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