Include as a title page for the document:

Rename Cootamundra High School Collection Development Policy.

Include Cootamundra High School logo to show ownership of the document and to relate the Collection Development Policy to the whole school community.

Insert page break

Rationale

The purpose of St Bede’s Library collection policy is to set out the principles governing the selection, acquisition, review and evaluation of resources, for the benefit of the teacher librarian and staff and the school community. The teacher librarian, in consultation with the staff and executive, is responsible for writing the collection development policy, which is then approved by the Principal and School Board.

The St Bede’s Primary School Library supports the school vision/ mission statement:

At St. Bede’s we strive for excellence in education

We believe that everyone is unique and created in

The image of God.

We walk in love and peace by living our 5 C’s

· We are Cooperative

· We are Courageous

· We are Considerate

· We understand that our actions have consequences

St Bede’s School follows the Catholic Education Office Ethos, that effective school libraries are essential to equip students with the research skills necessary to survive in a world where information acquisition and its selective use are increasingly important to meet the demands of everyday life. The Information Literacy Process (see Appendix A) is promoted in the library and the classroom. Students lean information-handling skills to enable them to work effectively in an information rich environment.

St Bede’s library aims to provide the members of the school community with a well-resourced library including access to a seamless integrated information society via electronic resources.

The teacher librarian works collaboratively with all the staff to ensure gender equity, multiculturalism and a balance of resources to enhance the curriculum.

Rationale

A rationale is included in the CDP as it provides an understanding of how the collection caters to the learning and recreational needs of the students and staff of the school. The rationale will closely link to the vision and values of the school and the library mission statement. (Braxton, 2018, p.2, ALIA & VCTL, 2017, p.8 & McGuinnes, 2009, p 33).

The rationale explains the purpose of the policy and should be succinct and well written, it is important to ensure the document does not have spelling or grammatical errors as it is a professional document of the library and the school, and needs to be presented in such a way to demonstrate the professional nature of the policy.

Include main heading:

Mission Statement

A Mission Statement clearly defines the purpose of the library and why it exists and who it serves, it is included as this informs the reader of how the library will enrich and support the curriculum and recreational needs of students and the resources required by teachers (ASLA 2018, ALA 2017 and Braxton 2018).

Include The mission of Cootamundra High School library is to foster a love of reading and to empower students to become critical thinking, lifelong learners by providing a space of curiosity, innovation and collaboration.

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1. The Collection Function

· The function of the library collection is to cater for students, staff, and parents.

· Students are provided with materials to cater for their variety of reading levels, interests, emotional, social and spiritual needs as well as supporting the Australian Curriculum.

· Staff are provided with materials that support the Australian Curriculum and professional development.

· Parents have access to the collection to support their needs in literacy information, reading for leisure with their children and learning strategies.

2. Collection Goals:

· To provide an organised, accessible collection of resources and a range of services appropriate to St Bede’s community.

· To provide an up to date collection that supports St Bede’s curriculum and the reading and interest levels of students.

· To provide resources of a high standard in a range of formats.

· To provide resources that covers a broad range for student ages, abilities and subject areas.

· To provide resources that support teachers in implementing the curriculum.

· To provide reading material in French to support the LOTE program.

· To provide resources that represents the Catholic ethos.

· To support the principles of ASLA.

· To provide web based resources that are directly related to student’s research and assignments.

Nature of the Users

It is important that the collection is developed to ensure that the needs of the users are identified and acknowledged and that the policy ultimately seeks to meet the needs of the patrons (Braxton, 2018, p.3). Nature of Users would be written in consultation with the school’s annual report and the Learning and Support Coordinator to assist with the background of the school population, an analysis of Naplan results will highlight explicit needs of the patrons. Inclusion of whole school initiatives that take place to improve literacy and cross curricula priorities would be included in this section.

Rename

The Purpose of the Collection

The purpose of the collection is included as it provides the foundation on which all decisions and actions are based. (Braxton, 2018. p.3).Within this section, a succinct description as to why the collection is being developed would be included, looking at how the collection will satisfy:

The Nature of the Collection

Is a consideration of the collection as it stands currently. In order to complete an analysis of the nature of the current collection Appendix C: School Library Collection Rubric (ALIA and VCTL, 2017) and the Risk Analysis process as outlined in the NSW Department of Education Finance in Schools Handbook (State of New South Wales – Department of Education, 2019) will be used to. The nature of the collection will be created and used as a benchmark for measurement of success when the policy is evaluated and serves as a platform for development. (Braxton, 2018. p.4).

Rename

Priorities and Goals of the Collection

The priorities and goals of the collection identify what is to be achieved during the time period of the policy to meet the needs of the school community. Goals will be evaluated to measure the success and achievements of the policy; goals are to be written in accordance to the data analysis from the Nature of the Collection – Appendix C ALIA and the Risk Analysis process – and will use the SMART criteria to ensure they are specific, measurable, achievable, realistic and timely.

1. Responsibility for Collection Management

All resources selected for inclusion in the school library should be compatible with the school and library policies. The major responsibility for selection of library resources is delegated to the school librarian. Other staff members, in particular subject coordinators, also select resources for the library. These are generally purchased from the relevant budgets. Staff members are encouraged to recommend items for inclusion. Pupils are also encouraged to make suggestions and requests. However, the final decision on selection rests with the teacher librarian, who can ensure that the selection meets the collection needs and criteria.

2. Collection Formats

St Bede’s collection will incorporate a variety of formats including, books, ebooks, magazines, journals, videos, computer software, apps for ipads, Internet sites and online databases.

3. General Selection Criteria

Resources selected must:

· Meet the educational and recreational needs of the students.

· Meet the school curriculum requirements and the Australian Curriculum.

· Presentation and context must be of a high standard.

· Be accurate in terms of content.

· Format and layout must be suitable for primary school students.

· Be free of bias and stereotype.

· Not make use of unacceptable profanity.

· Acceptable in literary style and technical quality.

· Be in broad agreement with the teachings of the Catholic Church.

· Be cost effective in terms of use.

The following criteria will be applied in response to the particular aims and programs at St Bedes:

· Resources to support the Australian Curriculum in English, Mathematics, History, Science and cross curriculum perspectives.

· Resources to support the French language program.

· Resources to support the multicultural nature of our community.

· Resources to support the Access Asia component of the Australian History Curriculum.

· Resources to support cross curriculum perspectives of Aboriginal and Torres Strait Islander education and cultural understandings.

· Resources of a sexist or racist nature or presented in an unbalanced and biased manner will not be selected.

· Resources will be evaluated and selected for their relevance to the Australian way of life and their Australian content.

The following points are also considered:

· The present book stock.

· Areas which are well stocked.

· Areas with apparent deficiencies.

· The need for replacement of outdated and much used material.

· Desirability of maintaining a balance between fiction and non-fiction.

Selection

Responsibility for Collection Management

This area discusses who is responsible for selecting the resources for the collection, the selection of resources should be a collaborative process, with use of Resources are more readily used effectively if teachers and students are involved in selection, IFLA (2015, p.34) notes that collection building must be a collaborative process and that teachers, being subject experts, have valuable knowledge of their students’ needs. Patron Driven Acquisition is another effective means of ensuring resources meet the needs of the school community, however ultimately the decision to select resources lies with the Teacher Librarian.The use of the term school librarian is a disservice and does not advocate the role of a qualified Teacher Librarian.

Remove Collection Formats

Rewritten to form part of the Priorities and Goals of the Collection.

General Selection Criteria

The general selection criteria is used to make informed resource collection choices and is dependent on school community as well as the goals and objectives of the school and the NSW Department of Education (Johnson, 2018, p.112 and ALA, 2017). Written in consultation with the School Library Selection Criteria (ALA, 2017) and Hughes-Hassell and Mancall (2005, p. 46) the primary considerations for the general selection criteria should be applied to all formats and have consideration for age, social and emotional development, intellectual, interest and reading level and follow the guidelines of:

The Teacher Librarian will also consult reputable, professionally prepared selection aids and other appropriate (ALA 2017) include examples of selection aids for school libraries.

This will ensure that the resources selected for the collection support and enrich the curriculum as well as students’ interests and learning through a range of formats (ALA 2017).

Include

Cross Curriculum Priorities 

Cross Curriculum Priorities are an essential criterion of the Australian Curriculum; they are included across curriculum to provide students with a greater understanding and engagement with three focus areas embedded throughout learning areas. It is essential that there are suitably appropriate and current resources available in a variety of formats to assist teachers and students in their engagement and understanding of Cross Curriculum Priorities.

Move to Collection Analysis and Evaluation

· The Teacher Librarian will maintain the school web site.

· The Teacher Librarian will be an administrator of “Life”

· Links located on ‘Students’ web page, on the St Bede’s website, will ensure students have access to appropriate www based web resources that are directly related to classroom research and learning activities.

· Teachers can nominate website links to be added. These must meet the general selection criteria.

www. General selection criteria:

The Teacher Librarian will only include links to websites when a classroom teacher has made a direct request. The outcomes of the content of the research/assignment must be discussed with the teacher librarian enabling the teacher librarian to clearly identify the needs of the student.

The school’s ‘Students’ web page will include links to websites that:

· Have been requested for inclusion by a classroom teacher (and meet the general selection criteria).

· Students locate and recommend a website (that meets the general selection criteria) for a particular classroom research task or assignment.

· Are directly related to current classroom research or assignments.

· Have a level of language and intellectual content that is age appropriate.

· Have a degree of interactivity with the user.

· Are free of gender and race bias.

· Have help devices e.g. site maps.

· Allow for ease with which information may be downloaded or copied onto disk or a work page.

· Have a proportion of content that is dynamic in nature, eg. Music, film clips, animations.

· Originate form reputable sources such as:

· a university

· an expert in that particular field

· an authoritative site with gateways to further links.

Weeding of links on the school’s ‘Students’ web page:

Weeding of the collection is an ongoing process through out the year. The following process will ensure the student’s web page is up to date in providing live links to websites that are directly related to research and assignments.

· Links will be regularly checked to ensure all links are live.

· Website links will be deleted from the ‘Students’ web page section of the school’s homepage

when:

· Links are no longer live.

· If websites have been upgrade and no longer meet the general selection criteria.

· When the classroom research or assignment which the link has been provided for, has passed its due date by one month.

Reviewing sources for the selection of websites:

The following resources are available in the school library and provide reviews on websites.

· SCIS Connections- print format or via SCIS www site.

· Magpies Magazine

· Classroom Magazine

4. Duplicate and Multiple Copies

In most cases only one copy of a book will be purchased.

Multiple copies will be purchased on request of teachers and placed in the classroom where it is required as a set.

5. Extending the Collection Beyond St Bede’s School Library

The collection is extended by:

· Loans from the Canberra Library Services.

· Loans from The Catholic University Library Services for resources where the school library has deficiencies.

· Linking WWW sites both relevant and appropriate for use as resources for teachers and students.

· Learnology resource management system, which enables websites to be hot linked or embedded into ‘Life’ pages that have been created by teachers.

6. Lost Items

· Students are responsible for all borrowed resources. Books are considered lost after being overdue by one term. A letter is sent home to the parents/guardians containing title and barcode of the book and the replacement cost. Each case will be assessed individually.

· Staff are not asked to pay for lost books except under exceptional circumstances.

Exceptional circumstances may include:

A continued high loss of resources.

Where the value of the lost item exceeds $100.00.

· Items lost without being borrowed are marked missing when stock take is finalised. Items are deleted if they retain a missing status for a two-year period. These books are not automatically replaced.

7. Donations and Gifts

· Acknowledgement is made to the family or student by way of a completed “Donated by” label placed on /inside the resource and in the notes area of St. Bedes Oliver library catalogue.

8. School Coordination of Purchases

Subject coordinators who purchase resources for their area are required to have the resources accessioned by the Teacher Librarian and the items housed in the Teacher Resource section of the library. Music and French resources are housed in the music and French multipurpose room. All Religious educational Resources for Teachers are housed in the Religious Education Coordinators office.

Digital Collection

Braxton (2018, p.12) states the collection must meet the needs, interests and abilities of its users including their preference for print or digital formats. It is imperative that the library provides access to technology to all students, and the skills to access information as well as a variety of formats to meet student learning needs and engagement. (Baker and Willis, 2016, p. 57-58, Soltan, 2019 & Johnson, 2018, p. 26). IFLA (2015, p. 34) also reiterate that the school library serves as a significant access point in an information based society, allowing increased availability to the whole school community and removing barriers to the use of digital resources.

Include

·         Disability access – students with a disability who must have equal access to online information (Palmer & Palmer, 2018, p.400)

Move to Deselection.

Remove Duplicate and Multiple Copies this would form part of the collaborative process between the TL and faculties in the selection phase.

Rename Interlibrary Relationships

This allows the library to have relationships with other local, state and national libraries and provides the library with the opportunity to expand the content and format of resources. (Johnson, 2018, p.326).

Include: names of libraries and programs available and specific to the library such as but not limited to:

·         State Library of NSW

·         Trove

·         Riverina Reginal Library – Cootamundra

·         Wagga Wagga City Library

Remove

Move to Funding

Donations and Gifts

Gifts and donations must meet the general and specific selection criteria before being included in the collection. (Braxton, 2018. P. 14, ALA 2018 & ALIA, 2017. P 14.).

Remove School Coordination Purchases this would form part of the collaborative process between the Teacher Librarian and faculties in the selection phase.

1. Reviewing Sources

Resources will be selected using some of the following selection tools and services:

· SCAN

· Magpies

· Literature Base

· SCIS

· Australian Curriculum

· Publishers and bookseller’s catalogues, fliers, brochures and other commercial advertising publications are placed in the catalogue selection box in the library for selection and acquisition reference.

2. Acquisition Principals

· Interstate and local book suppliers are welcome to leave a selection of books for perusal by the teacher librarian and staff members. A discount is expected of at least 10% on purchases from these suppliers.

· Majority of book purchases will be from McCauley & Co. local book suppliers, who offer 22%, discount on most purchases.

· The school also purchases books from the local bookshops at Manuka, Paper Chain.

· Online purchases from Book Depository, Amazon and Fishpond

· Ebooks are purchased from Kobo and iTunes.

· Staff members may make requests and if the resources meet the selection criteria then they will be purchased, depending on the availability of funds.

· Resources ordered through educational suppliers are “on approval” only. The teacher librarian and one of the subject coordinators will preview the resources before approval is given for its purchase.

· When purchases have been approved an order form will be completed, signed by the Principal and processed by the Bursar.

· Resources may be acquired through loans from, local public libraries and other school libraries.

· The Annual CBC of Australia short-listed books is a standard purchase (excluding the “older readers” category).

· Electronic Information and services such as –Britannica Online Encyclopaedia, that are library specific, are purchased from the library budget by the Teacher Librarian. These acquisitions must meet General Selection Criteria.

· Primary Standing Orders is a service where educators review latest release books eight times a year. St Bedes subscribes to standing orders each year and normally accepts all of the books unless a copy is already in the library or a resource does not fit the selection criteria.

3. Donations and gifts

All donations will be subjected to the same criteria as other resources selected for the library. If the donation is not relevant to the collection an explanation will be given where possible to the donor. The item will be returned or disposed of by giving it to LifeLine organisation for their annual book sale or to another charitable organisation.

4. Budget

The library budget is allocated by the school board at the beginning of each calendar year. Control and responsibility of the budget lies with the Teacher Librarian. The Teacher Librarian and the Bursar manage the accounts. The budget is supplemented by the funds raised through book fairs.

Acquisitions

1.      Reviewing Sources is incorporated into General Selection Criteria.

2.      Acquisition Principals (incorrectly spelt – Principles) is too wordy and can be written in a more concise manner under the main heading of Acquisitions.

Resources will be purchased with consideration of the library budget and the school & NSW Department of Education guidelines (Braxton 2018).

Include local suppliers, subscriptions and online purchasing options specific to the school context and the criteria that suppliers will have to meet, such as:

·         Quality & reliable service

·         Payment options

·         Preview & returns policy

·         Timely delivery

Remove

Rename Budget to Funding.

Include main heading of Funding

Funding is essential to ensure availability and equity for the school community (ALIA & VCTL 2018, p. 18) through a well-resourced library.

Include:

·         A budget proposal will be submitted in accordance with the Library Budgeting Policy. 

·         Expenditures will be tracked throughout the year to show spending and to report on the achievement of goals – this will be used to create the following year budget requirements. (Johnson, 2018, p.107).

1. Reconsideration of Resources

In the event of an objection being made to any of the resources in St Bede’s library, the following procedure will be followed:

· The resource will be discussed orally by the person concerned and the Teacher Librarian.

· If it becomes obvious that a serious challenge is being made then the person concerned will be asked to state the objection clearly in writing using the form “Request for reconsideration of a library Item.” (see Appendix B)

· The Teacher/Librarian will advise the Principal. The Principal will examine the material and determine whether it should or should not be withdrawn based on the selection criteria stated in this document. The Principal may elect to present the resource to the School Board for examination. In which case the decision will be based on a majority vote. If the resource’s exclusion is rejected, the complainant will be notified in writing of the decision and the reasons why. If the exclusion of the resource is affirmed, the resource will be immediately withdrawn from the collection and disposed of in an appropriate manner by the Teacher Librarian. The complainant will be notified in writing of the decision and the reasons why.

2. Weeding

Weeding of the collection is an ongoing process throughout the year. A planning process has been put into place to ensure all areas of the collection are given a thorough weed over a period of time. The teacher librarian and staff members, who have an expertise in particular subject areas are responsible for weeding.

The following weeding criteria is applied to the collection:

· Resources in poor condition, dirty, worn or damaged. Popular titles are replaced where possible.

· Currency of information – Date of publication is used as an indicator for subjects where currency is important, for example travel guides, computer books and health materials.

· Resources containing out dated facts, values and/or attitudes.

· Resources, which are condescending, stereotyped, patronising or biased.

· Resources which no longer support the curriculum.

· Resources, which are no longer in demand and have not circulated in three –five years.

· Obsolescence – Books about topics and people that are no longer relevant or accurate

· Superseded content or editions

· Availability of information in other formats that may better serve the same purpose

· Amount of similar material available in collection.

· more than ten years old, unless of special value e.g. historical

The following plan for weeding is recommended and to be conducted throughout the term specified.

Term 1 Picture Books

Term 2 Fiction

Term 3 Picture Books for older readers

Term 4 Non Fiction Books

Weeded resources will be removed from the shelves, deleted from OLIVER database, stamped with a cancel stamp on the title page and on the school barcode. The book will be disposed of in an appropriate manner by the Teacher Librarian.

3. Stocktaking

The Teacher Librarian and volunteers from the school community, will conduct a stocktake of part of the collection, on the last week of each year, to minimise the impact of library services to the school community.

The following stocktake plan is recommended:

2013 Teacher Reference

2014 Classroom Teacher Reference Resource Boxes

2015 Fiction and Non Fiction

The stock take will be conducted through OLIVER automated library system. A stocktake report will be submitted to the Principal and a copy filed in the library under Stocktaking.

Remove heading Collection Maintenance

Rename Challenged Materials (move to the end of the CDP under main heading of Collection Evaluation).

This is an important aspect of the policy and must be written with accordance of the ASLA’s Bill of Rights (2018) to ensure that materials which show opposing sides of controversial issues, as well as materials related to religious, ethical and cultural groups are represented to create a balanced collection.

Include Request for Reconsideration form as an Appendix.

Include Parents and guardians may only restrict the use of resources for their own students.

Rename Deselection (move to the end of the CDP under main heading of Collection Evaluation).

Deselection is a critical process which needs an established criterion for the removal of resources from the collection. (ALA, 2017 and Johnson 2018 p 199).

Deselection promotes a relevant, current and accessible collection that meets the evolving needs of the school community.

All resources are considered for deselection regardless of format based on accuracy, currency and relevance.

Remove Stocktaking. The school library must be accountable for the resources it is responsible for – a stocktaking policy separate to the CDP is required with results from stocktaking being

St Bede’s library collection is subject to ongoing review. It is the responsibility of the Teacher Librarian to ensure the collection is relevant and current in meeting user needs. Methods used will include:

· Surveying the users of the library – when teachers are programming and at the completion of units of study.

· Collection mapping to ensure adequate resources for users.

· Statistic analysis of usage patterns produced by OLIVER

· Comparisons with published lists.

· Evaluation in terms expressed in: ‘Learning For The Future.’ (Curriculum Corporation 2001)

and,

Providing More with Less: Collection Management for Australian School

Libraries. (K.Dillon & J. Henri 2001).

· The library Collection Development Policy will be reviewed every five years. Next review year is 2018.

Collection Evaluation

The collection evaluation should consider the elements of analysis and evaluation.

Collection Analysis

An analysis involves the consideration of the strengths and weaknesses of the current collection, as well as considering any distinguishing features of the collection. The analysis will involve qualitative measures undertaken with the school community and quantitative measures related to the collection. Collection analysis provides data that can inform many aspects planning and management (Johnson, 2018, p.281).

Collection Evaluation 

The evaluation should provide a brief overview of the collections current state and be an ongoing process to ensure that the collection continues to meet the needs of the school community. Through the evaluative phase information is gathered which assists in informed decision making relating to adjustments to the policy and future goals during the policy review (Johnson, 2018, p.282).

Include Audience

Include Authorship

Include Related Documents

Include Date of Ratification

Include

Policy Review

The CDP should be reviewed and updated every three years, this ensures there is time to introduce, implement and evaluate the goals of the policy (Branxton 2018 and State Library of Queensland 2013). Regularly reviewing the policy allows the collection to stay up to date with changes to curriculum, school priorities and user needs.

Criterion 1:

Student clearly understands the difference between a Collection Development Policy and a Collection Management Policy.

6/8mks

Indicates the student has understood the purpose and function of the library and its relationship to the school and the broader information context, as well as the need for a balance between current and future needs.

Reference to the academic and professional literature indicates engagement with a range of resources beyond the module readings.

Indicates the student has understood the purpose and function of the library and its relationship to the school, and the need for a balance between current and future needs.

Refers to literature from multiple sources.

Moving beyond a descriptive statement and includes reference to literature primarily from the module readings.

Includes reference to some academic and professional literature.

Does not distinguish between collection development and collection management.

Little evidence of engagement with the literature.

Criterion 2:

Student demonstrates the importance of the Collection Development Policy as it relates to the school context.

6/8mks

Demonstrates sophisticated analysis and synthesis skills and an understanding of policy as strategic documents. Strong evidence of the author’s voice, well written and links the policy to the strategic curriculum directions of the school/education.

Good attempt to show how the policy can be used to advocate for the role of the library in a school context. Evidence of being able to structure, analyse critically and present the Collection Development Policy as an advocacy tool.

Evidence of beginning analysis and engagement with school/educational strategic initiatives.

Little evidence of engagement with school/educational strategic initiatives.

Criterion 3:

Student demonstrates an understanding of and the importance of the different selection criteria and selection aids in a Collection Development Policy.

6/8mks

Demonstrates a close examination of a range of academic and practitioner literature and uses critical analysis and synthesis to present a balanced understanding of the selection process. Annotated comments go beyond the policy and suggest improvement/additions.

Considers other aspects such as licensing, copyright, and disability access, with reference to relevant literature.

Good attempt to critically analyse selection criteria and selection aids with examples.

Includes references to the literature.

Attempst to consider other aspects such licensing, copyright and disability access.

Evidence of an understanding of terms, refers back to the literature and demonstrates emerging analytic skills.

Evidence of some understanding of terms, but little or no evidence of critical analysis.

Little or no reference to the literature.

Criterion 4:

Student demonstrates an understanding of the challenge and deselection criteria and procedures.

6/8mks

Demonstrates a close examination of the research and practitioner literature and includes issues such as censorship, virtual resources and environments, and copyright in discussion.

Strong critical analysis and synthesis evident to present a balanced view that includes multiple perspectives.

Commentary logically structured and well written.

Uses critical analysis to present an argument well supported by the research and practitioner literature. Includes issues such as censorship and copyright in discussion.

Presents a balanced view that includes multiple perspectives.

Evidence of developing analysis skills and understanding of the importance of these policies.

Little discussion as to why these policies are required.

Little or no support from the literature.

Criterion 5:

Student demonstrates an understanding of how the Collection Development Policy as a strategic document that can be used to future proof the resource needs of a school.

6/8mks

Includes the evolving nature of the information landscape, developments in technology and changing curriculum in the discussion. Uses critical analysis and synthesis to present a balanced view that includes multiple perspectives and closely examines how to use policy to ensure appropriate resources that cater for current and future teaching and learning needs.

Arguments are logically structured, well written and supported by the literature.

Uses critical analysis and relates information issues such as the evolving nature of the information landscape examined in the literature to the school context.

Presents a balanced view that includes multiple perspectives and discussion on how to use policy to ensure appropriate resources that cater for current and future teaching and learning needs.

Provides evidence of being able to relate current selection issues and the evolving nature of the information landscape to school resource selection.

Evidence of emerging critical analysis and engagement with the research and practitioner literature.

Evidence of a limited understanding of how the collection development policy can be used to guide the building of the collection over a period of time to meet the teaching and learning needs of the school.

Criterion 6:

Student demonstrates metacognitive and reflective analysis

4/5mks

Examines in detail and demonstrates understanding of multiple perspectives and through these provides an insightful critical discussion considering theory, practical implementation in the school context and the role of the TL.

Discussion is concise and succinct and includes multiple perspectives with reference to peer group sharing (forums) and their own learning journey (ongoing blog posts).

Emerging discussion of the topic that considers theory, practical implementation in the school context and the role of the TL.

Discussion is well-written and includes reference to peer group sharing (forums) and their own learning journey (ongoing blog posts).

Provides evidence of a reflective process that relates the topic back to the school context and the role of the TL.

Uses the literature and peer group sharing (forums) to introduce multiple perspectives and support their discussion.

Some evidence of ongoing reflective journaling (blog posts).

Attempts to use the literature and peer group sharing (forums) to support their opinion. Student blog contains mainly reproduced forum posts and compulsory content.

Little evidence of blog use except for compulsory content.

Criterion 7:

Student demonstrates quality writing skills using appropriate conventions.

4.5/5mks

Argument flows logically and writing is free from grammatical, typographical and paragraphing errors.

Strong author’s voice, evidence from other sources integrated seamlessly to support arguments, with paraphrasing and direct quotes rarely used to demonstrate understandings.

Annotations concise and succinct.

Referencing free from error and follows CSU APA style conventions and standards.

Argument flows, is logically structured and written with clarity.

Few grammatical or typographical errors, good use of paragraphs to structure the argument.

Evidence of a developing author’s voice, attempts to integrate evidence from other sources to support arguments, some paraphrasing and direct quotes used with discretion to demonstrate understandings.

Annotations are well written and concise.

Referencing follows CSU APA style conventions and standards.

Argument demonstrates structure, correct paragraphing and the beginnings of logical flow.

Some grammatical or typographical errors, minimal poor sentence structure and paragraphing.

Argument may not always flow smoothly.

Evidence of paraphrasing from the literature with author’s voice developing.

Annotations are clearly written, but require more analysis and support from the literature.

Referencing follows CSU APA style conventions and standards but contains some minor formatting errors.

Developing argument that shows some evidence of structure, but does not flow easily.

Reliance on paraphrasing and direct quotes from the literature.

Annotations mainly descriptive statements.

Referencing attempts to follow CSU APA style conventions and standards but contains multiple formatting errors.

Argument is poorly structured, does not flow easily.

May not address the topic/task.

Does not exhibit good writing skills.

Word count more than 10% above or below the stated limits in some or all sections.

Referencing does not adhere to CSU APA style conventions and standards.

Belinda, this is a great effort with your assessment demonstrating sound knowledge and understanding of the assessment requirements, supported by a good selection of literature. Section A has been addressed well and perhaps some sections could do with further analysis. Section B is reasonably well addressed, however; I would like to have seen further analysis supported by blog posts and commentary by other students.

Clarity of expressions is very good with discussions flowing well from one to another. Please note a full stop (.) should be placed at the end of a sentence after the citation details. I have provided comments throughout the assessment. I hope you find this useful.

Marker & Date: Tarita Dickson, 1/6/2019

• Content is appropriate for learners.
• Level appropriate to the student body.
• Supports differentiated learning styles.

• Provides information on ATSI Histories and Cultures relevant to the learning needs of students.
• Supports the school curriculum.

• Relevant and up to date resource.
• Acknowledgment of sources used to create the resource.

• Appealing to learners.
• Avoids stereotyping.

• Easily accessible.
• User friendly.

• Creators have qualifications or are experts in their field.

• Promotes strong learning experiences and connections with ATSIHC.
• Comparison with other ATSI resources.
• Can be easily integrated with other resources to meet the general capabilities framework.

Year 9 History: Historical Knowledge and Understanding: Making a nation (ACDSEH020) and Historical Skills: Chronology, terms and concepts (ACHHS165)

Year 10 History: Historical Knowledge and Understanding: Rights and Freedoms (1945 – present) (ACDSEH104, ACHSEH106) and Analysis and use of sources (ACHHS187).

The documentary discusses the local Cootamundra Girls Home “Bimbadeen” and provides a deep insight into the life of the residents and the impacts on their lives. The resource would be best suited to Stage 5 students due to the nature of the issues discussed within the documentary, it would also be important to discuss with students the nature of the documentary prior to viewing. There is a resource pack available at https://www.sbs.com.au/sites/sbs.com.au.home/files/2954_sos_teachers_notes_7.pdf

Stage 4 or low literacy Stage 5.

There is a teachers resource pack available at

https://readingaustralia.com.au/lesson/ubbys-underdogs/

Year 9 History: Historical Knowledge and Understanding: Making a nation (ACDSEH020) and Historical Skills: Chronolgy, terms and concepts (ACHHS165).

Provides students with a deep understanding of Aboriginal culture and the impact of cultural conflict brought about by Australian government policies and various non-Aboriginal groups as they entered Yolngu land and the impacts which are still visible today.

There is a resource pack available at https://www.metromagazine.com.au/pdfs/studyguides/SGAnotherCountry.pdf

Should be easily understood by 15-16 year olds (Readable | Free Readability Test Tool)

Five Senses Education.

Year 9 English: Literature and context (ACELT 1633) and Responding to Literature (ACELT 1635).

Year 10 English: Literature: Examining Literature (ACELT 1643) and Texts in Context (ACELY 1749).

The book provides varied poetic responses to the Australian landscape and the changing environments from the viewpoints of Aboriginal and non-Aboriginal authors over time. The resource could be used for all Stage 5 students as well as providing the opportunity for extension activities depending on the poetic response chosen. This resource could also be used for the CCP of Sustainability.

Should be easily understood by 12-13 year olds (Readable | Free Readability Test Tool).

HSIE faculty.

The website discusses traditional Aboriginal history, beliefs, seasonal descriptions and heritage across many Aboriginal regions. Students can click on each region identified on the map and research the climate for that region. The major and minor seasons for each region are discussed and a description of how plants and animals are changing or reacting relative to the season is provided. As the site has been developed with the local Aboriginal community of each area it provides excellent ‘story-sharing’ information from each particular group, the Tiwi Islands in particular has excellent array of information. There is also the possibility to work with Bureau and our local Aboriginal Elders to produce a seasonal calendar for the Wiradjuri area.

. Retrieved from http://www.abc.net.au/btn/classroom/mungo-man/10521894

This resource can also be used as an introduction to further study of the history of Mungo Man as there is a large number of further resources available which would be suitable for as additional and extension activities. https://www.nma.gov.au/learn/kspace/lake-mungo-45000-years-ago/teacher-resources

http://education.abc.net.au/home#!/media/3042690/mungo-man-goes-home

http://education.abc.net.au/home#!/media/522233/discoveries-at-lake-mungo

https://www.sbs.com.au/ondemand/video/1128598083900/living-black-mungo-man-returns

Student identifies and presents a balanced discussion of priorities and selection issues when building a school collection.

7/10mks

Provides a balanced discussion that is succinct and demonstrates good analysis skills.

Engages with a wide range of literature to support discussion.

Provides a balanced discussion and demonstrates developing analysis skills.

Demonstrates engagement with module readings and literature outside the subject modules.

Some descriptive narrative, with attempts at analysis.

Includes relevant reference to the literature.

Mainly a descriptive narrative which does not contain analysis or critical thought.

Includes reference to the literature.

Little or no reference to the literature.

Student demonstrates a clear understanding of the Cross Curriculum Priority Area/chosen curriculum area.

3.25/5mks

Provides a balanced discussion that is succinct and demonstrates good analysis skills.

Engages with a wide range of literature to support discussion.

Provides a balanced discussion and demonstrates developing analysis skills.

Discusses how the priority area is important as part of the collection, ie. Relates curriculum to collection development. Includes relevant reference to the literature.

Some descriptive narrative, with attempts at analysis.

Attempts to include collection development in the discussion.

Includes reference to the literature.

Mainly a descriptive narrative which does not contain analysis or critical thought.

Some reference to the literature.

Little or no evidence of consideration of collection development.

Little or no reference to the literature.

Student demonstrates an understanding of the selection process as a major part of collection management policy.

3.5/5mks

Demonstrates strong engagement with the literature outside the modules and is able to apply the theory of collection development to practice.

Strong evidence of being able to synthesise information, analyse critically and present a logically structured, well written process when building a balanced collection.

Evidence of a good understanding of the process used prior to engaging in the selection process.

Evidence of being able to structure, analyse critically and present a process when building a balanced collection.

Logical identification of the steps required to prepare for selection when building a balanced collection.

Demonstrates developing analysis and evaluation skills.

Mentions learning and teaching needs but may not effectively demonstrate how these impact collection development.

Evidence of an emerging understanding of how to apply theory to selection and collection building in practice.

Student demonstrates the application of selection criteria and selection aids to create an annotated bibliography.

16/20mks

Uses a range of selection criteria and multiple selection aids from a variety of sources to create a balanced collection.

Annotated bibliography presents a range of resources and includes evaluative summaries to meet the purpose and the needs of the target audience (teachers), and clearly demonstrates how the resource supports the target area.

Evidence of critical analysis and evaluation skills when using selection criteria and selection aids.

Uses a range of selection criteria and multiple selection aids to create a balanced collection.

Annotated bibliography presents a range of resources, and includes enough detail to meet the purpose and the needs of the target audience (teachers) and demonstrateds how the resource supports the target area.

Evidence of developing analysis and evaluation skills using the selection criteria.

Annotated bibliography presents a range of resources, but requires more detail to meet the purpose and the needs of the target audience (teachers). Some detail given to clarify how the resources supports the target area.

Evidence of developing analysis and evaluation skills using the selection criteria.

Some resources unsuitable for the target audience and/or purpose.

Annotations lack appropriate detail and variety.

Mentions the target area but may not give evidence to support inclusion.

Resource selection unsuitable for the target audience and/or purpose.

Little evidence of engagement with selection criteria and aids.

No mention of the target area given.

Student applies and integrates critical analysis and evaluation of resources.

3.5/5mks

Evidence of a thorough examination and prioritisation in the final selection of a range of resources based on analysis and evaluation, with reference to selection aids and curriculum needs.

Provides a concise, insightful and critical discussion. Author’s voice strong, paraphrasing and direct quotes rarely used to demonstrate understandings.

Explores and understands a range of resource formats and delivery modes.

Identifies curriculum priorities and provides an emergent critical discussion.

Evidence of a developing author’s voice, paraphrasing and direct quotes used with discretion.

Attempts to prioritise resources based on evaluation using selection criteria.

Provides a narrative with developing analysis evident.

Author’s voice developing, some paraphrasing or direct quotation from the literature.

Some evidence the student has attempted to identify curriculum needs during the selection process.

Reliance on paraphrasing and direct quotes from the literature.

Evaluation of resources contains little evidence of analysis.

Student demonstrates quality writing skills using appropriate conventions.

3.5/5mks

Excellent use of sections, headings and subheadings which make the content easily accessible for the target audience (teachers).

Document is well-designed and interactive.

Argument flows logically and writing is free from grammatical, typographical and paragraphing errors.

Referencing free from error and follows CSU APA style conventions and standards.

Good use of sections, headings and subheadings to lead the reader through the document.

Argument flows, is logically structured and written with clarity.

Few grammatical or typographical errors, good use of paragraphs to structure the argument.

Referencing follows CSU APA style conventions and standards with minimal errors.

Argument demonstrates structure, correct paragraphing and the beginnings of logical flow.

Some grammatical or typographical errors, poor sentence structure and paragraphing.

Referencing follows CSU APA conventions and standards but contains some minor formatting errors.

Some grammatical and/or errors, some poor sentence structure and paragraphing.

Developing argument that shows some evidence of structure, but does not flow easily.

Referencing attempts to follow CSU APA style conventions and standards but contains multiple formatting errors.

Does not exhibit good writing skills. Word count more than 10% above or below the stated limits in some or all sections.

Limited reference to the literature.

Referencing does not adhere to CSU APA style conventions and standards.

Hi Belinda,

This was a paper that got drastically better as it went along. Your annotated bibliography shows some solid analysis and truly excellent text selection and an understanding of the need for varied sources and a strong selection criteria, but your analysis in Part A in particular is quite incoherent and relies on a lot of assumptions from the reader. See my comments for specifics. Most of them related to sentence length and/or rogue semi-colons that got in the way of the many excellent points you were trying to make, but I also highlighted moments where your own voice was lost by what your sources had to say.

Be very careful, too, in avoiding potentially stigmatizing language. ATSI, even as it is still used in some government publications (it’s really persistent!), is being phased out of most style guides and is generally considered inappropriate. I left some comments with resources that go further into why and provide alternatives. Overall, this is excellent work. Well done.

Marker & Date: Kit Kavanagh-Ryan, 29/04/2019

By Belinda Dunn

Students will explore the question ‘Is the consumption of processed foods the smoking of our generation’ Students will engage with and respond to a variety of textual information that will shape their understanding of the impacts of processed foods on health. Using their own points of interest as a focus, students will work in teams of three to research, plan and develop a Product (e.g. Healthy Living Plan or Health Promotion Campaign) to provide guidance/advice for individuals wanting to lead a healthier lifestyle and prepare video presentation.

Investigate & select strategies to promote health, safety & wellbeing (ACPPS074)

Evaluate health information & communicate their own & others health concerns (ACPPS076)

Investigate & select strategies to promote health, safety & wellbeing (ACPPS073)

Students introduced to Google Classroom if they have not used it before and an explanation of using Classroom is provided – all student work will be undertaken within the classroom. Each Inquiry Circle will also have a class where they can complete their research and collaborate on their learning goals.

Introduce and explain the student food diary and assist students as required.

Watch: That Sugar Film – by Damon Gameau.

Assist students as required and encourage discussion in regards to students’ daily food intakes, things they are surprised and interested in from watching That Sugar Film and completing their diary.

Students to undertake preliminary access of Google Classroom if they have not used it previously.

Complete a food diary for a regular day and highlight in blue the foods they believe are most unhealthy.

Watch and note down facts from That Sugar Film

Students to return to their food diary and highlight in pink additional foods they can now identify as less healthy.

Google Classroom:

·         Food Diary

·         That Sugar Film summary notes page

That Sugar Film https://www.youtube.com/watch?v=lsnk8s6JNIQ

Facilitate discussion and notes: why do processed foods cause health problems?

Students begin to fill out the root cause tree to create a mindmap of the main issues associated with processed foods and then discuss in groups to come up with their top three issues for the group.

Discussion and completion of notes, adding to mindmap.

Highlight points of interest to them or topics they would like to learn more about

Experts in Health – local doctor and dietician.

Google Classroom

·         Root Cause Tree

Facilitate a lesson where students explore various QR stations around the library which provide information and advice on major health problems associated with processed food consumption & healthy food and lifestyle alternatives.

Students introduced to bibliographic tools (easybib.com) and also skimming techniques (http://digilearner.com/how-to-skim-and-scan-reading-techniques-made-easy)

Introduce the resources page for students to use to further develop their understanding on the issues associated with processed foods. Encourage students to use skimming techniques.

Students to imagine life or the constraints brought about by associated health problems, their reactions to the health issues and their ideas for promoting healthy food and lifestyle decisions.

In pairs students familiarise themselves with easybib.com and digilearner.com.

Students use the resources page to look at reliable sources, taking notes on topics of interest to them and referencing articles using the techniques they have learnt.

http://www.easybib.com

How to Skim and Scan

Presentation on research skills and referencing

Google Classroom:

·         Student diary pages on referencing

·         Student resources page

·         Student reflection page

Assist student inquiry circles to develop an effective inquiry question based on interest and importance, help guide students in writing their question.

Create Google Class for each Inquiry Circle where they will save their groups work and work collaboratively on their Inquiry Question.

Form inquiry circles based on their interests and through discussions with their inquiry circle create a mindmap of their initial ideas.

Inquiry circle develops a key inquiry question from their mindmap of ideas based on interest and importance.

Google Classroom:

·         Student Reflection page

·         Bibliography page

Guiding students to ensure they are selecting relevant information which will answer their inquiry question.

Students continue to complete ongoing bibliography list

Students summarise, evaluate and select the most important information from their research and begin to organise their work for their product.

Ss choice of novel

Novel study matrix

Stickies and 4C’s

LJ

TT to work with individual groups on supporting their ideas with evidence and addressing opposing viewpoints as part of their presentation, as well as helping students to assess weaknesses in their positions

IC working independently to complete the task

TT to work with students as required

Gather class and view presentations, facilitate discussion of concepts.

TL to arrange for iMovies to be uploaded to school website

Students to present their ‘product’ to their peers and a panel of experts.

View presentations from each IC, complete thinking hats evaluation of each

iPads

LJ

TT discussion about strengths and weaknesses of the process for TT and Ss

TT and Ss discussion of the process

What did I learn about my own research process? How successful was our inquiry circle? How successful was our presentation at getting our point across? Is there anything I would do differently next time?

TT reflection notes

LJ

Demonstrate critical thinking in their use of texts and sources

Address differing viewpoints using some evidence.

Use sophisticated thinking processes and evidence in addressing differing viewpoints.

Tasks

Time: (mins)

5

Displays of banned books with chains, behind tapelines, or in cages, placards with their crimes listed (TL to organise)

As students enter the library, they are handed a post-it note and are asked to answer the question “if you could ban one thing in the world what would it be and why?”

Ss post on the board, ET facilitates quick starter by reading out a variety of the answers, and doing a short agree/disagree show of hands

Ss record answer on post-it and place on board

Time: (mins)

10

10

10

2

5

5

20

10

20

10

Watch, think, wonder: Top 10 banned everyday items (WC)

ET to lead a discussion of reasons some things are banned. Encourage thinking by questioning if items are banned in every situation or for every person.

TL, ET, TA: assist students as required

ET to lead: school banned items list, explain activity, monitor student learning, lead WC discussion

ET: introduce the topic A Festival of Dangerous Ideas and the overarching inquiry question: is there such a thing as a dangerous book?

ET: View and discuss: Banned Books Week: 13 authors speak out (WC)

TL introduces the pathfinder (on Padlet), students use it to explore the broad concepts of banned books.

TL, ET, TA to monitor student learning, assisting as required

ET to facilitate WC discussion, each group will have 2 mins to talk about their list and give reasons for their thinking, explain how they addressed any opposing viewpoints. Once all groups have finished, students are given an opportunity to note in their booklets anything additional they learned from other groups

TL, ET, TA to assist students as required

Ss discuss and record: why are some things banned? (random group 3-4)

Ss to complete activity annotating the banned items list (random groups 3-4)

WC discussion of responses

Using the pathfinder, students explore the concept of banned books, emphasis on reasons they are banned. Complete mindmap of reasons.

Create a group list, rank the reasons (most to least important), justify their responses

Write a PEEL paragraph: explain why some things are banned.

Time: (mins)

10

3

TL, ET, TA to assist students as required

(see appendices 1 and 2 for resources)

record homework and pack up

Homework

Student Learning Journals

Padlet Pathfinder (https://padlet.com/katrinacunningham16/fo9qpvh5xpaf password: FODIopen)

https://www.youtube.com/watch?v=qHcxfs5khhc

https://www.youtube.com/watch?v=h73EMGgHink

(2 lessons in the library)

Watch: Top 10 Banned Everyday Items (WC)

Think: why are some things banned? Discuss with your group, record your answers, report back to WC (SG)

Wonder: Annotate the banned items list: (SG)

Watch: Banned Books Week: 13 authors speak out (WC)

Using the pathfinder, explore the idea of banned books, emphasising reasons they are banned. Complete mindmap of reasons.

Create a group list, rank them (most to least important), give reasons.

Write a PEEL paragraph: explain why some things are banned.*

Homework: compete learning journal entry 1.*

(1 lesson in the classroom, 1 lesson in the library)

Read the story of The three little pigs

Identify aspects of the story that could be challenged, and who would oppose the story, discuss and record your reasons *

Divide into expert groups and discuss the various finding of each group, record any new ideas, return to home group and discuss

Table for and against banning this book *

Write a letter to the editor explaining the reasons for and against banning The three little pigs *

Add any new information to your mindmap.

Library Lesson: station work

In SG investigate the selected novels that have been banned. Complete table in your learning journal *

(2 library lessons)

Detailed notes on banned books*

Venn diagram comparing book review website and database

Activity: speed date a book (I)

Books you can choose from will be on the tables in the library

For each book, you will have 10 mins to explore it and record your thoughts *

At the conclusion of the activity, shortlist the titles you want to read and complete the PEEL paragraphs in your LJ *

N.B. you do not have to look at all the books! Check your LJ for a list

(1 lesson)

Select the book you will read. You can all read the same book or choose different books

Decide on your focus. It MUST fit into the overarching inquiry question. Remember you will be creating an iMovie to present the results of your investigation.

Record your discussion in your mindmap

(6 lessons and homework)

Complete novel study matrix in LJ *

Complete research on your chosen area, make notes in your Google doc *

Complete ongoing reference list *

Create a list of points to use in your iMovie

(2 lessons in library for creation, 2 lessons to present)

When watching other group’s presentations, complete the thinking hats evaluation *

(1 lesson)

What did I learn about my own research process? How successful was our inquiry circle? How successful was our presentation at getting our point across? Is there anything I would do differently next time?

Home group notes:

o racism                                                                 o profanity

o offensive language                                             o drug references

o sexual references                                                o swearing

o violence                                                              o unsavoury themes

o religious opposition/blasphemy                         o sexism

o occult/satanic/witchcraft                                    o subversive ideas

o opposing political ideologies/ political bias       o age inappropriate

Other:

o _______________________________________________

o _______________________________________________

o _______________________________________________

yes           no

Why I would/not read it:

o racism                                                                 o profanity

o offensive language                                             o drug references

o sexual references                                                o swearing

o violence                                                              o unsavoury themes

o religious opposition/blasphemy                         o sexism

o occult/satanic/witchcraft                                    o subversive ideas

o opposing political ideologies/ political bias       o age inappropriate

Other:

o _______________________________________________

o _______________________________________________

o _______________________________________________

yes           no

Why I would/not read it:

o racism                                                                 o profanity

o offensive language                                             o drug references

o sexual references                                                o swearing

o violence                                                              o unsavoury themes

o religious opposition/blasphemy                         o sexism

o occult/satanic/witchcraft                                    o subversive ideas

o opposing political ideologies/ political bias       o age inappropriate

Other:

o _______________________________________________

o _______________________________________________

o _______________________________________________

yes           no

Why I would/not read it:

o racism                                                                 o profanity

o offensive language                                             o drug references

o sexual references                                                o swearing

o violence                                                              o unsavoury themes

o religious opposition/blasphemy                         o sexism

o occult/satanic/witchcraft                                    o subversive ideas

o opposing political ideologies/ political bias       o age inappropriate

Other:

o _______________________________________________

o _______________________________________________

o _______________________________________________

yes           no

Why I would/not read it:

·         interest in content:

·         engagement factor:

·         connection to content/character:

·         plot:

·         appealing cover/title:

·         desire to read:

·         interest in content:

·         engagement factor:

·         connection to content/character:

·         plot:

·         appealing cover/title:

·         desire to read:

·         interest in content:

·         engagement factor:

·         connection to content/character:

·         plot:

·         appealing cover/title:

·         desire to read:

·         interest in content:

·         engagement factor:

·         connection to content/character:

·         plot:

·         appealing cover/title:

·         desire to read:

·         interest in content:

·         engagement factor:

·         connection to content/character:

·         plot:

·         appealing cover/title:

·         desire to read:

·         interest in content:

·         engagement factor:

·         connection to content/character:

·         plot:

·         appealing cover/title:

·         desire to read:

·         interest in content:

·         engagement factor:

·         connection to content/character:

·         plot:

·         appealing cover/title:

·         desire to read:

·         interest in content:

·         engagement factor:

·         connection to content/character:

·         plot:

·         appealing cover/title:

·         desire to read:

(Using information gained in different or familiar situations).

(Breaking into parts to examine more closely).

1.       1. List 2-3 key quotations from or about the character.

2.       2. Examine the character’s actions, behaviour and reactions.

3.       3. Select one word that best represents the character.

Justify your response in two paragraphs.

(Judge, use criteria, rank and justify)

(Combining information with new situations to create new products and ideas).

(What connections can you draw between the text and your own life or learning?)

(What ideas, positions, or assumptions do you want to challenge or argue with?)

(What key concepts or ideas do you think are important and worth holding onto from a text?)

(What changes occurred in the text, characters, or your own thinking?)

This lesson I learnt/found most intriguing…

(140 characters)