School plan 2018-2020 - Fort Street High School 8504 - Buzz
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School plan 2018-2020 Fort Street High School 8504 Page 1 of 6 Fort Street High School 8504 (2018-2020) Printed on: 25 May, 2018
School background 2018–2020
School vision statement School context School planning process
faber est quisque fortunae (each person is a maker of their Fort Street High School is a selective co–educational high The school plan has been developed over a period of four
own destiny)This motto underpins the values and school having commenced as the Fort Street Model School months in consultation with staff, students, and parents
expectations of this great school.Our academically in 1849, located on Observatory Hill. In 1916 the boys’ through various focus group activities.
selective school is proudly multicultural; a school which school was relocated to Taverner’s Hill. The current
encourages and celebrates diversity, tolerance, co–educational school commenced in 1974, with the The school underwent external validation in term 3 of 2017
acceptance and individuals working together to form a amalgamation of the Fort Street Girls and Boys High after which the senior executive developed an initial
vibrant and questioning community. Schools. The school's unique place in NSW is framework for this new plan based on the outcomes of the
acknowledged as epitomising and espousing academic validation process. Parent, student and teacher
The school exit profile articulates the vision for student excellence, the liberal tradition in educational philosophy, representatives joined in the initial discussions and
achievement. Successful Fortians will have: individualism, multiculturalism, acceptance and school provided valuable input to the development of the three
traditions. strategic directions.
• maximised their academic potential
2017 culminated in vastly improved HSC results. Students The Relieving Principal met with the Student
• developed individual skills and talents across a variety of came first in six subjects in the HSC (the best of any school Representative Council, the P&C, School Council and
areas in the state) and the school's ranking (based on band six teachers to further compile the information which framed
results) improved from 21st to 12th. Fort Street was the directions, people, processes, practices and products.
• developed learning strategies to equip them to be publicly congratulated in the media for these outstanding
independent, self–motivated and life–long learners achievements. While the HSC is not the sole measure of a Data from HSC results, student reports and faculty
quality education, as an academically selective school, this evaluations have assisted in the development of the plan.
• developed emotional resilience, self–reliance, acknowledgement is a source of great pride for our The draft was presented at the annual executive
interpersonal skills, the capacity to connect to others and community. conference for finalisation of details and planning of
leadership potential milestones.
• recognised their responsibilities to the wider community The final plan was presented to all stakeholders.
• developed a strong sense of social justice as well as a
commitment to fairness and equity.
Page 2 of 6 Fort Street High School 8504 (2018-2020) Printed on: 25 May, 2018School strategic directions 2018–2020
STRATEGIC STRATEGIC STRATEGIC
DIRECTION 1 DIRECTION 2 DIRECTION 3
Excellent Teaching, Effective Inclusive, Positive School Engaging Community
Learning Culture
Purpose: Purpose: Purpose:
To engage Fortians as collaborative, effective learners, to To develop a culture of positive relationships across the To strengthen the school community through improvement
become creative, critical thinkers and leaders. school community, which enable students to connect, of the virtual and physical school environments, and by
succeed and thrive, in the school and beyond. enhancing relationships with parents, alumni and outside
organisations.
Page 3 of 6 Fort Street High School 8504 (2018-2020) Printed on: 25 May, 2018Strategic Direction 1: Excellent Teaching, Effective Learning
Purpose People Processes Practices and Products
To engage Fortians as collaborative, Students Literacy: Practices
effective learners, to become creative,
critical thinkers and leaders. Students understand and value the Implement whole school, evidence based Student progress and achievement in
importance of literacy to their overall and data driven approach to developing Years 7 –12 is effectively tracked against
Improvement Measures success. and refining literacy skills. learning progressions.
Literacy Students build skills to work collaboratively. Collaboration: Cross faculty cooperation and observation
fosters creative and collaborative learning
Improvement in Band 8 Naplan in reading Staff Embed creative and collaborative learning experiences.
and writing results for Year 9. opportunities into teaching and learning
Staff understand clearly the literacy programs across the school. Products
SEF: Progress towards Excelling: NAPLAN demands and opportunities within their
learning areas. Differentiation Students display the high level literacy
Numeracy skills necessary to succeed in the HSC and
Staff build skills in implementing Implement whole school approach of beyond.
Improvement in working mathematically collaborative learning approaches in their differentiated curriculum and assessment
including problem solving to ensure classrooms. with focus on improving student Project based learning, inquiry learning and
continued challenge and maximum engagement. problem solving strategies form a regular
learning. Staff use data confidently to differentiate part of students' learning experience.
curriculum and assessment, and to provide Evaluation Plan
SEF Progress towards Excelling: targeted intervention. Students receive explicitly targeted
Curriculum Provision • Tell them from me survey teaching at point of need in Years 7–12.
Leaders • School reports
Differentiation
Leaders provide professional learning to • Internal survey data
Teaching and learning programs across the build teacher skills in implementing • External data analysis
school show evidence that they are collaborative learning approaches.
adjusted to address individual student
needs, ensuring that all students are Leaders build the capacity to lead staff in
challenged and all adjustments lead to the meaningful analysis and use of data.
improved learning.
SEF Progress towards Excelling:
Differentiation
Page 4 of 6 Fort Street High School 8504 (2018-2020) Printed on: 25 May, 2018Strategic Direction 2: Inclusive, Positive School Culture
Purpose People Processes Practices and Products
To develop a culture of positive Students Road Map Practices
relationships across the school community,
which enable students to connect, succeed Students build inter and intra–personal Align all co–curricular and wellbeing Students build positive relationships and
and thrive, in the school and beyond. skills through involvement in curricular, programs with a comprehensive and resolve conflict in both face–to–face and
co–curricular and wellbeing programs. coherent approach to student wellbeing. online environments.
Improvement Measures
Staff Anti–Bullying Products
The school has implemented
evidence–based change to whole school Staff receive training in skills to implement Develop and implement strategies to A holistic, proactive approach to student
practices, resulting in measurable proactive approach to wellbeing, and have prevent, identify and resolve incidents of wellbeing is integrated across the school’s
improvements in wellbeing and regular, planned opportunities to put their bullying. curricular, co–curricular and wellbeing
engagement to support learning. skills to use with students. programs.
Staff Wellbeing
SEF Maintenance of Excelling: Planned Leaders A safe, productive working and learning
Approach to Wellbeing Develop and implement strategies to environment allows staff to grow personally
Leaders develop an integrated approach to support the growth of staff at different and professionally.
Positive, respectful relationships are student wellbeing, and evaluate existing career stages.
evident and widespread among students policies, practices and programs against
and staff, and promote student wellbeing to this approach. Evaluation Plan
ensure optimum conditions for student
learning across the whole school. Leaders build and foster a culture where • Tell them from me survey results
are staff feel valued and appreciated. • Internal survey and focus group data
SEF Progress towards Excelling: Behaviour
• Sentral records
Page 5 of 6 Fort Street High School 8504 (2018-2020) Printed on: 25 May, 2018Strategic Direction 3: Engaging Community
Purpose People Processes Practices and Products
To strengthen the school community Students Facilities Practices
through improvement of the virtual and
physical school environments, and by Students take ownership of the Establish flexible learning spaces and Flexible and specialist teaching spaces are
enhancing relationships with parents, development of physical and virtual upgraded facilities in line with the social utilised by teachers and students to
alumni and outside organisations. learning spaces. and academic needs of the student body. enhance student engagement and
achievement.
Improvement Measures Staff Communication
Sentral portals and social media platforms
Facilities Teachers develop their capacity to utilise Enhance the functions of the parent portal provide effective communication between
flexible physical and virtual learning and other online communication platforms. the school and staff, students and parents.
A creative approach has been taken to spaces.
renovate and/or establish flexible and Community Opportunities to build learning alliances
specialist learning spaces to ensure that Parents/Carers with a range of community organisations
student engagement is enhanced and Sustain and expand alumni relationships are explored and developed.
learning is optimised. Parents are provided with opportunities to and community partnerships to deepen and
engage and communicate with the school enrich student learning experiences. Products
SEF Progress towards Excelling: Facilities through the use online platforms.
Evaluation Plan Physical spaces in the school invite
Communication Leaders community participation, allow for flexible
• Student, parent and teacher 'Tell Them learning experiences and enhance the
Communication between the school and its Leaders develop a strategic budget plan for From Me' surveys positive perception of the school in the
community is recognised as excellent and the creation and renovation of teaching and community.
• Student Focus groups
responsive through increased parent non–teaching spaces.
engagement in school transition programs • Metrics from website, portal and social Parents are actively engaged in student
and online communication platforms. Community Partners media platforms learning and achievement.
• P&C consultation Enhanced connections between students,
SEF Progress towards Community partners share experiences
excelling: Community engagement and expertise that provide opportunities for • Self–assessment against the Schools staff, parents, alumni and wider
student engagement beyond the classroom Excellent Framework community reflect an engaged and
Community context. vibrant school community.
• School finance
The curriculum is enhanced by learning
alliances with other schools or
organisations, where useful and
practicable.
SEF Progress towards excelling:
Curriculum provision
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