ExpectationsValues & beliefs about teaching and learning
At Hamilton Island State School we aim to provide the best educational outcomes for every child. We achieve our purpose by providing a quality curriculum which supports individual needs through a professional progressive and dedicated staff within a safe and productive learning environment.
At Hamilton Island State School we believe that all students will reach their full potential. We will improve educational outcomes for all by setting high expectations, using data to inform teaching and learning and by fostering positive relationships.
Our school community respects ourselves, others and learning. Our Positive Behaviour for Learning (PBL) encompasses our school rules: be a learner, be safe, be responsible and be respectful.
Professional learning & instructional leadership
At Hamilton Island State School, teachers will be provided with effective support through a coaching and mentoring paradigm to improve practice and promote student improvement.
Teaching strategies
High yield teaching strategies (effect size exceeding 0.40) are utilised at Hamilton Island State School, as required, to activate successful student learning (Hattie, 2009)
- Explicit teaching
- Literacy and numeracy consolidations
- Use of inquiry cycles
Differentiation Hamilton Island State School utilises a whole school approach to support different levels of student need. Three layers of teaching (differentiated, focused and intensive) provide a continuum of support with increasingly focused and personalised teaching and intervention at each successive layer — including increasing levels of adjustments, monitoring of student learning and behaviour, and involvement of specialist staff.
Monitoring & Assessment The primary purpose of assessment is to improve student learning. Assessment is used to promote learning through timely feedback that informs future teaching and learning and builds students’ confidence in their ability to learn. Systems, principals, teachers, students and parents all use assessment information to support improvements in student learning.
Moderation A whole school approach to moderation underpins systematic curriculum delivery and supports teachers to align curriculum, pedagogy, assessment and reporting. A whole school approach to moderation involves teachers in a series of activities including professional conversations and sharing expectations about student learning and achievement.
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