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A BER FO YLE PA R K H IG H SCH O O L SIT E LEA R N IN G P LA N 2011 -‐ 2013 J a n u a r y 2 0 1 2 U p d a t e STRATEGIC STRATEGIES The what / how / who to ensure EVIDENCE PRIORITIES that evidence is available? P R I O R I T Y 1 C u r r i c u l u m R e n e w a l To provide a flexible n Pedagogy, Methodology and n Time & money is provided for relevant T&D and n All staff attend relevant T&D including evidence of st 21 century Curriculum development occurs that ongoing professional dialogue & is accessed and sharing at school level and classroom implementation technology rich enables and supports a variety of sought in key areas (SACSA/SACE/National Curriculum n Database established that tracks T&D to enable oriented pathway engaging pathways for all students / Technology) targeted PD as necessary by end of 2011 curriculum that that inc. high levels of ICT n Explore & Implement a Curriculm Mapping Tool enables students to n Regular updates provided to Line managers re T&D as Ø Curriculum ( including Ignite) is n Be active participants in regional / state / national part of performance development processes. have a clearly reviewed in line with current articulated futures pedagogical / curriculum initiatives n All programs are aligned to relevant curriculum research, DECS /National initiatives (SACSA – Outcomes n Ensure that a range of staff are involved in writing and documents and electronically available in a common based assessment / New SACE / trialling new curriculum & assessment format on G drive – curriculum – program folder National Curriculum) n A team of motivated staff representing a range of n All staff report successfully against SACSA / National Ø The Advanced Technology learning areas develop specific pathways that related Curriculum/ SACE outcomes with performance Industry Pathway Project is to Advanced Technology standards as necessary per school agreement successfully implemented by a n A team is formed to review support structures and n Documented school agreements – Literacy by end of x-‐curricula team facilities 2011 Ø Differentiated and integrated n Strategies to improve Literacy, Numeracy, ICT & n A variety of learning and assessment tasks are evident curriculum is developed & Research skills are explored and trialled with where higher order thinking skills are explicitly taught trialled agreements reached as to the skills to be taught / that incorporate critical and creative thinking such as Ø Other relevant Senior School embedded at each year level / subject (Year 8-‐12) Bloom's and William's Taxonomy are used as a base Industry Pathways and are for planning units of work developed for university, TAFE n Differentiated curriculum & assessment with high and employment options levels of connection & engagement is evident & supported by T&D. n Engagement has been measured through a variety of means and data is analysed and enacted on n APHS is recognised as a significant leader in the southern region in the area of Advanced Technology. All year 8 classes have completed the ATIP unit by end of 2011. Year 9 Ignite classes have trialled C2C. n Pathways are widely publicised with increased take up and successful outcomes for students n A flexible timetable is developed for 2011 and further refined over time n Facilities development supports curriculum needs, with plans developed by end of 2011 and a timeline for implementation. n Leadership & teacher positions reflect curriculum directions and advertised for 2012 and beyond. n Year 8 – 13 achievement/destination n April school holidays destination data phone follow-‐up n Attendance patterns are analysed and processes data processes are designed by Youth Worker / Student Services staff refined based on the data analysis enabling monitoring and analysis of n Define data for collection and analyse (eg Subject by n Completion data is collected and analysed and retention and post school options subject drop out rates -‐ starting numbers and then processes refined with a planned timeline that informs monthly dropout with end of semester / year results + curriculum planning. withdrawals plus conversions to Community Studies n NEP / STAR / Ignite support is n Establish team to facilitate review n Achievement data is collected and analysed especially reviewed n Employ a Youth Worker(s) to support STAR students in relation to Literacy and Numeracy (NAPLAN results are improved) to focus curriculum refinement in a timely fashion enabling staff T&D. n Stabilised NEP/Support staff n Case Management / mentoring n Year Level teams to explore Case Management n Increase in number of staff case managing students structures developed, implemented aim for 5 staff case managing 3-‐4 students each by and reviewed end of 2011 including a tracking process that enables staff to know who is the case manager n 3-‐5 community members introduced as case managers / mentors / significant adults by end of 2012. n Significant industry / community n Establish lead teachers to drive the partnerships & n PLP / Research Project / Advanced Technology To provide based projects are developed at pathways development Teams & other Pathway industry teams established authentic learning each year level & associated with n Use electronic Curriculum Mapping tools to record and refined by end of 2011. opportunities for all relevant pathways curriculum development n Data sets are developed, analysed and documented students that n Increase the number of practical annually to provide long term tracking and analysis encourage each n Common assessment tasks and internal moderation tasks, community projects and other occurs to support improved learning outcomes through the use of a e-‐mapping tool student to achieve projects across the curriculum their personal best n PLP and Research Project is further n PLP/RP supported by pathways and mentors n PLP/RP data interrogated and influences future developed delivery n Increase in the number of students n Library staff and English Coordinator work with classes n Students actively engaged in the Premier’s Reading involved in Premier’s Reading at Yr 8 & 9 to get students involved in PRC Challenge (50% year 8 students and 40% year 9 Challenge involved in 2012) n Pastoral care is reviewed, evaluated n Year Level Leaders and AP to develop review process n Pastoral care meets the needs of students and staff and modified as required and linked to Child Protection Curriculum embedment via review in 2011 n IEPs developed for Aboriginal n AP(s) and relevant staff establish a management group n All relevant students have appropriate plans students, GOM student, FLO for IEP plans students, students who have not reached NAPLAN benchmarks and Ignite students n End of year program is explored for n Exec/YLL to explore Year 8 / 9 end of year program n A 2 week end of term 4 fun learning program is Year 8-‐10 students established which is supported by whole of school To enable staff to n All staff members are involved in n Teams engage with frameworks to support continuos n Each staff member has at least 1 formal meet their own performance development and improvement performance development and planning meeting learning goals and planning n Staff lead and deliver ICT & other relevant PD for per semester or regularly attend a PLC continuously n Professional Learning Communities colleagues n Time and money is allocated for teams and PD improve their (PLC) are explored as an option to teaching n Relevant PLCs established and supported n Improved use of ICT by staff as a teaching tool performance development survey to measure use is devised and used. n Staff encouraged and supported to apply for n We explore a range of frameworks scholarships and industry placement n Other PD is evident in classroom practice to support improving teaching inc. the NSW Quality Teaching n Time allocated for teams to meet, develop and n Teachers attend relevant T&D and/or engaged in Framework, National Teacher implement improved learning structures PLC’s Standards, Step 9, AST2, Teaching n Exec model, assist and encourage grant writing that n LA / PLC Teams meet regularly at least once a for Effective Learning Framework links to site plan and/or learning area or task group semester n All teachers provided with priorities appropriate training n Coordinators offered Leadership Training via region, n Teams (traditional and cross-‐ Workforce Development and private providers curricula) are encouraged and support structures are implemented to strengthen appropriate pedagogy and methodology n All leaders encouraged and n Increase in the number of grants and scholarships supported to seek grants to “value received add” to their learning area and / or whole school development STRATEGIC STRATEGIES The what / how / who to ensure that evidence EVIDENCE PRIORITIES is available? P R I O R I T Y 2 S t u d e n t E n g a g e m e n t n Detailed and regular analysis of n Exec in collaboration with Year Level Leaders analyse n There will be a 15 % decrease in the following by the Classroom behaviour management data to data each term and implement short term plans for end of 2011 compared to 2010 data with further 5 -‐ 7% methodology and identify areas for development at all individual students informing students, staff and decrease in 2012 and 2012 : pedagogy is levels; student, teacher, coordinator parents how they will be supported and expectations decrease in Detention examined in order to and systems n Exec to ensure that Coordinators are provided with promote student decrease in time out usage appropriate T&D opportunities that allow them to engagement and support their teams decrease in Suspensions and exclusions positive relationships decrease in non-‐class room based consequences n Targeted PD is provided to individuals as needed n All teaching staff involved in Quality n Ensure that there is high levels of classroom n 100% Coordinators participate in T&D related to TfEL & Teaching Practices ownership Building Leadership Capacity n Review of Home Group structures n Senior School team explore new possibilities including n High levels of engagement in classroom and area n Review of Senior School Prefects, senior uniform and facilities etc competitions increase each year by 5-‐10% n Expand rewards, celebrations and n T&D provided to develop adult pedagogy for Senior n 10% decrease annually in classroom & toilet vandalism privileges for students School and graffiti n Staff Assoc ensures that there is a blend of fun and n Student survey completed to provide comparative data T&D opportunities throughout each term n 10% decrease each year for 3 years in the number of students who change schools through choice n To decrease by 15% annually the number of students leaving school to seek employment and/or non sustainable employment n End of semester celebration assemblies are held (whole of school & year level) n Public recognition of Academic success, VET, apprenticeships, traineeships, destinations at least once per term eg newsletters / website n 20% of classes and/or LAs use class rewards and learning areas awards in 2011 increasing by 10% annually n Child Protection curriculum is clearly n Child Protection curriculum has both short term and n Clear links to 2011 Child Protections / Pastoral Care articulated in a range of relevant long term implementation processes Review learning areas n Electronic class / subject rolls are n T&D for staff to ensure take up of ICT systems and n HG and Class roll systems functioning efficiently and mandatory software and “learning commons” effectively n Exec and ICT look at appropriate IT high end systems and infrastructure with support from external experts n Explore other facility development n 3 -‐5 year ICT Plan developed and appropriately funded to develop learning commons and place based learning School identity and n 0.2 staffing withheld to enable n AP works with staff and PS to ensure ongoing program n Year 8 enrolment of 220 set as an achievable and culture is work with PS on a regular basis n Coords and their team ensures that “fun” activities are desirable target strengthened n Learning areas are identified and ongoing throughout the year with designated PS n Stable enrolment at other year levels supported to work with a feeder n Big Sister / Brother program reviewed and improved, n A positive community presence occurs eg touring art primary school on a significant Ambassador program initiated at Year 8 and continued shows, travelling road shows, students and staff visit PS curriculum project at Year 9, Year 10 leadership program explored, Senior for specific purposes (advertising Open Night), parent n Student leadership capacity is School Prefect Program considered tours, Principal / staff tours etc with at least 2 events developed n Senior School Year Level teams inc. staff and students per term n A Senior School culture and meets regularly to develop key points of difference eg n A range of student voice programs is evident with 2 identity is developed uniform, privileges, timetable specific programs documented and underway by end of n Grounds are upgraded within n Groups work regularly on grounds projects that where 2011 with at least 1 new program added each year. limited resources and other possible include classes n 10 % increase in student driven leadership projects sources of funding are sought to n Cross faculty input to PR each year assist with improving school’s n Website significantly redeveloped to promote school n Improved “earning & learning” retention between year physical appearance Increased international presence 11 and 12 n A range of marketing tools & n On-‐line access to newsletters, booking systems etc n 10% annual increase in international enrolments activities is constantly designed , reviewed and updated n Uni / business links developed n Stabilised IE staffing by end of 2011 n Gov Council apply for PIE grant n Easily updated functional website & other on-‐line n Develop Trade Training Centre functions that are available 24/7 internally and opportunities & Uni links externally explored in 2011 and implemented fully in Term 1 2012. n 2 new partnerships developed each year to support programs and students n PIE grant successfully applied for every 2 years.
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