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