(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.
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The school develops policies and practices that ensure it fulfils its obligations to provide a safe learning environment and to minimise risk.
When teachers have high expectations of student learning, students know they are respected as learners and that teachers believe they can succeed
The school has a culture of high expectations
The school supports and fosters intellectual engagement
Networks with schools, services and agencies
The school’s vision, values and culture position it for student improvement
Professional learning is informed by the collection, analysis and evaluation of student data
Documented curriculum plan, assessment and shared pedagogical approaches
The school builds sustainable futures
Partnerships support student health and wellbeing
Teachers work in teams to analyse assessment data and monitor students’ learning as part of regular lesson planning and review
The school has high expectations for learning progress
There is a holistic approach to curriculum, pedagogy and assessment
There is a reflective cycle of planning, teaching and assessment using evidenced based strategies
School-based professional learning program developed and implemented that supports the school’s identified improvement strategies
The school promotes student safety and wellbeing
The school fosters communication and meaningful partnerships with parents and carers
The school ensures productive teacher-student relationships and engagement for learning
The leadership team ensures a safe environment
The school addresses the physical health needs of students
The principal ensures that beginning teachers and teachers new to the school have a thorough induction and are supported by experienced mentors.
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.
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.
Vision, values and culture
Building practice excellence
Teachers respond to formative and summative assessment by trialling some high-impact teaching strategies.
Explicit use of evidence-based school improvement strategies and teacher professional practice activities
Student voice, leadership and agency in own learning activated so students have positive school experiences and can act as partners in school improvement
Building communities
Professional learning is collaborative, involving reflection and feedback
Individuals and teams are open to critically evaluating their practice in a culture of trust and with a strong sense of collective efficacy
The school fosters student motivation and confidence for learning
The school has a culture of high expectations
Teachers provide students with targeted feedback based on informed and timely judgements
Teachers use their deep understanding of students’ learning to support them as they navigate greater learning challenges
The school connects student assessment with learning
The school develops parent, carer and family engagement
The school establishes partnerships
Teachers provide, seek out and receive feedback from peers and school leaders to improve teaching practice
Students set meaningful learning goals and monitor and assess their progress with support from their teachers.
School leaders communicate the vision and values and engage with stakeholders
The school activates student voice, leadership and agency
Leaders participate in professional and community networks and forums to broaden their knowledge and practice.
The school addresses the psychological and social wellbeing of students
Evolving
Teachers have opportunities to observe skilled colleagues, trial and review new strategies, receive feedback and focused coaching to support changes to their practice
A rigorous analysis of student achievement informs a sequential curriculum plan
Intellectual engagement and self-awareness
The school learning environment promotes acceptance, harmony and respect within and beyond the school community
The school supports students to realise their potential
Leading teacher and experienced teachers’ roles and responsibilities include facilitating the school professional learning program
The school invests in time, tools and training to build all teachers’ capability in student assessment and targeted teaching.
The school fosters inclusion and engagement
The school actively values conflict resolution and peace
Setting expectations and promoting inclusion
The school works with specialist services involved with individual children who have significant health or learning issues.
Explicit use of evidence-based school improvement strategies and teacher professional practice activities
Students apply metacognitive strategies to their learning
Professional learning is evidence-based and modelled on recognised best practice
Teachers evaluate and modify their teaching practice
The school takes opportunities to engage with other schools and community organisations that offer support to individual students in their learning.
Excelling
Whole-school approach to health, wellbeing, inclusion and engagement
Leaders delegate authority to others to undertake specific activities
The school has a culture of strategic thinking, planning and resource allocation
Effective schools set behaviour expectations
Empowering students and building school pride
The school proactively involves students in decision-making.
The school strategically uses human resources
Partnerships support student confidence in learning and achievement
Strategic resource management
The school has partnerships to support student health, wellbeing and achievement
Instructional and shared leadership
All teachers collect rigorous evidence of learning, target their teaching and evaluate the impact of individual, team and school level practice.
School-based professional learning program developed and implemented that supports the school’s identified improvement strategies
School Improvement Team formed to develop, oversee and evaluate the effectiveness and impact of the Annual Implementation Plan: For Improving Student Outcomes
Global citizenship
The school strengthens the social and emotional wellbeing of students
Data collection, analysis and evaluation of student learning growth over time
The principal engages the business manager, leadership team and school council to ensure that long term financial planning is aligned with strategic direction.
The school takes a whole-school approach and works with community organisations that support mental health.
Engaging teachers in contemporary high quality professional learning is the most successful way to improve teacher effectiveness. Effective professional learning is collaborative, inquiry focused, embedded in teaching practice and aligned with pr
Teachers are familiar with the school’s School Strategic Plan (SSP) and Annual Implementation Plan (AIP) and identified areas for improvemen
Emerging
Leaders use a collaborative approach to develop a shared vision for the school
School leaders lead whole-school improvement
Evaluating impact on learning
Building leadership teams
The leadership team identifies and provides access to appropriate professional learning for teachers.
Quality conversations are led by the principal class.
They emphasise that a person’s ability to learn is not fixed and that effective learning strategies can be learned to improve performance.
Professional learning is ongoing, supported and fully integrated into the culture of the school
Staff have consistent understandings and regular engagement with the school’s health, wellbeing, inclusion and engagement policy.
Data collection, analysis and evaluation of student learning growth over time
Students can track and celebrate their own learning growth
The school has a clear instructional model that is based on research relating to high-impact teaching strategies. All teachers follow the model
The school builds assessment literacy
Effective schools are learning communities. At the core is a culture of collaboration and collective responsibility to develop effective and consistent teaching practices and to improve student achievement. Research highlights that the quality of
The school implements consistent and sustained high-impact teaching strategies
The school monitors and evaluates its practice
The school fosters a culture that values and supports ongoing professional learning to evaluate and improve teaching practice.
Moderation of common student assessment tasks
Teachers have a collective belief that strong learning growth for all students is enabled by evidence-based pedagogical practice
Teachers evaluate and modify their teaching practice
A detailed analysis of student outcomes data enables teachers to support and challenge all students to reach their potential.
Teaching teams regularly observe and provide feedback on teaching
