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Antonio Park Primary School 2013 – 2016 Strategic Plan
School Strategic Plan for
Antonio Park Primary School
Eastern Metropolitan Region
2013-2016
Endorsement by
School Principal
Signed: (Principal’s signature)
Name: Karen Patten
Date: 10/12/2012
Endorsement by
School Council
Signed: (School Council President’s signature)
Name: Tim Stuchbery, School Council Vice-President on behalf of Justin Ezard (School Council President)
Date: 10/12/2012
Endorsement by
Regional Director
or nominee
Signed: (Regional Director or nominee’s signature)
Name: Geoff Flett
Date: 12/12/2012
1
Purpose
At Antonio Park Primary School our purpose as an effective learning community is to believe in the achievement of excellence and the
fulfilment of potential in a happy, caring and safe environment where students, staff and families feel a strong connection to each other and the school. We are committed to fostering a lifelong love of learning. We actively engage students in a range of authentic learning
experiences. Through these our children will develop understandings and competencies needed to be successful learners and citizens in a rapidly changing world.
As part of its review year, in 2012 Antonio Park Primary School’s students, staff and parents had conversations around three essential
themes: What we love about the school; What the school does well; and
Future aspirations.
What We Love About APPS The threads woven that form the fabric and heart of our school:
Its vibrant culture, the team and ‘can do’ ethos. Inclusivity, connectedness, respectfulness, positive relationships and ability to have conversations; especially with staff.
Strong student voice, student centred and a focus on the whole child. Commitment of teachers, their preparedness to ‘do the extra’, their passion and the quality of programs.
The amount of opportunities for individual students to engage and excel, within and outside the classroom. Wonderful community involvement, participation in and support of programs and events.
The greenery and facilities.
What The School Does Well Engaging learning through the design and delivery of curriculum.
Innovative, responsive, adaptive in an informed way. A fun creative learning environment with wonderful extra-curricular activities such as: the fete, production, aerobics, Tournament of
Minds, instrumental music, sporting program, camps, swimming,, the animal program and environmental program.
Caring, work well together and models the school’s values: Empathy, Responsibility, Resilience, Independence, Confidence.
Our Future Continue what we love about the school and what the school does well.
Capture and maintain the unique culture.
Continue: high expectations, a strong focus on learning and teaching as reflected in the Effective Schools model; especially the
Learning Community element.
2
Values
ERRIC is the symbol for our school community’s values. APPS has a culture whereby staff, students and parents are expected to demonstrate
behaviour that reflects these values. The strong partnership between home and school is seen as the foundation of successful learning for all children. Through our school values
of empathy, responsibility, resilience, independence, and confidence, children are encouraged to develop a sense of wellbeing and are supported in developing healthy relationships with others. They are encouraged to be independent, accept increasing responsibility for their
learning and to do their best. Their successes are acknowledged in many ways but no more so than through our weekly assembly where students are encouraged to participate and where achievements of our students, staff and parents are recognised and celebrated.
Environmental Context
Antonio Park Primary School (APPS) is located on the land of the Wurundjeri People – the original owners of the land. APPS opened in 1960 to address the educational needs of growing communities in the Ringwood and Mitcham areas. The initial enrolment of 217 is a contrast to
the highest ever current enrolment of 488 in 2012, which is emblematic of the growth that has occurred. This growth has resulted in Eastern Metropolitan Region (EMR) placing an enrolment ceiling of 525 students for 2013. APPS now enjoys the results of the ten year building
program.
APPS caters for the learning needs of students, the presentation of every classroom encourages curiosity and inspires learning and there is a respectful and positive relationship that exists between staff and students. APPS provides security for students, support for parents and
encouragement for staff to continuously learn and improve. Learning spaces have been enhanced through having interactive whiteboards and increased ICT capacity to assist teaching and learning. The playground is a beautiful place with a strong emphasis on environmental education.
It is attractively landscaped neighboured by beautiful bush settings. APPS is also proud of the range of playground equipment and sporting areas made available as well as the performing arts centre. Several community events are evidence of long standing traditions of this sense of community and of the mutual support between home and school. Annual events include Athletics Sports, Tour De Park, Swimming Sports,
the Fete and the School Production. An excellent camping program is offered to all children from Prep (Foundation year) to year 6. APPS has a most successful Walking School Bus Program and a very popular play group for school families with pre-school aged children. Parent
participation in the school programs can be seen by the large numbers of parents who assist classroom teachers each day during literacy and numeracy times, the number who assist with excursions, camps and the great support we receive with our school production. Our parent
community and particularly our School Council are committed to improving the school, its grounds and facilities in order to help us provide the best learning environment possible for our students.
The school is arranged in four levels based around the VELS levels. Staff plan in teams using an Integrated Curriculum approach and programs
are delivered through a 2-year inquiry based Curriculum Plan incorporating thinking skills. Classroom programs are supported by specialist teachers in Indonesian, Library, Physical Education, Visual Arts and Performing Arts. In addition support programs are offered in Reading
Recovery and Additional Assistance. A wide variety of extra curricula activities including Aerobics, Choir, private music tuition, GATEways and Tournament of Minds ensure that there is something for every child. Parents are supported through programs such as Developing
Literacy Partnerships, Numeracy Partnerships, Classroom Helpers and a variety of information nights on student wellbeing and classroom programs throughout the year. A strong Integration Program supports several students funded under the Department of Education and Early
Childhood’s Disability and Impairment program through the appointment of several Integration Aides who work in conjunction with teachers and families to support special needs. Weekly Life Skills sessions are a feature of the integration program.
3
Goals Targets Key Improvement Strategies
Student Learning
To improve learning outcomes
for all students in the AusVELS
English and Mathematics.
ENGLISH
By 2016
Increase the percentage of students who achieve above
expected AusVELS levels to 25% in English.
Reading Benchmark Levels
By 2016 the percentage of students deemed capable to
be reading at 90-100% accuracy at the specified levels:
90% Foundation Year (Prep) students at Level 7
90% Year 1 students at Level 20
90% Year 2 students at Level 30
AusVels
15% of students above expected for Speaking &
Listening
95% of students at/above expected in
reading/writing/speaking & listening
100% of Year 3 students above National Mean Score
in all areas
90% of Year 5 students above National Mean Score
in all areas
The mean yearly growth for each cohort to be at or
above the expected AusVELS yearly progression in
English and Mathematics
NAPLAN
By 2016 the percentage of students deemed capable to
be achieving the following:
Year 3
Zero percent of students in Bands 1 & 2
70% students in Bands 5 & 6 for Reading
65% students in Bands 5 & 6 for Writing
To develop and implement a whole
school approach to teaching and
learning in literacy and numeracy
aligned to AusVELS.
Enhance the capacity of staff to
sustain improvement in the
delivery of curriculum P-6 and
improve understanding of
assessment and analysing data.
4
Goals Targets Key Improvement Strategies
Student Learning
Year 5
Zero percent of students in Bands 3 & 4
50% students in Bands 7 & 8 for Reading
40% students in Bands 7 & 8 for Writing
Year 3/5 matched cohorts in NAPLAN in Reading
and Writing to have a minimum scale growth score
of 90.
English Online
Student performance in English Online Interview Prep –
Year 1 in Reading & Writing to be within the SFO range
MATHEMATICS
By 2016 increase the percentage of students who achieve
above expected AusVELS levels to 20% in Mathematics
By 2016 achieve the following for students deemed
capable:
15% of students above expected for Number and
measurement
98% of students at/above expected in Number and
Measurement
98% of Year 3 students above National Mean Score
in all areas
90% of Year 5 students above National Mean Score
in all areas.
NAPLAN Year 3
By 2016 the percentage of students deemed capable to
be achieving the following:
Zero percent of students in Bands 1 & 2
70% students to be in Bands 5 & 6 for Numeracy.
NAPLAN Year 5
Zero percent of students to be in Bands 3 & 4
To develop and implement a whole
school approach to teaching and
learning in Literacy and Numeracy
aligned to AusVELS.
Enhance the capacity of staff to
sustain improvement in the
delivery of curriculum P-6 and
improve understanding of
assessment and analysing data.
5
Goals Targets Key Improvement Strategies
50% students to be in Bands 7 & 8 for Numeracy
Year 3/5 matched cohorts in NAPLAN in Numeracy
to have a minimum scale growth score of 90.
Student Engagement and
Wellbeing
To improve student
engagement in their learning
and develop in each student a
sense of wellbeing and
connectedness to school and
their peers.
Student Opinion – Attitude to Schools survey
By 2016 increase the mean scores of the following
variables to the designated score:
Student morale to 5.80
School connectedness to 4.60
Student motivation to 4.60
Learning confidence to 4.20
Connectedness to peers to 4.45
Classroom behaviour to 3.70.
Parent Opinion Survey
By 2016 increase the mean scores of the following
variables to the designated score:
Connectedness to peers to 6.20
Student motivation to 6.10
Social skills to 6.00
School connectedness to 6.10.
Maintain school absence below the state mean for year
levels and whole school.
Develop and implement a whole
school approach to student
engagement and wellbeing.
Develop and implement a plan to
involve parents and the wider
community as partners in
supporting student engagement and
wellbeing.
6
Goals Targets Key Improvement Strategies
Student Pathways and
Transitions
Goals
To improve the transitions
and pathways of students into,
within and from the school so
they are assisted to meet their
academic and social potential
at different stages of schooling.
Parent Opinion Survey
By 2016:
increase the school mean score of the transitions
variable to 6.00
Increase the school mean score for each of the
individual questions to the designated score:
o Q. 52 to 5.80
o Q. 53 to 6.20
o Q. 54 to 5.80
o Q. 55 to 6.20.
Using 2012 data as a benchmark, show improved
results from school based surveys administered to
parents of Prep students and students:
o exiting the school,
o moving from one year level to the next.
Key Improvement Strategies
To increase the effectiveness of
transition processes into, within
and from the school through
liaising with all stake holders and
improving pathways for students.
A Child’s Learning Environment
GLEN WAVERLEY SOUTH PRIMARY
SCHOOL
LIFE SKILLS
RESPONSIBILITY
COMMUNICATION
INDEPENDENCE
INQUIRING MINDS
PROBLEM SOLVING
CREATIVITY
RESILIENCE
ACHIEVEMENT
POTENTIAL
LOVE OF LEARNING
SENSE OF COMMUNITY
CONNECTEDNESS
ADAPTABLE TO CHANGE - PREPARED FOR THE FUTURE
7
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Student Learning
To develop and implement a whole school
approach to teaching and learning in
Literacy & Numeracy aligned to AusVELS.
Year 1
Document and implement a cohesive school-wide
AusVELS-based curriculum and teaching methodology
that is complementary and sequential for English and
Mathematics.
ENGLISH
Strengthen and embed the whole school Writing
program and align with AusVELS through ongoing
professional learning.
Review current spelling continuum and modify in
relation to AusVELS:
o Clarify current practice
o Identify and visit best practice schools.
o Establish a whole school spelling program.
Strengthen the use of data sets (NAPLAN, English on
Demand and English Online) to inform program
planning and delivery of Writing, Reading and
Spelling.
MATHEMATICS
Review current Mathematics P-6 scope and sequence
and modify in relation to AusVELS.
Establish expectations of a cohesive whole school
practice in methodology for Mathematics scope and
sequence.
Strengthen the use of data sets (NAPLAN, Numeracy
online interview and On Demand testing) to inform
program planning and delivery of Mathematics.
Include a strong focus on ‘Trusting the Count’ P-6.
All teachers implementing the whole school
writing and there is consistency in
methodology.
Improved student achievement results for
Writing.
P-6 spelling continuum has been audited.
P-6 spelling continuum that is complementary
and sequential has been established.
Staff have a strong understanding of an
effective spelling program.
Teams have built into their meeting time the
practice of unpacking and moderating data to
inform the learning & teaching program.
Student performance data has been entered on
a Student Achievement Tracker and provided
to teachers as per P-6 Assessment & Reporting
Schedule.
Further alignment between AusVELS and
NAPLAN results for Writing and Reading.
All teachers implementing the Whole School
Mathematics Program and there is consistency
in methodology.
Improved student achievement results for all
Mathematics domains.
Staff have a strong understanding of an
effective Mathematics program.
Teams have built into their meeting time the
practice of unpacking and moderating data to
inform the learning & teaching program.
Clear expectations at all levels and consistency
of AusVels teacher judgements.
8
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Student Learning
To develop and implement a whole school
approach to teaching and learning in
Literacy & Numeracy aligned to AusVELS.
Year 1
Assessment and Reporting
Fully implement P-6 Assessment & Reporting
Schedule for English and Mathematics.
o Enter collected data as per timetable onto
Student Achievement Tracker
o Collate and distribute expeditiously to Levels
to enable collective responsibility for
improved targeted learning.
Establish and implement an assessment rubric for
Writing, then other AusVELS key learning areas that
reflect assessment of, for and as learning.
Establish practice of regular parent communications
through newsletter and level reports to the
community.
Further alignment between AusVELS and
NAPLAN results for Mathematic domains.
Yearly review of Annual Implementation Plan
for English and Mathematics will be conducted
as per Annual Report.
Year 2
Document and implement a cohesive school-wide
curriculum according to AusVELS timeline.
ENGLISH
Maintain the impetus of the whole school writing
program and induct new staff.
Implement spelling program. Provide professional
development.
Review current practice in Listening and Speaking.
Survey staff. Identify best practice programs.
MATHEMATICS
Fully implement P-6 Mathematics scope and sequence
with a focus on whole school cohesion (common
language, methodology and learning sequence).
All teachers implementing the whole school
Writing Program and there is consistency in
methodology.
Improved student achievement results for
Writing.
P-6 spelling continuum that is complementary
and sequential has been established.
Teams have built into their meeting time the
practice of unpacking and moderating data to
inform the learning & teaching program.
Student performance data is entered on a
Student Achievement Tracker to inform
Learning & Teaching program as per P-6
Assessment & Reporting Schedule.
Improved spelling and language NAPLAN data.
Alignment between AusVELS and NAPLAN
results for Writing and Reading.
9
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Student Learning
To develop and implement a whole school
approach to teaching and learning in
Literacy & Numeracy aligned to AusVELS.
Year 2
Continue to improve program planning and delivery
with effective use of purposeful data.
Continue focus on ‘Trusting the Count’ P-6.
Assessment and Reporting
Monitor P-6 Assessment & Reporting Schedule for
English and Mathematics ensuring efficient and
effective data tracking for targeted teaching and
improved outcomes.
Ensure regular parent communication in relation to
student learning program.
All teachers implementing the whole school
Mathematics program as prescribed and there
is consistency in methodology.
Improved student achievement results for all
Mathematics domains.
Staff have a strong understanding of an
effective Mathematics program.
Teams have built into their meeting time the
practice of unpacking and moderating data to
inform the learning & teaching program.
Further alignment between AusVELS and
NAPLAN results for Mathematic domains.
Student performance data is entered on a
Student Achievement Tracker to inform
Learning & Teaching program as per P-6
Assessment & Reporting Schedule.
Yearly review of Annual Implementation Plan
for English and Mathematics will be conducted
as per Annual Report.
Year 3
Document and implement a cohesive school-wide
curriculum according to AusVELS timeline.
ENGLISH and MATHEMATICS
Monitor momentum of whole school writing
program and induct new staff.
Consolidate P-6 Spelling program.
Implement P-6 Listening and Speaking program.
Monitor implementation of P-6 Mathematics scope
and sequence
Yearly review of Annual Implementation Plan
for English and Mathematics will be conducted
as per Annual Report.
10
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Assessment and Reporting
Monitor implementation of P-6 Assessment &
Reporting Schedule for English and Mathematics with
continued focus on efficient and effective data
tracking for targeted teaching and improved
outcomes. Seek community feedback in relation to
effectiveness of parent communication strategies.
Year 4 Comprehensive review of the English and
Mathematics program through school self-evaluation.
Student Learning
Enhance the capacity of staff to sustain
improvement in the delivery of curriculum
P-6 and improve understanding of
assessment and analysing data.
Year 1
Building Staff Capacity
Provide professional learning to assist teachers to:
o strengthen the accuracy and consistency of
teacher judgements in all key learning areas.
o further understand data, including data trends
for English and Mathematics and survey data.
Use Prep entry data to regularly monitor the value
the school adds to student performance.
Share planning and assessment documents.
Staff Performance Planning
Continue to link student performance to staff
performance plans using 3 sources of data to show
student improvement.
Introduce peer observation and coaching using the
Collaborative Teaching and Growth model.
Assessment and Reporting
Review the school’s reporting to parents’ policy and
processes then develop and implement any changes
necessary.
A Professional Learning Plan reflecting The Seven
Principles of Highly Effective Professional Learning
& Skills and Knowledge of Highly Effective
Teachers (DEECD) is in place for:
Consistent teacher judgements, e.g.
moderation.
Interpreting data and applying analysis into
practice.
Level 1 has referred to school entry data by
the end of February and has expeditiously
applied findings into planning documents and
learning and teaching programs.
English and Mathematics
There is further alignment between NAPLAN
and teacher judgements.
Teachers understanding in English and
Mathematics learning and teaching practices
has improved through evidence in data
assessment.
11
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Student Learning
Enhance the capacity of staff to sustain
improvement in the delivery of curriculum
P-6 and improve understanding of
assessment and analysing data.
Teachers have a strong understanding of data
and data trends for writing and number;
including survey data.
Staff have a common understanding of
AusVELS.
There is agreement amongst staff of examples
for progression points.
Yearly review of Annual Implementation Plan
for Staff Development will be conducted as per
Annual Report.
Year 2
Ensure a whole school professional learning plan that
supports the implementation of the Strategic Plan/AIP
Embed the effective use of data from 3 sources
within staff performance plans.
Continue peer observation and coach model.
Monitor progress via staff feedback.
Use last year’s research to develop a whole school
spelling program.
Document what our writing program is for new staff.
As per previous year.
Whole school spelling program published and
included in all level planning.
Yearly review of Annual Implementation Plan
for Staff Development will be conducted as per
Annual Report.
Year 3
Refine and build onto initiatives from previous year.
Use last year’s research to develop a whole school
Listening and Speaking Program.
As per previous years.
Whole school Speaking and Listening program
published and included in all level planning.
Yearly review of Annual Implementation Plan
for Staff Development will be conducted as per
Annual Report.
12
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Year 4 Comprehensive review of the school’s professional
learning program through school self-evaluation.
Student Engagement & Wellbeing
Develop and implement a whole school
approach to student engagement and
wellbeing.
Develop and implement a plan to involve
parents and the wider community as
partners in supporting student engagement
and wellbeing.
Year 1
Student engagement in learning:
Continue the 5 Star Sustainable School Program
connected to CERES.
Use the e5 and PoLT principles to assist curriculum
design and delivery.
Further build a strong culture of high expectations of
engagement and performance and motivation.
Develop and implement a plan to use the student
voice P-6 and include student interaction within the
community.
Further develop the school’s ICT program (see
below).
Ensure that students are engaged in learning and have
a strong sense of themselves as learners.
Review the student leadership activities across the
school on an annual basis.
Continue to implement and refine the current high
quality suite of programs that support Student
Engagement and Wellbeing.
Surveys
Annually implement the PoLT surveys P-6 to gauge
students’ perceptions of the school and its practices.
Conduct annual focus groups for parents, students
and staff to seek strategies to improve the school’s
operations in response to survey data results.
Punctuality and attendance
Continue to inform the community about the
importance of being at school on time and attending
every day.
Wellbeing team meet regularly.
Sustainable schools units appear in each year of
Inquiry Units of work.
All teacher performance plans showing
application of student engagement initiatives in
practice.
e5 domains included in planning documents.
Teaching teams demonstrating extended ICT
use in the classrooms.
Data collection to demonstrate extended ICT
use in classroom.
Increase in % of students arriving on time
ready to learn by 9am.
Working party meets regularly.
Newsletter –Wellbeing section expanded.
Student Engagement & Wellbeing Policy and
Program implemented.
Yearly review of Annual Implementation Plan for
Staff Development will be conducted as per Annual
Report.
13
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Student Engagement & Wellbeing
Develop and implement a whole school
approach to student engagement and
wellbeing.
Develop and implement a plan to involve
parents and the wider community as
partners in supporting student engagement
and wellbeing.
Parental Involvement
Provide parents with a schedule of events for each
term to show the range of activities in which they
may participate or provide assistance.
Continue to invite parents to the school to view
classroom presentations of students’ work,
performances for performing and visual arts and to
participate in celebrations of achievements.
The Whole School Community Approach
Provide staff professional learning to build a collective
and shared understanding of the vision and goals for
the whole school approach to student engagement
and wellbeing.
Develop and publish a curriculum and co-curricular
plan so the options for students at different levels of
the school are clearly communicated.
Within the Wellbeing Team, establish a working
group to develop and implement communication
strategies to inform the community about the school,
its programs and its continued improvement.
Provide parents with information about the school’s
values (ERRIC) and the expectations the school has
of staff, students and parents demonstrating
behaviour that reflects the values.
Students look forward to new year levels with
a sense of optimism.
Parents have an understanding of what to
expect throughout the P-6 program.
Year 2
Student engagement in learning:
Further develop and implement initiatives from
previous year.
Conduct annual focus groups for parents, students
and staff to seek strategies to improve the school’s
operations in response to survey data results. (See
Pathways and Transitions-PoLT survey).
Improved parent, student, staff survey data.
Data collection from PoLT surveys used to
inform action.
14
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Implement the Student Voice plan P-6.Review the
student leadership activities across the school.
Surveys
As for Year 1.
Punctuality and attendance
As for Year 1.
Parental Involvement
As for Year 1.
Planning for increased opportunities for
student voice included in Student Engagement
& Well Being Policy & Program.
Student leadership plan available to students
for input.
Yearly review of Annual Implementation Plan
for Staff Development will be conducted as per
Annual Report.
Year 3
Consolidate initiatives from previous years.
Yearly review of Annual Implementation Plan
for Staff Development will be conducted as per
Annual Report.
Year 4 Comprehensive review of Student Engagement &
Wellbeing through school self-evaluation.
Student Engagement & Wellbeing
ICT
Develop and implement a whole school
approach to student engagement and
wellbeing.
Develop and implement a plan to involve
parents and the wider community as
partners in supporting student engagement
and wellbeing.
Year 1
ICT
ICT Benchmarking to seek strategies through
Professional Development to improve the school’s
operations in response to survey results.
Use the e5 and PoLT principles to assist ICT
curriculum design and delivery.
Further develop the school’s ICT program using
mobile technologies.
Ensure that students are engaged in ICT learning and
have a strong sense of themselves as technological
learners, ultimately enhancing their digital footprint at
APPS.
ICT leadership is in place for both technical
and curriculum delivery.
ICT technologies survey administered.
Data collected shows an improvement in
ICT skills for students and staff.
ICT team meet regularly with a focus on
teaching pedagogy and utilisation of mobile
technologies.
More notebooks have been purchased and
there is an increase in ratio numbers.
Staff are effectively using the iPad as a
learning and teaching tool and student skills
and learning outcomes have been
enhanced.
15
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Student Engagement & Wellbeing
ICT
Develop and implement a whole school
approach to student engagement and
wellbeing.
Develop and implement a plan to involve
parents and the wider community as
partners in supporting student engagement
and wellbeing.
Year 1
All teachers using IWBs on a daily basis. Interactive
rolls are evident in all classrooms.
One year level to utilise film making software and
equipment to complete an ICT project, enhancing the
use and application of ICT in the classroom.
There is shared ICT vision and goal
congruency of staff through the provision
of a strategic professional learning plan.
There is demonstrated evidence of
teachers applying extended ICT use in
their classrooms, e.g. Interactive
Whiteboards and mobile technologies.
Staff are utilising the ACMI Film Making
101 program and students are delivering a
film making project.
Year 2
ICT Benchmarking in Term 1 and 4 to inform
professional learning needs
Continue embedding ICT into classroom teaching
and learning practice reflective of current and
next practice innovations.
Utilise mobile technologies for student
engagement in classroom activities reflective of
current and next practice innovations.
Continue to provide staff with appropriate
professional learning, visitations/research locally
and globally in ICT for a collective understanding
and shared vision and goals for the whole school
ICT approach.
Two year levels to utilise film making software
and equipment to complete an ICT project,
enhancing the use and application of ICT in the
classroom.
Develop and publish an ICT curriculum and co-
curricular plan so the options for students at
different levels of the school are clearly
communicated.
ICT Scope and Sequence has been
reviewed.
School Community ICT survey in Term 3
shows an increase in understanding of the
use and purpose of ICT technologies for
student learning amongst the parent
community.
Yearly review of Annual Implementation
Plan for ICT will be conducted as per
Annual Report.
16
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Student Engagement & Wellbeing
ICT
Develop and implement a whole school
approach to student engagement and
wellbeing.
Develop and implement a plan to involve
parents and the wider community as
partners in supporting student engagement
and wellbeing.
Year 3
Invite parents to the school to view classroom
presentations of students’ ICT work and to
participate in celebrations of achievement.
Continue embedding ICT into classroom teaching
and learning practice reflective of current and
next practice innovations.
Utilise mobile technologies for student
engagement in classroom activities reflective of
current and next practice innovations.
Continue to ensure that students are highly
engaged in ICT learning and have a strong sense
of themselves as technological learners.
Three year levels to utilise film making software
and equipment to complete an ICT project,
enhancing the use and application of ICT in the
classroom.
Utilise the ICT curriculum and co-curricular plan
so that students and parents have a clear idea of
what to expect throughout the P-6 ICT program.
Design an ICT technologies parent program.
As per Year 1….
ICT technologies survey administered.
Data collected shows ICT skills for
students, staff and community.
Year 4 Comprehensive review of ICT program through
school self-evaluation.
Student Pathways & Transitions
To increase the effectiveness of transition
processes into, within and from school
through liaising with all stakeholders and
improving pathways for students.
Year 1
Building Teacher Capacity
The Assessment & Reporting Team will be working with
teachers and students to:
Review current processes to develop and implement
a whole school approach to pathways and transitions
that show links to student learning, student
engagement and wellbeing.
Improved parent survey data for transitions.
PoLT survey results inform learning and
teaching for the year.
17
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Student Pathways and Transitions
To increase the effectiveness of transition
processes into, within and from school
through liaising with all stakeholders and
improving pathways for students.
Staff performance plans to reflect whole school
approach and for staff to understand the breadth and
meaning of pathways and transitions.
Formalise and document the school’s transition and
enrolment procedures (including students who enrol
throughout the year).
Embed a learning community culture that has learning
and learners as a central focus.
Use the Abilities Based Learning and Education
Support (ABLES) resources to support teaching and
learning for students with disabilities and additional
learning needs.
Pathways
Review and update the Individual Learning Plans for
students not at expected level and highly able
students to include pathways on a range of
assessments related to classroom and specialist
programs as well as personal interests.
Ensure that students who have difficulty managing
change moving from one learning area to another
receive short term feedback to build confidence.
Provide opportunities for Years 5 and 6 students to
understand the concept of pathways that may lead to
higher learning and careers.
Administer PoLT surveys to all students
Implement the Koorie Education Learning Plans
(KELP) for identified students and ensure teachers
have been trained.
Audit the Inquiry Approach to Learning
documentation to ensure that essential learnings
show a clear and seamless pathway for students from
Level 1 to Level 4.
Procedures included in Student Engagement &
Well Being Policy.
Improved outcomes for Koorie students...in
particular school attendance.
Student Achievement Tracking Tool available
online for access by all staff.
Improved achievement for Level 1 students.
Classroom goals established.
Student goals established.
Improved communication with parents re:
student learning & teaching.
Children from ‘Little APPS’ enrolled at Antonio
Park PS.
Yearly review of Annual Implementation Plan
for Student Pathways and Transition will be
conducted as per Annual Report.
18
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Student Pathways and Transitions
To increase the effectiveness of transition
processes into, within and from school
through liaising with all stakeholders and
improving pathways for students.
Assess every Level 1 student within the first weeks of
enrolling at APPS to determine learning needs.
Monitor progress and have specific data to show
value added by the school and celebrate students’
achievements.
At the beginning of each year and each term, set the
expectations of classroom behaviour, and the
responsibility for each student to contribute to
creating a secure learning environment according to
school-wide agreed classroom processes.
At the end of each term discuss with students and
have them document in a reflective journal what they
have learnt and what they are going to enjoy about
learning in the forthcoming term/year so they return
to school with a sense of optimism.
Transition Processes
Continue the Prep and Year 6-7 transition programs
and continue to include an annual feedback session
from parents and staff linked to continued
improvement.
Use ICT, e.g. video conferencing, SKYPE and the
website to encourage prospective parents and
students to familiarise themselves with the school.
Assist families who enrol at the school to connect
with other families who may provide advice and
support.
Continue to make the school’s facilities available for
toddlers and pre-school play groups.
19
Key Improvement Strategies
(KIS across the three student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and behaviours)
Student Pathways and Transitions
To increase the effectiveness of transition
processes into, within and from school
through liaising with all stakeholders and
improving pathways for students.
Year 2
Further implement initiatives from previous years. Ensure there are smooth transitions for teaching and
learning between AusVELS levels.
Utilise the Ultranet to assist transitions and
pathways.
Provide parent information sessions to assist their
understanding of early years development and
activities to support early learning. Establish stronger links with secondary settings to
further build understanding of pedagogy, assessment
tasks, student culture and community expectations.
Improved outcomes in student learning for
Koori students.
High expectations of all students and strong
engagement with value added to high
performing students.
Clear directions for AusVELS for all staff.
Yearly review of Annual Implementation Plan
for Student Pathways and Transition will be
conducted as per Annual Report.
Year 3 Consolidate initiatives from previous year.
Yearly review of Annual Implementation Plan
for Student Pathways and Transition will be
conducted as per Annual Report.
Year 4 Comprehensive review of Student Pathways and
Transition program through school self-evaluation.
20
I dreamed I stood in a studio
And watched two sculptors there,
The clay they used was a young child's mind
And they fashioned it with care.
One was a teacher; the tools being used
Were books and music and art,
One a parent with a guiding hand
And a gentle, loving heart.
Day after day the teacher toiled
With touch that was deft and sure,
While the parent laboured just as hard
And polished and smoothed it o'er.
When at last their task was done
They were proud of what they had wrought,
For the things they had moulded into the child
Could neither be sold nor bought.
And both agreed they would have failed
If they had worked alone;
For behind the parent stood the school
And behind the teacher, the home.
David Bowen
21
2
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