment/Library). This role is done for part of the week (3 or 4 days) and the remained of the week is spent on the ‘higher duties’. This option doesn’t work, however, if the Coordinator is the Year 5/6 Coordinator and needs to have a class to fulfil the higher duties!!  Provide a whole day out of the classroom (CRT) every fortnight/month for the Coordinator to undertake the role or to receive credit for work already completed  Perhaps the other JS class teachers, those without extra responsibility/ Coordinator roles could get extra loads (subjects) in the Snr school, while JS Coordinators/teachers on higher duties do not  Science could be taught as a separate subject and not incorporated into the Unit of Inquiry by the class teacher. Someone else could teach science for the curriculum Coordinator.  Class teachers take their own Library classes, Year 5/6 Coordinator and Curriculum Coordinator do not, providing them both with 3 extras. Class teachers would have a load of 45 and the Coordinators would have a load 42 over 10 days  The other Year 5 and 6 class teachers could take these Library classes for their partner (Coordinators) increasing their teaching load to 48 and decreasing the Coordinators to 42 over 10 days  The Curriculum Coordinator could have someone take their science decreasing their load a further 6, making a total load of 36 over 10 days  To provide adequate time release for Year 5/6 Coordinator (3 extras over 10 days - Library) and for the Curriculum Coordinator (9 extras over 10 days- Library & Science) An extra teacher would need to take a total load of 12 periods over 10 days, or alternatively this load could be shared by existing staff members.  The Curriculum Coordinator would have 0.2 load on Curriculum, 0.8 in the classroom. 5 Rachel George

October 2011


Other ideas, possibilities???? (I’ll keep thinking!)

OTHER MATTERS TO CONSIDER            

When JS teachers are absent a JS CRT is hired for the day to cover the class. If/when the class have specialist classes the CRT is sent to another JS classroom to provide an ‘extra’ release (usually these extras are given to Coordinators or teachers with an extra responsibility) JS teachers are not asked to take extras in their time release as this time is viewed as valuable planning / collaborative team learning time Weekly/fortnightly class /year level newsletters sent home to inform parents about what learning is taking place/homework/school and class specific reminders Parent Teacher Interview are held in the student’s classroom (parents are immersed in the students’ learning and teachers can refer to books/displays as required Specialists teachers are stationed in another room. Parents visit classroom and then specialists as requested/required All JS students participate in Student – Led Conferences in Term 3 Behaviour Modification Program – there are different expectations/procedures set for JS students to cater for their developmental stage of growth Reports formats should be aligned across the same Junior Schools – Science as a single subject or addressed as part of the Units of Inquiry? Someone is responsible for collecting/checking literacy/Numeracy/Unit of Inquiry planners each term Someone is responsible for overseeing individual teacher’s weekly plans and assessment records/procedures Moderation sessions are held to discuss work standards and consistent expectations across classes Year 6 School Captains and leadership roles? JS teachers move between campuses – At the end of each year ALL JS teachers (SMS & BGS) are asked for their teaching preferences, indicating their most preferred year level and campus. Doug and Carole to discuss and place JS teachers according to school goals/structures and teacher preferences.

6 Rachel George

October 2011

PROPOSED PRIMARY MODEL FOR BGS 2012  

This is a primary model for BGS 2012

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