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2. What has Changed at Bairnsdale West Primary School Shift the focus from Oral Language to Speaking and Listening Implementation of the Rhythm and Rhyme Program Major school focus of ‘talking in sentences’ Use of ‘Colourful Semantics’ Analysing Whole School Data Professional Development for the staff. Shift the focus from Oral Language to Speaking and Listening Implementation of the Rhythm and Rhyme Program Major school focus of ‘talking in sentences’ Use of ‘Colourful Semantics’ Analysing Whole School Data Professional Development for the staff.

3. Implementation of the Rhythm and Rhyme program Children in the Junior School go to Rhythm and Rhyme twice a week for 20 mins. Singing songs and chants with rhythmic patterns to develop oral language skills. Children in the Junior School go to Rhythm and Rhyme twice a week for 20 mins. Singing songs and chants with rhythmic patterns to develop oral language skills.

4. Talking in Sentences The whole school has been focusing on getting children to answer in sentences. This is expected from all children no matter where they are: Classrooms, assemblies, small groups, going on messages to the office, at the canteen, talking to the yard duty teacher. Our parents have been informed of the push through the newsletter, school council and attending assemblies. The whole school has been focusing on getting children to answer in sentences. This is expected from all children no matter where they are: Classrooms, assemblies, small groups, going on messages to the office, at the canteen, talking to the yard duty teacher. Our parents have been informed of the push through the newsletter, school council and attending assemblies.

5. Colourful Semantics In the past we have been reluctant to use Colourful Semantics as a school. The Junior School Teachers met to discuss the pros and cons and decided to trial it. We all made the prompts into posters and cards, including the intervention teachers Talked at Team meetings about how to use them Implemented them across the junior grades. Developed news planners and writing planners to support oral retelling and rehearsing. In the past we have been reluctant to use Colourful Semantics as a school. The Junior School Teachers met to discuss the pros and cons and decided to trial it. We all made the prompts into posters and cards, including the intervention teachers Talked at Team meetings about how to use them Implemented them across the junior grades. Developed news planners and writing planners to support oral retelling and rehearsing.

6. Whole School Data After the Half Year Report we looked at the Data in regard to Speaking and Listening, Reading, and Writing. This showed that teachers were really comfortable in teaching and assessing Reading and Writing. Teachers were unsure when assessing Speaking and Listening so the results stayed with the safer option of marking children as ‘at’. This highlighted to the Leadership team the need for Professional Development in Speaking and Listening. The Data at the end of the year shows a better understanding of teachers being able to assess Speaking and Listening as a subject area, gathering data and having evidence to back it up After the Half Year Report we looked at the Data in regard to Speaking and Listening, Reading, and Writing. This showed that teachers were really comfortable in teaching and assessing Reading and Writing. Teachers were unsure when assessing Speaking and Listening so the results stayed with the safer option of marking children as ‘at’. This highlighted to the Leadership team the need for Professional Development in Speaking and Listening. The Data at the end of the year shows a better understanding of teachers being able to assess Speaking and Listening as a subject area, gathering data and having evidence to back it up

7. Professional Development After analysing the data it was clear that teachers were unsure of how to teach and assess Speaking and Listening. We started by going back to basics – breaking Oral Language into listening skills and speaking skills. Then as the Senior, Middle and Junior team we came up Speaking and Listening goals for each area of the school. After analysing the data it was clear that teachers were unsure of how to teach and assess Speaking and Listening. We started by going back to basics – breaking Oral Language into listening skills and speaking skills. Then as the Senior, Middle and Junior team we came up Speaking and Listening goals for each area of the school.