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Teaching and learning

At Rochedale State High School, the Curriculum Plan informs our school community about how curriculum is implemented and delivered to all of our students. The curriculum plan reflects the decisions, resources and priorities of the school. In addition to this, it provides a concise summary of our curriculum, areas of specialisation and innovation. 
Rochedale State High School has a school improvement agenda that has been ongoing since the last school Quadrennial School review in 2015. The school uses the EQ School Improvement Model as a reference when initiating improvement. Using the School Improvement Hierachy model, in conjunction with Marzano’s High Reliability Schools framework, Rochedale SHS"….can drive permanent, positive, and significant impacts on student achievement by synthesizing multiple complex initiatives into one harmonious system".
At Rochedale SHS, we endeavour to align our endeavours with the State Schools Strategy of "Every Student succeeding". We will attain increased student success through shared high expectations for all students achieved through skilled educators’ knowledge and use of the most appropriate and effective pedagogical repertoire for individual students and their requirements.  
We have Systematic Curriculum Delivery, underpinned by Quality Teaching and Professional Practice. From 2015, this has been evidenced by the following:
Literacy Strategy
Our school implements a data driven, research based, strategy focused approach to the teaching of reading and writing. Since 2013, Directed Reading Thinking Activities (D.R.T.A) was an umbrella for implementing high effect size strategies in developing Literacy. While D.R.T.A is primarily focused on comprehension, "D.R.T.A plus" has focused on surface learning which includes additional comprehension approaches of annotation, summarizing and post reading writing, providing students with activities that develop writing. From 2018 onwards, the focus at Rochedale is to use D.R.T.A to assist students move from Surface level Literacy learning to Deep level Literacy learning.
Pedagogical Framework
The Pedagogical Framework at Rochedale State High School is the Art and Science of Teaching (ASOT). It is used to improve our teachers expertise and capability within the classroom with the outcome of increased student engagement and success. This has been guided by:
  • The School Improvement Hierarchy Model.
  • A consistent and systematic timeline for implementation.
  • The belief that as a Professional Learning Community, we must sustain a culture among staff that promotes learning and that is informed by relevant data.
  • Evidence based Practices.

Australian Curriculum - Our Curriculum in year 7-10 aligns with the National Curriculum. The planning that supports this can be evidenced by:  

  • Year Level/Band plans have been developed across all learning/subject areas that demonstrate coverage of the Australian Curriculum achievement standards.
  • Units are aligned to the Australian Curriculum.
  • Units of work are written using a common Unit Template.
  • Cognitive Skills development in Years 7-10, assisting students to transition smoothly into the senior phase of learning.
  • Moderation of text terms. 
Refinements and further development of the Year Level and Unit plans wil continue throughout 2018 and 2019 
SATE - In 2017 and 2018, Rochedale State High School planned for the successful implementation of SATE.
  • SATE Implementation Plan
  • Creation of a timeline, for the development and implementation of Gerneral and Applied Units and Assessment 2018.
  • Revision of SET planning processes to incorporate new ATAR requirements.
  • Review and rationalisation of senior subjet offerings for 2019.
  • Ongoing professional development of Staff.


In 2017, there was a concerted effort to embed authentic STEM practices within the schools' curriculum. This resulted in the following:  

  • Appointment of a STEM co-ordinator to implement STEM practices within the schools curriculum.
  • Creation of dedicated STEM classes in year 7.
  • The STEM Strategic Plan. 


What is a high reliability school?
Rochdale State High School uses Marzano's High Reliability school's framework as a strategic platform to implement and effective teaching and learning enviroment.
What are the 5 Levels?
Hattie has provided us with substantial evidence about the factors that influence student achievement, and this has shown that “…there are clear, specific and concrete actions that schools can take to dramatically increase their effectiveness.” (Marzano, Warwick and Simms, 2014, p2).  
The High Reliability Schools model organises these factors into a hierarchy of sets of related factors that can be addressed progressively and with increasing levels of effectiveness.  
  • At each level, in order to know what to work on and to measure success, leading and lagging indicatiors are used.
  • Leading indicators are goals - what should be worked on to achieve high reliability at a particular level - they provide direction.
  • Lagging indicators are the concrete evidence or proof that high reliability has been achieved, particulartly in an area where there is general agreement in the school that the school has not been doing well.

Levels of Operation for a High Reliability School (Marzano, Warwick and Simms, 2014, p2).

Level 5
Competence-Based Education
Level 4
Standards-Referenced   Reporting
Level 3
Guaranteed and Viable Curriculum
Level 2
Effective Teaching in Every Classroom
Level 1
Safe and Collaborative Culture
HRS Critical Commitments
Level 5
Get rid of time requirements.
Adjust reporting systems accordingly.
Level 4
Develop proficiency scales for the essential content.
Report status and growth on the student report using proficiency scales.
Level 3
Continually monitoring the viability of the curriculum.
Create a comprehensive vocabulary program.
Use direct instruction for knowledge application and metacognitive skills.
Level 2
Create an evaluation system whose primary purpose is teacher development:
·         The system is comprehensive and specific.
·         The system includes a developmental scale.
·         The system acknowledges and supports growth.
Level 1
Implement the professional learning community (PLC) process. Provide a safe and supportive learning environment.
Marzano and Brown (2011) believe that “…effective teaching is both an Art and a Science. It is an Art ,in the sense, that it involves no specific script all teachers can follow. Indeed, effective teachers are as varied in their characteristics and behaviours as are effective students. It is a Science, in the sense that there are strategies that have shown to have a high probability of enhancing student achievement.”
Hattie (2015) emphasises the importance of the expert teacher being pivotal to student success. “What works best in education is the power of collaborative expertise”. Hattie suggests that within schools, when teaching staff work collaboratively, there is a cumulative benefit in developing consistent, high quality teaching practices that infuse all classrooms. High quality teaching practices create a learning environment where students can have the one year’s growth that they are entitled to. In addition, Hattie states, “this is where collaboration comes in: collaboration based on success, on convincing evidence of this success, on privileging this evidence, on learning from it, scaling it up and ensuring that others also move to expertise.”
Rochedale State High School has long acknowledged the value of evidenced based practice and the power of collaboration.
As educators, we know that learning is rarely linear. As an organisation aspires to become a high reliability one, “there is constant monitoring of the effectiveness of critical factors within the system”. Marzano, Warwick and Sims (2014) suggest schools take immediate action to contain the negative effects of any errors that occur, reviewing and re-visiting ASOT implementation. Rochedale State High School reviews the implementation timeline to allow consolidation of key concepts as well as the systematic introduction of new concepts.
Implementation timeline
DQ 6 Rules and Procedures
DQ1 Learning goals and proficiency scales
DQ 2 Interacting with new knowledge
DQ 1 Learning goals and proficiency scales

DQ 1 and 6 consolidation
DQ 5 Student engagement
DQ 2 Interacting with new knowledge
Subject to revision based on “The New Art and Science of Teaching” (2018)
DQ 3 Practising and deepening understanding
DQ 4 Generating/testing hypotheses
DQ 7 Adherence to rules and procedures
DQ 8 Student/teacher relationships
DQ 9 High expectations