(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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Students set meaningful learning goals and monitor and assess their progress with support from their teachers.
The school supports and fosters intellectual engagement
Strategic resource management
Whole-school approach to health, wellbeing, inclusion and engagement
New staff in the school have a thorough induction
They emphasise that a person’s ability to learn is not fixed and that effective learning strategies can be learned to improve performance.
Staff are familiar with the Annual Implementation Plan (AIP)
The school fosters communication and meaningful partnerships with parents and carers
The school addresses the physical health needs of students
Quality conversations are led by the principal class.
Individuals and teams are open to critically evaluating their practice in a culture of trust
Students can track and celebrate their own learning growth
School Improvement Team formed to develop, oversee and evaluate the effectiveness and impact of the Annual Implementation Plan
Staff provide students with targeted feedback
Data collection, analysis and evaluation of student learning growth over time
Engaging teachers in contemporary high quality professional learning is the most successful way to improve teacher effectiveness.
Professional learning is evidence-based and modelled on recognised best practice
The leadership team identifies and provides access to appropriate professional learning
The school supports students to realise their potential
Student voice, leadership and agency in own learning is activated
The school establishes partnerships
Excelling
The school fosters inclusion and engagement
The school learning environment promotes acceptance, harmony and respect within and beyond the school community
Professional learning is informed by the collection, analysis and evaluation of student data
The school develops parent, carer and family engagement
The school has a culture of strategic thinking, planning and resource allocation
Staff teams regularly observe and provide feedback on their work
The school promotes student safety and wellbeing
School leaders lead whole-school improvement
Moderation of common student assessment tasks
Empowering students and building school pride
The school builds assessment literacy
Effective schools are learning communities.
Global citizenship
Professional learning is collaborative
Leaders participate in professional and community networks and forums
A detailed analysis of student outcomes data enables teachers to support and challenge all students to reach their potential.
The school strengthens the social and emotional wellbeing of students
Professional learning is ongoing, supported and fully integrated into the culture of the school
Teachers have a collective belief that strong learning growth for all students is enabled by evidence-based pedagogical practice
The school connects student assessment with learning
Long term financial planning is aligned with strategic direction.
Staff use their deep understanding of students’ learning to support them as they navigate greater learning challenges
Teachers have opportunities to review new strategies, receive feedback and focused coaching to support changes to their practice
Building practice excellence
School-based professional learning program developed and implemented that supports the school’s identified improvement strategies
Documented curriculum plan, assessment and shared pedagogical approaches
The school has partnerships to support student health, wellbeing and achievement
Teachers provide, seek out and receive feedback from peers and school leaders to improve teaching practice
Staff evaluate and modify their practice
The school invests in time, tools and training to build all staffs' capabilities
Staff have opportunities to observe skilled colleagues
Experienced teachers’ role includes facilitating professional learning
There is a holistic approach to curriculum, pedagogy and assessment
The school takes opportunities to engage with other schools and community organisations
Vision, values and culture
Emerging
Staff are familiar with the school’s School Strategic Plan (SSP)
Partnerships support student confidence in learning and achievement
The school takes a whole-school approach and works with community organisations that support mental health.
Leaders use a collaborative approach to develop a shared vision for the school
Teachers have high expectations of student learning
There is a reflective cycle of planning, teaching and assessment using evidenced based strategies
Teachers work in teams to analyse assessment data
All teachers collect rigorous evidence of learning
Leaders delegate authority to others to undertake specific activities
Effective schools set behaviour expectations
The school proactively involves students in decision-making.
The school ensures productive teacher-student relationships and engagement for learning
The school has a clear instructional model that is based on research. All teachers follow the model
The school’s vision, values and culture position it for student improvement
Evaluating impact on learning
School-based professional learning program developed and implemented that supports the school’s identified improvement strategies
Building leadership teams
Evolving
The school fosters a culture that values and supports ongoing professional learning to evaluate and improve
Data collection, analysis and evaluation of student learning growth over time
At the core is a culture of collaboration and collective responsibility
Explicit use of evidence-based school improvement strategies
School leaders communicate the vision and values and engage with stakeholders
The school has a culture of high expectations
Partnerships support student health and wellbeing
The school has well-established links with community services for promoting positive health
A whole-school professional learning program is developed and documented.
The school actively values conflict resolution and peace
Embedding
The school works with specialist services involved with individual children who have significant health or learning issues.
Instructional and shared leadership
Students apply metacognitive strategies to their learning
The school has high expectations for learning progress
Teachers evaluate and modify their teaching practice
The school fosters student motivation and confidence for learning
Staff have consistent understandings and regular engagement with the student engagement policy.
Intellectual engagement and self-awareness
Building communities
The school addresses the psychological and social wellbeing of students
