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Checklist for Stage 2 English Syllabus Outcomes and Content. This is the new syllabus being implemented from 2024 in Stage 2 classrooms. This includes only the Stage 2 content. Stage 1 and Early Stage 1 are already available and Stage 3 is on the way. 10 pages - it's been formatted to reduce the number of pages. The type size is set to 9 points. Easy to create a record of student achievment.Taken from the most up-to-date curriculum (2025).Some words have been omitted or abbreviated to reduce the

The NSW DoE Continuums are designed as pathways - where students are now, what they need to do next. This is a huge table of those markers divided by main aspects(Reading Texts, Comprehension, Phonics etc.) to keep track of student achievement. it helps with updating PLAN data and considering what steps a child needs to take. It taken from the Continuum but the wording in some cases has been abbreviated to allow it to fit on 15 pages rather than 30 (because 15 is so much better). This is a Word

The title is a bit of a mouthful. I have created a spreadsheet for calculating PAT data and effect sizes on one page. Input student names and raw scores for comprehension, spelling and numeracy and the spreadheet will do the rest, automatically caulculating stanines and percentiles. It will also calculate the Hattie effect size alongside the other data. An additional part of the table compares the start and end of year tests and all data is averaged at the bottom. The table provides a a clear an

The title is a bit of a mouthful. I have created a spreadsheet for calculating PAT data and effect sizes on one page. Input student names and raw scores for comprehension, spelling and numeracy and the spreadheet will do the rest, automatically caulculating stanines and percentiles. It will also calculate the Hattie effect size alongside the other data. An additional part of the table compares the start and end of year tests and all data is averaged at the bottom. The table provides a a clear an

A full year spelling program targeted at Year 3. Includes Outcomes, Learning Intentions, Success Criteria (general), Literacy Continuum, Differentiation Strategies, activities, assessment, Rationale, Expectations, High Frequency and NAPLAN Difficult and Challenging words lists + word lists for each week for 4 terms, suggested weekly topics and rules to focus on for each week. There are bound to be some errors so please let me know any thoughts and suggestions/corrections. This is the program I h

20 Questions is a simple enough concept. Using a simple puzzle or conundrum (there's a word we don't use enough) students can ask questions that give them clues to the answer, or they can go for an answer. However, students may only ask questions that have a yes or a no answer. The aim of twenty question type puzzles is to think logically, be observant, read the question, and to puzzle through what sort of questions are going to lead me to the answer, I use these as tuning-in activities, breaks,

20 Questions is a simple enough concept. Using a simple puzzle or conundrum (there's a word we don't use enough) students can ask questions that give them clues to the answer, or they can go for an answer. However, students may only ask questions that have a yes or a no answer. The aim of twenty question type puzzles is to think logically, be observant, read the question, and to puzzle through what sort of questions are going to lead me to the answer, I use these as tuning-in activities, breaks,

20 Questions is a simple enough concept. Using a simple puzzle or conundrum (there's a word we don't use enough) students can ask questions that give them clues to the answer, or they can go for an answer. However, students may only ask questions that have a yes or a no answer. The aim of twenty question type puzzles is to think logically, be observant, read the question, and to puzzle through what sort of questions are going to lead me to the answer, I use these as tuning-in activities, breaks,

20 Questions is a simple enough concept. Using a simple puzzle or conundrum (there's a word we don't use enough) students can ask questions that give them clues to the answer, or they can go for an answer. However, students may only ask questions that have a yes or a no answer. The aim of twenty question type puzzles is to think logically, be observant, read the question, and to puzzle through what sort of questions are going to lead me to the answer, I use these as tuning-in activities, breaks,