Monitoring and managing the agenda of improvement and analysis of the information of school in order to make sure that the progress of students is taking place at the commensuration rate in alignment to the expectations of school: This will be implemented through agreement to pedagogical substitutes, assessing, essentially agreeing and using planners(Arthur et al, 2012)
The practices in audit schools in opposition to the literacy and plans of numeracy in order to adjust the structure of the school in accordance to the process of curriculum where implementation will be done through acknowledgement of high functions and effectiveness on the basis of the feedback gained from teachers through surveys.
Continuously working with the trainers in order to regularly monitor the pedagogical consistency of the curriculum throughout the school. The implementation here will be through information collection in an accurate manner through literacy and numeracy for p-6 plans.
Year 3 will comprise of consistent tracking of the progress of students in order to continuously follow the plans of NMR. The literacy implementation will be exemplary in nature being characterized through increased student engagement levels and commensuration of results from the perspective of education and learning (Arthur et al, 2012).
Year 4 however will require reviewing and evaluating the practices of Literacy and Numeracy in accordance to the plan and with inclusion of documents such as data of students
The Curriculum from the perspective of an educator also consists of 5 main outcomes very crucial for BEPS. These are the identity sense development in the children, connection and contribution of some kind for the external world, wellbeing of a stronger perception, confidence of children and involvement of learners along with communicating effectively (Arthur et al, 2012). The same 5 outcomes are those which can be supported and facilitated through the connecting learning programs present within the early providers of childhood and so informing the effective transition development that helps in supporting the learning of children as the children move from nursery to further settings in school levels. At BEPS, in the middle years, vertical structure will be adopted in order to include electiveness of structure or for designing the lesson plans as included from all the domains as defined by various Victorian educational policies.