Action Plans

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 2016 – 2017

This scholastic year our school is working on 4 Action Plans based on the Key Area – Learning & Teaching.

  • Priority Development Target 1 – To improve the learning and teaching of oracy skills
  • Success Criterion/Criteria – All learners will strengthen their abilities to listen, understand and think, communicate purposefully and in meaningful ways across the curriculum.

Actions to be taken:

  • Learners are exposed to listening and speaking activities by making use of digital technology tools.
  • Learners continue to participate in the English speaking Union (ESU) project.
  • Learners in Kindergarten having communication difficulties to receive in-school support by a qualified speech therapist.
  • SMT and teaching staff hold regular meetings with HoD Literacy and Literacy Teacher to enhance continuous professional development in oracy.
  • All learners are encouraged to actively participate in conversations and dialogues both in Maltese and English.
  • Teachers/KAs are given the opportunities to reflect on classroom practice, share ideas and good practice.
  • Priority Development Target 2 – To develop a whole-school approach towards the teaching and learning of reading skills in Year 1 and Year 2 and emergent literacy skills in Kinder 1 and Kinder 2.
  • Success Criterion/Criteria – All learners in Year 1 and Year 2 will show marked improvement in the development of their reading skills as identified in the records compiled by their teachers.  All learners in Kinder 1 and Kinder 2 will show marked improvement in the quality of learning experiences related to emergent literacy skills.

Actions to be taken:

  • Teachers and KAs carry out regular shared reading sessions with learners.
  • Teachers in Year 1 classes reliably identify each learner’s instructional and independent reading levels in Maltese.
  • Teachers in Year 2 classes reliably identify each learner’s instructional and independent reading levels in Maltese and English.
  • All learners are given the opportunities to make use of educational reading software and related online and digital resources.
  • KAs make use of socio-dramatic play to promote emergent literacy.
  • Priority Development Target 3 – To improve assessment for learning (AfL) procedures and practices in Oracy and inform parents about the criteria for assessing Oracy and AfL strategies being adopted at school.
  • Success Criterion/Criteria – All learners will demonstrate understanding of the learning intention and talk about what they have learned;  All learners engage in answering higher-order questioning independently or with support; All learners respond to listening assessment tasks using digital technology.

Actions to be taken:

  • Teachers and KAs plan and use tasks for assessing learners’ understanding and prior knowledge.
  • Teachers and KAs plan, formulate and share the learning intention with their learners.
  • Teachers and KAs involve all learners through appropriate questioning techniques and give verbal feedback that motivates and encourages learner participation.
  • Teachers and KAs assess learners’ listening skills through the use of digital assessment techniques.
  • Parents are invited for scheduled information meetings about AfL.

Priority Development Target 4 – To narrow the gaps in educational outcomes between boys and girls in literacy.

Success Criterion/Criteria – All Kinder 1 and Kinder 2 learners will show improvement in the strands of early literacy development (environmental print, books, early writing, oral language). All Year 1 and Year 2 learners will show improvement in reading with understanding and responding critically and creatively to texts.

Actions to be taken:

  • Teachers and KAs enhance motivation and learning through the promotion of higher-order thinking skills and the provision of a variety of activities according to each learner’s learning style.
  • Teachers and KAs incorporate digital technologies across different curriculum areas.
  • Teachers promote reading for enjoyment and enthusiasm for writing.
  • SMT, teachers and KAs encourage parents to take an active role in their children’s literacy.