FISO Bingo for Oakwood - Call List

(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.

1. The school learning environment promotes acceptance, harmony and respect within and beyond the school community
2. School Improvement Team formed to develop, oversee and evaluate the effectiveness and impact of the Annual Implementation Plan
3. The school has well-established links with community services for promoting positive health
4. The school takes opportunities to engage with other schools and community organisations
5. Evaluating impact on learning
6. Instructional and shared leadership
7. Global citizenship
8. Long term financial planning is aligned with strategic direction.
9. Evolving
10. Building leadership teams
11. Partnerships support student health and wellbeing
12. Students apply metacognitive strategies to their learning
13. Leaders use a collaborative approach to develop a shared vision for the school
14. Vision, values and culture
15. School leaders communicate the vision and values and engage with stakeholders
16. Excelling
17. At the core is a culture of collaboration and collective responsibility
18. Staff are familiar with the school’s School Strategic Plan (SSP)
19. Emerging
20. Evolving
21. The school supports and fosters intellectual engagement
22. The school has a clear instructional model that is based on research. All teachers follow the model
23. A detailed analysis of student outcomes data enables teachers to support and challenge all students to reach their potential.
24. Effective schools are learning communities.
25. Intellectual engagement and self-awareness
26. Embedding
27. Explicit use of evidence-based school improvement strategies
28. Students can track and celebrate their own learning growth
29. Whole-school approach to health, wellbeing, inclusion and engagement
30. Professional learning is evidence-based and modelled on recognised best practice
31. Documented curriculum plan, assessment and shared pedagogical approaches
32. Building communities
33. New staff in the school have a thorough induction
34. The school builds assessment literacy
35. Data collection, analysis and evaluation of student learning growth over time
36. Empowering students and building school pride
37. A whole-school professional learning program is developed and documented.
38. Evolving
39. The school fosters a culture that values and supports ongoing professional learning to evaluate and improve
40. Students set meaningful learning goals and monitor and assess their progress with support from their teachers.
41. The leadership team ensures a safe environment
42. Leaders participate in professional and community networks and forums
43. The school actively values conflict resolution and peace
44. Partnerships support student confidence in learning and achievement
45. The school has partnerships to support student health, wellbeing and achievement
46. Teachers work in teams to analyse assessment data
47. Teachers have opportunities to review new strategies, receive feedback and focused coaching to support changes to their practice
48. All teachers collect rigorous evidence of learning
49. Professional learning is ongoing, supported and fully integrated into the culture of the school
50. Strategic resource management
51. Teachers evaluate and modify their teaching practice
52. Staff provide students with targeted feedback
53. The school promotes student safety and wellbeing
54. The school takes a whole-school approach and works with community organisations that support mental health.
55. The school establishes partnerships
56. Staff are familiar with the Annual Implementation Plan (AIP)
57. The school addresses the psychological and social wellbeing of students
58. Teachers provide, seek out and receive feedback from peers and school leaders to improve teaching practice
59. The school develops parent, carer and family engagement
60. Professional learning is informed by the collection, analysis and evaluation of student data
61. The school has high expectations for learning progress
62. Embedding
63. School-based professional learning program developed and implemented that supports the school’s identified improvement strategies
64. The school invests in time, tools and training to build all staffs' capabilities
65. Moderation of common student assessment tasks
66. Emerging
67. Student voice, leadership and agency in own learning is activated
68. The school connects student assessment with learning
69. School leaders lead whole-school improvement
70. The school strengthens the social and emotional wellbeing of students
71. School-based professional learning program developed and implemented that supports the school’s identified improvement strategies
72. The school addresses the physical health needs of students
73. Building practice excellence
74. The school ensures productive teacher-student relationships and engagement for learning
75. Experienced teachers’ role includes facilitating professional learning
76. The school supports students to realise their potential
77. There is a holistic approach to curriculum, pedagogy and assessment
78. The school has a culture of strategic thinking, planning and resource allocation
79. Staff evaluate and modify their practice
80. Professional learning is collaborative
81. The school fosters communication and meaningful partnerships with parents and carers
82. Staff have opportunities to observe skilled colleagues
83. Excelling
84. The leadership team identifies and provides access to appropriate professional learning
85. The school proactively involves students in decision-making.
86. The school’s vision, values and culture position it for student improvement
87. Quality conversations are led by the principal class.
88. The school fosters inclusion and engagement
89. The school fosters student motivation and confidence for learning
90. They emphasise that a person’s ability to learn is not fixed and that effective learning strategies can be learned to improve performance.
91. Staff teams regularly observe and provide feedback on their work
92. Staff use their deep understanding of students’ learning to support them as they navigate greater learning challenges
93. Individuals and teams are open to critically evaluating their practice in a culture of trust
94. Teachers have high expectations of student learning
95. Effective schools set behaviour expectations
96. The school has a culture of high expectations