Teaching and learning


Our curriculum framework is organised into whole school, year level and unit plans. Our teachers work collaboratively to plan and implement quality units of work, which are responsive to our school environment, learners’ needs, learning goals and content and year level achievement standards as defined by the Australian Curriculum. The Australian and Queensland curriculum documents are critically examined to build a primary curriculum that is locally relevant to our student cohorts and are sequenced to build deeper understandings through continuity and progression of learning across the primary years.

Our curriculum is dynamic and responds to student needs and current educational agendas. Teachers plan the implementation of curriculum together and monitor its effectiveness. The process is coordinated by our Head of Curriculum who maintains a whole school view, monitors student learning and supports teachers as they adopt new syllabus materials and teaching strategies. We constantly shape and redefine curriculum units using the Australian Curriculum and the Queensland Curriculum to Classroom (C2C) unit plans.

We are committed to a collaborative approach to the planning of units of work.  Teachers are released from class each term, under the guidance of the Head of Curriculum, to collate appropriate content and strategies to be offered to students.  This process ensures quality focused teaching and learning is occurring in every classroom and that technology is woven into each unit in effective, meaningful and supported ways.

We ask each teacher to reflect on each unit of work and assess its effectiveness, relevance and degree of enjoyment for the learner.  Teachers reflect on what they learned about themselves as teachers, on what worked well and what did not.  During this process they consider the implications for the next unit of work.

Decisions about what and how to teach are based on the core curriculum entitlement and what we know about our students and what they need to learn.

We seek ways to make learning opportunities link to the world outside the school environment.  To do this we select ideas that will appeal to our students, and have applications in real life experiences.   Wherever possible we make connections between subject areas and if we need to go outside the school environment for the best learning opportunity, we do so.  We provide choice and develop individual student programs where necessary so that we can maximise learning outcomes for every student.

Assessment and reporting

The purpose of assessment

Assessment is a tool to improve students learning and is used to gather evidence to make reliable and consistent judgments about students learning and reporting this to parents.

Teachers use a range of formative and summative assessment processes to inform teaching and learning and provide students with opportunities to demonstrate new skills and knowledge learnt.

We use assessments that are designed to meet three main purposes:

  1. Assessment for learning – This is monitoring and diagnostic assessments. These are used at the start of units of work and during the unit. They are designed to monitor and identify areas for target teaching to support student’s’ progress to meet learning expectations.
  2. Assessment as learning – This includes self-reflection and self-tracking so students can monitor their own progress and achievement of learning goals. Ongoing feedback and clear expectations through learning goals, and criteria sheets, and the ability to track these goals, enable students to reflect on and monitor their progress.
  3. Assessment of learning – This assists teachers at the end of a unit or set of learning experiences to gather evidence of student knowledge, understanding and skills as described in the year level curriculum. This is our summative assessment.


Student progress through units of work there are key assessment tasks that:

  • Are collaboratively developed in term planning sessions.
  • Are sometimes adopted or adapted from C2C assessments.
  • Enable students to demonstrate a depth of knowledge, understanding and skills from each learning area.
  • Can include more than one Learning Area to create richer tasks.
  • Are marked on a 5 point scales.
  • Assess what has been taught.
  • Often include a criteria sheet or guide to making judgments to support teachers to make standard-based decisions about student work. Teacher’s award students an overall grade by identifying the evidence for each assessment element on the guide.

Ensuring Consistency of teacher judgement

Consistency of teacher judgement relies upon consistent interpretation of assessment tasks and the criteria sheets.

To ensure this, Mooloolaba State School:

  • Allocates time for Year Levels to implement the calibration processes for key tasks to support consistency of judgements.
  • Uses Year Level moderation meetings to moderate samples of work from each class.


Last reviewed 13 May 2020
Last updated 13 May 2020