Curriculum: Learning, Teaching and Assessment > Literacy and Numeracy > Year 2 Diagnostic Net > Year 2 Diagnostic Net Training > Session 1: What is the Year 2 Diagnostic Net? >

Session 1 - Structure of the session

Introduction
Part A: Origins of the Year 2 Diagnostic Net
Part B: Components of the Year 2 Diagnostic Net
Part C: Roles and responsibilities
Part D: Getting to know the Year 2 Diagnostic Net materials
Part E: Professional reflection and action

Introduction

Share the overall purpose of the session (OHT 1.1 (new window) 10k )
Identify outcomes of the session (OHT 1.1 (new window) 10k )

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Part A: Origins of the Year 2 Diagnostic Net

Purpose

The purpose of Part A is to trace the origins of the Year 2 Diagnostic Net.

Procedure

Acknowledge that participants will have differing levels of knowledge and that the purpose of this session is to give an overall view of the Year 2 Diagnostic Net.

Distribute Handout 1.1 (new window) 8k to participants and ask them to fill in the first two columns.

They need to indicate:

what they know about the Year 2 Diagnostic Net;
what they want to know about the Year 2 Diagnostic Net.

Give participants sufficient time to write their responses.

Ask participants to keep this handout as they will need to fill in the third column at the end of the session.

Use OHT 1.2 (new window) 10k to discuss the origins of the Year 2 Diagnostic Net.

Acknowledge that there have been changes to the Year 2 Diagnostic Net process and its implementation.

Use OHT 1.3 (new window) 10k to discuss the changes and their implications for schools and school personnel in the current year.

List these on the blackboard or whiteboard.

Acknowledge the points raised by participants and discuss ways to manage the changes effectively.

Key messages

The Year 2 Diagnostic Net is part of a move to improve literacy and numeracy standards.
Changes have occurred to the process and implementation of the Year 2 Diagnostic Net since its inception in 1995.

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Part B: Components of the Year 2 Diagnostic Net

Purpose

The purpose of Part B is to help participants understand the components of the Year 2 Diagnostic Net.

Procedure

Introduce participants to the components of the Year 2 Diagnostic Net process using OHT 1.4. (new window) 11k

Discuss each component and its definition. Explain to participants that more detailed information is available in Handbook for Schools. (For participants who are key teachers, more information is also available in Information Booklet for State Schools.)

Show participants OHT 1.5 (new window) 12k which is an overview of the implementation of the Year 2 Diagnostic Net within the school year.

Key messages

Key components of the Year 2 Diagnostic Net are:
- mapping;
- validation;
- moderation;
- intervention;
- reporting.
These components are implemented in Years 1, 2 and 3 on an ongoing basis
and/or at various stages of the school year.

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Part C: Roles and responsibilities

Purpose

The purpose of Part C is to clarify the roles and responsibilities of school personnel involved in the implementation of the Year 2 Diagnostic Net.

Procedure

Ask participants to jot down the school personnel they understand to be involved in the implementation of the Year 2 Diagnostic Net.

List their ideas on the blackboard or whiteboard.

Clarify knowledge of these roles and responsibilities by distributing Handout 1.2 (new window) 17k and showing OHT 1.6. (new window) 21k

Key messages

Key personnel involved in implementing the Year 2 Diagnostic Net are:
- the principal;
- the deputy principal;
- class teachers (Years 1, 2 and 3);
- key teachers;
- support teachers (learning difficulties);
- coordinators of support programs in reading, writing and numeracy;
- tutors.
These personnel have specific and complementary roles and responsibilities.

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Part D: Getting to know the Year 2 Diagnostic Net materials

Purpose

The purpose of this section is to introduce participants to materials that support the implementation of the Year 2 Diagnostic Net.

Procedure

Give participants a list of current materials in the Year 2 Diagnostic Net box (Handout 1.3. (new window) 16k )

Show participants the current books, brochures and photocopy masters in the box.

Give a brief description of the materials and explain the areas they support.

Ask participants to check the contents of their Year 2 Diagnostic Net box against the list on Handout 1.3. (new window) 16k

Ask participants to note any discrepancies between the contents of their box and the contents listed on Handout 1.3 (new window) 16k and to note where the materials can be obtained.

Ask participants to complete the third column of Handout 1.1 (new window) 8k by listing what they have learnt about the Year 2 Diagnostic Net.

Key messages

The Year 2 Diagnostic Net box contains materials designed to support the implementation of the Net.
Handout 1.3 (new window) 16k lists current Year 2 Diagnostic Net box materials and how to obtain these.

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Part E: Professional reflection and action

Purpose

The purpose of Part E is to encourage a commitment to learning and professional reflection.

Procedure

Select one of the following options for participants.

Note: Option B is offered in the final part of all sessions of this training and professional development program. It can be repeated as often as desired.

Option A

Ask participants to answer one or both of the following questions in view of the new information presented during the session. (Alternative questions could be provided, depending on the experience and needs of participants.)

How does the information presented in this session affect my classroom practice?
What personnel and resources are available to support me in my new learning?

Option B

Ask participants to complete one of the Reflective Journal sheets in Handout 1.4. (new window) 21k Participants may like to compile their notes and observations in journal form A cover sheet is provided for this purpose.

Key messages

Some of the most powerful professional learning takes place when teachers
identify interests or concerns and strategically plan to investigate and improve their teaching practices.
Teacher learning may take many forms, including:
- action research;
- teacher research;
- professional journals;
- peer coaching;
- professional networks.

Facilitator 's reflection
Which participants require further support?
What form could this take?

Comments:

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