School Strategic Plan for School Number: 5260 Duration: 2015 2018
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School Strategic Plan for
School Number: 5260
Duration: 2015 - 2018
1
Endorsements
2
School Profile
Vision
Children, Teachers, Parents: A partnership for the future
As a school community, we work together to empower students to become lifelong learners who embrace their future confidently and contribute successfully as global citizens.
Purpose By placing the child at the centre of all that we do, we ensure a focused and committed effort, enabling each child to feel valued, safe, supported and
successful. Our differentiated learning programs aim to challenge learners and stimulate their interest and curiosity. In developing their knowledge,
skills, understandings, positive behaviours and attitudes, we equip each child with the confidence and capacity to succeed in a globalized world.
Values A key aspect of our school community is a values oriented culture which is as much about empowerment and character building as it is about equipping
students with specific skills, knowledge and understandings. It is our belief that a sound values-based learning culture can strengthen students’ self
esteem, optimism and personal commitment and at the same time, develop their sense of ethical judgement and social responsibility. Our school’s core
values A.R.R.R.E: (Acceptance, Respect, Resilience, Responsibility and Excellence) which form the basis for behaviour management, student learning,
engagement and wellbeing.
Environmental Context SCHOOL PROFILE
Glen Katherine Primary School is located in Eltham North, mid-way between Eltham and Diamond Creek. The school was established in 1988 and
families in attendance are drawn primarily from Eltham, Eltham North, Diamond Creek, Greensborough, and Plenty. Strong links with the local
kindergartens and St Helena Secondary College ensure a smooth transition process into and beyond GK. The school's enrolment sits in the mid 500
range.
Glen Katherine welcomes students and families regardless of their backgrounds, nationality and residential addresses. We provide a friendly,
welcoming and caring environment to all who enrol at GK. Glen Katherine is not zoned so enrolments at this stage are not capped.
FACILITIES AND LEARNING ENVIRONMENT
The learning environment, including buildings and grounds, provides an important foundation for learning to occur. At GK, we take pride in the school
environment and work to continually improve it as has been evidenced over recent years.
There are 16 permanent classrooms, 8 relocatable classrooms plus 3 school owned spaces (Community room, Science room and Facilities store). The
school’s facilities include modern, carpeted, air-conditioned/heated teaching spaces, a large library, specialist art, science, and music rooms, and an
activity based Out of School Hours Program which includes vacation, Curriculum Day and Prep care. The extensive well-planned grounds provide both
active and passive activity zones including: a full sized gymnasium, a shared oval, hard courts, two synthetic surface tennis courts and adventure
playgrounds. The Science precinct includes a dedicated classroom and environmental area called the GK Gully. In 2011, the school was announced by
the state government as a specialist school in Science and Sustainability. Shade sails, a gazebo, a large, curved roof shade structure over a central
courtyard and long verandas give children ample shaded play and quiet activity spaces. A multipurpose building (MPB) provides a modern space for
Music, Art as well as a half-sized gym which is used for PE, grade activities, visiting presenters, PFA functions etc. A functional kitchen and additional
multipurpose space also provides a magnificent area for our Out of School Hours Care program (7am-8.40am; 3pm-6.30pm and vacation care
program). The MPB is in use from 7am-6.30pm for 48 weeks of the year.
Glen Katherine is a joint member of the St Helena Sports Precinct team which has been lobbying with other community stakeholders for improvement of
the joint school’s sporting facilities (St Helena SC and GK). The aim is to improve our sporting facilities by day for student use and to make the facilities
available for out of school use by the broader community. Lobbying thus far has resulted in a $2.5m commitment from the current state government
3which will see the commencement of the first stage of the project – likely to be the development of a synthetic surfaced, competition sized soccer pitch
on the existing grassed area that separates Glen Katherine and St Helena schools. This is a win-win situation for our schools and the local soccer
playing community.
CURRICULUM
Glen Katherine uses AusVels curriculum as the basis for curriculum planning. English and Mathematics are the pillars of our curriculum which is where
substantial teaching time is invested. Other curriculum includes Science, Music, Art, Health & PE, Technology, History, Geography, Economics and
Italian. In 2015, the school has entered into a sister school arrangement with Gaoyou Experimental School in Jiangsu Province, China. This joint
schools’ relationship will strengthen cultural understandings and provide learning opportunities between our two schools and countries. Eventually, the
introduction of Chinese language studies at Glen Katherine may be a possibility. Information and Communication Technology is an important aspect of
curriculum and is integrated across curriculum areas. Students have ready access to computers/notebooks along with a range of digital tools including
cameras, smart boards, data projectors and printers. From 2015, a Bring Your Own iPad program has been introduced at Year 5 and will extend into
Year 6 from 2016. Extra-curricular activities and programs include:- Interschool Sport; Choir; Camps and Excursions Program; Gully Club; Buddies;
Chess Club; Junior School Council; Student Leadership Program including School Captains, House Captains, Arts, LOTE, Peer Mediation & Green
nd nd
Team captains; Premier's Reading Challenge; a Years 1, 2 & 5 Production (every 2 year); State Schools’ Spectacular (every 2 year) and Peer
Mediation. Instrumental and vocal tuition are also available.
A key aspect of our program is values education which underpins our curriculum program. All classes focus on a Steps to Learning Model which forms
the basis of social competency skill building and the management of student attitudes and behavior on a day by day basis.
STUDENT ACHIEVEMENT
The school is focused on continuous improvement in student outcomes at both an individual and cohort level. NAPLAN data trends show that the school
Year 3 and 5 Reading and Numeracy means are consistently superior to those for the state and at the levels predicted by student intake characteristics.
Year 3 Reading and Numeracy means have trended upward, are consistently in the top 20% of government primary schools, as has the Year 5 Reading
mean. The 2014 Year 3 and 5 NAPLAN results reveal very high proportions of students in the top three NAP Bands for the respective year levels, and
virtually no students below the National Minimum Standards.
STAFF
Our leadership structure consists of Principal, Assistant Principal and Student Engagement & Wellbeing Coordinator. The leadership team is supported
by sub-school leaders (Preps, 1/2, 3/4, 5/6 & Specialists) and grade level professional learning team leaders. Our professional learning teams comprise
a well balanced mix of less experienced to very experienced teachers. There are Education Support personnel in the office, library, a Business
Manager, a trained First Aid Officer, ICT technicians, Integration Aides, Out of School Hours Care Coordinator and assistants and Canteen manager.
CURRICULUM LEADERSHIP
The Assistant Principal leads curriculum and staff development. This has been a strategic decision based on the need to continually build teacher
capacity and improve clarity in curriculum planning, implementation and review as well as to reduce inconsistencies and potential misconceptions
across P-6. As a consequence, strong curriculum leadership is definitely impacting on improved curriculum documentation, curriculum implementation
and teacher practice, all of which result in improvements to student achievement.
PARENTS
Parent participation and support is recognised as being essential to the continuing success of the school. There is no doubting the fact that children's
learning is greatly enhanced when the home/school relationship is strong and connected. Contact with parents is primarily through:- the weekly
‘Linkletter'; our school website; Qkr & Skoolbag apps; information evenings; parent bulletins; Blogs; reporting program; direct teacher/parent contact;
and through involvement on School Council, Parents and Friends Association and the Grade Communicator Program. Parent assistance in a broad
range of school programs including classroom assistance is highly valued and encouraged.
4IN SUMMARY
Overall, Glen Katherine is a school characterised by excellence, enthusiasm, goodwill, commitment and ongoing improvement. Whilst it is a school that
is proud of its traditions and achievements, at the same time, it continues to be committed to ongoing improvement in order to provide the best possible
learning environment and educational opportunities and outcomes for all students.
Service Standards In accordance with our school’s vision, purpose and values, the following applies to the level of service and the standards of quality that can be
expected:-
GENERAL
The school commits to the active sharing of its vision and goals to ensure school community engagement in the school’s strategic plan.
The school guarantees all students access to a broad, balanced and flexible curriculum including skills for learning and life.
The school provides a safe and stimulating learning environment to ensure all students can achieve and experience success.
All students will receive instruction that is adapted to their individual needs along with targeted and timely feedback from their teachers.
The school commits to developing and maintaining strong links with parents and the broader school community through its commitment to
open and regular communications.
The school’s learning environment (including facilities, grounds, teaching resources) will continue to be maintained and improved subject to the
level of funding received from government.
SPECIFIC
Home-School communication processes will be clarified in a Home-School Communications bulletin which will be updated as required and
available with a range of other parent information bulletins on the school website.
The school will use a range of strategies to disseminate information to parents and to seek feedback as may be required.
Parents will be engaged in their child’s learning, the school generally and will work in partnership with the school.
Parents will work supportively with the school when their child is having learning difficulties and/or behavioural issues.
The school will not take progress and success for granted and instead, will continually look for ways to further improve.
5Strategic Direction
Goals Targets Key Improvement Strategies
Achievement 1. Consistently embed the Glen Katherine English and
To improve student learning outcomes in -To progressively increase the percentages of
English and Mathematics with emphases on: A & B grades based on 2014 data. Mathematics point of need teaching and learning
Achievement refers to both the absolute levels - Mathematics frameworks
of learning attainment and growth in student - Writing (Texts, Word Study & -For each deemed capable student to achieve 2. Continue the role of the PLTs in building teacher
learning that schools strive to support. Spelling) two progression points (as measured by capacity to implement the teaching and learning
- Level 3 – Level 6 AusVELS) during each school year. frameworks and in using assessment data to drive
student learning.
While recognising that literacy and numeracy Each Glen Katherine PS Student will make -To progressively increase the percentages of
are essential foundations for students’ significant learning progress, regardless of Year 3 and 5 students assessed in the top 3. Continue to provide strong instructional leadership
success, achievement outcomes encompass a his or her starting point, and achieve high three NAPLAN Bands for their year level that offers support and guidance for implementation
standards of literacy and numeracy. when measured from a 2014 baseline. of the teaching and learning frameworks.
broader view of learning, spanning the full
range of curriculum domains, as well as To develop curious learners who are -To progressively improve the number
students’ co-curricular achievements. inquiring, self-directed, problem solvers. (percentages) of students making high
relative gain on NAPLAN measures to above
25%.
Engagement All Glen Katherine Primary School students For students to report increased levels of 1. Enhance student pathways and transitions across
will be highly connected to the school, reassurance and satisfaction with the all year levels K-7.
motivated and engaged in their learning. transition from the current year level to the
Engagement refers to the extent to which next. 2. Deliver curriculum and learning activities that
students feel connected to and engaged in promote student involvement and engagement in
their learning and with the broader school To increase the Attitudes to School Survey their own learning.
Results in School Connectedness and
community. Student Motivation by 2018 to meet State 3. Continue implementation of ICT for learning
mean. including the 2015 Year 5 BYO iPad program.
Engagement spans students’ motivation to
learn, as well as their active involvement in To increase student attendance rates to an 4. Continue to improve school - parent partnerships
average across the school of 95%. that support student learning.
learning.
5. Promote and improve opportunities for student
Engagement also refers to students leadership.
engagement as they make critical transitions
through school and beyond into further 6. Continue to provide a broad range of student voice
education and work. and extra-curricular options.
7. Investigate how multi-dimensional learning
spaces, including outdoor facilities, can contribute
to engagement.
6Wellbeing To develop resilience and behaviours To increase the Attitudes to School Survey 1. Continue to develop consistent and coherent
consistent with school values. Results in Classroom Behaviour and Student approaches to student behaviours management.
Safety by 2018 to meet State mean.
Students’ health, safety and wellbeing are 2. Provide explicit social and emotional development
essential to learning and development. An Achieve a consistent and coherent approach programs for students across the school.
inclusive, safe, orderly and stimulating to student management.
3. In addition to existing multi-age programs and
environment for learning is critical to achieving Develop students’ social and emotional lunchtime opportunities, a whole school program
and sustaining students’ positive learning intelligence. that promotes communal connectedness and
experiences. student wellbeing will be developed and
implemented.
Productivity To use multiple sources of evidence to make To ensure that the SRP staffing profile is 1. The key improvement strategies identified in the
effective decisions and allocate resources diversified with a balanced leadership team Achievement, Engagement and Wellbeing
that result in sustained improvement to along with a spread of experienced and less outcomes will provide direction for resource
Productivity refers to the effective allocation student learning, engagement and wellbeing. experienced staff (note that in a climate allocation during the next Strategic Plan, (Note:
and use of resources, supported by evidence where at least 35% of permanent staff are on The level of DET resourcing in any year however
and adapted to the unique contexts of each family leave, some staffing decisions are will impact planning and programs)
school. impacted by this.)
2. Explore and develop a productive sister school
To ensure that the annual program budget relationship with Gaoyou Experimental School in
Successful productivity outcomes exist when a reflects Strategic Plan priorities and that China and investigate the possibility of introducing
school uses its resources – people, time, allocated budgets also reflect the level of Chinese as a language study into the future.
space, funding, facilities, community expertise, priority from one year to the next.
professional learning, class structures,
To make the best use of all available learning
timetables, individual learning plans and spaces and school facilities and subject to
facilities – to the best possible effect and in the available funds (from government and locally
best possible combination to support improved raised), continue to improve the school
facilities.
student outcomes and achieve its goals and
targets. To implement high level organisational,
communication and management structures
and procedures to ensure order, predictability
and reliability for all stakeholders.
7Glen Katherine PS Strategic Plan 2015 – 2018 INDICATIVE 4 YEAR PLANNER
Actions Achievement Milestone
Key Improvement Strategies
Actions are the specific activities to be undertaken in each year to progress the key Achievement milestones are markers of success. They are useful in demonstrating whether the strategies
improvement strategies. and actions have been successful.
Achievement Year 1 ENGLISH ENGLISH
Reading Reading
Fountas & Pinnell – Further develop understandings of the All P-6 teachers will have further developed their understandings of the F & P
Reading Continuum and how it aligns to AusVELS and F&P reading behaviours. This will begin to become evident in:
Consistently embed the assessment. - their team/individual planning.
Glen Katherine English - framing reading assessment and eliciting targeted instruction from running
and Mathematics point of records.
need teaching and
learning frameworks. GK Comprehension strategies (Hornsby) will continue to be The English Team will develop a yearly overview outlining consistent
implemented within planning and instruction from P-6. comprehension strategy development from P-6.
- Each term, all PLTs will include the GK comprehension strategies in their
Continue the role of the planning.
PLTs to build teacher Munro Phonological Development – revisit phonological
development and its place in the foundation of English Phonological assessment has taken place according to the P-6 Framework.
capacity to implement the
development for all students. Assessment and data is evident within PLT English planners by the end of the
teaching and learning
year.
frameworks and in using
assessment data to drive 2015
Reading Instructional models (Guided Reading, Reciprocal Professional Development (Reading/presentations, PLT discussion and
student learning. practice) will occur throughout the year to develop clarity of reading
Reading & Literature circles) will be revisited to develop
consistency and effective reading practice P-6. expectations.
All P-6 teachers have received targeted, focused feedback on their reading
Continue strong instructional practice at least twice during the year.
instructional leadership Writing
that provides support and Writing
Grammar & Punctuation – Reintroduce Hornsby’s approach to
guidance for developing G & P to support text development. The English team have developed a succinct overview of how to develop
implementation of the Grammar and Punctuation knowledge and skills within a P-6 developmental
teaching and learning scaffold aligned to AusVELS.
frameworks. Implementation of the scaffold will begin to occur within PLT planning lead by
the English team members at each level.
Spelling and Word Study
Spelling and Word Study
Words Their Way – Words Their Way (WTW) will be introduced
By the end of Term 1:
and strategically implemented P-6 as the GK spelling and word
- Levels 3-6 have assessed their students using WTW.
study scaffold.
- Levels 3-6 have created targeted groups for 1 session of explicit weekly
instruction and inclusion in homework.
By the end of Term 2:
- Levels 3-6 evaluate effectiveness of WTW using data to frame Semester 2
instruction.
- Levels 1 and 2 have assessed their students using WTW and have developed
a trial instructional program that aligns to their core English block within the
classroom.
By the end of Term 3:
- Levels 1-6 are using WTW within their English planning and instruction.
8- Prep have assessed their students using WTW and have developed a trial
instructional program that aligns to their core English block within the
classroom.
By the end of Term 4:
- Levels P-6 are using WTW within their English planning and instruction.
English Resources Resources
Auditing, alignment and purchasing of resources will occur to Home reading room and books will have been audited, realigned to F & P and
support ENGLISH practice and framework expectations. rejuvenated with new texts.
F & P Benchmark Assessment Systems and copies of the developmental
continuum will be readily accessible in every P-6 classroom.
WTW support texts will have been purchased and distributed to every PLT P-6.
MATHEMATICS MATHEMATICS
Curriculum Development Curriculum Development
Major/Minor Unit development – Units will continue to be By the end of Semester 1, P-6 Number and Algebra units will be developed,
2015 planned to support the development of teachers’ content trialled and evaluated focussing on major concepts of:
knowledge in AusVELS and the developmental continuum of - Place Value and number sense/fluency and/or
mathematics learning. - Addition and subtraction
By the end of Semester 2, P-6 Number and Algebra units will be developed,
trialled and evaluated focussing on major concepts of;
- Multiplication and Division and/or
- Fractions and Decimals
Teachers will use Booker and AusVELS, in particular the key proficiencies
found within YMER documents to develop the maths units.
Engaging across curriculum tasks developed to be included PLTs will collectively develop 2-3 YMER style maths tasks each term that
within the Maths units. include one specific concept focus but engage students in multiple entry and
exit points and various maths domains within the one task.
Assessment checklists and/or rubrics will be developed for each task.
Learning Intentions will be clearly articulated in units and the success criteria
will be included within the assessment checklists developed.
Mathematics Practice
Mathematics Practice
Core GK beliefs will be developed and expected features of good teaching with
Beliefs and features of good maths teaching and learning
Michael Ymer which will frame teacher practice.
developed to drive consistency in approaches.
Students will be targeted in explicit maths teaching at their level of need,
Targeted maths groups functioning 3-6.
working in like ability groups.
- Data will be used from pre tests to determine targeted groupings.
A GK maths instructional model will be agreed on after working with Ymer.
A common, consistent mathematics Instructional Model will
be used in all classrooms from P-6. All P-6 teachers have received targeted, focused feedback on their maths
instructional practice at least twice during the year after observation.
9Maths Assessment Maths Assessment
Pre and Post tests are used consistently within PLTs and across Teachers will develop pre and post-tests appropriate to their level in number.
P-6. The Mathematics Online interview will be used as a pre and post-test P – 5
targeting developmental concepts each term.
Concept checklists will be developed to assess YMER style maths tasks that
include a multitude of maths concepts.
Mathematics Resources Mathematics Resources
Auditing, alignment and purchasing of resources will occur to Booker resources will be purchased by the end of Term 1 and readily available
support mathematics practice and framework expectations. to every classroom teacher.
A resource audit will occur by the end of semester 1 to ascertain school wide
equipment and requirements.
2015
Hands on equipment that support maths units will be purchased throughout the
year.
INTERVENTION & EXTENSION INTERVENTION & EXTENSION
Students will be identified as requiring additional support or BOOST program will begin targeting and supporting students who are at risk in
extension in each level cohort. Support will be provided by English and/or numeracy, beginning with the Level 1 and 2 students.
support/extension staff and/or through planning consultation at Students from various levels will be identified to participate in extension sessions
levels. either taught by an extension teacher or outside agency events such as
G.A.T.E.W.A.Y.S and other competitions or events.
INSTRUCTIONAL LEADERSHIP INSTRUCTIONAL LEADERSHIP
Develop a leadership structure that has building the capacity of A School Improvement Team (SIT) will be formed to drive macro planning,
teachers and instructional consistency at its core. namely the Strategic Plan.
Sub School Leaders will be developed through PLT leadership opportunities
throughout the year.
A Numeracy Coachee and English Coachee will shadow curriculum leadership
with the aim of developing personal capacity to become more independent in
leading themselves by the end of the year.
Peer Observation will occur in Term 1 and Term 2 that adheres to the
developed protocols.
A coaching model will be developed with Coachees to begin Term 3.
Year 2 ENGLISH ENGLISH
Reading Reading
Fountas & Pinnell – Embed the Reading Continuum and F&P All P-6 teachers will be using the F & P Reading continuum to frame their
assessment as the core of the GK English Framework. planning and instruction; reading behaviours are easily identified within
common reading planners.
2016 F & P assessment checklists and running records will be used to direct ‘point of
need’ targeted reading instruction P-6.
Reading Instructional models (Guided Reading, Reciprocal P – 6 teachers will participate in Reading Professional Development to
Reading & Literature circles) will continue to be developed in consolidate the expected instructional framework/practice specific to their level.
achieving consistent, effective reading practice P – 6; models Munro’s Phonological Awareness assessment will be used to determine the
developed further to scaffold decoding and comprehension structure and balance of competencies within P-6 reading programs.
competencies. Hornsby/GK comprehension strategies will be firmly embedded within the
planning and instruction P-6.
All P-6 teachers will participate in observation rounds specifically focused on
10improving reading instructional practice throughout the year.
Writing Writing
Texts – Develop a P-6 scaffolded approach to writing which Auditing of AusVELS and the developed GK writing framework will occur
includes text types and conventions. The English team will have developed a yearly overview outlining a P-6 text
writing sequence.
The developed GK Grammar and Punctuation overview will align to the
developed text writing sequence.
Professional Development for all staff will occur using JAMES FERGUSON text
writing structures and strategies, including oral text instruction.
Writing moderation will have occurred and an assessment map involving
moderation will be included in the above yearly overviews.
A common writing planner will have been introduced for teachers to trial.
Year 2 Spelling and Word Study
Spelling and Word Study
Words Their Way – Words Their Way (WTW) will be embedded By the end of the year WTW will be the consistent program for spelling and
P-6 as the GK spelling and word study scaffold. word study development P-6 and be visible in all PLT planning and instruction.
2016
ENGLISH Resources ENGLISH Resources
Auditing, alignment and purchasing of resources will occur to The 3-6 home reading books will have been audited with a strategic plan in
support ENGLISH practice and framework expectations. place to rejuvenate with review of texts.
All P-6 classrooms will be audited to identify current classroom English support
(Big book frames, whiteboards etc) and a structured plan will be developed
from this to replenish classroom equipment where needed.
P-2 Home Reading material will have been added to by the end of the year.
MATHEMATICS MATHEMATICS
Curriculum Development Curriculum Development
Engaging across curriculum tasks further developed to be PLTs will continue to collectively develop 2-3 YMER style maths tasks each
included within the Maths units. term that include one specific concept focus but engage students in multiple
entry points and levels of maths.
Learning Intentions and Assessment checklists and/or rubrics, will be
developed for each task.
All P-6 teachers will participate in YMER WEEK 2 by observing Michael Ymer
teaching students P-6 in engaging and targeted maths instruction.
Mathematics Practice Mathematics Practice
Teachers will revisit the GK beliefs and features of good maths teaching and
Beliefs and features of good maths teaching and learning
learning.
embedded to drive consistency in approaches.
P-6 teachers will embed the GK maths instructional model into their maths
practice, evident during structured observation rounds.
Maths Assessment
Maths Assessment
Pre and Post tests are reviewed P-6 to ensure effectiveness in targeting
Pre and Post tests are used by PLTs to analyse data and
student learning needs.
targeted teaching.
Data analysis will occur in PLT’s to drive planning and instruction.
11Mathematics Resources Mathematics Resources
Purchasing of resources will occur to support mathematics All P-6 classrooms will be audited to identify current classroom mathematics
practice and framework expectations. equipment and a structured plan will be developed from this to replenish
classroom equipment where needed.
ASSESSMENT FOCUS ASSESSMENT FOCUS
An explicit focus on assessment school wide will begin to support Professional Development will be provided targeting:
the assessment-planning-teaching cycle. - Evidence v Assumption
- Creating effective Learning Criteria (checklists/Rubrics)
- Effective moderation processes
Scheduled professional learning opportunities will be allocated for PLTs with a
focus on learning with and from each other.
CONSISTENT INSTRUCTIONAL PRACTICE FOCUS CONSISTENT INSTRUCTIONAL PRACTICE FOCUS
Classroom Practice will be targeted explicitly with the aim of A Team Inquiry Cycle will be developed based around:
rejuvenating our approach to instructional pedagogy (HOW we - Assessment of student knowledge (point of need identification)
teach) in relation to new knowledge and depth of content (WHAT
we teach). - Content planning (what is next to be taught to scaffold growth)
- Instructional pedagogy (how will it be taught to maximise engagement and
learning)
- Evaluation of teacher practice, individual and team effectiveness
Peer/triad observations will take place aligned to AITSL classroom practice
continuum standards and the Theories of Action.
‘Visible Learning for Teachers’ (Hattie) Professional Development opportunities
will be provided for staff.
INSTRUCTIONAL LEADERSHIP
INSTRUCTIONAL LEADERSHIP Attempt to retain PLT members for three years minimum where possible.
Continue to build on the leadership structure established in 2015. Sub School Leader capacity will continue to be developed through PLT
leadership opportunities and targeted PD throughout the year.
Further refinement and clarity of school wide Roles & Responsibilities and their
place in developing a distributive leadership model.
The coaching model will be further developed to include sub school leaders.
ENGLISH ENGLISH
Writing Writing
Texts –A scaffolded and explicit approach to writing that visibly Plan writing aligned to the 2016 developed yearly overviews that scaffold the
demonstrates how students become capable writers will be development of capable writers.
evident P-6. Explicitly teach grammar and punctuation using the developed frameworks to
Year 3 support text development.
Develop consistent text writing templates to include in instruction based on the
2016 James Ferguson Professional Development.
Use the consistent writing planner developed and agreed on at the end of 2016
2017 Participate in at least two writing moderation tasks to support assessment and
AusVELS understanding.
12Spelling and Word Study Spelling and Word Study
Words Their Way – Words Their Way (WTW) will audited to P-6 teachers continue teaching word study and spelling using WTW.
measure program effectiveness. P-6 WTW data is collected and analysed, comparing 2016 information to
current data (determine value adding or not).
NAPLAN data (Writing and Spelling Data) will be used to analyse trend and
growth data.
ENGLISH Resources ENGLISH Resources
Auditing, alignment and purchasing of resources will continue to All home reading material will receive some new replacement books aligned to
occur to support ENGLISH practice and framework expectations. the developed resource replenishment plan.
P-6 classrooms will receive resources or materials identified in the 2016
English audit and aligned to the replenishment cycle developed.
MATHEMATICS MATHEMATICS
Curriculum Development and Assessment Curriculum Development and Assessment
Student self-assessment and feedback mechanisms will be Teachers will participate in Professional Development focusing on student self-
developed. assessment and feedback.
Teachers will begin developing self-assessment tasks and feedback
opportunities within lesson structures that support Unit and sequenced lesson
plans already developed at team level.
Mathematics Practice Mathematics Practice
Questioning will become a prominent feature within P-6 lesson Teachers will participate in Professional Development focusing on open ended
Year 3 development. questions and questioning techniques with lessons.
Teachers will begin using a variety of explicitly planned questions in lessons.
Mathematics Resources Mathematics Resources
2017 Purchasing of resources will continue to occur to support - Throughout 2017 the developed 2016 maths replenishment plan will be used to
mathematics practice and framework expectations. replace and build on P-6 maths resources.
INTEGRATED CURRICULUM INTEGRATED CURRICULUM
Integrated Units are further developed to ensure content P-6 integrated units are:
(knowledge development) is scaffolded logically and broadly. - Audited against AusVELS.
- Sequenced and developed to build knowledge from year to year.
- Rejuvenated to allow for maximum student engagement and interest.
ASSESSMENT FOCUS ASSESSMENT FOCUS
The explicit school wide assessment-planning-teaching cycle will Continued Professional Development will be provided building on staff
be further developed. developing knowledge in:
- Evidence v Assumption
- Creating effective Learning Criteria (checklists/Rubrics)
- Effective moderation processes
Scheduled professional learning opportunities will continue to be allocated for
PLTs with a focus on learning with and from each other.
13CONSISTENT INSTRUCTIONAL PRACTICE FOCUS CONSISTENT INSTRUCTIONAL PRACTICE FOCUS
Classroom Practice will be targeted explicitly with the aim of Staff will have a more developed understanding of the Team Inquiry Cycle and
rejuvenating our approach to instructional pedagogy (HOW we
this will be the model used to guide PLTs in their planning process.
teach) in relation to new knowledge and depth of content (WHAT
we teach). Peer/triad observations will continue throughout 2017 to support the
development of instructional practice consistency and excellence.
‘Visible Learning for Teachers’ (Hattie) Professional Development
opportunities will continue to be provided for staff.
INSTRUCTIONAL LEADERSHIP INSTRUCTIONAL LEADERSHIP
Coaching and mentoring will become a part of the learning culture Coaches (teachers demonstrating highly effective practice) will be identified
at GK. through observation by school leaders and the coaching model.
Professional Development in Coaching (skills and strategies to support
teachers in improving practice) will be provided to identified coaches.
A structured coaching framework will be developed that targets new staff on
induction, graduate teachers and staff across the school.
Year 4 ENGLISH ENGLISH
Writing Writing
Developed Frameworks and Planners are reviewed to ensure key P-6 teachers will have reviewed the writing frameworks to ensure content is
features support maximum student writing development. effective in targeting student writing needs in a developmental scaffold.
Writing achievement data and collected assessment P-6 will be analysed in
2018 preparation for school review.
Reading Reading
Developed Frameworks and Planners are reviewed to ensure key P-6 teachers will have reviewed the reading frameworks to ensure content is
features support maximum student Reading development. effective in targeting student reading needs in a developmental scaffold.
Reading achievement data and collected assessment P-6 will be analysed in
preparation for school review,
ENGLISH Resources ENGLISH Resources
Auditing, alignment and purchasing of resources will continue to P-6 classrooms will receive resources or materials aligned to the English
occur to support English practice and framework expectations resource replenishment plan.
MATHEMATICS MATHEMATICS
Developed Frameworks and Planners are reviewed to ensure key P-6 teachers will have reviewed the mathematics frameworks to ensure content
features support maximum student Mathematics development. is effective in targeting student mathematics needs in a developmental scaffold.
Mathematics achievement data and collected assessment P-6 will be analysed
in preparation for school review.
Mathematics Resources Mathematics Resources
Auditing, alignment and purchasing of resources will continue to P-6 classrooms will receive resources or materials aligned to the Mathematics
occur to support maths practice and framework expectations. resource replenishment plan.
INQUIRY LEARNING APPROACH INQUIRY LEARNING APPROACH
Inquiry Learning is explored to support student engagement and P-6 a Inquiry Learning Team will be developed to begin investigation and
14learning P-6. research in Inquiry Learning and its effect on student learning.
ASSESSMENT FOCUS ASSESSMENT FOCUS
An Assessment review will occur school wide. Teachers will have reviewed the assessment strategies developed and used
within the ENGLISH and Mathematics frameworks to ensure adequacy and
effectiveness in identifying and supporting student learning growth.
Data and collected assessment P-6 will be analysed in preparation for school
review.
INSTRUCTIONAL LEADERSHIP INSTRUCTIONAL LEADERSHIP
Coaching and mentoring structures will continue to support Leadership team will have reviewed coaching and mentoring structures in place
teachers in identifying and achieving goals aligned to the AITSL to identify its impact on building teacher capacity and the its effect on student
standards. achievement.
The coaching and mentoring review will assist in determining future direction
for the 2019 – 2022 Strategic Plan.
Engagement Year 1 Review existing K-7 transition arrangements and develop a Current transition practice has been reviewed with a renewed K-7 transition
revised K-7 transition program plan developed.
Feedback on K-7 transition used to inform the development of a revised plan.
Enhance student
Provision of opportunities to develop communal relationships and Specialist teachers investigate across-school communal projects and
pathways and transitions engagement through specialist programs. collaborate with class teachers in the provision of at least one P-6 project each
across all year levels K-7. 2015 Investigate options for 5/6 sport and the need to cater for all term.
student interests and capabilities. Key stakeholders surveyed; discussions held about options available. e.g.
Deliver curriculum and school house competitions etc.
learning activities that Introduce the BYO iPad program into Year 5 and trial a curriculum Yr5 teachers will have developed a yearly overview outlining curriculum links,
implementation plan including identification of preferred apps; user protocols and goals within the iPad program. Feedback from key
promote student introduce and prepare the parents of Year 4 students for a BYO stakeholders will be used to inform the continued development of the iPad
involvement and iPad program in 2016. program in Yr5 and its continuation into Yr6 in 2016.
engagement in their own Continue to utilise ICT in class programs P-6 including the Parents of Yr 4 students will have been informed and prepared for the BYO
learning. teaching of cybersafety. iPad program in Yr5, 2016.
Students P-6 will continue to develop an understanding of safe use of ICT and
the Internet.
Continue implementation Promote the importance of home-school connectedness; provide Range of strategies used (eg. surveys, parents forums including School
of ICT for learning opportunities for feedback and input into school programs and Council, PFA, Grade Communicators, new families) to get feedback and input
including the 2015 Year 5 direction. into various aspects of school programs and operations.
BYO iPad program Provide a range of communication options for parents and New apps introduced to parents (Qkr & Skoolbag) to provide improved access
continue to explore new options. to information. Other communication strategies include:-parent info bulletins;
Develop close links with parents of students who are on Learning weekly Linkletter; access to staff via emails; Blogs; P/T meetings; student
Continue to improve Improvement Plans (for learning, behaviour or social reasons). reports; website; notices; electronic signage etc.
school - parent Provide a range of opportunities for parents/grandparents to get Visible parent support and involvement in a range of ways including:- School
partnerships that support involved with the school. Council; PFA; classroom helpers; canteen; uniform shop; excursions & camps;
student learning. Library; working bees;
Review student leadership opportunities and develop a plan to Leadership training program for all Yr6 students; Peer Mediators; Junior School
improve and broaden the range of leadership opportunities and Councillors.
Promote and improve training for students. Explore other schools’ leadership and student voice programs (e.g. Yarrambat
opportunities for student Review existing opportunities for student voice P-6 and PS) and develop a revised student leadership plan for 2016.
leadership. investigate new options. Feedback and input sought from students about how to improve student voice
opportunities with an implementation plan developed.
15 Explore options for out of classroom learning experiences. Teachers trial a range of learning tasks (across the curriculum) incorporating
outdoor experiences. Feedback sought from teachers and students regarding
Continue to provide a
level of engagement and student interest.
broad range of student
Year 2 Implement the revised K-7 transition program. Feedback on K-7 transition used to inform the development of a revised plan.
voice and extra-curricular Continue to provide opportunities for the development of Specialist teachers continue to investigate across-school communal projects
options. communal relationships and engagement through specialist and collaborate with class teachers in the provision of at least one P-6 project
programs. each term.
Investigate how multi- Determine the preferred options for 5/6 sport and the alternatives Input from stakeholders (students and staff) invited with a revised sport options
2016 for students who could benefit from not participating in competitive plan developed.
dimensional learning
sport. Yr5 & Yr6 teachers refine curriculum links, user protocols and goals within the
spaces, including outdoor Continue the BYO iPad program in Year 5 and implement the iPad program. Feedback from key stakeholders will be used to inform the
facilities, can contribute to curriculum implementation plan. Introduce and prepare the continued development of the iPad program in Yr5 and Yr6 in 2017.
engagement. parents of Year 4 students for a BYO iPad program in 2017. Parents of Yr 4 students will have been informed and prepared for the BYO
Continue to utilise ICT in class programs P-6 including the iPad program in Yr5 2016.
teaching of cybersafety. Students P-6 will continue to develop an understanding of safe use of ICT and
the Internet.
Continue to promote the importance of home-school Range of communication strategies used (e.g. surveys, parents forums
connectedness; provide opportunities for feedback and input into including School Council, PFA, Grade Communicators, new families) to get
school programs and direction. feedback and input into various aspects of school programs and operations.
Continue to provide a range of communication options for parents Communication strategies include:-parent info bulletins; weekly Linkletter;
and continue to explore new options. access to staff via emails; Blogs; P/T meetings; student reports; website;
Continue to develop close links with parents of students who are notices; electronic signage; Qkr; Skoolbag etc.
on Learning Improvement Plans (for learning, behaviour or social Visible parent support and involvement in a range of ways including:- School
reasons). Council; PFA; classroom helpers; canteen; uniform shop; excursions & camps;
Continue to provide a range of opportunities for Library; working bees.
parents/careers/grandparents to get involved with the school. Leadership training program for all Yr5 & 6 students which includes:- Peer
Continue to provide a range of leadership opportunities and Mediators; Junior School Councillors.
training for students. Explore other schools’ leadership and student voice programs (eg. Yarrambat
Continue to provide a range of opportunities for student voice P-6 PS) and develop a revised student leadership plan for 2016.
and continue to investigate new options. Feedback and input continually sought from students about how to improve
Continue to explore options for out of classroom learning student voice opportunities. Evidence of implementation plan being
experiences. implemented.
Teachers use and share a range of learning tasks (across the curriculum)
incorporating outdoor experiences. Feedback regularly sought from teachers
and students regarding level of engagement and student interest.
Year 3 Transition program continues to be implemented. K-7 survey data indicates improved stakeholder satisfaction with transition
BYO iPad program running in Yr5 & Yr6; Yr 4 parents and processes.
students informed and prepared for a BYO iPad program in 2018. Year 5 & 6 teachers use established iPad curriculum overview.
Continue to utilise ICT in class programs including the teaching of Students P-6 will continue to develop an understanding of safe use of ICT and
cybersafety. the Internet.
2017 Continued provision of opportunities to develop communal Yr 4 parents provided with the necessary iPad program information for 2018.
relationships and engagement through specialist programs. Specialist teachers continue to lead and implement across school communal
Maintain self-evaluation and reflection processes within all areas projects and collaborate with class teachers in the provision of at least one P-6
of learning. Promote the importance of home-school project each term
connectedness; provide opportunities for feedback and input into Classroom teachers and Specialist teachers will review assessment tasks to
school programs and direction. align with reflective practices and current content.
Continued provision of a range of communication options for Range of communication strategies used (eg. surveys, parents forums
16parents and continue to explore new options. including School Council, PFA, Grade Communicators, new families) to get
Close links developed with parents of students who are on feedback and input into various aspects of school programs and operations.
Learning Improvement Plans (for learning, behaviour or social Communication strategies include:- parent info bulletins; weekly Linkletter;
reasons). access to staff via emails; Blogs; P/T meetings; student reports; website;
Continued provision of a range of opportunities for notices; electronic signage; Qkr; Skoolbag etc.
parents/grandparents to get involved with the school. Visible parent support and involvement in a range of ways including:- School
Continued provision of a range of leadership opportunities and Council; PFA; classroom helpers; canteen; uniform shop; excursions & camps;
training for students. Library; working bees.
Continued provision of a range of opportunities for student voice Leadership training program for all Yr5 & 6 students; Peer Mediators; Junior
P-6 and continue to investigate new options. School Councillors trained. Further options explored.
Continued exploration of options for out of classroom learning Explore other schools’ leadership and student voice programs (eg. Yarrambat
experiences. PS) and develop a revised student leadership plan for 2017.
Feedback and input continually sought from students about how to improve
student voice opportunities; an implementation plan is implemented.
Teachers use and share a range of learning tasks (across the curriculum)
incorporating outdoor experiences. Feedback regularly sought from teachers
and students regarding level of engagement and student interest.
Year 4 K-7 transition program is reviewed. Feedback from stakeholders (K-7) indicates improved satisfaction with
BYO iPad program running in Yr5 & Yr6; Yr 4 parents and transition processes.
students informed and prepared for a BYO iPad program in 2018. A revised K-7 transition program is developed.
BYO iPad program reviewed. Year 5 & 6 teachers use established iPad curriculum overview.
Continue to utilise ICT in class programs including the teaching of Students P-6 will continue to develop an understanding of safe use of ICT and
2018 cybersafety. the Internet.
Review of provision of opportunities to develop communal Yr 4 parents provided with the necessary iPad program information for 2018.
relationships and engagement through specialist programs. A revised Yr5/6 ICT plan / program is developed taking into account student
Continue to promote the importance of home-school need.
connectedness; provide opportunities for feedback and input into Specialist teachers continue to lead and implement across school communal
school programs and direction. projects and collaborate with class teachers in the provision of at least one P-6
Continued provision of a range of communication options for project each term; recommendations for improvement to the program are
parents and continue to explore new options. developed.
Close links developed with parents of students who are on Range of communication strategies used (e.g. surveys, parents forums
Learning Improvement Plans (for learning, behaviour or social including School Council, PFA, Grade Communicators, new families) to get
reasons). feedback and input into various aspects of school programs and operations.
Continued provision of a range of opportunities for Communication strategies include:-parent info bulletins; weekly Linkletter;
parents/carers/grandparents to get involved with the school. access to staff via emails; Blogs; P/T meetings; student reports; website;
Continued provision of a range of leadership opportunities and notices; electronic signage; Qkr; Skoolbag etc.
training for students. Visible parent support and involvement in a range of ways including:- School
Continued provision of a range of opportunities for student voice Council; PFA; classroom helpers; canteen; uniform shop; excursions & camps;
P-6 and continue to investigate new options. Library; working bees.
Continued exploration of options for out of classroom learning Leadership training program for all Yr5 & 6 students; Peer Mediators; Junior
experiences. School Councillors trained. Further options explored.
Feedback and input continually sought from students about how to improve
student voice opportunities; an implementation plan is implemented.
Teachers use and share a range of learning tasks (across the curriculum)
incorporating outdoor experiences. Feedback regularly sought from teachers
and students regarding level of engagement and student interest.
17Year 1 Review and continue to implement the school Values and The teaching of Values will be reviewed based on the school’s new set of core
subsequent programs, with a whole school approach to consistent values. (Acceptance; Respect; Resilience; Responsibility, Excellence).
Wellbeing behaviour management processes. Staff will follow and implement the school’s current behaviour management
Mindfulness education explored. program ‘Steps to Learning’.
Social skills programs explored. Student success and achievement is celebrated and acknowledged (in class, at
Continue to develop 2015 Proactive approach to bullying including clarification of what assemblies, in Linkletter, on website, Blogs etc.)
consistent and coherent bullying is (and isn’t). Students can reflect on their learning through the implementation of Restorative
approaches to student Provision of information to parents to keep them informed about Chats following the Restorative Practices model with trained staff.
behaviour management. wellbeing issues and school processes. Professional development for staff based on Mindfulness practices will be
provided.
GK Communal Groups established for implementation.
Provide explicit social and Students will have the opportunity to engage in social skills development
emotional development program KKPP (Kool Kids Positive Program).
programs for students Educational programs and opportunities to seek support will aide in the
across the school. reduction of bullying incidents.
Parent information developed and made available (website, Linkletter,
Skoolbag)
In addition to existing
Year 2 Behaviour management enhanced by Restorative Practices. Staff will receive professional development on Restorative Practices. They will
multi-age programs and
Continue to implement the school Values and subsequent have an understanding of how to support students to make better behavioural
lunchtime opportunities, a programs, with a whole school approach to consistent behaviour choices through the use of Restorative chats. Students will have the
whole school program that management processes. opportunities to reflect on their accountability and understanding of behavioural
promotes communal Mindfulness education implemented. choices through the implementation of Restorative Chats.
2016 Enhanced sense of belonging and collectiveness across the Values programs implemented by teachers based on the school’s core values.
connectedness and
school. Student success and achievement is celebrated and acknowledged (in class, at
student wellbeing will be
Social skills programs maintained. assemblies, in Linkletter, on website, Blogs etc.)
developed and Proactive approach to anti-bullying. Staff will follow the school’s current behaviour management program ‘Steps to
implemented. Provision of information to parents to keep them informed about Learning’.
wellbeing issues and school processes. Mindfulness practices reviewed and continued to be implemented across the
school.
Glen Katherine Communal Groups maintained.
Students will have the opportunity to engage in social skills development
program (KKPP).
Educational programs and opportunities to seek support will aide in the
reduction of bullying incidents.
Parent information developed and made available (website, Linkletter,
Skoolbag)
Year 3 Behaviour management enhanced by Restorative Practices. Staff will follow a Restorative Practice model and conduct Restorative Chat
Continue to implement the school Values and subsequent following incidents to improve student accountability and understanding of
programs, with a whole school approach to consistent behaviour behavioural choices.
management processes. Values programs implemented by teachers based on the school’s core values.
Mindfulness education implemented. Staff will follow the school’s current behaviour management program ‘Steps to
2017 Social skills programs maintained. Learning’.
Proactive approach to anti-bullying. Student success and achievement is celebrated and acknowledged (in class, at
Provision of information to parents to keep them informed about assemblies, in Linkletter, on website, Blogs etc.)
wellbeing issues and school processes. Mindfulness practices reviewed and continued to be implemented across the
Parent and stakeholder feedback sought. school.
Glen Katherine Communal Groups maintained.
Students will have the opportunity to engage in social skills development
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