Our Charter · 2020. 5. 7. · Student Experience Roadmap Charter Why? What? Coherence How? Our Purpose Our DNA Key Attributes Our Aspirations 1. Collaborative, challenging & enjoyable

Version 1.10 February 2019

Our Charter

Contents

Our Charter .......................................................................3

Student Experience Roadmap ....................... 4

Our Purpose ....................................................................6

Tomorrow, Today ...................................................7

Our DNA .............................................................................8

Curiosity, Community, Excellence ....................9

Our Aspirations ...........................................................10

Collaborative, challenging and enjoyable learning experiences .........................................11

An innovative approach to curriculum ........ 12

Futures focused capabilities at the forefront of learning .......................................... 13

Opportunities to purposefully connect learning ................................................................14

Access to highly skilled staff who genuinely care .................................................... 15

Quality feedback to enhance learning and growth ...........................................................16

Building sustainable relationships and practices that matter ........................................ 17

Coherence Framework Infographics ...........18

Learning Design .................................................19

Pedagogy ............................................................20

Wellbeing ............................................................. 21

Collaborative Professionalism .......................22

Climate and Culture - The Iceberg .................23

2Adelaide Botanic High SchoolCharter

OurCharter


OurCharter

Our Charter provides the direction and framework to create the student experience

Our Charter provides the direction and framework to create the student experience. The Charter clearly articulates Our Purpose, the values of Our DNA, and Our Aspirations for the way we work together and what we aim to achieve for teaching and learning at Adelaide Botanic High School. We will focus on ‘living’ our approaches, creating dialogue around these and developing consistent expectations for ourselves and each other.

The Charter continues to describe our approach to designing learning within a coherent framework that encompasses Wellbeing, Learning Design, and Pedagogy, with a commitment by all staff to Collaborative Professionalism in order to achieve this.


Student Experience Roadmap

CharterWhy?

What?

Coherence

How?

Our Purpose Our DNA

Key Attributes

Our Aspirations

1. Collaborative, challenging & enjoyable learning experiences

2. An innovative approach to curriculum

3. Futures focused capabilities at the forefront of learning

4. Opportunities to purposefully connect learning

5. Access to highly skilled staff who genuinely care

6. Quality feedback to enhance learning and growth

7. Building sustainable relationships and practices that matter

The built form

Technology

Location

Making today’s learning count in tomorrow’s world

CuriosityCommunityExcellence

Learning DesignDeep Skills and Discipline MasteryPurposeful ConnectionsFuture Focused Capabilities Choice and Voice

PedagogyCreativityCollaborationCritical ThinkingGrowth

Wellbeing RelationshipsSocial ResponsibilityIdentityLearner Agency

Collaborative Professionalism Commit to CultureInternal AccountabilityChallenge of PracticeVisibility of Growth

Coherence Framework


OurPurpose


Our Purpose

Our students are prepared for the future, equipped with the knowledge, skills and attributes to thrive. Our guiding values of curiosity, community and excellence are the building blocks of our unique DNA.

Making today’s learning count in tomorrow’s world.


OurDNA


9

By building on students’ natural curiosities innovation is inevitable

Curiosity

CommunityInvesting in our people and relationships is a powerful agent for change

ExcellenceEveryone is capable of growth and can be extraordinary

Our DNA 9Adelaide Botanic High SchoolCharter

Our Aspirations


Collaborative, challenging and enjoyable learning experiences

We aspire to always know our ‘why’ to give meaning to all that we do. The descriptive words; collaborative, challenging, and enjoyable, directly reflect our DNA of Community, Excellence and Curiosity. We are trying to create a sense of the learner experience at Adelaide Botanic High School, and what it feels like to be a part of our school community. Here students and staff can describe their experience, that they feel safe, supported and noticed.

We are creating a place to be.

Always know our ‘why’

Our Aspirations 11Adelaide Botanic High SchoolCharter

Our focus in approaching the mandated Australian Curriculum is to hold tight on the standard and allow for curiosity, creativity and action to influence how we get there. This approach creates co-ownership for staff and students, allowing their passions, involvement in design, and personal experiences to impact teaching and learning. The purpose is to allow curriculum design to be synergetic and evolving based on the skills and interests of the staff and student cohort during a moment in time. If we know the end purpose, then how we get there can be innovative, connect personally and be a meaningful experience resulting in personal growth for both staff and students.

An innovative approach to curriculum

Hold tight on the standard

Our Aspirations 12Adelaide Botanic High SchoolCharter

Our Aspirations

We start to design the learning to achieve the curriculum standard, considering the capabilities that can be developed as part of the experience. The general capabilities, as described in the Australian Curriculum, play a significant role in equipping young people to live and work successfully. We aspire to be responsive to research and monitor our approaches to keep teaching and learning current. By supporting our students to take ownership of, and fully understand, themselves as learners and their capabilities, they can fulfil their social connections, have empathy for others and the world around them.

Futures focused capabilities at the forefront of learning

Supporting our students to take ownership


Our Aspirations

We are architects of learning, noticing opportunities, taking action, and being entrepreneurial. As a team, we co-construct the learning experience and make purposeful connections- within and across learning areas, to the wider community, industry and events. Deep, real-world learning contributes to creating enduring understandings for our students. The unique environment of our school provides agility in time and space to do things differently.

“It’s a mindset and a given, we are opportunistic” - Alistair Brown, Principal

Opportunities to purposefully connect learning

Creating enduring understandings


Our Aspirations

We cultivate an ethic of excellence, providing safe learning spaces to take risks, critique our work and go beyond what is expected. Staff are trusted and encouraged to take ownership of their own work and skill development, to develop expertise in contemporary education practices with a headset of always learning and sharing. Our practices cultivate and celebrate students’ unique talents, diversity and purpose. Our students feel comfortable to approach any staff and receive the advice, support and encouragement they need. We come to Adelaide Botanic High School with a sense of care, optimism and pride.

Access to highly skilled staff who genuinely care

Students feel comfortable to approach any staff


Our Aspirations

‘Hold your ideas lightly’ is one of our favourite metaphors and an important mindset to have when exploring ideas. “When an idea is held lightly and openly in our hands others can access it” (Barrett 2018), to provide critique for improvement. For this reason we aim to provide or seek out feedback early. Our conversations are kind and honest. We talk about and celebrate visible progress. By tracking growth and setting goals, we can achieve what appears beyond our reach.

Quality feedback to enhance learning and growth

Hold your ideas lightly

Tom Barrett 2018, dialogiclearning.com


Our Aspirations

We talk about ‘synergy’, working together to achieve a whole that is greater than the sum of its parts. For this reason we will invest in and value our school and wider community to build sustainable relationships and practices that matter. Connecting where the relationships enhance our own purpose and values will be the priority. Our actions will focus on our social responsibility as citizens, using our skills to achieve a “greater” purpose, care for the environment and the health and wellbeing of ourselves and others. Together we harness our collective genius.

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Building sustainable relationships and practices that matter

Relationships enhance our own purpose


CoherenceFramework


Deep Skill and Discipline Mastery

Purposeful Connections

Learning Design

Future Focused Capabilities

“Design is a plan for arranging elements in such a way as best to

accomplish a particular purpose” Charles Eames

Enables deep exploration of a significant question or problem that transfers across learning areas, into the community and connects with their own lives in a purposeful manner.

Skills

Knowledge

Behaviours

Dispositions

Chosen based on current industry needs, these sit

alongside discipline mastery to future proof

our learners.Our model is rooted in deep mastery of foundational skills and content expertise coupled with support in developing a growth mindset that builds stamina, confidence and resilience over time.

Creativity - Collaboration - Critical Thinking

Empowered by a sense of entrepreneurship, our students will be independent and opportunistic, ever ready to learn and lead.

Responsive

Agile

Expeditionary

Experiential

Unlimited

Conceptual

Choice and Voice

Students move forward based on ‘stage’ not ‘age’ to develop:

Learning is

Giving students choice and voice is the ‘glue’ to connecting all the parts of our approach to learning.

When students are

encouraged to turn

passion into expertise,

they develop a sense

of ownership that

fuels their drive to

grow as learners.

Positioning students at the corner of their

learning builds their independence,

confidence, motivation, and leadership abilities.

Creativity

Inquiry pedagogies

within authentic learning experiences

promoting productive struggle

leading to innovation

Teachers will select pedagogical

approaches from a toolkit of strategies

and practices

Critical Thinking

Growth

Pedagogy

Collaboration

Analysis of data

informing personalisation

guiding differentiation

with continual checking for

understanding to promote Growth

Metacognitive learning strategies

Promoting productive, purposeful and intentional thinking

to develop self - directed learners

A focus on

Collaborative practice

through team teaching and team planning

with individual accountability

Relationships

Wellbeing

Social Responsibility

Care for our environment, the wellbeing of ourselves and others

At Adelaide Botanic High School, everyone can be

We set high standards of ourselves and others, and are taught to build positive mental health habits

Contribute to our community

Balancing our physical, social and emotional needs and applying these in daily

life is fundamental to positive wellbeing

Enhanced wellbeing, sense of connectedness, optimised learning outcomes

Explicit teaching of resilience, social and emotional skills

Responsible digital citizens engaging

safely and responsibly with

the world

Knowledgeable, adaptable and resilient

Ethic of ExcellenceAgency in our own education and lifePositive dispositions and mindsetsResilience, Metagognition, Self - Regulation

Everyone has the right to feel safe and supported and we consider that we all share the responsibility for promoting mental health and wellbeing. We believe in growing a safe, respectful and inclusive school community, and emphasise the importance of educators, parents and students working together to cultivate and celebrate students’ unique talents and diversity, and build lifelong attributes of resilience, balance and purpose.

Identity

Learner Agency

Connected, safe and trusting relationships

Active participants in our own learning

We have the confidence to be ourselves

We promote identity formation

and embrace diversity and individuality

extraordinary

Expert learnersFuture beyond school

Mindset of learning for life

Commit to Culture

Challenge of Practice

Visibility of Growth

Collaborative Professionalism

Internal Accountability

Harness our collective geniusGreat staff are reflective

Allowing staff to shine

Shared understanding of practice in relation to elements of:

Learning Design

Pedagogy

WellbeingImprovement cycle to

critically reflect and identify strengths and opportunities

and to set goals

Creating a safe place

to take risks, be

seen and try

Innovation, Creativity

and Action

Individual responsibility and

collective expectations drive

us to go beyond what is

expectedBeing yourself and knowing that you bring something to develop a personality of learning

Responsive to research, to be leaders in contemporary educational practices

Trust, balance and motivation = professional autonomy

Recognise

Acknowledge

Evaluate

Appreciate

Impact

Contribution

Teamwork

Growth

Knowing our why and the greater purpose

Collaborative Professionalism is about how to collaborate more deeply in ways that achieve greater impact. High trust and high precision are at the heart of Collaborative Professionalism - where educators actively care for and have solidarity with one another as fellow professionals as they pursue their challenging work together in their response to the culture of their students, the society and themselves. (Hargreaves, 2018)

The Iceberg 23

Culture

Culture isthe way staff work together and the set of values, beliefs and aspirations we share

Climate is

Culture and Climate

our PURPOSE

our DNA

our ASPIRATIONS

our KEY ATTRIBUTES

our COHERENCE FRAMEWORK

it is knowing our ‘why’ we do what we do. Which leads us to the what and the how

what we will not relent on!

FUNsense of, positive, happy, productive, movement WELCOMING comfortable, inclusive, care, warmth, prideCOMMUNICATIVEtransparent, open, questioning, critique, oracyPRODUCTIVEchallenged, vibrant, excellence, energetic, reflective COLLABORATIVE teamwork, trust, have a go, us, we, ours, sharingSUPPORTIVEsafe, student centered, shared responsibility, solidarity

our behaviours: what we feel, hear, see, say and do

what happens when no-one is looking

the schools effect on people and the relationships between us

Climate

Our Charter

Adelaide Botanic High School Charter

Documents

Our Charter · 2020. 5. 7. · Student Experience Roadmap Charter Why? What? Coherence How? Our Purpose Our DNA Key Attributes Our Aspirations 1. Collaborative, challenging & enjoyable