antonio park primary school 2013 2016 strategic plan

Antonio Park Primary School 2013 – 2016 Strategic Plan

School Strategic Plan for

Antonio Park Primary School

Eastern Metropolitan Region

2013-2016

Endorsement by

School Principal

Signed: (Principal’s signature)

Name: Karen Patten

Date: 10/12/2012

Endorsement by

School Council

Signed: (School Council President’s signature)

Name: Tim Stuchbery, School Council Vice-President on behalf of Justin Ezard (School Council President)

Date: 10/12/2012

Endorsement by

Regional Director

or nominee

Signed: (Regional Director or nominee’s signature)

Name: Geoff Flett

Date: 12/12/2012

1

Purpose

At Antonio Park Primary School our purpose as an effective learning community is to believe in the achievement of excellence and the

fulfilment of potential in a happy, caring and safe environment where students, staff and families feel a strong connection to each other and the school. We are committed to fostering a lifelong love of learning. We actively engage students in a range of authentic learning

experiences. Through these our children will develop understandings and competencies needed to be successful learners and citizens in a rapidly changing world.

As part of its review year, in 2012 Antonio Park Primary School’s students, staff and parents had conversations around three essential

themes: What we love about the school; What the school does well; and

Future aspirations.

What We Love About APPS The threads woven that form the fabric and heart of our school:

Its vibrant culture, the team and ‘can do’ ethos. Inclusivity, connectedness, respectfulness, positive relationships and ability to have conversations; especially with staff.

Strong student voice, student centred and a focus on the whole child. Commitment of teachers, their preparedness to ‘do the extra’, their passion and the quality of programs.

The amount of opportunities for individual students to engage and excel, within and outside the classroom. Wonderful community involvement, participation in and support of programs and events.

The greenery and facilities.

What The School Does Well Engaging learning through the design and delivery of curriculum.

Innovative, responsive, adaptive in an informed way. A fun creative learning environment with wonderful extra-curricular activities such as: the fete, production, aerobics, Tournament of

Minds, instrumental music, sporting program, camps, swimming,, the animal program and environmental program.

Caring, work well together and models the school’s values: Empathy, Responsibility, Resilience, Independence, Confidence.

Our Future Continue what we love about the school and what the school does well.

Capture and maintain the unique culture.

Continue: high expectations, a strong focus on learning and teaching as reflected in the Effective Schools model; especially the

Learning Community element.

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Values

ERRIC is the symbol for our school community’s values. APPS has a culture whereby staff, students and parents are expected to demonstrate

behaviour that reflects these values. The strong partnership between home and school is seen as the foundation of successful learning for all children. Through our school values

of empathy, responsibility, resilience, independence, and confidence, children are encouraged to develop a sense of wellbeing and are supported in developing healthy relationships with others. They are encouraged to be independent, accept increasing responsibility for their

learning and to do their best. Their successes are acknowledged in many ways but no more so than through our weekly assembly where students are encouraged to participate and where achievements of our students, staff and parents are recognised and celebrated.

Environmental Context

Antonio Park Primary School (APPS) is located on the land of the Wurundjeri People – the original owners of the land. APPS opened in 1960 to address the educational needs of growing communities in the Ringwood and Mitcham areas. The initial enrolment of 217 is a contrast to

the highest ever current enrolment of 488 in 2012, which is emblematic of the growth that has occurred. This growth has resulted in Eastern Metropolitan Region (EMR) placing an enrolment ceiling of 525 students for 2013. APPS now enjoys the results of the ten year building

program.

APPS caters for the learning needs of students, the presentation of every classroom encourages curiosity and inspires learning and there is a respectful and positive relationship that exists between staff and students. APPS provides security for students, support for parents and

encouragement for staff to continuously learn and improve. Learning spaces have been enhanced through having interactive whiteboards and increased ICT capacity to assist teaching and learning. The playground is a beautiful place with a strong emphasis on environmental education.

It is attractively landscaped neighboured by beautiful bush settings. APPS is also proud of the range of playground equipment and sporting areas made available as well as the performing arts centre. Several community events are evidence of long standing traditions of this sense of community and of the mutual support between home and school. Annual events include Athletics Sports, Tour De Park, Swimming Sports,

the Fete and the School Production. An excellent camping program is offered to all children from Prep (Foundation year) to year 6. APPS has a most successful Walking School Bus Program and a very popular play group for school families with pre-school aged children. Parent

participation in the school programs can be seen by the large numbers of parents who assist classroom teachers each day during literacy and numeracy times, the number who assist with excursions, camps and the great support we receive with our school production. Our parent

community and particularly our School Council are committed to improving the school, its grounds and facilities in order to help us provide the best learning environment possible for our students.

The school is arranged in four levels based around the VELS levels. Staff plan in teams using an Integrated Curriculum approach and programs

are delivered through a 2-year inquiry based Curriculum Plan incorporating thinking skills. Classroom programs are supported by specialist teachers in Indonesian, Library, Physical Education, Visual Arts and Performing Arts. In addition support programs are offered in Reading

Recovery and Additional Assistance. A wide variety of extra curricula activities including Aerobics, Choir, private music tuition, GATEways and Tournament of Minds ensure that there is something for every child. Parents are supported through programs such as Developing

Literacy Partnerships, Numeracy Partnerships, Classroom Helpers and a variety of information nights on student wellbeing and classroom programs throughout the year. A strong Integration Program supports several students funded under the Department of Education and Early

Childhood’s Disability and Impairment program through the appointment of several Integration Aides who work in conjunction with teachers and families to support special needs. Weekly Life Skills sessions are a feature of the integration program.

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Goals Targets Key Improvement Strategies

Student Learning

To improve learning outcomes

for all students in the AusVELS

English and Mathematics.

ENGLISH

By 2016

Increase the percentage of students who achieve above

expected AusVELS levels to 25% in English.

Reading Benchmark Levels

By 2016 the percentage of students deemed capable to

be reading at 90-100% accuracy at the specified levels:

90% Foundation Year (Prep) students at Level 7

90% Year 1 students at Level 20

90% Year 2 students at Level 30

AusVels

15% of students above expected for Speaking &

Listening

95% of students at/above expected in

reading/writing/speaking & listening

100% of Year 3 students above National Mean Score

in all areas


in all areas

The mean yearly growth for each cohort to be at or

above the expected AusVELS yearly progression in

English and Mathematics

NAPLAN


be achieving the following:

Year 3

Zero percent of students in Bands 1 & 2

70% students in Bands 5 & 6 for Reading

65% students in Bands 5 & 6 for Writing

To develop and implement a whole

school approach to teaching and

learning in literacy and numeracy

aligned to AusVELS.

Enhance the capacity of staff to

sustain improvement in the

delivery of curriculum P-6 and

improve understanding of

assessment and analysing data.

4


Student Learning

Year 5


50% students in Bands 7 & 8 for Reading

40% students in Bands 7 & 8 for Writing

Year 3/5 matched cohorts in NAPLAN in Reading

and Writing to have a minimum scale growth score

of 90.

English Online

Student performance in English Online Interview Prep –

Year 1 in Reading & Writing to be within the SFO range

MATHEMATICS

By 2016 increase the percentage of students who achieve

above expected AusVELS levels to 20% in Mathematics

By 2016 achieve the following for students deemed

capable:

15% of students above expected for Number and

measurement

98% of students at/above expected in Number and

Measurement


in all areas


in all areas.

NAPLAN Year 3


be achieving the following:


70% students to be in Bands 5 & 6 for Numeracy.

NAPLAN Year 5

Zero percent of students to be in Bands 3 & 4

To develop and implement a whole

school approach to teaching and

learning in Literacy and Numeracy

aligned to AusVELS.

Enhance the capacity of staff to

sustain improvement in the

delivery of curriculum P-6 and

improve understanding of


5


50% students to be in Bands 7 & 8 for Numeracy

Year 3/5 matched cohorts in NAPLAN in Numeracy

to have a minimum scale growth score of 90.

Student Engagement and

Wellbeing

To improve student

engagement in their learning

and develop in each student a

sense of wellbeing and

connectedness to school and

their peers.

Student Opinion – Attitude to Schools survey

By 2016 increase the mean scores of the following

variables to the designated score:

Student morale to 5.80

School connectedness to 4.60

Student motivation to 4.60

Learning confidence to 4.20

Connectedness to peers to 4.45

Classroom behaviour to 3.70.

Parent Opinion Survey

By 2016 increase the mean scores of the following

variables to the designated score:

Connectedness to peers to 6.20

Student motivation to 6.10

Social skills to 6.00

School connectedness to 6.10.

Maintain school absence below the state mean for year

levels and whole school.

Develop and implement a whole

school approach to student

engagement and wellbeing.

Develop and implement a plan to

involve parents and the wider

community as partners in

supporting student engagement and

wellbeing.

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Student Pathways and

Transitions

Goals

To improve the transitions

and pathways of students into,

within and from the school so

they are assisted to meet their

academic and social potential

at different stages of schooling.

Parent Opinion Survey

By 2016:

increase the school mean score of the transitions

variable to 6.00

Increase the school mean score for each of the

individual questions to the designated score:

o Q. 52 to 5.80

o Q. 53 to 6.20

o Q. 54 to 5.80

o Q. 55 to 6.20.

Using 2012 data as a benchmark, show improved

results from school based surveys administered to

parents of Prep students and students:

o exiting the school,

o moving from one year level to the next.

Key Improvement Strategies

To increase the effectiveness of

transition processes into, within

and from the school through

liaising with all stake holders and

improving pathways for students.

A Child’s Learning Environment

GLEN WAVERLEY SOUTH PRIMARY

SCHOOL

LIFE SKILLS

RESPONSIBILITY

COMMUNICATION

INDEPENDENCE

INQUIRING MINDS

PROBLEM SOLVING

CREATIVITY

RESILIENCE

ACHIEVEMENT

POTENTIAL

LOVE OF LEARNING

SENSE OF COMMUNITY

CONNECTEDNESS

ADAPTABLE TO CHANGE - PREPARED FOR THE FUTURE

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(KIS across the three student outcomes

areas)

Actions Achievement Milestones

(Changes in practice and behaviours)

Student Learning

To develop and implement a whole school

approach to teaching and learning in

Literacy & Numeracy aligned to AusVELS.

Year 1

Document and implement a cohesive school-wide

AusVELS-based curriculum and teaching methodology

that is complementary and sequential for English and

Mathematics.

ENGLISH

Strengthen and embed the whole school Writing

program and align with AusVELS through ongoing

professional learning.

Review current spelling continuum and modify in

relation to AusVELS:

o Clarify current practice

o Identify and visit best practice schools.

o Establish a whole school spelling program.

Strengthen the use of data sets (NAPLAN, English on

Demand and English Online) to inform program

planning and delivery of Writing, Reading and

Spelling.

MATHEMATICS

Review current Mathematics P-6 scope and sequence

and modify in relation to AusVELS.

Establish expectations of a cohesive whole school

practice in methodology for Mathematics scope and

sequence.

Strengthen the use of data sets (NAPLAN, Numeracy

online interview and On Demand testing) to inform

program planning and delivery of Mathematics.

Include a strong focus on ‘Trusting the Count’ P-6.

All teachers implementing the whole school

writing and there is consistency in

methodology.

Improved student achievement results for

Writing.

P-6 spelling continuum has been audited.

P-6 spelling continuum that is complementary

and sequential has been established.

Staff have a strong understanding of an

effective spelling program.

Teams have built into their meeting time the

practice of unpacking and moderating data to

inform the learning & teaching program.

Student performance data has been entered on

a Student Achievement Tracker and provided

to teachers as per P-6 Assessment & Reporting

Schedule.

Further alignment between AusVELS and

NAPLAN results for Writing and Reading.

All teachers implementing the Whole School

Mathematics Program and there is consistency

in methodology.

Improved student achievement results for all

Mathematics domains.


effective Mathematics program.




Clear expectations at all levels and consistency

of AusVels teacher judgements.

8



areas)



Student Learning




Year 1

Assessment and Reporting

Fully implement P-6 Assessment & Reporting

Schedule for English and Mathematics.

o Enter collected data as per timetable onto

Student Achievement Tracker

o Collate and distribute expeditiously to Levels

to enable collective responsibility for

improved targeted learning.

Establish and implement an assessment rubric for

Writing, then other AusVELS key learning areas that

reflect assessment of, for and as learning.

Establish practice of regular parent communications

through newsletter and level reports to the

community.


NAPLAN results for Mathematic domains.

Yearly review of Annual Implementation Plan

for English and Mathematics will be conducted

as per Annual Report.

Year 2


curriculum according to AusVELS timeline.

ENGLISH

Maintain the impetus of the whole school writing

program and induct new staff.

Implement spelling program. Provide professional

development.

Review current practice in Listening and Speaking.

Survey staff. Identify best practice programs.

MATHEMATICS

Fully implement P-6 Mathematics scope and sequence

with a focus on whole school cohesion (common

language, methodology and learning sequence).


Writing Program and there is consistency in

methodology.

Improved student achievement results for

Writing.

P-6 spelling continuum that is complementary

and sequential has been established.




Student performance data is entered on a

Student Achievement Tracker to inform

Learning & Teaching program as per P-6

Assessment & Reporting Schedule.

Improved spelling and language NAPLAN data.

Alignment between AusVELS and NAPLAN

results for Writing and Reading.

9



areas)



Student Learning




Year 2

Continue to improve program planning and delivery

with effective use of purposeful data.

Continue focus on ‘Trusting the Count’ P-6.


Monitor P-6 Assessment & Reporting Schedule for

English and Mathematics ensuring efficient and

effective data tracking for targeted teaching and

improved outcomes.

Ensure regular parent communication in relation to

student learning program.


Mathematics program as prescribed and there

is consistency in methodology.

Improved student achievement results for all

Mathematics domains.


effective Mathematics program.





NAPLAN results for Mathematic domains.

Student performance data is entered on a

Student Achievement Tracker to inform

Learning & Teaching program as per P-6

Assessment & Reporting Schedule.




Year 3


curriculum according to AusVELS timeline.

ENGLISH and MATHEMATICS

Monitor momentum of whole school writing

program and induct new staff.

Consolidate P-6 Spelling program.

Implement P-6 Listening and Speaking program.

Monitor implementation of P-6 Mathematics scope

and sequence




http://www.sofweb.vic.edu.au/blueprint/es/default.htm

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areas)




Monitor implementation of P-6 Assessment &

Reporting Schedule for English and Mathematics with

continued focus on efficient and effective data

tracking for targeted teaching and improved

outcomes. Seek community feedback in relation to

effectiveness of parent communication strategies.

Year 4 Comprehensive review of the English and

Mathematics program through school self-evaluation.

Student Learning

Enhance the capacity of staff to sustain

improvement in the delivery of curriculum

P-6 and improve understanding of


Year 1

Building Staff Capacity

Provide professional learning to assist teachers to:

o strengthen the accuracy and consistency of

teacher judgements in all key learning areas.

o further understand data, including data trends

for English and Mathematics and survey data.

Use Prep entry data to regularly monitor the value

the school adds to student performance.

Share planning and assessment documents.

Staff Performance Planning

Continue to link student performance to staff

performance plans using 3 sources of data to show

student improvement.

Introduce peer observation and coaching using the

Collaborative Teaching and Growth model.


Review the school’s reporting to parents’ policy and

processes then develop and implement any changes

necessary.

A Professional Learning Plan reflecting The Seven

Principles of Highly Effective Professional Learning

& Skills and Knowledge of Highly Effective

Teachers (DEECD) is in place for:

Consistent teacher judgements, e.g.

moderation.

Interpreting data and applying analysis into

practice.

Level 1 has referred to school entry data by

the end of February and has expeditiously

applied findings into planning documents and

learning and teaching programs.

English and Mathematics

There is further alignment between NAPLAN

and teacher judgements.

Teachers understanding in English and

Mathematics learning and teaching practices

has improved through evidence in data

assessment.

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areas)



Student Learning

Enhance the capacity of staff to sustain

improvement in the delivery of curriculum

P-6 and improve understanding of


Teachers have a strong understanding of data

and data trends for writing and number;

including survey data.

Staff have a common understanding of

AusVELS.

There is agreement amongst staff of examples

for progression points.


for Staff Development will be conducted as per

Annual Report.

Year 2

Ensure a whole school professional learning plan that

supports the implementation of the Strategic Plan/AIP

Embed the effective use of data from 3 sources

within staff performance plans.

Continue peer observation and coach model.

Monitor progress via staff feedback.

Use last year’s research to develop a whole school

spelling program.

Document what our writing program is for new staff.

As per previous year.

Whole school spelling program published and

included in all level planning.



Annual Report.

Year 3

Refine and build onto initiatives from previous year.

Use last year’s research to develop a whole school

Listening and Speaking Program.

As per previous years.

Whole school Speaking and Listening program

published and included in all level planning.



Annual Report.

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areas)



Year 4 Comprehensive review of the school’s professional

learning program through school self-evaluation.

Student Engagement & Wellbeing

Develop and implement a whole school

approach to student engagement and

wellbeing.

Develop and implement a plan to involve

parents and the wider community as

partners in supporting student engagement

and wellbeing.

Year 1

Student engagement in learning:

Continue the 5 Star Sustainable School Program

connected to CERES.

Use the e5 and PoLT principles to assist curriculum

design and delivery.

Further build a strong culture of high expectations of

engagement and performance and motivation.

Develop and implement a plan to use the student

voice P-6 and include student interaction within the

community.

Further develop the school’s ICT program (see

below).

Ensure that students are engaged in learning and have

a strong sense of themselves as learners.

Review the student leadership activities across the

school on an annual basis.

Continue to implement and refine the current high

quality suite of programs that support Student

Engagement and Wellbeing.

Surveys

Annually implement the PoLT surveys P-6 to gauge

students’ perceptions of the school and its practices.

Conduct annual focus groups for parents, students

and staff to seek strategies to improve the school’s

operations in response to survey data results.

Punctuality and attendance

Continue to inform the community about the

importance of being at school on time and attending

every day.

Wellbeing team meet regularly.

Sustainable schools units appear in each year of

Inquiry Units of work.

All teacher performance plans showing

application of student engagement initiatives in

practice.

e5 domains included in planning documents.

Teaching teams demonstrating extended ICT

use in the classrooms.

Data collection to demonstrate extended ICT

use in classroom.

Increase in % of students arriving on time

ready to learn by 9am.

Working party meets regularly.

Newsletter –Wellbeing section expanded.

Student Engagement & Wellbeing Policy and

Program implemented.

Yearly review of Annual Implementation Plan for

Staff Development will be conducted as per Annual

Report.

13



areas)






wellbeing.




and wellbeing.

Parental Involvement

Provide parents with a schedule of events for each

term to show the range of activities in which they

may participate or provide assistance.

Continue to invite parents to the school to view

classroom presentations of students’ work,

performances for performing and visual arts and to

participate in celebrations of achievements.

The Whole School Community Approach

Provide staff professional learning to build a collective

and shared understanding of the vision and goals for

the whole school approach to student engagement

and wellbeing.

Develop and publish a curriculum and co-curricular

plan so the options for students at different levels of

the school are clearly communicated.

Within the Wellbeing Team, establish a working

group to develop and implement communication

strategies to inform the community about the school,

its programs and its continued improvement.

Provide parents with information about the school’s

values (ERRIC) and the expectations the school has

of staff, students and parents demonstrating

behaviour that reflects the values.

Students look forward to new year levels with

a sense of optimism.

Parents have an understanding of what to

expect throughout the P-6 program.

Year 2

Student engagement in learning:

Further develop and implement initiatives from

previous year.

Conduct annual focus groups for parents, students

and staff to seek strategies to improve the school’s

operations in response to survey data results. (See

Pathways and Transitions-PoLT survey).

Improved parent, student, staff survey data.

Data collection from PoLT surveys used to

inform action.

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areas)



Implement the Student Voice plan P-6.Review the

student leadership activities across the school.

Surveys

As for Year 1.

Punctuality and attendance

As for Year 1.

Parental Involvement

As for Year 1.

Planning for increased opportunities for

student voice included in Student Engagement

& Well Being Policy & Program.

Student leadership plan available to students

for input.



Annual Report.

Year 3

Consolidate initiatives from previous years.



Annual Report.

Year 4 Comprehensive review of Student Engagement &

Wellbeing through school self-evaluation.


ICT



wellbeing.




and wellbeing.

Year 1

ICT

ICT Benchmarking to seek strategies through

Professional Development to improve the school’s

operations in response to survey results.

Use the e5 and PoLT principles to assist ICT

curriculum design and delivery.

Further develop the school’s ICT program using

mobile technologies.

Ensure that students are engaged in ICT learning and

have a strong sense of themselves as technological

learners, ultimately enhancing their digital footprint at

APPS.

ICT leadership is in place for both technical

and curriculum delivery.

ICT technologies survey administered.

Data collected shows an improvement in

ICT skills for students and staff.

ICT team meet regularly with a focus on

teaching pedagogy and utilisation of mobile

technologies.

More notebooks have been purchased and

there is an increase in ratio numbers.

Staff are effectively using the iPad as a

learning and teaching tool and student skills

and learning outcomes have been

enhanced.

15



areas)




ICT



wellbeing.




and wellbeing.

Year 1

All teachers using IWBs on a daily basis. Interactive

rolls are evident in all classrooms.

One year level to utilise film making software and

equipment to complete an ICT project, enhancing the

use and application of ICT in the classroom.

There is shared ICT vision and goal

congruency of staff through the provision

of a strategic professional learning plan.

There is demonstrated evidence of

teachers applying extended ICT use in

their classrooms, e.g. Interactive

Whiteboards and mobile technologies.

Staff are utilising the ACMI Film Making

101 program and students are delivering a

film making project.

Year 2

ICT Benchmarking in Term 1 and 4 to inform

professional learning needs

Continue embedding ICT into classroom teaching

and learning practice reflective of current and

next practice innovations.

Utilise mobile technologies for student

engagement in classroom activities reflective of

current and next practice innovations.

Continue to provide staff with appropriate

professional learning, visitations/research locally

and globally in ICT for a collective understanding

and shared vision and goals for the whole school

ICT approach.

Two year levels to utilise film making software

and equipment to complete an ICT project,

enhancing the use and application of ICT in the

classroom.

Develop and publish an ICT curriculum and co-

curricular plan so the options for students at

different levels of the school are clearly

communicated.

ICT Scope and Sequence has been

reviewed.

School Community ICT survey in Term 3

shows an increase in understanding of the

use and purpose of ICT technologies for

student learning amongst the parent

community.

Yearly review of Annual Implementation

Plan for ICT will be conducted as per

Annual Report.

16



areas)




ICT



wellbeing.




and wellbeing.

Year 3

Invite parents to the school to view classroom

presentations of students’ ICT work and to

participate in celebrations of achievement.

Continue embedding ICT into classroom teaching

and learning practice reflective of current and

next practice innovations.

Utilise mobile technologies for student

engagement in classroom activities reflective of

current and next practice innovations.

Continue to ensure that students are highly

engaged in ICT learning and have a strong sense

of themselves as technological learners.

Three year levels to utilise film making software

and equipment to complete an ICT project,

enhancing the use and application of ICT in the

classroom.

Utilise the ICT curriculum and co-curricular plan

so that students and parents have a clear idea of

what to expect throughout the P-6 ICT program.

Design an ICT technologies parent program.

As per Year 1….

ICT technologies survey administered.

Data collected shows ICT skills for

students, staff and community.

Year 4 Comprehensive review of ICT program through

school self-evaluation.

Student Pathways & Transitions

To increase the effectiveness of transition

processes into, within and from school

through liaising with all stakeholders and


Year 1

Building Teacher Capacity

The Assessment & Reporting Team will be working with

teachers and students to:

Review current processes to develop and implement

a whole school approach to pathways and transitions

that show links to student learning, student

engagement and wellbeing.

Improved parent survey data for transitions.

PoLT survey results inform learning and

teaching for the year.

17



areas)



Student Pathways and Transitions





Staff performance plans to reflect whole school

approach and for staff to understand the breadth and

meaning of pathways and transitions.

Formalise and document the school’s transition and

enrolment procedures (including students who enrol

throughout the year).

Embed a learning community culture that has learning

and learners as a central focus.

Use the Abilities Based Learning and Education

Support (ABLES) resources to support teaching and

learning for students with disabilities and additional

learning needs.

Pathways

Review and update the Individual Learning Plans for

students not at expected level and highly able

students to include pathways on a range of

assessments related to classroom and specialist

programs as well as personal interests.

Ensure that students who have difficulty managing

change moving from one learning area to another

receive short term feedback to build confidence.

Provide opportunities for Years 5 and 6 students to

understand the concept of pathways that may lead to

higher learning and careers.

Administer PoLT surveys to all students

Implement the Koorie Education Learning Plans

(KELP) for identified students and ensure teachers

have been trained.

Audit the Inquiry Approach to Learning

documentation to ensure that essential learnings

show a clear and seamless pathway for students from

Level 1 to Level 4.

Procedures included in Student Engagement &

Well Being Policy.

Improved outcomes for Koorie students...in

particular school attendance.

Student Achievement Tracking Tool available

online for access by all staff.

Improved achievement for Level 1 students.

Classroom goals established.

Student goals established.

Improved communication with parents re:

student learning & teaching.

Children from ‘Little APPS’ enrolled at Antonio

Park PS.


for Student Pathways and Transition will be

conducted as per Annual Report.

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areas)








Assess every Level 1 student within the first weeks of

enrolling at APPS to determine learning needs.

Monitor progress and have specific data to show

value added by the school and celebrate students’

achievements.

At the beginning of each year and each term, set the

expectations of classroom behaviour, and the

responsibility for each student to contribute to

creating a secure learning environment according to

school-wide agreed classroom processes.

At the end of each term discuss with students and

have them document in a reflective journal what they

have learnt and what they are going to enjoy about

learning in the forthcoming term/year so they return

to school with a sense of optimism.

Transition Processes

Continue the Prep and Year 6-7 transition programs

and continue to include an annual feedback session

from parents and staff linked to continued

improvement.

Use ICT, e.g. video conferencing, SKYPE and the

website to encourage prospective parents and

students to familiarise themselves with the school.

Assist families who enrol at the school to connect

with other families who may provide advice and

support.

Continue to make the school’s facilities available for

toddlers and pre-school play groups.

19



areas)








Year 2

Further implement initiatives from previous years. Ensure there are smooth transitions for teaching and

learning between AusVELS levels.

Utilise the Ultranet to assist transitions and

pathways.

Provide parent information sessions to assist their

understanding of early years development and

activities to support early learning. Establish stronger links with secondary settings to

further build understanding of pedagogy, assessment

tasks, student culture and community expectations.

Improved outcomes in student learning for

Koori students.

High expectations of all students and strong

engagement with value added to high

performing students.

Clear directions for AusVELS for all staff.




Year 3 Consolidate initiatives from previous year.




Year 4 Comprehensive review of Student Pathways and

Transition program through school self-evaluation.

20

I dreamed I stood in a studio

And watched two sculptors there,

The clay they used was a young child's mind

And they fashioned it with care.

One was a teacher; the tools being used

Were books and music and art,

One a parent with a guiding hand

And a gentle, loving heart.

Day after day the teacher toiled

With touch that was deft and sure,

While the parent laboured just as hard

And polished and smoothed it o'er.

When at last their task was done

They were proud of what they had wrought,

For the things they had moulded into the child

Could neither be sold nor bought.

And both agreed they would have failed

If they had worked alone;

For behind the parent stood the school

And behind the teacher, the home.

David Bowen

antonio park primary school 2013 2016 strategic plan

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