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Transcript: St Mary Magdalen’s Primary School, Chadstone
File name:
St Mary Magdalen’s Chadstone
Duration:
05:30 minutes
Page 1 of 7
PROGRAM START:
00:00 – 00:05 seconds
Visual:
Victorian Literacy and Numeracy Secretariat cover screen
Text: Victorian Literacy and Numeracy Secretariat
Audio:
Instrumental music
00:06 – 00:10 seconds
Visual:
Text: St Mary Magdalen’s Primary School, Chadstone
Audio:
Instrumental music
00:11 – 00:40 seconds
Visual:
Kerry Bratby (School Principal, St Mary Magdalen’s PS) speaking to camera
Audio:
St Mary Magdalen’s School is a small school in the south-east of Melbourne. We have a
population of 184 students at present but the population is growing. It’s a very mixed
population, very multicultural with students from many, many different countries across the
Transcript: St Mary Magdalen’s Primary School, Chadstone
Page 2 of 7
world and some first generation, but many second generation families. There is, I think, a
57% ESL factor at the moment and its -
00:41 – 00:55 seconds
Visual:
A teacher working with students in the classroom
Audio:
- very mixed socio-economically as well. We had always considered literacy to be the key to
further education, any way, but it actually came to a point in 2008 and 2009 with our -
00:56 – 00:58 seconds
Visual:
Kerry Bratby (School Principal, St Mary Magdalen’s PS) speaking to camera
Audio:
- NAPLAN results in the Grade 3 cohort -
00:59 – 01:00 seconds
Visual:
Children working in a classroom
Audio:
- the results were very poor.
01:01 – 01:09 seconds
Visual:
Jane Stanley (Literacy Leader, St Mary Magdalen’s PS) speaking to camera
Audio:
They appeared to be reading text levels without any comprehension. So there was a real
concern over the comprehension levels of our students.
Transcript: St Mary Magdalen’s Primary School, Chadstone
Page 3 of 7
01:10 – 01:17 seconds
Visual:
Kerry Bratby (School Principal, St Mary Magdalen’s PS) speaking to camera
Audio:
The program is working magnificently. There are so many factors to this program that
contribute to that, but the program is working and -
01:18 – 01:22 seconds
Visual:
Children working in a classroom
Audio:
- we now need to ensure that we embed it and sustain it. And now -
01:23 – 01:26 seconds
Visual:
Kerry Bratby (School Principal, St Mary Magdalen’s PS) speaking to camera
Audio:
- with what we’ve gained from National Partnerships in literacy all of the strategies -
01:27 – 01:42 seconds
Visual:
Children working in a classroom
Audio:
- and the practices that we’ve put into place, these are actually working. We know now that
we need to sustain it and embed it. The strategy we hadn’t had before was to have an actual
coach in the school. So we have a coach every Monday. The coach then worked with the
staff every -
Transcript: St Mary Magdalen’s Primary School, Chadstone
Page 4 of 7
01:43 – 02:04 seconds
Visual:
Kerry Bratby (School Principal, St Mary Magdalen’s PS) speaking to camera
Audio:
- week and actually within the timeframe that she had she came into classrooms, she
modelled, she then had meetings with the teachers and our literacy coordinator to plan and
to discuss what strategies we used and then to plan with the cohort of students in each class
what would happen next.
02:05 – 02:08 seconds
Visual:
Jane Stanley (Literacy Leader, St Mary Magdalen’s PS) speaking to camera
Audio:
All classroom teachers from Year 1 to Year 6 have been -
02:09 – 02:26 seconds
Visual:
Children working in a classroom
Audio:
- involved in the program and this term we’re incorporating the Preps. They all have the
same shared language with the explicit articulation of strategies and not only are the
teachers using the same language but so are the students. And they‘re -
02:27 – 02:39 seconds
Visual:
Jane Stanley (Literacy Leader, St Mary Magdalen’s PS) speaking to camera
Audio:
- going home and using the vocabulary like visualisation, main ideas, summarising, with their
parents. So the parents are now actually coming -
Transcript: St Mary Magdalen’s Primary School, Chadstone
Page 5 of 7
02:40 – 02:44 seconds
Visual:
A teacher working with children in a classroom
Audio:
- back to the school saying I know what my child is learning so it’s a
02:45 – 02:52 seconds
Visual:
Jane Stanley (Literacy Leader, St Mary Magdalen’s PS) speaking to camera
Audio:
- complete transference from the coach to the teachers to the children and then it’s going
into the home which is a really great connection.
02:53 – 02:59 seconds
Visual:
Kerry Bratby (School Principal, St Mary Magdalen’s PS) speaking to camera
Audio:
We’ve put some funding into resources and making sure that teachers have the right texts -
03:00 – 03:19 seconds
Visual:
Children working in a classroom
Audio:
- to be able to teach the different genres, that the texts are then suited to the children’s
learning needs across the different levels of the school. As well, we had to put into place
human resources that are really, really important. So from the perspective of our teachers
we’ve had the actual professional learning -
Transcript: St Mary Magdalen’s Primary School, Chadstone
Page 6 of 7
03:20 – 03:40 seconds
Visual:
Kerry Bratby (School Principal, St Mary Magdalen’s PS) speaking to camera
Audio:
- for teachers so our teachers are teacher leaders. We’ve have very strong leadership in our
literacy coordinator and we’ve also put into place this year a support-literacy leader so we
have two teachers who can go into classrooms when the coach is not there but to actually
support our staff as well in their teaching and learning journey.
03:41 – 04:04 seconds
Visual:
Jane Stanley (Literacy Leader, St Mary Magdalen’s PS) speaking to camera
Audio:
We’ve begun to use our data a lot more effectively and we’ve had to learn how to
effectively use the data, not just the numerical data that we collect at the beginning of the
year but the data that is presented to us on a daily basis and is matched to the learning
needs of those children. And ensure that all children are moving in their learning pathways.
04:05 – 04:44 seconds
Visual:
Kerry Bratby (School Principal, St Mary Magdalen’s PS) speaking to camera
Audio:
One of the advantages of the program is that we’ve been able to bring our parents in on the
program and engage their support as well. Because of the accountability of the schools
these days of schools, parents are very aware of your NAPLAN results and of course they’re
out there. When we had those poor results in our Grade 3s, we didn’t have them in our
Grade 5s either of those years, but in the two Grade 3 cohorts we did and it was very
important to inform out parents about that, but that we were on a pathway to do
something about it. And they’ve been very, very enthusiastic about what we’re doing. I think
what parents have really enjoyed is the fact that their children are so engaged in learning.
Transcript: St Mary Magdalen’s Primary School, Chadstone
Page 7 of 7
04:45 – 04:54 seconds
Visual:
Children working in a classroom
Audio:
Our teachers work together in classrooms, the children enjoy the types of activities, they’re
very engaged. The children have a strong student voice in our classrooms -
04:55 – 05:15 seconds
Visual:
Kerry Bratby (School Principal, St Mary Magdalen’s PS) speaking to camera
Audio:
- and parents know about that because children talk. And so I believe that the National
Partnerships, for us, has been a combined effort. It’s a whole community effort, and it’s
been a whole community program that’s now showing that schools can make a difference.
05:16 – 05:30 seconds
Visual:
Department of Education and Early Childhood Development logo, dated Feb 2012
Audio:
Instrumental music