School Charter 2020 - Cashmere High School
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School Charter 2020
Motto: ‘Leading Learning’
Mission Statement: Developing both the intellect and character
of our students.
Vision: Crafting good citizens through our vibrant
opportunities in order to inspire personal and
collective excellence.
Values: Citizenship, Opportunity, Vibrancy and
Excellence (‘COVE’).
Cashmere High School School Charter 2019 Page 1
Description of our School Community: Cashmere High School is the second largest Christchurch state co-educational secondary schools, with a domestic student roll of over 1900. Due to increasing demand for places from students the school has an approved enrolment policy to help manage this roll, with a large ‘school zone’. This zone includes the community neighbours around the school – from Westmorland on the West to Opawa on the East, framed by Spreydon in the North and Cashmere Hills and Governors Bay in the South. As a result of high in-zone demand there are only very limited places offered to out-of-zone students each year. While the school has a decile rating of 9 the large and wide ranging nature of the school community means a diverse student population. Located in the Southern corner of Christchurch city, the school has been held in high esteem by the local community since opening back in 1956. The school’s ethnicity is similar to Christchurch City’s, with about 78% European, 10% Māori, 6% Asian and 3% Pasifika. In addition, there are approximately 75 international fee paying students who provide important financial support as well as adding a more global character to our school. Cashmere High offers a comprehensive range of academic subjects, a strong and well established Gifted and Talented Programme (GATE) and Learning Support Programme. Since its foundation the school has held a strong local and even national reputation in the performing Arts, with highly regarded productions, national winning Stage Challenge entries, successful theatresports, debating and drama teams and a wide range of musical performances. Cashmere also provides a diverse range of sporting opportunities, with teams and individuals consistently performing at the highest levels regionally and nationally. A special feature of our school is Te Pukenga (Conductive Education) Unit, which provides specialist learning support for students with very high special needs. There is an appreciation of cultural diversity, especially recognising the unique position of Māori. We consult with the whanau, offer Te Reo across all year levels and incorporate tikanga Māori into our programmes. All reasonable steps are taken to provide instruction in tikanga Māori and Te Reo Māori for full time students whose parents request it. Our staff are developing culturally responsive practices to help support Māori students achieve success as Māori. Cashmere High School School Charter 2019 Page 2
Strategic Priorities for 2020-2021:
1. High academic achievement for all students
2. Develop and enhance our bicultural capability
3. Our school community is a safe, positive and inclusive environment
Our school’s strategic plan is reviewed annually by the Board of Trustees.
Strategic Plan 2020-2021:
Strategic Priorities Outcomes
What this will look like
1. High academic achievement for all students All students will have the opportunity to identify, seek out and achieve their
[NAG 1, 2b, 3b and 4a] personal excellence in learning.
2. Develop and enhance our bicultural capability [NAG 1, 2, All our students will develop a stronger understanding of our bi-cultural
4 and 5] heritage. Māori students will have the opportunity to achieve educational
success as Māori learners.
3. Our school community is a safe, positive and inclusive Systems and processes are put in place which support the wellbeing of our
environment [NAG 1, 3 and 5] staff and students.
Cashmere High School School Charter 2019 Page 3Operational Plan and priorities for 2020:
Our school’s operational plan (i.e. actions) outlines how the annual targets for the year will be achieved.
Priorities Operational actions in support of our annual Key responsibilities Annual Targets
targets
(specific supports above usual school operations) (How we will measure these
goals)
High academic achievement for all • All students’ academic achievement is clearly assessed HOFs, SLT
students and reported against NZC and re-aligned NCEA. That 90% of our year 12
• There are effective and co-ordinated intervention Awhe group, FAA students achieve Level 2
strategies to assist identified students “at risk” of not NCEA
achieving their potential (e.g. our “awhe” group).
• Teachers are using assessment data to reflect on and HOFs, SLT
inform their teaching practice – subject strategies are That 80% of our 2020 Year
outlined in annual reports to the Board of Trustees. 10 students are “at or above”
TOK, BEM, FAA the level 5 NZ Curriculum
• Alternative educational and vocational pathways are
available to assist student engagement and achievement, in reading, writing and
e.g. Gateway, STAR funded courses, CTC Trades numeracy
Academy and other secondary-tertiary programmes.
• Professional Development opportunities for teachers are SMC, FRR
focused on student engagement, learning and
achievement (e.g. Observations of other staff, PD
mornings).
• Teachers use “Teaching as Inquiry” model (NZ SMC, FRR
Curriculum) to help reflect on assessment data and
student feedback to inform teaching practice in order to
improve student achievement.
• Through our school’s involvement in our Kahui Ako FRR, FAA
(Community of Learning) called Te Mana Raupo – our
staff are able to share and enhance teaching practices to
improve the educational progress of our students from
ECEs through schooling and into their future pathways.
• The school continues to seek opportunities to actively
JNB, SMC
promote and celebrate academic achievement (e.g.
Cashmere High School School Charter 2019 Page 4assemblies, newsletters, Te tū o Kakukura, Pasifika
Fiafia). BEM
• School leavers have clear ideas and access to their future
career/study options – from within subjects by teachers
and supported by Careers staff.
Develop and enhance our bicultural • Annual whanau hui confirm what educational SQC, SRD That we reduce the
capability achievement for Māori, as Māori learners, looks like achievement disparity
within our school community. between Māori and non-
• Develop a baseline of our students bicultural capability SQC, SRD Māori by 5% in Level 1, 2
• A school Kahui (made up of staff, students and whanau) and 3
meets every second week to ensure Māori educational
needs are discussed and meet within our kura.
SQC, BKL
• Attendance data for Māori students is monitored
SQC, SRD
• Te reo and tikanga are continued to be integrated into
the school (e.g. in classrooms and around school
environment).This includes school signage, sculptures,
the new whakairo, and potential renaming of the blocks). SQC
• Develop relationships with Ngai Tahu
• Te Reo Māori is offered as a curriculum subject across all SRD, HEM
year levels, and a tikanga curriculum subject is available
for senior students (NCEA Level 1-3).
• Staff have access to professional learning opportunities SRD, SMC
to increase their knowledge and application of taha Māori
within their teaching practice
• As part of our Kāhui Ako (Community of Learning) 8 FAA
within school positions will be created to support faculty
pedogogy with respect to Te Ao Maori.
• Kapa haka continues to be supported and grow in its
place and role within the school – including participation SRD
for elite performers as well as beginners.
• Student achievement is actively acknowledged, including
specific celebrations of Māori achievement (Te tū o
SQC
kahukura).
Cashmere High School School Charter 2019 Page 5Our school community is a safe, • The leadership team continue to consider student and SLT
positive and inclusive environment staff wellbeing as a key factor in decisions around school
operations.
• Our Wellbeing ‘Across School leader’ continues to chair EBS
and lead our Wellbeing Committee who will seek to
support any action plan.
• Through the Kahui Ako our ASL will help strengthen our EBS
knowledge and skills regarding wellbeing
MTW
• A Year 12 Life Skills (LIF201) subject
• Implementation of an extra health period in Year 9.
TTT
• All Year 9 and 10 students will have a First Aid course,
delivered by externally contracted Red Cross staff, during
Term 4 each year.
• That the school continues to work closely with the FRR
Ministry of Education and relevant contractors to ensure
our approved Christchurch School Rebuild (CSR)
programme is delivered in a timely and well managed
manner.
• Learning spaces and wider school facilities are FRR/DHK
maintained in good order and repaired or upgraded to
inspire and encourage student learning and
achievement. SMC
• Health and safety is a focus and priority in the school’s
daily operations and systems.
• The school maintains a building and landscape plan that COL, FRR
fosters an inclusive and supportive environment.
SLT
• The school is a litter free environment.
Cashmere High School School Charter 2019 Page 6Annual Targets for 2020:
1. That 90% of our Year 12 students achieve Level 2 NCEA
2. That we reduce the achievement disparity between Māori and non- Māori by 5% in Level 1, 2 and 3
3. That 80% of our 2020 Year 10 students are “at or above” the level 5 NZ Curriculum in reading, writing and numeracy
Operational Plan and Annual Targets for 2020:
Our school’s operational plan (i.e. actions) outlines out how the annual targets for the year will be achieved.
Annual Targets Operational actions in support of our annual targets Key responsibilities and supports
(specific supports above usual school operations)
1. At least 90% of our Year 12 • Within specific subjects analysis of student achievement data is • Led by Heads of Faculty through to subject
students will gain their Level 2 reflected on to inform teaching programmes and develop strategies – teachers.
NCEA. including focus on priority learners.
• Awhe Group – share identified “at risk” students and intervention • Awhe group chaired by DP FAA.
strategies, and track resulting academic progress through regular
meetings.
• The mentoring programme provided by non-form teachers in support • SWR. WGP, FAA
of identified “at risk” students is consolidated with consultation
between mentors, careers, pastoral heads and guidance.
• Heads of School actively identify students “at risk” of not gaining • Heads of School: BEA (Y11), BZH (Y12), WKT
their NCEA qualification and refer to Awhi group and vocational (Y13).
pathways.
• Alternative educational pathways are focused on assisting students • FAA for STAR, TOK for Gateway, BEM for
engaged in school, and achieving NCEA credits. This includes Careers.
Gateway, STAR funded courses, CTC Trades Academy and other
secondary-tertiary programmes.
• Māori students are monitored and “at risk” students are identified • SQC, SRD, BKL and SEM.
and relevant supports provided through our ‘Māori Academic Mentor’
and other key support staff.
• School maintains a ‘Pasifika Education Plan’ to support Pasifika • TDD, JNB.
students – through promotion of Pasifika culture, small group
mentoring, tracking achievement and interventions.
Cashmere High School School Charter 2019 Page 7• Literacy and Numeracy achievement for NCEA is overseen by ‘NCEA • Literacy Achievement Lead Teacher HEP,
Achievement Lead Teachers, and supported by school’s Learning numeracy through the Maths Faculty DRD
Support Faculty and focus by subject teachers. and HPA, and Learning Support HOF ALJ.
Monitoring by Adrian through Awhe group.
2. That we reduce the • Māori students are monitored and “at risk” students are identified
education disparity between and relevant supports provided through our ‘Māori Academic Mentor’ • BKL to monitor ‘at risk students’
Māori and non- Māori by and other key support staff.
5% in Level 1, 2 and 3 • Within - school faculty positions develop more contextualised units of • FAA to Chair and lead within-school COL
work to reflect Te ao Maori. group.
3. That 80% of our 2019 Year • Year 9 assessment data including end-of-year e-asTTle testing is • Data distributed by RLR for English and HPA
10 students are "at or above" provided by English and Maths teachers to inform class specific for Maths.
the level 5 NZ Curriculum planning for teaching staff.
in reading, writing and • Staff professional development will be provided in the English and • DRD and MMM.
numeracy. Mathematics Faculty meeting times to support how the data informs
teaching practice, including the sharing of best practice and the
following actions:
• Student assessment data will be used within their teachers’
inquiry cycles. • e-asTTle co-ordinators in Maths HPA and RLR
• Junior teaching programmes are reviewed with an emphasis on
numeracy in Maths and focus on mechanical accuracy and
syntactical features in English.
• Formative and summative assessments within English and Maths
at Year 10 will be used to inform student progress throughout
the year. E-asTTle will be used by both Maths and English as a • FAA, technician support from New Era IT and
key tool to measure student achievement. DP Kellie for reporting.
• We investigate how e-asTTle databases are maintained within
our school. This includes linking to school’s SMS (Kamar) such as
school reporting and managing student data such as inputting
new students.
Cashmere High School School Charter 2019 Page 8Professional Development at Cashmere High School focuses on supporting our
teachers as leaders of learning to improve the quality of their practice
The focus of our Professional Development is to:
Aims What we do….
1. Improve student achievement • Use the Teaching as Inquiry Cycle (TAI) as one of our professional goals (focused on
through the use of effective student achievement), to gather data, and reflect on it to inform improvements to
teaching practice. This involves teaching practice. This process is an integral part of the appraisal cycle.
the setting of professional goals, • Attend and engage in Pedagogical Faculty meetings where collaboration is
the evaluation of assessment data encouraged and best practice is shared.
and student feedback and • Attend professional development which supports our professional goals and
reflection on these to further share/implement relevant ideas
inform practice. • Observe the teaching practice of other staff through lesson observations, and reflect
on what has been seen and the implications for our own practice
2. Support the development of • Provide regular opportunities for middle leaders to share effective leadership ideas
middle leaders to effectively lead and practice.
their teaching staff in improving • Support middle leaders to reflect on their own leadership practice, identify an area
the quality of their teaching for improvement, and work towards increasing their capability and/or effectiveness
practice. This may be in areas in this area.
such as communication,
relationships, mentoring, and
department systems.
Improving student engagement and achievement through the use of effective teaching practice.
Professional Learning Plan 2020
Observations of other staff Teaching as Inquiry (TAI) Cycles
Staff have opportunities to observe Professional Learning Mornings Teachers will focus on improving their
and after school meetings pedagogical practice as part of their
teaching and learning, then reflect on
Over the year, 5 Professional Learning appraisal. This is to include evidence
this. This leads to inquiry into own
mornings are scheduled when students based practice (e.g. reflecting on
practice.
start school late and staff are available assessment data and feedback) to
from 8.30 - 10am to undertake inform teaching planning and practice.
professional learning.
Through the use of learning walks staff
have the opportunity to observe other
teaching staff in our school or in Ensuring effective teaching raises
contributing schools - reflecting on Staff have the opportunity to lead student engagement & achievement.
effective pedagogy with a view to and attend workshops (or full
informing improvements to our own staff meetings) Teachers meet within faculties and
teaching practice: departments during allocated pedagogical
Creating a supportive learning These have a focus on school targets, meeting times.
environment. improving the quality of teaching
Staff collaborate in inquiry groups with
Encouraging reflective thought and practice, and improving student
similar focus to share best practice to
action. outcomes and possible topics include:
improve teaching practice and student
Enhancing the relevance of new Being an effective middle leader
engagement and achievement
learning. Using GSuite and Kamar (SMS)
Facilitating shared learning. effectively for teaching and learning. Teachers use the inquiry cycle to gather
Making connections to prior learning Developing more culturally data and feedback on student
and experience. responsive practice achievement and engagement which they
Provide sufficient opportunities to learn The pedagogy of blended teaching use to personally reflect on and evaluate
Teaching as inquiry. and learning using a range of their own learning and practice.
technological tools including devices
Cashmere High School School Charter 2019 Page 9SENIOR LEADERSHIP TEAM (SLT) RESPONSIBILITIES 2020
Principal (ECJ) Associate Principal (SMC) Deputy Principal (JNB) Deputy Principal (SQC) Deputy Principal (FRR) Deputy Principal (FAA) Executive Officer (DHK)
Strategic Leadership Staff Professional Student Participation and Student Achievement Student Future Focused Student Learning and Effective administrative
Learning & Development Engagement and Attendance Learning and Reporting Pathways and school support
Strategic Staffing Student Support Qualifications (NCEA) Modern teaching practices School Curriculum Staffing
• Charter/Strategic • Annual Attestation • Head of Schools • Principal’s Nominee • Effective school wide use • Implementation of NZC • Salaries and Payroll
• Annual Plan/targets • Teacher appraisal • 24-7 (SYC) Mentoring • School wide analysis digital tech. (e.g. G.suite) • Studies Guide booklet and (Novopay)
• Teacher Reg (EDUCANZ) • Pasifika students • Moderation and • Maximising Kamar (SMS) subject selection • Support Staff appraisals
Staffing
• EOTC procedures compliance (e.g. MNA) • Community of Learning – • School wide timetabling • Staff appointing systems
• Appointments School Health & Safety
• Snr Exam organisation support 5 WST projects • School Curriculum
• PPTA/NZEI liaison • Chair school committee School Wellbeing Finance
(for school and NZQA) and Stewardship Booklet
• Guidance and Health • School Budgets
Core Leadership Roles
Finance and Property Student Leadership
Student Attendance • Staff PLD support Personalised Achievement • Financial systems (e.g.
• Annual Budget Professional and • Student Council • Systems (including EN) • Collaborative practices “Awhe” group accounts payment, debt)
• Income/expenditure Instructional Learning • House System • MoE quarterly returns • Literacy/Numeracy • Resource Centre
• Chch Schools Rebuild • Raising teaching quality • Peer Leaders/Support School Reporting
• Academic Mentors
– PLD overview programmes Maori educational • Communications e.g. Health & Safety
Public Relations • GATE/Learning Support
• Specialist Class. Tch. achievement – including timeframes • Systems and processes
• Newsletter/website Provisionally Certified tikanga and te reo. • Boys achievement
• E-learning/ICT budget • Review of format/style (e.g. evacuations, legal
• Lymphad magazine Teachers Advice/orientation • Chair the WST faculty
• ICT Network and Performing Arts – Arts Co- • Accurate delivery though compliance, registers).
• Media contact group and Stewardship
infrastructure School Sports – Sports ordinator and productions. Parent Portal
• Prospectus Careers Pathways Property and Resources
Director and Co-ordinator Staff support
Community of Learning • Subject guidance • Effective systems (e.g.
Staff Duty allocation • PLD for Middle Leaders BWOF, 10YA, SOBs)
• Stewardship Committee • Links with other
Including contract room • Staff liaison for CSR
• Schools and ECEs institutions
property works
• STAR and Gateway
Management of CHS Year Level 12 and 13 Year Level 11 Year Level 9 Staff Weekly News – Year Level 10 Reporting and
International Students • Enrolments • Enrolments • Enrolments keeping staff well informed • Enrolments communications
Dept. • Support to HoS • Support to HoS • Support to HoS • Support to HoS • Principal on school
School Culture
School Systems and Management
• Senior Prizegiving and • Prizegiving & report • Prizegiving & report • Prizegiving & report management and issues
Cashmere HS Foundation • School App
(Trustee) Graduation evenings evenings evenings • Board of Trustees sub-
management
• Senior report evenings • Year 8 transitions Alternative Education committee (finances)
Alternative Education • Y9 & Y11 “How to”
School Jnr Exam • Staff budget holders
School Calendar digital resources Staff Daily Relief system
• Chairperson of Chch Staff Daily Relief System organisation
• School photo External Contractors
City AE Consortium of School Culture
School Culture School Culture School Culture organisation • Monitoring and
schools • Celebrating achievement
• Uniform regulations • Achievers Evening • Support of the management of contracts
School Culture (e.g. badges/ties, photos)
• Start-of-year • School Open Day Performing Arts School Jnr Exam (e.g. canteen, cleaning)
• Assemblies organisation • Maori/whanau liaison organisation Faculty Support • Police vetting, sign ins
• School Values Faculty Support
• Technology
Faculty Support • Social Sciences Faculty Support Faculty Support School Culture
• Head Students • Student Support
• English • Sciences • Visual & Performing • PE and Health • Support Staff work place
Competitive House: • Languages Arts • Mathematics Competitive House: culture/standards
Sheppard Competitive House: Cooper Rutherford Parent Group Liaison
Competitive House: Ngata Competitive House: Britten Competitive House: Blake
Cashmere High School School Charter 2019 Page 10Cashmere High School School Charter 2019 Page 11
School Self Review
Where are we currently at? Where do we need to go? How do we get there?
Teacher Teacher: Teacher:
• Diagnostic data and testing (e.g. • Lesson and unit observations (based • Teaching schemes and lesson plans.
entrance testing, class specific on revised NZC and student data). • Specific teaching/learning strategies to
planning, topic pre-tests). • Specific targets for student raise student achievement.
• Collection and evaluation of student achievement (some IEPs but also • Formative assessment practices (i.e.
assessment data and feedback. class/group based). teaching guided by informal
• Staff appraisal – teaching as inquiry • Staff appraisal – Reflection on assessment information).
cycle. assessment data and feedback as part • Staff appraisal – implementation of
of teaching inquiry cycle. inquiry cycle and evaluation of data.
Departments/Faculties:
• Annual analysis of student Department/Faculties: Department/Faculties:
achievement (e.g. NCEA results). • Annual subject assessment targets • Development of Department teaching
• Student surveys of subjects (e.g. (identified in annual analysis report to and learning schemes and unit
student voice on courses). BoT). plans/resources.
• Department/Faculty meetings to • Specific subject/staff PD goals. • Involvement in subject/staff PD (e.g.
raise/discuss issues. subject associations’ workshops).
School:
School: • Student Council identifies School:
• Student Council – provides student projects/issues for their year. • Student Council develops action plan.
voice on issues around school. • Annual School Targets (part of School • Operational Plans (i.e. responsibilities
• Various meetings to identify/discuss Charter). and timeframes).
issues (e.g. HOF, HOS, Pastoral). • Strategic Plan 2019-2021 with guiding • Budget priorities and application.
• School wide Professional goals for school direction. • Proposed building/landscape plans.
Development (e.g. Learning Walks). • Proposed changes considered for • Changes to school systems (e.g.
• Annual review of systems (e.g. school systems (e.g. timetable, new timetable changed, new subjects
subject choices and timetable by subjects). offered).
HOFs, discipline by SLT and HOS).
Community: Community:
Community: • Strategic Plan 2019–2021 with guiding • Informal meetings/contact with
• Feedback from parents – formally at goals for school direction. parents and staff (e.g. phone calls,
hui/fono and informally through email, meetings).
comments (e.g. at functions and • Whanau hui/fono.
responses made to school). • Parent-teacher interviews.
• Regular surveys of parents, e.g. • Formal progress reports to family.
SWOT, uniform questionnaire. • Other communications – e.g. website,
• External appraisal. newsletters and letters.
Self-review is a cyclical process, and used to inform our strategic thinking and planning, for the purpose of self-
improvement.
Our self-review is an annual process by which our school’s performance and systems for the purpose of improving student
learning and achievement.
Self-review is also a mandated requirement of NAG 2 (b): “maintain an on-going programme of self-review in relation to the
above policies, plans and programmes, including evaluation of information on student achievement”.
Cashmere High School School Charter 2019 Page 12Cashmere High School
E-Learning Plan 2019-2020
“Learning without limits” is a visionary theme used by our Ministry of Education, with the intent of having e-learning
to help enable students to learn anywhere/anytime and in ways that suit individual skills/interests/needs. This has been supported with funding for infrastructure
upgrading such as SNUP (ultra-fast broadband in schools) and the new community learning initiatives such as the Virtual Learning Network (VLN) and the Network
for Learning (N4L).
Our school e-learning purpose:
“To create a modern and future-focused environment that supports student learning, engagement and achievement for the 21st Century”.
Our school e-learning aims:
1. Develop students as safe, able and confident digital citizens.
2. Teachers successfully integrate effective e-learning pedagogy into their practice, creating innovative learning environments inclusive of all students.
3. School network and infrastructure supports e-learning and teaching.
4. School community are kept informed about school developments with technology, and have access to information about student progress and
achievement.
It is recognised that due to the rapid changes and developments within e-learning that this document will need to be continually reviewed and updated. Such
changes will be approved by our school’s Principal, Associate Principal and Deputy Principal (Kellie Fenemor). This document reflects our school’s current position
and planning around e-learning as of December 2018.
School aims School Objectives Specific Strategies Timeframes
(to achieve our purpose) (what we want to achieve) (main examples how this will be done) (when it will be done)
1. Develop students as safe, Our students can:
able and confident digital • confidently use software such as • Year 9 compulsory Digital Technology option provides opportunity for • 2019 (ongoing)
citizens Microsoft Office, Google docs, gmail... students to learn computational thinking for digital technologies and
• use digital tools, such as iPads, to design and develop digital outcomes.
cameras, laptops and software. • Open access for students for BYOD/devices for all year levels and • 2019 (ongoing)
subjects
• understand what it is to be a good • Aspects of Digital Citizenship are explicitly taught in a range of Year 9 • 2019 (ongoing)
digital citizen and have the ability to courses, e.g. Social Studies, Health. This is to inform students of the
keep themselves and others safe using Harmful Digital Communications Act and to enable them to be
digital technology responsible digital citizens.• Information Fluency course is taught to all Year 9 students for 5 • 2019 (ongoing)
periods in Terms 1-3 with a specific focus on student understanding
and use of digital research (e.g. information gathering, use and
referencing, etc.)
• Our school’s Year 9 “How to” booklet provides further opportunities • 2019 (ongoing)
to discuss and learn about cyber safety issues.
• All general teaching instruction supports safe and sensitive practices • 2019 (ongoing)
with the use of digital technology (e.g. use of photos, and no
inappropriate filming of others and posting on the net).
• access course resources and learning • Subject teachers to develop online access to their course outlines and • 2019 (ongoing)
activities through GSuite. year plans for assessment with the aim of making resources available
to students at any time.
2. Teachers successfully Our teachers will:
integrate e-learning • be confident and regular users of • Teachers progress their knowledge of how to use GSuite and KAMAR • 2019 (ongoing)
pedagogy into their GSuite and SMS KAMAR. effectively.
practice, creating • investigate and engage with e-learning • Current staff progress their professional development in effective • 2019 (ongoing)
innovative learning pedagogy teaching practice using technology.
environments inclusive of • be part of developing, trialling and • Within departments and faculties staff learn to use relevant • 2019 (ongoing)
all students with evaluating new e-learning tools and technological tools as part of their pedagogical practice, and share
programmes that engage strategies within subject areas their experiences/resources with colleagues.
students and support • teaching schemes gradually • e-learning approaches and specific e-tools are gradually included in • 2019 (ongoing)
their learning and incorporate specific references to the unit plans and department schemes and are evaluated and updated as
achievement. use of digital tools and pedagogical part of the review process.
approaches
• integrate technological tools (e.g. data
projectors, tablets, cameras) into their
regular practice
• share and exchange best practice • Teachers are to professionally engage and share practice within • 2019 (ongoing)
within and between their subjects faculty/department meetings, PD sessions, informal exchanges, and as
part of our professional Learning Walks.
• seek to develop their e-learning skills • Blended teaching and learning will become integrated into teachers’ • 2019 (ongoing)
and pedagogy as part of their annual pedagogical practice. Strategies used to improve student
appraisal achievement and engagement are included in appraisal goals and
reflected on as part of Teaching as Inquiry (TAI) cycles.
3. School network and • School network is stable and provides • School continues external contract for provision of professional • 2019 (ongoing)
infrastructure supports e- reliable/consistent fast access through support for our network management services (e.g. New Era).
learning and teaching both hardwire and wifi. • Fortigate is utilised via New Era, to provide reports for managing
internet data and student use.• There is equity of access to digital • School continues to assess and analyse need for student access to • 2019 (ongoing)
technology for all students. computers/laptops (e.g. S15, C3 and 4, Library, pods and COWs).
• Teachers have access to technology • Management and support (e.g. maintenance and upgrading of leased • 2019 (ongoing)
(e.g. TELA laptops, data projectors, machines such as TELA laptop scheme, and data projectors) by our
video conferencing, etc.). network managers (New Era) and the Associate Principal.
• Investment in school technology • Annual budget holder requests for technology support are considered • 2019 (ongoing)
purchases are made with a “whole and prioritised as part of the whole school needs. Principal is to
school perspective”. consult with Associate Principal.
• CHS Start page is the entry point for • CHS Start page is maintained and updated by Deputy Principal where • 2019 (ongoing)
staff and students to the internet. necessary so staff and student can have easy access to relevant sites
and resources.
• School’s Student Management System • Deputy Principal overall leadership of school’s SMS – qualifications • 2019 (ongoing)
(SMS), KAMAR, operates smoothly. and mark books by Q&A Manager; school reporting by TIC Reporting;
timetabling by lead teacher; absences by Deputy Principal i/c
Attendance.
• Protocols and procedures around • Overview management by Deputy Principal and Associate Principal. • 2019
cyber safety and digital use are
reviewed on a 3-year cycle as part of
the Health and Safety Policy review.
• The school remains informed around • Associate Principal and Deputy Principal (amongst other staff) ensure • 2019 (ongoing)
relevant changes and influences that our school keeps itself professionally aware of, and able to
outside of the school. respond to, new ICT developments (e.g. MoE’s “Network for
Learning” N4L, TKI, etc.).
4. School community are • Parent portal is set up and provides • Deputy Principal provides overall leadership of parent portal and the • 2019 (ongoing)
kept informed about parents with increasing access to information which can be accessed by parents, starting with 24 hour
school developments and student information (e.g. student delay absence information, fee payment and online student reports.
have online access to attendance, student reports)
information about • The school will communicate with the • Information around BYOD and e-learning at CHS will be provided on • 2019 (ongoing)
student progress and community through school the school website and in the enrolment pack for new students.
achievement, student newsletters, emails and alerts on the
absences, and school school app and the school website.
regulations, using a range • Our school app is maintained and • Deputy Principal communicates with both Principal and external • 2019 (ongoing)
of technology. updated using an external provider providers to maintain and update school app as required.
(School Apps) to provide access for
both students and parents to school
information, i.e. daily notices, uniform
regulations, alerts etc.You can also read
