APSS Edition

This bingo card has 108 words: Rev. Ogun hit you on your head with his cane, You cleared grass, You sat on the floor in maths class, You ate progressive fried rice, You fought your senior, You fought your junior, You fought your classmate, You dated your senior, You dated your junior, You dated your classmate, You destroyed School / teacher’s property, You rode in APSS school bus in JSS, More than 3 different teachers flogged you., You had a crush on a teacher, You had a crush on a student, Lied to escape a punishment, Wore mufti to school, Wore wrong shoe / sandal, Planned to get married to your school mate Love, Brought weapon to school, Farted in class, Skipped a class, Labeled a cultist, Mrs Campbell insulted you (Silly you), You thought and still think “shorthand” was a waste of time, The school builds sustainable futures, The school learning environment promotes acceptance, harmony and respect within and beyond the school community, The school actively values conflict resolution and peace, Global citizenship, The school has partnerships to support student health, wellbeing and achievement, The school has well-established links with community services for promoting positive health in all students and for supporting specific health needs of individual students including those who are most vulnerable and disadvantaged., The school develops parent, carer and family engagement, Building communities, The school supports and fosters intellectual engagement, All teachers collect rigorous evidence of learning, target their teaching and evaluate the impact of individual, team and school level practice., The school invests in time, tools and training to build all teachers’ capability in student assessment and targeted teaching., Students apply metacognitive strategies to their learning, They emphasise that a person’s ability to learn is not fixed and that effective learning strategies can be learned to improve performance., The school has a culture of high expectations, A detailed analysis of student outcomes data enables teachers to support and challenge all students to reach their potential., Intellectual engagement and self-awareness, When teachers have high expectations of student learning, students know they are respected as learners and that teachers believe they can succeed, The school supports students to realise their potential, The school proactively involves students in decision-making., The school takes a whole-school approach and works with community organisations that support mental health., The school addresses the psychological and social wellbeing of students, Staff have consistent understandings and regular engagement with the school’s health, wellbeing, inclusion and engagement policy., The school addresses the physical health needs of students, The school strengthens the social and emotional wellbeing of students, The school promotes student safety and wellbeing, The school develops policies and practices that ensure it fulfils its obligations to provide a safe learning environment and to minimise risk., The school has a culture of high expectations, Students set meaningful learning goals and monitor and assess their progress with support from their teachers., The school fosters inclusion and engagement, Setting expectations and promoting inclusion, Effective schools set behaviour expectations, The school fosters student motivation and confidence for learning, Teachers use their deep understanding of students’ learning to support them as they navigate greater learning challenges, Students can track and celebrate their own learning growth, The school ensures productive teacher-student relationships and engagement for learning, The school activates student voice, leadership and agency, Empowering students and building school pride, The school’s vision, values and culture position it for student improvement, School leaders communicate the vision and values and engage with stakeholders, Leaders use a collaborative approach to develop a shared vision for the school, Vision, values and culture, The school has a culture of strategic thinking, planning and resource allocation, The principal engages the business manager, leadership team and school council to ensure that long term financial planning is aligned with strategic direction., The principal ensures that beginning teachers and teachers new to the school have a thorough induction and are supported by experienced mentors., The school strategically uses human resources, Strategic resource management, School leaders lead whole-school improvement, Instructional and shared leadership, The leadership team ensures a safe environment, Leaders delegate authority to others to undertake specific activities, Leaders participate in professional and community networks and forums to broaden their knowledge and practice., A whole-school professional learning program is developed and documented. An induction program for new teachers introduces them to the professional learning culture of the school., The leadership team identifies and provides access to appropriate professional learning for teachers., Leading teacher and experienced teachers’ roles and responsibilities include facilitating the school professional learning program, Quality conversations are led by the principal class., Building leadership teams, Teachers evaluate and modify their teaching practice, Teachers work in teams to analyse assessment data and monitor students’ learning as part of regular lesson planning and review, Teachers evaluate and modify their teaching practice, There is a reflective cycle of planning, teaching and assessment using evidenced based strategies, The school connects student assessment with learning, The school builds assessment literacy, Teachers provide students with targeted feedback based on informed and timely judgements, Evaluating impact on learning, The school monitors and evaluates its practice, Teachers respond to formative and summative assessment by trialling some high-impact teaching strategies., The school implements consistent and sustained high-impact teaching strategies, The school has a clear instructional model that is based on research relating to high-impact teaching strategies. All teachers follow the model, Individuals and teams are open to critically evaluating their practice in a culture of trust and with a strong sense of collective efficacy, Teachers have opportunities to observe skilled colleagues, trial and review new strategies, receive feedback and focused coaching to support changes to their practice, The school has high expectations for learning progress, Teachers have a collective belief that strong learning growth for all students is enabled by evidence-based pedagogical practice, There is a holistic approach to curriculum, pedagogy and assessment, Teachers are familiar with the school’s School Strategic Plan (SSP) and Annual Implementation Plan (AIP) and identified areas for improvemen, A rigorous analysis of student achievement informs a sequential curriculum plan, Professional learning is ongoing, supported and fully integrated into the culture of the school, The school fosters a culture that values and supports ongoing professional learning to evaluate and improve teaching practice., Professional learning is evidence-based and modelled on recognised best practice, Professional learning is informed by the collection, analysis and evaluation of student data, Professional learning is collaborative, involving reflection and feedback, Teaching teams regularly observe and provide feedback on teaching, Teachers provide, seek out and receive feedback from peers and school leaders to improve teaching practice and Building practice excellence.

⚠ This card has duplicate items: The school has a culture of high expectations (2), Teachers evaluate and modify their teaching practice (2)

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