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School Name: Cleveland District State High School

Date of Completion of the Self-Study Component:

March 2016

Team Visit Dates: May 2016

Date of Completion of the Visiting Team Component:

20 May 2016

The Reporting Booklet

PART TWO – SECTION A

SCHOOL GUIDING STATEMENTS

SELF-STUDY COMMITTEE RESPONSIBLE FOR WRITING THIS REPORT

Typed Name Role in the School Signature

Grahame Young Appointed Member – Chair School

Paul Bancroft Principal

Brad Ward P&C President

Pam Reed Appointed Member – School Council

Tony Sweet Parent Representative – School Council

Anne Kennington Parent Representative – School Council

Peta-Anne McNaught Parent Representative – School Council

Scott Forno Parent Representative – School Council

Joni Edwards Staff Representative – School Council

Gerard Marsh Staff Representative – School Council

Kelly Lawrence Staff Representative – School Council

Vanessa Blackburn Staff Representative – School Council

Neah Rose Salton Student Representative – School Council

Matthew Hodgson Student Representative – School Council

Gemma Price Student Representative – School Counci8l

Robyn Przewloka Executive Officer

Karen Abraham Deputy Principal/Observer

Tracey Hopper Deputy Principal/Observer

Guidelines and explanations for each Self-Study Committee can be found in the relevant Sections in “The Main Guide”

and the Appendices in “The Self-Study Booklet”. 8th Edition

Version 8.2 - Sept 2013

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GUIDELINES FOR USING THIS REPORTING BOOKLET General

1. The school’s Self-Study Report should be created by the Self-Study Committee (SSC) writing into the relevant spaces in this ready prepared booklet. The Visiting Team (VT) will add its material later in the same booklet.

2. When the SSC has completed its work, the resulting Self-Study Report should be sent as an

electronic Word document to the accrediting agency / agencies and to all members of the future Visiting Team six weeks before the Team Visit is due to begin. The school itself should also keep a safety copy of the document at this stage.

Specific Guidelines for Part Two Sections A to G

1. The instructions for each of the Self-Study Committee (SSC) and Visiting Team (VT) Steps are shown in condensed form (in black font). The full instructions and explanations can be found in the “The Main Guide to Evaluation and Accreditation”.

2. The SSC’s responses should automatically show in red font. (If not please convert to red font

appropriately)

3. The VT comments will automatically show in blue font. (If not please convert to blue font appropriately.)

4. It is often convenient to use the “Navigation Pane” or the “Document Map” method to move quickly

between the Standards, with the option of choosing to move to the Self-Study Input or to the Visiting Team Input being available in each case.

On a PC using Word 2010: The Navigation Pane can be shown by clicking on “view” on the tool-bar, then choose “navigation pane”. On a PC using Word 2003: The Document Map can be shown by clicking on “view” on the tool-bar, then choose “document map”.

On a Mac using Office for Mac 2004: The Document Map can be accessed by clicking on “view” on the tool-bar, then choose “navigation pane”, then choose “document map”. On a Mac using Word 2010: Go to View, then click on sidebar, and then check Document Map Plane.

Important Notes on Hyperlinks:

o Any hyperlinks used in this report must take the reader directly to the relevant

piece of text, chart, etc. It is not acceptable to make links to a large document

through which the reader then needs to spend time searching for the relevant

part.

o Any hyperlinks must be made to documents recorded on the DVD or “Memory

Stick” carrying this report, not to a website. This is because the reader may be

perusing the report on a computer with no current web access.

o During the week of the future Team Visit, any hyper-linked materials must be

made available in printed form in the Visiting Team rooms at the school and hotel

along with the main text of this report.

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STANDARD A1 Self-Study Input

STANDARD A1 SSC Rating

on scale 1 to 4

The school is guided by clear and broadly accepted statements of vision, mission, and educational objectives (or the equivalent using the school’s chosen nomenclature and format) for students.

Write here: 3

Indicators for Standard A1

Rating (Please mark)

WA PA NA

A1a

The school’s Guiding Statements establish clear expectations for student learning and guidelines for the well-being of the whole school community.

✓

A1b

Monitoring procedures exist which show that the school’s Guiding Statements enjoy a high degree of support from the governing body, school leadership, staff, parents and students as demonstrated by their actions.

✓

A1c There is evidence which shows that the school’s Guiding Statements drive decision-making, planning, action and review at multiple levels of school life.

✓

A1d

There are periodic, data-driven reviews of the school’s Guiding Statements which involve the broad school community and which ensure that the statements remain vibrant and relevant.

✓

A1e A formal process and defined indicators are in place to assess the school’s success in achieving its aims as laid out in its Guiding Statements.

✓

SSC STEP (i) Indicator Ratings – mark on table above. SSC STEP (ii) Standard rating – write on table above. SSC STEP (iii) Analytical summary, with evidence, of alignment with the Standard. Write here: The school has an active and supportive School Council who have taken on responsibility for the development and review of the School Philosophy (School Guiding Statements). The School Philosophy is widely published – school website, classroom posters, school and staff diaries and other school publications. A1a The School Philosophy Section A Evidence\A1a - Philosophy - August 2015.doc clearly outlines the expectations for student learning. The core beliefs have been further developed and promoted through the ICARE initiative Section A Evidence\A1a - ICARE Philosophy - student diary version.docx and is reinforced to staff, students, parents and the wider school community at every opportunity. A1b The School Philosophy was developed by the School Council in consultation with parents, administration, teachers and students. The School Philosophy has been regularly reviewed by all stakeholders and was most recently reviewed in July/August 2015 Section A Evidence\A1b - Agenda - 20 July.doc; Section A Evidence\A1b - Agenda - 17 August.doc.

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The school is pursuing authorisation as an IB World School and is currently an IB Candidate school Section A Evidence\A1b - IBDP Candidacy Letter.pdf. The August 2015 review of the School Philosophy reflects the CIS Philosophy, IB Mission Statement and IB Learner Profile. The School Philosophy, through the ICARE initiative, is actively promoted throughout the school. A1c The School’s Guiding Statements drive the strategic direction of the school and are reflected in faculty and school Annual Implementation Plans (AIP). AIP faculty and school updates are presented and discussed at each School Council meeting Section A Evidence\A1c - AIP Update - April 2015.doc; Section A Evidence\A1c - AIP Update - July 2015.doc and all AIPs are published on the school webpage Section A Evidence\A1c - Faculty AIPs - website screenshot.docx. A1d In accordance with the School Data Plan Section A Evidence\A1d - School Data Plan.doc, the School Council, consisting of an Appointed Member (Chair), Principal, four parents (including the P&C President), four students and four staff (teaching and non-teaching) regularly review data including student achievement and School Opinion Survey data, which collects data from students, staff and parents Section A Evidence\A1d - School Opinion Survey Data.xls. This data and input from all stakeholders informs the review of the School Philosophy. A1e The School Philosophy and CIS planning priorities inform the development of the annual Strategic Priorities Section A Evidence\A1c - Faculty AIPs - website screenshot.docx, which are reflected in individual faculty AIPs. The effectiveness of these strategies is documented in the School Annual Report Section A Evidence\A1e - 2014 SAR Final.docx published on the school website in June each year. SSC STEP (iv) Analytical summary of non-alignment with the Standard or areas where alignment could be further improved. Write here: The School Philosophy is reviewed periodically and was most recently reviewed in 2015 to ensure that the CDSHS Philosophy aligned with the IB Mission Statement and Learner Profile. Work needs to be completed throughout 2016 to ensure that all related documents are reviewed and that the newly revised School Philosophy is reflected in all school documents. The School Council and the Principal will work together to define the indicators and an appropriate tool to assess the school’s success in meeting its Philosophy. This will be undertaken in Semester 2 (2016) following the CIS and IB visits in May 2016. SSC STEP (v) Proposals to address poor or non-alignment. Write here: Not applicable

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STANDARD A1 Visiting Team Input VT STEP (a) Standard rating. Write here: 3 VT STEP (b) Evidence supporting the rating. Write here: The Guiding Statements consist of a number of documents namely: * The school mottos, Semper Digne (always worthy), preparing students to meet the future; * The School Philosophy, which outlines expectations of student learning; * ICARE, which encapsulates the core beliefs. The Guiding Statements are to be found strategically placed throughout the school buildings and in school publications. In addition, the three drives for success, Kaizen (continuous focused improvement every day), Neotony (retaining juvenile characteristics into adulthood through Habits of Mind) and Ubuntu (“You are, therefore I am” defining our well-being by the well-being of others) emanate from the School Philosophy and have been expressed in an imaginative and meaningful concept diagram. They expand in greater detail the goals expressed in the School Philosophy. The school’s commitment to global citizenship arises from the latter – the interconnectedness of humanity. This has been elaborated further in a comprehensive chart contained in the Global Perspectives Review. The plethora of concepts found in these documents forms the basis of a school culture which is strongly supported throughout the wider Redlands community. CDSHS is perceived as the “school of choice”, as evidenced by the extensive waiting lists for families wishing to enrol their children. Indeed, in conversations at the school with staff members, students, School Council members and parents, the school culture was inevitably mentioned among the reasons for working there or enrolling students. People are proud of CDSHS and it was apparent to the Visiting Team that much time and effort had gone into developing this large series of Guiding Statements. In discussion with the Principal and Deputies, it was made clear that, subsequent to the Preliminary Visit in which the suggestion was to consider developing a more concise statement, this had been considered at length but rejected. The school has decided that the Guiding Statements will remain as the School Philosophy, despite the size, and utilise it and all of the additional documents in decision making. At the commencement of each year, both staff and students receive extensive amplification of the importance and meaning of the School Philosophy. The School Philosophy was most recently reviewed in 2015 in order to ensure that CDSHS’s philosophy is aligned to that of IBO. Regular cycles of review, both of the philosophy and how well it is being understood, are necessary. The next review will be undertaken after five years. The school has grown significantly in the past three years, with the addition of Year 7 in 2013 into the secondary school. Therefore, there was twice the usual cohort of new students for that year. A recent questionnaire indicated that some junior students in Years 8-10 were unhappy with the level of respect they received. The Principal and Deputies have confirmed they will work with the School Council to assess regularly and systematically the school’s success in meeting the School Philosophy. VT STEP (c) Significant Commendations (if any). Write here: The Visiting Team commends: A1-1: the Principal, Council, staff, students and school community for the creation of a vibrant ethos, reflecting its philosophy, in their school.

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VT STEP (d) Significant Recommendations (if any). Write here: The Visiting Team recommends: A1-1: the school defines, implements and analyses the criteria/indicators to assess the level of success in meeting the expectations of the Guiding Statements.

VT STEP (e) Additional Advice (if any). Write here:

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STANDARD A2 Self-Study Input

STANDARD A2 SSC Rating

on scale 1 to 4

The school’s Guiding Statements shall clearly demonstrate a commitment to internationalism/interculturalism in education, and this shall be reflected throughout the life of the institution.

Write here: 4

Indicators for Standard A2

Rating (Please mark)

WA PA NA

A2a

The school has created an engaging and contextually appropriate definition of internationalism/interculturalism in education.

✓

A2b

The school puts into action its definition of internationalism/interculturalism in education, both inside and outside the classroom, as evidenced by impact on students.

✓

A2c The school expresses its commitment to internationalism/interculturalism in education through as many avenues as possible. (See list in appendix)

✓

SSC STEP (i) Indicator Ratings – mark on table above. SSC STEP (ii) Standard rating – write on table above. SSC STEP (iii) Analytical summary, with evidence, of alignment with the Standard. Write here:

A2a The school has three drivers for success—Kaizen, Neoteny and Ubuntu—which have been derived directly from the School Philosophy Section A Evidence\A2a - Pedagogical Framework 2016.pdf. The third driver (Ubuntu—You are, therefore, I am) reflects our commitment to internationalism and interculturalism, our concern for those around us, and the importance of community.

“A person with Ubuntu is open and available to others, affirming of others, does not feel threatened that others are able and good, based from a proper self-assurance that comes from knowing that he or she belongs in a greater whole. Ubuntu is the essence of being human. Ubuntu speaks particularly about the fact that you can't exist as a human being in isolation. It speaks about our interconnectedness. You can't be human all by yourself, and when you have this quality—Ubuntu—you are known for your generosity. We think of ourselves far too frequently as just individuals, separated from one another, whereas you are connected and what you do affects the whole world. When you do well, it spreads out; it is for the whole of humanity.”

Ubuntu is reflected in both words and actions within classrooms and throughout the school community. The School Philosophy promotes “International mindedness”, “Intercultural understanding and respect for diversity” and “Knowledge of and respect for Australia’s heritage”. Our school encourages students to care for the wellbeing of others (Ubuntu). ICARE emphasises that at this school we “include and accept others” and “respect each other and our world”.

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A2b Global Perspectives is one of the five strategic priority areas of the school and is documented in the 2016 Strategic Priorities and faculty AIPs. As such, we aim to: “embed an understanding and commitment to Ubuntu throughout the whole school community”, “continue the development of an ethos in the school where internationalism and inclusive intercultural relationships are understood and embedded in practice”, and “review and implement global perspectives action plan using five elements of Global Perspectives as a foundation of internationalism and international mindedness”. A global perspectives audit has been undertaken to collate initiatives across the school – curricular and co-curricular Section A Evidence\A2b - Global Perspectives Plan.doc. A2c The school is committed to intercultural understanding through language learning. We currently offer three languages from Years 7 through to 12 (Chinese, French and Japanese) with a number of students studying languages such as German, Spanish and Italian through the School of Distance Education. Extension language programs are offered in Years 7 and 8 to encourage students to continue with a language beyond the compulsory stage Section A Evidence\A2c - Curriculum Plan.doc. The introduction of the IB Diploma Program will further encourage students to study a language until Year 12. The school is committed to developing caring young global citizens and, as such, actively promotes intercultural understanding through a wide range of citizenship projects at a local, national and international level. For example, CDSHS has a sister school relationship with Pango Central School in Vanuatu. In our ten years working with this school, our staff and students have travelled to Vanuatu five times to provide practical assistance such as painting classrooms, building a kindergarten and providing English lessons for students. In addition, whole school projects have included: the Walk for Hope raising funds for projects in Vanuatu; a Trash and Treasure run entirely by students to raise funds to finish the roof of the Lykuky Kindergarten; and a toy and book appeal with the proceeds of these drives being shipped to Vanuatu in May 2014. Our students and staff then travelled to remote areas of Vanuatu during the June vacation to build and equip libraries in a number of schools as well as refurbish and provide toys and books to a number of kindergartens. We will be expanding these projects to include libraries and kindergartens in Fanafo and Narvelle (Island of Santos) when our staff and students visit Vanuatu in June 2016 Section A Evidence\A2c - 2016 Vanuatu Tour Itinerary.docx. We have been involved in similar programs in Borneo where our students are currently raising funds to build a school and have taken an active role in monitoring deforestation Section A Evidence\A2c - DeforestACTION - Bayside Bulletin Article.docx. The on-going contribution of our students to these projects was acknowledged in the Rise of the Eco Warrior film released in March 2014 http://www.eventbrite.com.au/e/rise-of-the-eco-warriors-cleveland-district-state-high-school-film-screening-tickets-7345389257. Projects such as these become the catalyst for students to become involved in humanitarian projects as individuals. For example, in 2012, Year 12 student Olivia Hill was awarded the Zonta Young Women in Public Affairs award for her international involvement in the monitoring of rainforests in Borneo. Later the same year, the Governor of Queensland presented her with the Order of Australia Young Citizenship Award Section A Evidence\A2c - Olivia Hill - Bayside Bulletin Article.docx. In 2014, Year 12 student Emma Clinnick received similar recognition (Zonta and OAM) for the voluntary work that she undertook in Vanuatu, Belize and Tonga, as well as the volunteer work she completed locally at homeless shelters and with the Red Cross. Later in the same year, Emma Clinnick was recognised as an outstanding international student and global citizen by CIS when she was awarded the Steve Marshall Award Section A Evidence\A2c - Emma Clinnick - CIS website screenshot.docx. Asha Mortel (Year 12 student) was awarded the Zonta Young Women in Public Affairs award and will be nominated for an Order of Australia Young Citizenship Award in 2016. Asha was the winner of the Global Integrity Summit school essay competition Section A Evidence\A2c - Global Integrity Summit School Essay Competition.docx and has been involved in a range of activities designed to raise awareness of the endangered rainforests, wildlife and communities in Borneo including presenting workshops on conservation in Borneo.

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When she travelled to Borneo in 2014, Asha helped to build the Orangutan Forest School for the rehabilitation of orphaned orangutans caused by deforestation Section A Evidence\A2c - PETS Mag Dec 2015 - Pg 1 of 4.PNG; Section A Evidence\A2c - PETS Mag Dec 2015 - Pg 2 of 4.PNG; Section A Evidence\A2c - PETS Mag Dec 2015 - Pg 3 of 4.PNG; Section A Evidence\A2c - PETS Mag Dec 2015 - Pg 4 of 4.PNG. In addition to our work in Vanuatu and Borneo, we have also established Sister School agreements with schools in Japan, China and France and have developed close relationships with Copenhagen International School and Parkside College in Yorkshire. Our students have regular opportunities to travel internationally. For example, in the past two years students have travelled to Japan, China, Vietnam, Borneo, Vanuatu, New Caledonia, Taiwan and Europe. Our Student Council is actively involved in citizenship projects providing practical assistance and fundraising to victims of flooding in Brisbane and cyclones in North Queensland, and financial support for the families of students with illnesses such as cancer. Our students have also been involved in “book swaps” that provide reading materials to indigenous students in remote areas of Australia. The school has successfully completed the application for Candidacy to become an IB World School. The authorisation visit will be conducted in 2016. This process has expanded our international networks as a school and as individual educators.

SSC STEP (iv) Analytical summary of non-alignment with the Standard or areas where alignment could be further improved. Write here: Not applicable. SSC STEP (v) Proposals to address poor or non-alignment. Write here: Not applicable.

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STANDARD A2 Visiting Team Input VT STEP (a) Standard rating. Write here: 4 VT STEP (b) Evidence supporting the rating. Write here: The Global Perspectives Review, developed at CDSHS, commences with the quote “The heart of global education is enabling young people to participate in a better shared future for the world.” This is certainly the experience of the students who participate in the large variety of local, national and international events and fundraisers. Many of these have been elaborated upon in the Self-Study and have been verified by the Visiting Team through discussion and the many photographs displayed in the buildings. It is impressive to hear students speak with pride of, for example, painting schools and providing libraries in Vanuatu or being involved in reef monitoring. The school indeed commits to global perspectives and this is one of the five strategic priorities for 2016. While this is also a pillar for education goals as set by DET this year, CDSHS has deemed it of importance for at least the past 10 years. Sustainability, the environment and the world around them have been identified as important to students. The five learning emphases reflecting recurring themes in global education are interdependence and globalisation, identity and cultural diversity, social justice and human rights, peacemaking and conflict resolution, and sustainable futures. The farm attached to the school provides practical input to sustainable futures and invites dialogue on a range of global issues apart from agricultural science. The school’s Borneo project introduces debate on social justice and the environment. The senior students can talk eloquently on these issues. The Guiding Statements clearly demonstrate commitment to internationalism in education. In addition to the broad range of extracurricular projects and activities, an audit of how global perspectives are embedded across the curriculum has been undertaken and analysis has commenced. No plan has yet emerged indicating how these results would inform curriculum articulation but departments are informally discussing ways to make it happen. In order to highlight the importance of local culture, students in Year 7 undertake a specialised programme, High Resolves, in which aspects of what it means to be an Australian are incorporated. The curriculum also provides speakers and excursions in support of intercultural experiences both local and international. School exchanges, sister school relationships, practical experiences and fundraising (as outlined in the Self-Study) add breadth and depth to the students’ education. Teachers are enthusiastic in leading and supporting such groups. VT STEP (c) Significant Commendations (if any). Write here: The Visiting Team commends: A2-1: the Principal and staff members for their vision of and support to internationalism/interculturalism in education. VT STEP (d) Significant Recommendations (if any). Write here: None VT STEP (e) Additional Advice (if any). Write here:

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STANDARD A3 Self-Study Input

STANDARD A3 SSC Rating

on scale 1 to 4

The school’s Vision for Students (or similar) shall demonstrate a clear commitment to fostering desirable traits related to internationalism/interculturalism, and this shall impact upon all students.

Write here: 3

Indicators for Standard A3

The school is committed to, and is actively promoting in its students, internationalism/interculturalism in education through…

Rating (Please mark)

WA PA NA

A3a

…. discussion of substantive matters of principle from multiple perspectives.

✓

A3b

…. the understanding of the histories, cultures, beliefs, values and perspectives of a range of individuals and peoples.

✓

A3c …. the understanding of current issues of global significance relating to geopolitics, the environment, health, trade, sustainable development and human rights.

✓

A3d …. development of fluency in the language(s) of instruction, in another language, and - with as much support as the school can offer - in student mother tongues.

✓

A3e …. the development of their disposition to serve the community - local and global - through engagement in meaningful and reflective service.

✓

A3f …. the acquisition and refinement of the skills of leading and following, collaborating, adapting to the ideas of others, constructive problem-solving, and conflict-resolution through experiencing leadership in authentic contexts.

✓

SSC STEP (i) Indicator Ratings – mark on table above. SSC STEP (ii) Standard rating – write on table above SSC STEP (iii) Analytical summary, with evidence, of alignment with the Standard. Write here: The school demonstrates a commitment to fostering internationalism/interculturalism. This is evident in the School Philosophy, school Strategic Priorities, faculty AIPs, written curriculum and co-curricular activities. A3a The Australian Curriculum, Assessment and Reporting Authority (ACARA) guides the written curriculum in the Junior School and the Queensland Curriculum and Assessment Authority (QCAA) guides the written curriculum in the Senior School. The seven general capabilities are key dimensions of this curriculum—literacy; numeracy; ICT capability; critical and creative thinking; personal and social capability; ethical understanding; and intercultural understanding. The seven general capabilities play a significant role in realising the goal “that all young people in Australia should be supported to become successful learners, confident and creative individuals, and active and informed citizens” (ACARA).

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A3b The Australian Curriculum provides students with learning experiences that develop the understandings needed to engage with and better comprehend their world. For example, the cross-curriculum priorities highlight Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and sustainability. Aboriginal and Torres Strait Islander Perspectives are also included in all syllabus documents produced by the QCAA. “Embed indigenous culture into the curriculum, investigate indigenous curriculum opportunities” is a school strategic priority for 2016. A3c The seven general capabilities offer opportunities to add depth and richness to student learning. This extends beyond the core subjects of English, Maths, Science, History and Geography. For example, the school provides a wide range of learning to engage students in the way the world works: cyber racism (ICT), human rights (Legal Studies), international business (BCT), war and peace (Music) cultural kaleidoscopes (Visual Arts), social justice and human rights design problems (Graphics and Technology), economics of sweatshops (Economics). A3d The main language of tuition at the school is English, which is the main language spoken at home for 94.6% of our students. Only 5.4% of our students have been identified as having a language other than English as the main language spoken at home. This number includes students who have been using English as a language of instruction for some years, recent domestic arrivals and International Students who apply for placement through Education Queensland International (EQI). EQI applicants are required to demonstrate that they have studied English as a subject for at least two years and, if enrolled into the senior school, must have an IELTS (International English Language Testing System) level of at least 5.5. All International Students are given English as an Additional Language or Dialect (EALD) support through the International Student Program operating at the school. Student Support Services also provides EALD support to domestic students who require assistance in this area. This includes assignment support and extended time on written assessment. The school is committed to language education and offers face-to-face classes in French, Chinese and Japanese. Students are also able to study a range of languages via the School of Distance Education with students currently enrolled in German, Italian and Spanish. From Term 2, 2016 the school will offer Indonesian language and culture after school to students from our local primary schools as well as Cleveland High. The school actively encourages students to study a language through to Year 12 with the number of students choosing to study a language in Years 9 to 12 steadily increasing in recent years. This has been supported through extension language programs in Years 7 and 8 and significant support for language programs in our feeder primary schools. The school is currently working on strategies to support language literacy across the school. The aim is to support the language learning of students who are studying a second language and provide support for literacy in students’ mother tongues. The school has recently made a significant purchase of fiction titles that have been well received by our International Students and language learners Section A Evidence\A3d - Foreign Language - Fiction.xls; Section A Evidence\A3d - Mother Tongue Resources - Facebook screenshot.docx. A grant has also been submitted to build an extension on the current library. The current reading area will be extended to include a reading area dedicated to language literacy Section A Evidence\A3d - Library Grant Application.doc; Section A Evidence\A3d - Cleveland SHS_Library Extension_Certification Advice_20110215.pdf. A3e The school actively promotes intercultural understanding through a wide range of citizenship projects at a local, national and international level and is committed to developing caring young global citizens (see A2c).

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A3f Leadership development is considered an important aspect of our commitment to the “development of lifelong learners who have the confidence and abilities necessary to face the challenges of our rapidly changing society” (School Philosophy). Leadership in the Junior School centres on the High Resolves Global Citizenship and Leadership Program. All Year 7 students participate in a High Resolves Global Citizenship Program, which investigates topics such as personal identity. All Year 8 students participate in a program where students investigate topics such as collective identity and justice. Approximately fifty Year 9 students participate in developing a Social Action Project. There are also a number of formal leadership positions in the Junior School – Junior School Leader (four students) and Junior School House Captain (eight students). Junior School students also have the opportunity to be a Student Council representative with one student elected from each home group (36 students). Formal leadership positions in the Senior School include Year 7 Representatives (Year 11 students who mentor Year 7 students – 24+ students), Year 8 Representatives (Year 12 students who mentor Year 8 students – 24+ students), Student Harassment Referral Officers (open to all students in Years 11 and 12 with training occurring in Years 10 or 11), Senior Student Leadership Team (four School Captains and four Student Council Executive Officers). Senior School students also have the opportunity to be a Student Council representative with one student elected from each home group (36 students). All formal leadership positions are recognised at the school annual Badge Ceremony where the positions are explained and students are invited up on stage to receive a Badge in recognition of their Leadership position Section A Evidence\A3f - Badge Ceremony Program.pdf. All Year 12 students have the opportunity to undertake Leadership training at the end of Year 11 and receive a Senior Badge in recognition of the important role that Year 12 students take on in their last year of school, in particular, as role models to younger students in the areas of dress, behaviour and attitude towards their own learning. Over 270 Year 12 students completed this training and received a Badge at the annual Badge Ceremony on 25 February this year Section A Evidence\A3f - Senior Badge Contract.doc. Other groups in the school also give students the opportunity to both lead and follow – Chaplaincy Committee, Senior Formal Committee, Reef Guardians, Dance Team, Show Team, Multicultural Day Committee, School Photography Club, etc. SSC STEP (iv) Analytical summary of non-alignment with the Standard or areas where alignment could be further improved. Write here: Additional mother tongue resources were purchased in 2015. The school will continue to build the mother tongue collection in the library to promote the development and love of reading in one’s mother tongue or additional languages being studied. The building extension planned for the Library will allow for the extension of the current reading area and the development of a dedicated language literacy reading area. The school will continue to seek opportunities (including leadership opportunities for students) in order to further promote internationalism/interculturalism. The introduction of the IBDP has the potential to provide leadership opportunities for students through a range of Creativity, Action, Service (CAS) projects. SSC STEP (v) Proposals to address poor or non-alignment. Write here: Not Applicable.

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STANDARD A3 Visiting Team Input VT STEP (a) Standard rating. Write here: 3 VT STEP (b) Evidence supporting the rating. Write here: Excellent documentation, in newsletters, newspapers and photographs, highlighting a school developing an engaging philosophy of global perspectives, was sighted. Many students have won awards or received significant commendations with activities beyond the school boundaries. Opportunities are created for school leaders. The High Resolves program develops leadership across the Junior School and reinforces the concept of Ubuntu – the students’ happiness and well-being linked to the happiness and well-being of those around them. Community service, as outlined in the Self-Study above, is actively promoted and supported. This is a significant contribution to cultural understanding and global citizenship. These include Deforest ACTION in Borneo (in partnership with multinational organisations such as Microsoft), sister school relationships in Vanuatu involving practical activities and providing English lessons for students there, waste minimisation projects and the REEFSearch programme contributing to the national database. This community service is evident in the local community with spontaneous support being activated as needs arise as well as long-term commitment. Student leadership and involvement is impressive. The school is committed to language learning – the goal is to be recognised within “the next few years” as one of Queensland and Australia’s premier language schools. The Principal is extremely supportive of language learning and has been liaising with primary schools in support of their language programs. About 95% of students have English as the main language spoken at home and strong encouragement by the school is provided to study languages other than English, with a goal to increase numbers continuing into the Senior School. Indonesian has commenced as an afterschool class this term. Intercultural understanding is one of the seven general capabilities underpinning the Australian curriculum which is now introduced into Australian schools. CDSHS has defined one of the strategic priorities for this year as “embed indigenous culture into the curriculum, investigate indigenous culture opportunities”. This is a work in progress. VT STEP (c) Significant Commendations (if any). Write here: The Visiting Team commends: A3-1: the Principal and staff for their support for the extensive range of experiences contributing to internationalism/interculturalism. A3-2: the students for the active involvement, over many years, in diverse activities. A3-3: the Principal and HoD Languages for creating mutually beneficial partnerships with local feeder schools. VT STEP (d) Significant Recommendations (if any). Write here: None VT STEP (e) Additional Advice (if any). Write here

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STANDARD A4 Self-Study Input

STANDARD A4 SSC Rating

on scale 1 to 4

The school's admissions policies and practices shall ensure there is alignment between its Guiding Statements, its programmes, and the students admitted to and remaining at the school.

Write here: 3

Indicators for Standard A4 Rating

(Please mark)

WA PA NA

A4a

The school’s promotional materials and activities project a realistic picture of the school and its mission, objectives and programmes, hence enabling parents to appraise the school’s suitability for their children.

✓

A4b

The school's admissions policies and practices require that adequate information be obtained, and that appropriate evaluations be carried out, to ensure that there is alignment between a student's needs/abilities and the programmes offered.

✓

SSC STEP (i) Indicator Ratings – mark on table above. SSC STEP (ii) Standard rating – write on table above. SSC STEP (iii) Analytical summary, with evidence, of alignment with the Standard. Write here: A4a The school promotes the School Philosophy, objectives and programs through Facebook, school website, school newsletters, Twitter, QSchools App, newspaper articles and newspaper advertisements:

School Facebook Page https://www.facebook.com/profile.php?id=378137005605481&fref=ts

School Website https://clevdistshs.eq.edu.au/Pages/default.aspx

School Newsletters https://clevdistshs.eq.edu.au/Calendarandnews/Newsletters/Pages/Newsletters.aspx

School Twitter https://twitter.com/clevelandshs

QSchools App Section A Evidence\A4a - Q Schools App Brochure.pdf

Newspaper Articles Section A Evidence\A4a - Redland City Times - Screenshot.docx; Section A Evidence\A4a - Students wear hearts on their sleeves - Redland City Times Article.docx

Newspaper Advertisements Section A Evidence\A4a - Newspaper Advertisement.pdf Our school Facebook page is very active and is used as a means of disseminating information about our tuckshop, uniform store, homework centre and laptop program, etc. Section A Evidence\A4a - Homework Centre.docx and to give parents reminders about events such as parent/teacher/student progress interviews, Music Camp, Photo Day and upcoming P&C Meetings Section A Evidence\A4a - Parent Teacher Interviews.docx; Section A Evidence\A4a - 2016 Borneo Tour - Facebook screenshot.docx. The school also uses Facebook to post photos and update progress on special event days such as interschool swimming, cross country and athletics carnivals and Multicultural Day Section A Evidence\A4a - Multicultural Day - Facebook screenshot.docx; Section A Evidence\A4a - 2015 Vanuatu Tour - Facebook screenshot.docx and individual student achievement Section A Evidence\A4a - Student Achievement 1.docx; Section A Evidence\A4a - Student Achievement 2.docx.

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The school newsletter is emailed to parents and is available to the wider community via the School Website and QSchools App. The newsletter provides parents with updates on school events and reinforces policies and procedures. For example, the February newsletter includes information such as drop off and pick up of students, the assessment policy, student resource scheme and school dress code Section A Evidence\A4a - School Newsletter example.pdf. The local newspaper, Redland City Bulletin (which is delivered to every household in Redland City), is very supportive of our school and often publishes articles about the school in their newspaper or on their website Section A Evidence\A4a - Students wear hearts on their sleeves - Redland City Times Article.docx.

The school has a high profile in the community and we are a school of choice in our area. To ensure that our numbers remain manageable, we have an enrolment management plan Section A Evidence\A4a - Enrolment Management Plan.docx. Approximately thirty per cent of our students live outside the catchment area and we are in the position of having substantially more students wanting to enrol at the school than we can accommodate. Families are attracted by the school’s broad curriculum offerings, excellence programs and our reputation as a genuine community school that actively promotes the wellbeing of our students and others—locally, nationally and internationally. A4b Enrolment processes are well established. This process is managed by the Head of Department Junior School when students enrol into Year 7 the year prior to entry. An orientation day is held in November of the year prior to commencement so that students can become aware of their new school and the student group they will be joining. Many of the students in our feeder primary schools have previously visited the high school for excellence days in languages, mathematics, public speaking, creative arts, etc. The school Chaplains also run a program in the Primary Schools (HiJump), which is designed to prepare students for the jump to High School. Special Education Program students undergo a separate orientation program organised by the Head of Special Education Services. All other enrolments follow a set process which involves the parent submitting an Enrolment Application Details form Section A Evidence\A4b - Enrolment Application Details Form.doc accompanied by proof of residency (to satisfy the requirements of the Enrolment Management Plan), copy of birth certificate or passport, the last three school reports, most recent NAPLAN results and any other information required for the excellence programs offered by the school. If accepted, the parents and student attend an enrolment interview with the Guidance Officer to ensure that their subject and class placements are appropriate to their needs. If the student has special needs, the Year Level Deputy Principal or the Head of Special Education Services is also in attendance at the enrolment interview. Copies of the Enrolment Card, Enrolment Management Plan and Catchment Map are available to all in the community as they are published on the school website Section A Evidence\A4b - Enrolment Form.pdf; Section A Evidence\A4b - Enrolment Forms on Website.docx. SSC STEP (iv) Analytical summary of non-alignment with the Standard or areas where alignment could be further improved. Write here: Systems are in place to ensure that information on the website (and intranet) is regularly reviewed and updated. This is an on-going commitment. SSC STEP (v) Proposals to address poor or non-alignment. Write here: Not Applicable.

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STANDARD A4 Visiting Team Input VT STEP (a) Standard rating. Write here: 3 VT STEP (b) Evidence supporting the rating. Write here: Promotional materials are both varied and abundant and have been outlined in this Self-Study. Photographs abound around the school and student involvement is celebrated through newsletters, Facebook and the website. Community use of the facilities is extensive and leads to closer bonds with the local community. The school has a very high profile, which is enhanced by partnerships with a range of sporting and other organisations. The admissions process is mandated to a large degree by DET and is clearly outlined on the website. This is reiterated in the Self-Study above. About 30% of enrolments come from beyond the catchment area and there are significant waiting lists. The school has five primary schools which provide the major input to Year 7. New students and staff are provided with an understanding of how the Guiding Statements underpin the relationships and actions within the community in their first week of school. VT STEP (c) Significant Commendations (if any). Write here: None VT STEP (d) Significant Recommendations (if any). Write here: None VT STEP (e) Additional Advice (if any). Write here: