School plan 2018-2020 - Narrabeen Sports High School 8512
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
School plan 2018-2020 Narrabeen Sports High School 8512 Page 1 of 6 Narrabeen Sports High School 8512 (2018-2020) Printed on: 15 April, 2018
School background 2018–2020
School vision statement School context School planning process
Inclusive, innovative and comprehensive. Skilled staff offer Narrabeen Sports High School is a comprehensive, A wide range of tools and data has been used to develop
outstanding specialist programs to foster every student’s inclusive, co–educational school with a selective sports the school’s future strategic directions. These include staff,
interest. Teachers develop students’ skills to be creative, program located 40 minutes from the Sydney CBD on the parent and student satisfaction surveys through EMSAD,
adaptable and empathetic across all key learning areas. northern beaches of Sydney. The school has a strong student, parent and staff focus groups, a staff PMI, and
sporting, arts and academic tradition, with a focus on staff consultation to develop strategic directions and
individual student needs through strong wellbeing evaluate current programs/ processes to determine future
programs and a broad co–curricular program. The school is planning. Sentral records, PBEL data and a Electronic Data
focused on quality teaching and learning, positive Summary Sheet were also considered. The senior
education and future focused skills, aiming to develop well executive will have direct responsibility and accountability
informed, critical and creative thinkers with high resilience. for the implementation of the school plan and the executive
The school community is committed to a strong learning team have an important role in ensuring the plans
culture with respect for others and aspiration to success in implementation at the grass roots level. The school
all endeavours. community staff, students and parents will be invited
through surveys and focus groups to provide feedback on
our current school performance and contribute feedback
through our evaluation cycle to inform planning for
2018–2020.
Page 2 of 6 Narrabeen Sports High School 8512 (2018-2020) Printed on: 15 April, 2018School strategic directions 2018–2020
STRATEGIC STRATEGIC STRATEGIC
DIRECTION 1 DIRECTION 2 DIRECTION 3
Relationships Visible Learning Functional Literacies
Purpose: Purpose: Purpose:
1. Develop skills to empathise, critically think and 1. To ensure students know what to do and how to do it. 1. To learn basic reading and writing skills to acquire
creatively problem solve. basic cognitive skills to think, learn, remember,
2. To ensure students and teachers know to what extent
calculate, reason and pay attention.
2. To build a learning organisation characterised by trust, learning is occurring.
mutual respect, mindfulness, inclusiveness, 2. To learn ways to apply basic cognitive, writing and
3. To ensure teachers can measure the magnitude of
transparent/open communication. reading skills to contribute to socio–economic
their impact on student learning.
development, social awareness and critical reflection
3. To improve the likelihood of engagement,
as a basis for personal and social change.
opportunities and wellbeing in the future.
Page 3 of 6 Narrabeen Sports High School 8512 (2018-2020) Printed on: 15 April, 2018Strategic Direction 1: Relationships
Purpose People Processes Practices and Products
1. Develop skills to empathise, critically People Meetings, communication Practices
think and creatively problem solve. pathways/platforms, Executive managed
Students will be able to: shared responsibility of strategic Students, staff and parents engage in
2. To build a learning organisation whole school activities and communication
priorities and targets across school
characterised by trust, mutual respect, structures.
• Identify others' viewpoints through community, empowerment of staff and
mindfulness, inclusiveness,
listening and observation skills. student voice through communication
transparent/open communication. Teaching and learning programs address
structures including transparency of
• Confidently collaborate to achieve targets connected to the Strategic Priority.
3. To improve the likelihood of decision making processes through the use
goals.
engagement, opportunities and of Sentral and standardised processes.
wellbeing in the future. • Participate in a variety of opportunities. Professional learning on managing Students and staff participate in meetings,
relationships including complaints handling contribute and lead whole school activities
Improvement Measures Staff will be able to: procedures, customer service and and participate in co–curricular activities.
emotional intelligence. The Welfare Team
• Students, staff and parents engage in • Embed strategies for teaching empathy, will implement a programmed strategy to Products
whole school activities and critical thinking and creative problem deliver learning opportunities such as
communication structures. solving. camps, special days and specific programs Continued engagement in high level
to meet identified exit outcomes for each international, national, state and local
• Students and staff participate in • Evaluate and explicitly model trust, partnerships including Peninsula
meetings, contribute and lead whole mutual respect, mindfulness, year group.
Community of Schools, NorthGate, NBLA,
school activities and participate in inclusiveness, transparent/open NSW Sports Associations, Sports High
co–curricular activities. communication. Evaluation Plan
School Association, Macquarie University,
• Continued engagement in high level • Provide opportunities for students to Tell Them from Me surveys, Google Form Japanese schools.
international, national, state and local participate in a broad range of learning surveys, exit outcome surveys, analysis of
partnerships. contexts. Sentral data. Analysis of Performance and All learning programs address a number of
Development Frameworks to identify and targets in the School Plan including
• All learning and teaching programs Parents will be able to: measure the implementation of planned Aboriginal Education.
address a number of targets connected strategies. Analysis and monitoring of
to the strategic priorities in the School • Encourage their children to participate in milestones embedded in Executive Meeting Professional Learning Plans address
Plan including Aboriginal Education. learning programs and activities. schedules. Annual reporting via Annual School Plan priorities and targets by
• Professional Learning Plans address • Support the management of learning School Report and Self–Assessment connecting and collaborating with internal
School Plan priorities and targets by programs and activities. Analysis against the School Excellence and external experts and community
connecting and collaborating with Framework. members to improve practice.
internal and external experts and • Contact the school for information and
community members to improve clarification where required.
practice. Community Partners will be able to:
• Align their strategic directions to our
learning intentions and goals to create
synchronicity, partnerships and
opportunities for students and staff.
• Communicate with the school through
many platforms to provide feedback,
monitor progress and share successes.
Page 4 of 6 Narrabeen Sports High School 8512 (2018-2020) Printed on: 15 April, 2018Strategic Direction 2: Visible Learning
Purpose People Processes Practices and Products
1. To ensure students know what to do People Students will be explicitly taught to Practices
and how to do it. articulate their learning intentions and
Students are able to: success criteria and how to measure their Students engage in measurement and
2. To ensure students and teachers know analysis of their own learning. Staff
work against these criterion. Students will
to what extent learning is occurring. establish classroom processes to measure
• articulate what an effective learner is track their own progress against learning
3. To ensure teachers can measure the continuums. Professional learning will and track student achievement. Community
• Measure their own learning members monitor and celebrate successes.
magnitude of their impact on student develop teachers' understanding of Visible
achievement
learning. Learning and how to measure the impact of
• Articulate learning intentions and their strategies to adapt to improve student
Improvement Measures success criteria for their learning outcomes.. A whole school plan for the Products
systematic collection of a range of data
• Students demonstrate clear knowledge • Explain what assessment tasks are for Students are able to:
using both standardised test data and
of what they are learning and why they and what the results mean
quality classroom assessments will be
are learning it. • demonstrate a deep understanding of
Staff are able to: used. Professional learning and embedded
their learning and engage with feedback
• Student engagement and achievement structures for the use of data by teachers
processes to set their future learning
is analysed through surveys, focus • Use a common language around will improve practises. The Learning and
intentions.
group interviews, observations and learning, learning intentions, success Support Team will have in–depth
formative assessment. criteria and effective feedback. identification and monitoring processes to • Understand and track their learning
ensure students' individual needs are along the literacy and numeracy
• Assessment tasks are used for • Measure the magnitude of the impact of recognised and a clear communication continuums.
evaluation and data analysis to inform their teaching strategies. structure for distributing strategies for
agile teaching strategies. teachers to support these students. Staff are able to:
• Use data to adapt strategies
• Students and teachers set personal
Community Partners are able to: Evaluation Plan • Develop learning intentions/ success
learning goals.
criteria for all learning activities ensuring
• Students and teachers receive effective • Measure the magnitude of the impact of NAPLAN and HSC Data along with literacy curriculum access for all students.
feedback for improvement. the school's strategies and numeracy continuum data through
Bump It Up will be analysed to track • Model continuous learning and
• Support the learning and teaching student achievement. Feedback from focus collaboration through professional
strategies of the school based on the teams, analysis of student data, surveys learning.
data provided and achievement will ensure agile delivery • Provide agile instruction and feedback
of programs. connected to learning intention/success
criteria.
• Design and implement assessment
tasks addressing agreed targets.
Community Partners will be able to:
• Provide shared learning opportunities
through grant and community programs.
• Celebrate learning achievements
understanding whole school and
student growth.
Page 5 of 6 Narrabeen Sports High School 8512 (2018-2020) Printed on: 15 April, 2018Strategic Direction 3: Functional Literacies
Purpose People Processes Practices and Products
1. To learn basic reading and writing skills People Students will collaborate, communicate, Practices
to acquire basic cognitive skills to think, problem solve,think critically and creatively
learn, remember, calculate, reason and Students are able to: by engaging in curriculum that is Teachers employ innovative, quality 21st
pay attention. inter–disciplinary, integrated and project century teaching strategies with a focus on
• Access, comprehend, apply and based. They will develop knowledge of the student reflection. Students articulate their
2. To learn ways to apply basic cognitive, manipulate information from a broad own learning goals in writing and having a
learning process and purpose through the
writing and reading skills to contribute to range of source types in a broad range clear vision of their learning journey.
implementation of Visible Learning
socio–economic development, social of domains. Professional development embeds
strategies applied across many domains.
awareness and critical reflection as a functional literacy strategies and planning is
strategies. Teachers will create classroom
basis for personal and social change. • Demonstrate their ability to synthesise informed by school data analysis.
environments that enable students to learn
information in various media forms.
Improvement Measures in significant, real world contexts.
• Persuasively present information in a Community Partners will support the Products
• Students will be provided a wide range variety of formats. learning community by enabling skills to be
Rich assessment data including:
of quality learning experiences to practised in non–classroom settings.
• Demonstrate a solutions focused
develop their creative and critical • work samples
mindset in a variety of communication
thinking skills across various forms of Evaluation Plan
mediums.
communication and purposes. • comprehensive grade and class
Monitoring achievement of improvements assessment information
• A set of guiding principles (strategy Teachers are able to: by systematically collecting, discussing and
matrix) is used to support planning and analysing evidence of progress. Monitoring Improved student performance on:
provide effective feedback for • Work collaboratively to apply innovative
and assessing school progress against the
improvement. solutions to develop whole school
School Excellence Framework. Survey • NAPLAN reading
targets.
• Faculty curated online collections of rich students, staff and community to evaluate
• NAPLAN writing
assessment data including work • Embed visible learning strategies in these processes across the school,
samples, comprehensive grade and learning opportunities targeting whole including participation and improvement. • HSC
class assessment information are school priorities.. Community and parent consultation forums
to provide feedback on strategic directions, • ROSA
available for reference. • Develop skills to enhance and embed what we do well and areas to further • All assessment tasks
• Improved student performance in evidence based teaching strategies that develop.
NAPLAN, HSC, ROSA and assessment develop functional literacies in students. Student learning progress on:
tasks addressing and meeting the
Community Partners are able to: • literacy and numeracy continuums
Premier's Priorities.
• Student learning progress monitored by • Share community knowledge and Data recorded in Sentral and monitored by
all teachers in Bump It Up. expertise around identified literacies. the Learning and Support/Bump It Up
• Provide opportunities for teachers and Teams.
students to practice, observe and
develop skills in non–school/classroom
environments.
• Reinforce values, practices and
consequences for applying information.
Page 6 of 6 Narrabeen Sports High School 8512 (2018-2020) Printed on: 15 April, 2018You can also read
