School plan 2018-2020 - Rosebank Public School 2987
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School plan 2018-2020
Rosebank Public School 2987
Page 1 of 10 Rosebank Public School 2987 (2018-2020) Printed on: 17 April, 2018
School background 2018–2020
School vision statement School context School planning process
At Rosebank, our ‘end in mind’ is the delivery of Rosebank Public School is a picturesque small At the end of 2017, members of the Rosebank school
engaging, evidence–based educational programs school set in the lush green hinterland behind Byron community met for a series of planning forums. Parents
that nourish mind, body and spirit, ignite curiosity Bay. The school is held in the warm embrace of and students each participated in a World Café
and nurture creativity. Learning programs are highly parents, friends and community, with children (Brown, 2001) process, where they collaborated to
personalised, with an uncompromising focus on enjoying the fruits of positive school–community answer important questions about our school's
academic and personal growth in an environment partnerships. Our expansive grounds offer multiple strengths and opportunities for growth.
that is both challenging and highly supportive. opportunities for outdoor learning and we often
venture further afield, with children enjoying quality Teachers also met to analyse a variety of school data
Teaching at Rosebank is responsive to individual and reflect on our school's improvement journey using
outdoor education experiences including Little Bush
and group capabilities and promotes respect, the School Excellence Framework. These activities led
Scrub, our popular bush school program.
integrity, service and excellence. Students, teachers to the development of our school’s strategic directions:
Our school draws on the wealth of talent in our local Growth, Creativity and Citizenship.
and parents form mutually supportive,
interconnected learning communities, continuously community to enrich Creative and Performing Arts In 2018, we will administer surveys to further evaluate
striving for ‘next practice’ as we set out (CAPA) programs and support the cultural learning student and parent satisfaction with our plan and its
to extend, enrich and innovate on prior learning. of students. Don’t be surprised to find implementation.
us building bush shelters on the adjacent Nature
Reserve, weaving baskets with a local artisan,
learning about Aboriginal cultural business from a
Bundjalung Elder or learning about electrical circuits
with a local sparky.
Page 2 of 10 Rosebank Public School 2987 (2018-2020) Printed on: 17 April, 2018
School strategic directions 2018–2020
Growth Creativity Citizenship
As a school community, it is our shared intention to raise All learners (students and teachers) are encouraged to take Rosebank students are learning to be people of good
individual and collective student achievement, especially in managed risks, think 'outside the box' and embrace character, who will make a positive contribution to their
targeted areas of Science, Writing, Spelling, Punctuation cognitive dissonance when designing, creating, world and within the microcosm of their social
and Grammar. Teachers and school leadership will representing or communicating. Learning programs and relationships. To assist them, the school will continue to
promote personal and school excellence and communicate products will reflect the diversity of skills, talents and ideas develop its leadership, social learning and wellbeing
a sense of shared pride in students' achievements. of our learning community, with students given opportunities programs, enabling each student to connect, thrive and
to use multiple modes of representation to demonstrate succeed.
Students and teachers will strive to improve, forming clear what they know and understand.
understandings of learning strengths, capabilities and The school will enable students' growth as secure,
opportunities for improvement based on skillful The Creative and Performing Arts will form a valued part of confident, digitally literate and critically engaged global
interpretation of formative and summative information. The school programs, with teachers and students identifying citizens, with a strong service ethos and commitment to
school will continue to grow its feedback culture, with opportunities to incorporate artistic expression into daily shared, sustainable futures. Learning programs will be
students and teachers actively seeking, interpreting and activity and other key learning areas. Teachers will be designed to enable students' development of 21st century
applying information to set and achieve personal learning encouraged to design new, innovative ways to enable learning capabilities.
goals. student learning growth and provided with the resources
and support necessary to turn inspiration into reality. Learners will be supported and enabled to engage in
Our education programs will be highly personalised, positive behaviour for learning, ultimately taking
meeting each learner where he or she is today, and giving responsibility for their own motivation and learning and
each learner explicit and guidance about how to progress. instinctively reflecting on how their choices impact on
Page 3 of 10 Rosebank Public School 2987 (2018-2020)
others. Printed on: 17 April, 2018
Strategic Direction 1: Growth
Purpose People Processes Practices and Products
As a school community, it is our shared Students "What Works Best" themes incorporated Practices
intention to raise individual and collective into school planning processes.
student achievement, especially in targeted Students gather and analyse learning Exemplars presented to enable student
areas of Science, Writing, Spelling, information, including diagnostic test results Ongoing formative and summative visualisation of excellence in various
Punctuation and Grammar. Teachers and and work samples, formulating personal assessment as per School Assessment learning contexts
school leadership will promote personal and learning goals and monitoring progress Schedule.
school excellence and communicate a towards achievement of those goals Data conversations at staff meetings and
sense of shared pride in students' Articulation of whole school Science, staff development as well as with individual
achievements. Students engage with teachers in focused Spelling, Grammar and students and student groups.
data conversations where they receive Punctuation Programs including Scope and
in–depth information about learning Sequence charts. Classroom observations of teaching
Students and teachers will strive to improve,
strengths and opportunities for growth and followed by collegial coaching framed by
forming clear understandings of learning
explicit guidance on how to address areas Implementation of Seven Steps Writing school pedagogical framework and aligned
strengths, capabilities and opportunities for to WWB themes.
targeted for improvement. Program as whole school focus.
improvement based on skillful interpretation
of formative and summative information. Teachers form a Seven Steps Professional Products
Staff Learning Community, sharing "What
The school will continue to grow its Works" at weekly staff meetings and A School Spelling Program will be
feedback culture, with students and Teachers collect short, mid and long cycle comparing writing samples. produced that outlines the school's
teachers actively seeking, interpreting and learning information that they use to inform approach to the Teaching of Spelling along
applying information to set and achieve and differentiate instruction. Supported analysis of ICAS assessment with a scope and sequence of required
personal learning goals. data to identify areas for improvement for learning and identified learning outcomes
Our education programs will be highly When preparing assessments, teachers both individuals and group. by stage.
personalised, meeting each learner where present visible success criteria, with
he or she is today, and giving each students provided with samples that show Parent Library with titles related to
Supported analysis of PAT–R children's learning and development,
learner explicit and guidance about how to what "excellence" looks or sounds like.
Comprehension tests data to identify parenting and family/child wellbeing
progress. opportunities for targeted teaching and
Teachers provide students with individual support.
opportunities to edit, revise or re–iterate Reading Eggs program made available to
projects or pieces of work so that feedback children attending Rosebank Preschool
Teachers K–6 access quality professional and eligible for enrolment at Rosebank
can be applied immediately to enable
learning to enhance STEM teaching, with Public School.
Improvement Measures improvement
particular emphasis on coding and design.
Students demonstrate growth (Y3–5) equal ILPs on file for all students identified as
to or greater than projected in NAPLAN Parent education resources and requiring targeted intervention.
(Reading, Writing, Spelling, Grammar and Parents/Carers experiences available to all current and
Punctuation and Mathematics) future parent members of the school School Assessment Schedule embedded in
Parents access information about how to community. practice
2018–2020, parent survey results (TTFM or support and enable student learning growth
other) evidence increasing parental and wellbeing. Student personal data files documenting
agreement with statement "Our school personal learning goals, progress towards
provides me with information that enables Parents are visible in the school as active those goals and ultimate achievement.
me to help my child with his/her learning" supporters of and partners in their child's
education
Page 4 of 10 Rosebank Public School 2987 (2018-2020) Printed on: 17 April, 2018
Strategic Direction 1: Growth
Improvement Measures People Evaluation Plan
Individual Learning Plans (ILPs) for all Each NAPLAN cycle, the relative growth of
Community Partners students between Years 3 and 5 will be
students identified as needing adjustments
to their learning program – Signed off by interrogated to determine the degree to
Community Partners visit the school to which the school adds value to each
parents, student and teachers by end Term enable extension and enrichment
1 each year. student's learning trajectory.
opportunities for students and inspire them
to excel ICAS results (Science, Writing and
ILP End of Year Reviews completed for all
students with an ILP in place by end Term Spelling) will be interrogated to identify
4 each year. Leaders emergent trends and issues common to
groups related to teaching of each..
Best Start, PLAN data or Learning The principal articulates high expectations
Progressions updated prior to completion of for all areas of school life.
school report cards each semester.
The principal communicates information
33% families (n = 12) are involved in about "What Works Best" to all teachers
regular support of classroom programs as and supports them to align pedagogy to
evidenced by completion of Appendix 5 for WWB themes and school pedagogical
WWCC policy compliance framework.
Teachers who identify STEM professional The principal grows the school's data
learning goals during PDP processes culture, leading the generation and analysis
demonstrate achievement of those goals. of high quality information to support
decision–making and differentiation of
Students engage in increasing weekly learning programs.
teaching of STEM as evidenced by analysis
of curriculum programs. The principal monitors trends in student
learning information using SCOUT, PLAN
Students show positive growth over time on and Best Start and responds to those
assessments of Science knowledge and trends with targeted programs
understanding (ICAS).
Records show gradual increase of
borrowing from Parent Library 2018–2020
WWB themes increasingly visible in
classroom teaching practice as evidenced
by observational data generated against
school pedagogical framework
Page 5 of 10 Rosebank Public School 2987 (2018-2020) Printed on: 17 April, 2018
Strategic Direction 2: Creativity
Purpose People Processes Practices and Products
All learners (students and teachers) are Students Professional learning to support Practices
encouraged to take managed risks, think implementation of inquiry and/or
'outside the box' and embrace cognitive Engage in self–directed learning projects of project–based learning programs Staged implementation of Project–Based
dissonance when designing, creating, their own design, related to their own Learning
representing or communicating. Learning interests. Inclusion of open–ended problem solving
programs and products will reflect the (eg: Rich Mathematical Tasks) in all KLAs. Assessments allow multiple modes of
diversity of skills, talents and ideas of our Engage in learning organised around the representation for demonstrating
knowledge and understanding.
learning community, with students given solution of unfamiliar, complex, Evaluation Plan
opportunities to use multiple modes of transdisciplinary problems.
Real–world experiences and activities that
representation to demonstrate what they promote STEM, CAPA and other learning
know and understand. Experience diverse activities design to Monitoring of milestones.
further develop individual gifts and talents, through partnership with community
eg: Tournament of Minds. Program analysis for evidence of inquiry experts, eg: Artist–in–Residence, Tinker
The Creative and Performing Arts will form Time.
or project-based learning experiences.
a valued part of school programs, with
Explore learning concepts and skills
teachers and students identifying Products
through a variety of modes, including
opportunities to incorporate artistic
creative modes such as music, drama,
expression into daily activity and other key Classroom programs that evidence
dance and the visual arts.
learning areas. Teachers will be differentiated instruction
encouraged to design new, innovative ways Staff
to enable student learning growth and
provided with the resources and support Design learning experiences that activate
necessary to turn inspiration into reality. multiple intelligences and modes of
Improvement Measures representation.
Participation in Tournament of Minds, Differentiate instruction according to
earning increased competition points over students' individual learning profiles
planning cycle particular in group
improvisation (collaboration) task. Parents/Carers
Increased visibility of inquiry and Propose ideas and offer support for
problem–based learning in classroom education programs that respond to diverse
student learning profiles
Leaders
Lead design and implementation of inquiry
and project–based learning programs.
Practise pedagogical leadership to model
and enable problem–based pedagogies.
Page 6 of 10 Rosebank Public School 2987 (2018-2020) Printed on: 17 April, 2018Strategic Direction 3: Citizenship
Purpose People Processes Practices and Products
Rosebank students are learning to be Students Form relationship with teachers affiliated Practices
people of good character, who will make a with Bundjalung Language Nest at Gnibi
positive contribution to their world and Demonstrate positive behaviour in line with College of Indigenous Australian People at Aboriginal Language Teacher to participate
within the microcosm of their social school values of respect, integrity, safety/ Southern Cross University. in Rosebank Bush School Program,
relationships. To assist them, the school will service and excellence. mentoring students into relationship with
continue to develop its leadership, social Delivery of 15 weeks LOTE teaching each Country that resonates with Aboriginal
learning and wellbeing programs, enabling Engage in authentic acts of community year by specialist language teacher. culture.
each student to connect, thrive and service.
Ongoing analysis of behaviour data to Continued implementation of Positive
succeed.
Act as actively engaged, skilful and ethical identify emergent issues and trends and Behaviour for Learning (PBL) including
online citizens, take action to ensure their identify target PBL behaviour for explicit SET planning and evaluations supported
The school will enable students' growth as by AP PBL.
own safety and that of others while online. teaching.
secure, confident, digitally literate
and critically engaged global citizens, with a Regular explicit teaching of target PBL Fund raising and other activities designed
Engage in structured leadership
strong service ethos and commitment to behaviours. to support community organisations and
development program Years 5–6.
shared, sustainable futures. Learning individuals identified as being in need.
programs will be designed to enable Ongoing evaluation of recognition and
Play an active role in school
students' development of 21st century decision–making. reward programs to ensure effective in Community Education Events highlighting
learning capabilities. gradually enabling personal intrinsic risks for children associated with online
Engage in meaningful environmental motivation. engagement and strategies for
Learners will be supported and enabled to education and stewardship, including land management of those risks.
engage in positive behaviour for learning, care, demonstrating awareness and Design and implement community service
ultimately taking responsibility for their own management of their own impact on their projects and activities responsive to Students K–6 experience 15 weeks of Bush
motivation and learning and instinctively students' and community's stated interests School program (Little Big Scrub) each
environment.
reflecting on how their choices impact on and concerns, eg: Goals for Humanity, year led by Bush School teacher and
others. Retirement Home Visitation, Flood Relief supported by SLSO.
Staff
activities.
Support students language and cultural Products
learning through cross–curricular Weekly STEM lessons targeting Coding
and other digital literacies, including Little Big Scrub Program and Satisfaction
integration. Survey
technology and design.
Recognise or reward positive behaviour. Rosebank PS Cyber Citizen Code of
Improvement Measures Education programs targeting cybersafety
Conduct
Respond to negative behaviour in line with that teach students about risks associated
Pre and post–program assessments school's "Consistent Responses to with online engagement and strategies to
Rosebank PS Wellbeing Framework
demonstrate increased cultural awareness Negative Behaviour" procedure. manage those risks.
and linguistic competence after 15 weeks
Quality environmental education that 21CLD Learning Matrices
language instruction. Monitor students' online engagement.
incorporates bushcraft, land care,
Seek and act on students' perspectives Aboriginal connection to County, Aboriginal
Parent survey data results evidence high during class and school decision–making. language learning, learning about habitats
levels of parent satisfaction with student and animal study.
behaviour and its management.
Model and teach environmental
awareness.
Page 8 of 10 Rosebank Public School 2987 (2018-2020) Printed on: 17 April, 2018Strategic Direction 3: Citizenship
Improvement Measures People Processes
Records show that parents of students with Waste management education
Parents/Carers accompanied by student design and
negative behaviour records have been
contacted and behaviour plan activated. ownership of waste management
Contribute their own cultural practices and procedures in school.
perspectives to school community events
and dialogue. Weekly STEM lessons targeting Coding
and other digital literacy, including
Years 4–6 students engage in at least one Engage with school leadership and technology and design.
community service project each year. teachers to support implementation of the
school's Positive Behaviour for Learning Administration of 21CLD learning matrices
Teachers self–assess with greater program. to evaluate degree to which teaching and
awareness and application of 21st century assessment promotes or measures 21st
learning design on measures generated at Enable and support student community century learning capabilities.
end of planning cycle as compared to 2018 service.
baseline. Evaluation Plan
Work with the school to develop policy
and procedures for online engagement. Monitoring of Milestones
Community Partners Consultation with Aboriginal parents to
evaluate authenticity of programming to
Support students doing community service enable Aboriginal cultural learning.
Share expertise to enrich education Bush School Survey to canvass parent
programs. satisfaction with inclusion of
Aboriginal language and culture.
Leaders
Identify and schedule opportunities for
students to experience language and
cultural learning that reflects the diversity of
Australian society.
Lead implementation of Positive Behaviour
for Learning, including liaison with AP PBL
Engage in ongoing evaluation and
adjustment of programs, practices and
initiatives associated with Rosebank
Wellbeing Framework
Plan and manage community engagement
activities to ensure strong sense of
community ownership of school
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