School plan 2018 2020 - Carlingford High ...
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School plan 2018 – 2020
Carlingford High School 8447 2018
Nurturing and enhancing
a school culture which
Delivering high quality
maximizes the capacity,
teaching and learning
engagement and well-
outcomes
being of both staff and
students
Enhancing a quality ICT
environment which
effectively supports
student learning and
school operationSchool background 2018 – 2020
School vision statement School context School planning process
Our school vision is ‘To develop considerate, responsible Carlingford is a large, successful, comprehensive, The school works closely with the students, staff, parents
people who can learn and act independently to achieve coeducational high school located in the northern and the local community in the development of our school
personal excellence’ suburbs of Sydney. The school enjoys strong parent plan.
and community support and prides itself on providing a
quality education across all areas of school life. Data is collected from a broad range of sources to identify
key areas of success and areas where a long term vision
With a large student population comprising 72% from a and associated targeted programs will potentially improve
non-English speaking background, Carlingford has a the learning outcomes and quality of education provided to
clear focus in meetings the needs of students from the students.
diverse backgrounds. In support of this the school
employs Community Liaison Officers for both the Whole staff planning and feedback systems, along with
Chinese and Korean communities. The school has a input from external bodies where appropriate, ensure key
structured and supportive welfare system designed to targets and effective strategies are collaboratively
ensure a safe, well-disciplined learning environment developed and the associated benefits clearly understood
where positive behaviour is expected, and high and valued as key drivers in the school’s strategic vision.
expectations for participation and learning set. Future focussed thinking which challenges the status quo
and expands opportunities and possibilities for students
Our focus is on the promotion of an engaging and and their learning is encouraged.
innovative learning environment where students want to
learn and give their best. There are extensive services Following initial consultation and opportunities for input,
to support student learning and to ensure each student parent representative bodies and all staff are presented
reaches their full potential. The school has strong links with draft documents for comment and feedback.
with local partner primary schools and tertiary
institutions. The school aims to develop within each of The school’s executive team carefully analyses and
its students the skills, knowledge, attitudes and values discusses all feedback and makes any necessary changes.
necessary to participate confidently and positively in The final drafts are presented and signed off by the Student
society. Representative Council, School Executive in consultation
with staff and Parents and Citizens Association.
Regular and routine monitoring of the implementation plan
occurs with key groups to ensure that the intentions of each
strategy are reaching key milestones and culminating in
successful outcomes which make a genuine difference in
the school.
Teams acknowledge that while preserving the intentions of
the plan are paramount, some adjustments are sometimes
necessary to ensure the best outcomes are reached.
Carlingford High School 8447
Page 2School strategic directions 2018 – 2020
STRATEGIC DIRECTION 2 STRATEGIC DIRECTION 3
STRATEGIC DIRECTION 1
Nurturing and enhancing a Enhancing a quality ICT
Delivering high quality
school culture which environment which
teaching and learning
maximizes the capacity, effectively supports student
outcomes
engagement and well-being learning and school
of both staff and students operation
Purpose: Purpose: Purpose:
The key focus for our school is to ensure that high quality Our purpose is to ensure our school continues to nurture Our purpose is to ensure that relevant, accessible
teaching and learning occurs in every lesson, every day. and promote a culture which develops the capacity and technology is used effectively in the classroom to
This relies on a clear understanding from teachers of expertise of our teachers and maximises the opportunities enhance the learning of students.
effective 21st century pedagogy and practices which will for students to learn to their full potential. The well-being Our focus is to ensure that technology infrastructure and
maximise the learning outcomes of every student. In our and engagement of both staff and students are intrinsic to software operate effectively to support school
context, the strategic delivery of sustainable whole school the maintenance of a culture of high expectations and the organisation and operation.
literacy approaches also underpins students learning delivery of a well-rounded, high quality education.
across all subject areas and is central to this strategic
direction.
Carlingford High School 8447
Page 3Strategic Direction 1: Delivering Quality Teaching and Learning Outcomes
Purpose People Processes Products and Practices
Why do we need this particular strategic How do we develop capabilities of our How do we do it and how will we know? What is achieved and how do we know?
direction and why is it important? people to bring about transformation?
Students: Products:
Quality teaching is at the essence of ensuring Staff: Through lessons, classwork and Year 9 NAPLAN results improve as identified in
quality learning outcomes are achieved and Staff continue to receive PL on specific literacy assessments, students are exposed to column 1.
students reach their full potential. Our 2018- strategies, which reinforce and develop the relevant and contextualised literacy
2020 focus is on the continued development of writing and literacy skills of students. strategies which reinforce explicit skills in Around 20 per cent of students achieve at high
strong literacy skills for students particularly in Staff deliver support to students. writing. Senior students clearly understand levels of performance on external performance
the area of writing and in the ongoing LST establish support structures for students the new assessment regime and measures. (SEF)
development and refinement of exemplary who do not meet minimum standard in requirements. They participate in feedback “Let’s make 8” and” Focus on literacy” support
teaching and learning programs and NAPLAN. focus groups. interventions established.
assessment in all new Preliminary and HSC
courses. Utilising NESA resources and teaching quality Staff: Quality programs developed and refined in all
networks, staff develop and refine exemplar Focused literacy strategies targeting writing new Preliminary and HSC courses
programs for all new Preliminary and HSC will be implemented across all faculties.
courses. Staff clearly articulate and implement New assessment schedules completed for all
consistent assessment practices across Preliminary and HSC courses in 2018 and 2019
Improvement Measures Review all senior assessment schedules to Stage 6.
Increase the 3 year trend average of year 9 ensure consistency across all faculties. New stage 6 assessments developed which
students at proficiency (top 2 bands) in maximise ‘assessment of and for’ learning What are our newly embedded practices
NAPLAN writing to 18%. Continue to inform parents and families on principles.
and how are they integrated and in sync
how to encourage, motivate and reinforce their Staff complete a survey on feedback
with our purpose?
Decrease the 3 year trend average for year 9 child’s learning at school. practices.
students falling below the National Minimum Practices:
Standard in writing to 6.5% Parents and Community partners: Parents:
Parents attend Literacy workshops at school Teachers in the normal course of following their
Clear and purposeful presentations and
to support students learning at home. teaching programs actively teach explicit literacy
Quality programs developed and refined in all communications to parents on key elements of
Parents attend presentations on senior skills for students as identified in their teaching
new Preliminary and HSC courses. the new Preliminary and HSC courses
assessment and literacy. programs. This includes the explicit teaching of
including both content and assessment.
writing.
New assessment schedules developed for all
Preliminary and HSC courses in 2018 - 2019 Presentations of school Literacy Plan to the Evaluation plan:
Regular reporting against set milestones in Teachers follow newly developed Preliminary
P&C with emphasis on opportunities to
executive meetings. and HSC programs and evaluate units.
Review of all current assessment tasks in Year connect learning between home and school.
11 and 12 completed. Staff feedback on implementation success of
new programs, assessment policy and Publish and implement new assessment
assessments. schedules.
Where applicable new Preliminary and HSC
assessment tasks developed, trialled and Stage 6 students surveys provide feedback
on new units of work. Comprehensive report and analysis of feedback
evaluated. practices produced and evaluated.
Staff and student survey on quality feedback
Enhanced understanding and use of quality practices constructed by DP’s and HT T&L.
feedback practices in the school PL provided to staff on best practice with Quality feedback practices PL implemented
student feedback . and utilised across the school.
Note: this links to the first bullet-points () in
the Products and Practices column
Carlingford High School 8447
Page 4Strategic Direction 2: Nurturing and enhancing a quality school culture
Purpose People Processes Products and Practices
Why do we need this particular strategic How do we develop capabilities of our How do we do it and how will we know? What is achieved and how do we know?
direction and why is it important? people to bring about transformation?
Students: The school develops a comprehensive and
Underpinning a quality school culture is the Students: Students have the opportunity to participate inclusive framework to support the cognitive,
development of a comprehensive and inclusive Students have access to a cohesive, in a range of carefully planned and emotional, social, physical and spiritual
welfare framework which supports both staff contextual range of extra curricula programs coordinated welfare activities aimed wellbeing of students which improves individual
and students. which are age specific and relevant to their specifically at their year group. and collective wellbeing. (SEF)
particular needs and stage of schooling. Mind matters elements are incorporated into
The framework should identify those activities, the Welfare program at Year assemblies
programs and strategies which support the Parents: with a focus on building resilience. PL and surveys reflect ongoing consideration for
cognitive social, physical and spiritual Parents are made aware of the programs and the wellbeing of all staff in carrying out their roles
wellbeing of students and staff which in turn rationale behind the provision of these Targeted programs as per the master and responsibilities.
improves individual and collective wellbeing. programs and potential benefits to their child’s schedule operate along with coordinated
wellbeing. Year Assemblies (one per term) and placed Targeted students receive improved strategic
on the calendar in advance. intervention via the development of differentiated
Staff: learning plans developed from effective data
HT welfare and Year Advisers play an Effective differentiated learning support analysis.
Improvement Measures important role in the delivery of the framework. plans are developed and delivered to
Staff understand the programs available and targeted students in class and via small All teachers have developed a quality PDP as
The school develops a comprehensive and promote their value to students and participate group withdrawal. assessed by their HT and senior executive.
inclusive framework to support the cognitive, where applicable.
emotional, social, physical and spiritual Teachers participate in wellbeing PL. What are our newly embedded practices and
wellbeing of students which improves HT T&L and Welfare ensure relevant PL is how are they integrated and in sync with our
individual and collective wellbeing. (SEF) provided to promote teacher wellbeing. Leaders: purpose?
PL and surveys reflect ongoing consideration Community Partners: Welfare Team ensure the framework is Individual learning for targeted students is
for the wellbeing of all staff in carrying out their Carlingford Rotary continue their important delivered by developing a clear action plan informed by the effective use of data analysis
roles and responsibilities. partnership with the school in RYLA, MUNA and communicating this clearly with both and delivered via the strategic development of
Public Speaking and the SRC leadership students and parents. learning plans and in class adjustments.
Individual learning for targeted students is program.
informed by the effective use of data analysis Evaluation Plan: Student surveys provide positive feedback
and in the strategic development of learning DP & HT Welfare analyse welfare data regarding welfare initiatives and their wellbeing.
plans and in-class adjustments. including truancy, detention and suspension
rates, numbers of merits distributed and Teachers are aware of the key principles, which
All teachers have developed sound survey responses. underpin the development of a quality PDP and
Performance and Development Plans and utilise effective coaching and mentoring
have effectively used coaching and mentoring principles in classroom observations.
principles in classroom observations with their
peers. Teachers practice mindfulness and a growth
mindset in maintaining a positive and engaged
Note: this links to the first bullet-points () in attitude to their work and in maximising each
the Products and Practices column. students’ potential.
Carlingford High School 8447
Page 5Strategic Direction 3: Enhancing an ICT environment which supports student learning
Purpose People Processes Products and Practices
Why do we need this particular strategic How do we develop capabilities of our How do we do it and how will we know? What is achieved and how do we know?
direction and why is it important? people to bring about transformation?
Students: The school’s mandatory BYOD program is
Students have grown up in a technology rich Students: Students adopt the BYOD program and extended to include Years 7-11 by 2020.
environment which is deeply embedded in Years 7-9 (2018), 7-10 (2019) and 7-11 (2020) effectively and appropriately use their The program will result in an expanded use of
much of what they do, how they access and are required to bring their own approved devices in lessons. technology by students and teachers which
process information and how they interact with device for use in the classroom to maximise benefits learning and will be evident in learning
the world around them. It is therefore critical their learning opportunities. Staff: programs and classrooms across the school.
that a relevant, ICT rich learning environment Staff regularly utilise the available
is provided to ensure relevant, stimulating and Staff: technology in their programs to maximise Moodle resources and other learning platforms
engaging experiences are maximised for Staff access ongoing professional learning and enhance student learning and will be extended and used to provide engaging
students. which specifically meets their needs in utilising engagement. lesson content and resources for students.
ICT effectively in the classroom. Ongoing development of teaching programs
Staff professional learning in technology use, Staff use ICT to access individualised PL and clearly embeds technology in the classroom. Professional learning opportunities in the use of
continues to build teacher capacity, improve to develop use of diagnostic programs to Each faculty updates Moodle to include ICT are provided to promote collaboration and
teaching practice and student learning obtain data for targeted teaching. resources for each BYOD year group. provide student feedback.
outcomes. Under the guidance of the HT, each faculty Staff PL on innovative use of technology in
develops a plan to gain the maximum benefit the classroom.
Improvement Measures from the mandatory BYOD program. What are our newly embedded practices and
Leaders: how are they integrated and in sync with our
Parents: All Head Teachers ensure programs embed purposes?
All teachers continue to build on their skills in Parents are kept informed and regularly the strategic and effective use of technology
effectively applying ICT in the classroom updated on the BYOD program and the in the classroom including the BYOD Via the BYOD plan, students will also have
through targeted PL. school’s expectations of students. program. enhanced learning opportunities.
Ongoing evaluation and refinement to the
The school continues to expand its mandatory Leaders: effective use of LMBR systems New stage 6 programs will include embedding
BYOD program for all students in Years 7- 9, Continue to explore and promote innovative BYOD activities in units of work.
11 in 2018, 7-10 in 2019 and 7-12 in 2020. ways to effectively use ICT to improve student Evaluation Plan:
The program enhances learning opportunities learning. DP and HT T&L conduct audits and surveys The continued integration of technology will
and outcomes for students. to track the process of the BYOD program, promote the continued expansion of effective
Ensure the ongoing ICT strategic plan is kept the integration of technology in teaching and engaging learning opportunities.
Effective ICT systems are integrated and relevant and future focused. This includes programs and lessons and the effectiveness
school practices developed and refined which evaluating classroom ICT facilities and of targeted teacher professional learning. Students, parents and teachers will identify the
support the successful, ongoing learning benefits of the BYOD program.
updating as required.
implementation of LMBR. The school’s ICT team in consultation with Bringing a device to school each day for
the school will evaluate the efficiency of the students becomes routine and is an
use of LMBR with 3rd party systems. enhancement to their learning.
Note: this links to the first bullet-points () in
the Products and Practices column]
Carlingford High School 8447
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