Aranmore Catholic College

Education Plan 2017

Section 1: Introduction Aranmore Catholic College is a co-educational secondary College with

students enrolled from Year 7 to Year 12 with approximately 700 students

from some fifty different ethnicities. The College has a New Arrivals Learning

Centre on campus, catering for the language needs of new arrivals to

Australia, from both refugee and migrant backgrounds. The College

continues the tradition of Catholic education commenced by the Sisters of

Mercy, with a girls' school in 1903. In 1942 the Christian Brothers joined

them by opening a boys' school on the adjacent site. In 1986 the two

Colleges amalgamated to form Aranmore Catholic College. The College

offers a broad range of programs that support the spiritual, intellectual,

physical, social and emotional development of all students. University

entrance and Vocational pathways are offered in Years 11 and 12 with a

focus on all students achieving secondary graduation. Two specialist

sporting programs are offered at the College, namely Netball and Rugby. In

addition, strong programs in Music and Art are introduced to all students on

entering high school at Year 7. In line with the College motto: Trust, students

are encouraged to build relationships with staff and fellow students to

enable them to have a safe and happy learning experience at the College.

Student background 2016 (from My School website)

Section 2: Curriculum Plan/s Religious Education:

The Religious Education program within the College fulfils the requirements of the Bishops Mandate (2009) and the principals and procedures

of the CECWA policy statement 2-B5 Religious Education. The College has an Evangelisation Plan (see appendix 1).

College Curriculum:

WACE 2016 requirements were implemented for delivery in 2015 to ensure that those students who graduate Year 12 in 2016 will have either

an ATAR or a Cert II.

Each Learning Area has detailed programs and assessments across all subject and levels.

The College is working through the implementation of the Australian Curriculum as shown below:

Australian Curriculum PP - 10 Progress

English Fully embedded into Year 7 - 10

Maths Fully embedded into Year 7 - 10

Science Fully embedded into Year 7 - 10

History Fully embedded into Year 7 - 10

HASS Fully embedded into Year 7 - 10

Health and Physical Education Fully embedded into Year 7 - 10

Technologies Fully embedded into Year 7 - 10

The Arts Fully embedded into Year 7 - 10

Languages Working towards full implementation for 2021

Aboriginal Education policy:

The college’s Aboriginal Education policy is currently under review but out current policy does meet the need of the CECWA Aboriginal

Education Policy and national Aboriginal Education and Torres Islander Education Action Plan (see Appendix 2).

Section 3: Current focus and performance

Planned Curriculum Focus: Collaborative Learning project (QCS 307: Differentiated Teaching and Learning) (QCS 302: Analysis and discussion of data)

Impact on students: Increased engagement with their learning and improvement in learning

Reason for this focus (data/evidence):

Raise the expectations of staff and students

Understand where the students are at with regards to their academic attainment

To ‘know’ the students. FACES on data

Evidence:

Reduced behaviour problems within the classroom

Students engaged in their learning

Staff openly discussing students

Meeting notes from Case Conference meetings

Data wall for Year 7 and 8

Actions Who Timescale Staff training Monitoring

Involvement in CEO Collaborative Learning Project CLP team Feb 2016 – onwards 4 Days at CLP JENS

Year 7 and 8 to be targeted in CLP – data wall CLP team Feb 2016 – onwards JENS

Case conference meetings about individual students CLP team, HoY Year &, Form tutors

Feb 2016 – onwards Process of case conference meetings to be presented to all staff

JENS

Discussions around student attainment in Year 7 and 8 CLP team and Year 7 teachers

Feb 2016 – onwards JENS

Planned Curriculum Focus: Teaching and Learning (QCS 308: Effective Pedagogical Practices)

Impact on students: Increased engagement with their learning and improvement in learning

Reason for this focus (data/evidence):

Raise the expectations of staff and students

To ensure students are clear about what they are learning

To allow students to reflect on their learning and set targets for the future

Evidence:

Reduced behaviour problems within the classroom

Lesson observation records and student evaluations

Students engaged in their learning

Learning intentions to be displayed in classrooms each lesson

Notes from learning walks

Actions Who Timescale Staff training Monitoring

Learning Intentions displayed in classrooms every lesson

All staff Feb 2016 - onwards Introduction occurred in T4 2015, this needs further development with staff to ensure clarity and expectations

JENS, HoLA, HoY

Learning Walks with a particular focus to take place Exec, HoLA, HoY Term 1 onwards Training for Exec and Combined Council surrounding expectations/procedures of Learning Walks

JENS

Student to evaluate their achievements and set targets

All staff Semester 2 onwards Staff to be trained in the process

JENS, HoLA

Planned Curriculum Focus: Staff Professional Development (QCS 401: Staff Well-being)

Impact on students: Staff will be up to date with current educational initiatives which will impact on teaching and learning

Reason for this focus (data/evidence):

To ensure staff are reflecting upon their practice

To develop the work on Professional Growth Plans in 2015

To support staff who developed Growth Plans for 2016

To support staff well-being

Evidence:

Record of staff PD

Feedback of staff PD in departmental meetings

Professional Growth Plans

Actions Who Timescale Staff training Monitoring

Phase 1 Growth Coaching staff to continue to work on their Growth plans with support from their coach twice a Semester

Exec, Middle Leaders and staff from Phase 1

Feb 2016 onwards N/A JENS

Phase 2 Growth Coaching staff to work with their coach to reflect upon their practice using the AITSL Classroom Practice Continuum and develop a Professional Growth Plan for 2017 with support from their coach twice a term

Exec, Middle Leaders and staff from Phase 2

Feb 2016 onwards N/A JENS

Staff to feedback on the PD they have attended at Departmental meetings

HoLA Feb 2016 onwards N/A HoLA

Thursday afternoon PD sessions to be developed into MORE Learning (see MORE learning document)

JENS Semester 2 N/A JENS and Combined Council

Staff well-being to be a focus of Professional Development in Semester 1

JENS Semester 1 Training for all staff in well-being

JENS

Planned Curriculum Focus: Review of Year 10 – 12 Curriculum (QCS 303: A culture that promotes learning)

Impact on students: Students will have a curriculum which meets their needs and is engaging to all

Reason for this focus (data/evidence):

To ensure that we are providing a curriculum which meets the needs of all of our students in Years 10-12

Evidence:

Feedback to Combined Council

Meeting notes

Changed curriculum in Years 10-12

Actions Who Timescale Staff training Monitoring

To review our current curriculum with feedback from staff and students

JENS, WILM, RALK, SOBA

Semester 1 N/A TAND

To research models from other schools including school visits if appropriate

JENS, WILM, RALK, SOBA

Semester 1 N/A TAND

To meet the needs of students on an ATAR and General bound pathway from Year 10 onwards

JENS, WILM, RALK, SOBA

Semester 1 N/A TAND

Planned Curriculum Focus: Ensure effective implementation of new Year 12 courses (QCS 303: A culture that promotes learning)

Impact on students: Students engaged in a Year 12 program which meet their needs to achieve the WACE and provide a pathway for further education

Reason for this focus (data/evidence):

To ensure that SCSA requirements are met

To ensure students are on a path which will allow them to achieve their WACE

Evidence:

Courses which meet SCSA requirements

WACE results

Actions Who Timescale Staff training Monitoring

New Year 12 courses to be developed and delivered Year 12 teachers Term 4 2015 onwards Staff to attend PD as required. Time given to

departments to plan

WILM

Certificate Courses to be monitored to ensure students will achieve a Certificate II

Certificate course teachers, WALC

Term 1 2016 onwards N/A JENS/WILM

OLNA data to be studied and students at risk identified. Year 12 OLNA data wall to be implemented.

Year 12 teachers, HoLA Maths and English, JENS

Term 1 2016 onwards N/A JENS

Section 4: Forward Planning for 2017

Planned Curriculum Focus: Literacy and Numeracy (QCS 306: Systematic Curriculum Delivery)

Impact on students: Improved NAPLAN and OLNA results providing students with greater opportunity and WACE completion

Reason for this focus (data/evidence): NAPLAN results are highlighting that students starting from a low base are not achieving as well as they should. We also have a number of students who do not meet the OLNA requirements for WACE.

Evidence:

Improved NAPLAN and OLNA results

Actions Who Timescale Staff training Monitoring

Daily silent reading introduced into Year 7 and 8 JENS and Year 7 and 8 teachers

Term 1 2017 N/A JENS

Literacy support in Departmental meetings HARR and HoLAs Term 1 2017 onwards N/A HARR

Maths – A common language across the curriculum

SIMC Term1 2017 PD for staff in Term 1 SIMC / JENS

OLNA – support sessions for students in Years 10-12

HINR Term 1 2017 N/A WILM / RODC

Planned Curriculum Focus: Professional Development (QCS 401: Staff Well-being)

Impact on students: Staff will be up to date with current educational initiatives which will impact on teaching and learning

Reason for this focus (data/evidence): Strong PD for pastoral care within the College, this requires a balance of educational PD. PD to be shared across the department

Evidence:

Record of staff PD

Feedback on PD shown in minutes of departmental meetings

Actions Who Timescale Staff training Monitoring

MORE Learning – continue to develop sharing of Good Practice

JENS Term 1 2017 N/A JENS

Staff to feedback at MORE learning on PD they have attended which would be beneficial to all staff.

JENS Term 1 onwards N/A JENS

Staff PD to be in-line with departmental planning and focus

JENS Term 1 onwards N/A JENS

Staff feedback on PD to be a part of departmental meeting time

HoLAs Term 1 onwards N/A JENS

Growth Coaching model to be continued for Phase 1 staff in 2015 and new staff

Exec Term 1 onwards N/A EXEC

Graduate Teacher support through regular meetings with DP

JENS / WILM Term 1 onwards N/A JENS / WILM

Planned Curriculum Focus: Collaborative Learning project (QCS 307: Differentiated Teaching and Learning) (QCS 302: Analysis and discussion of data)

Impact on students: Increased engagement with their learning and improvement in learning

Reason for this focus (data/evidence):

Raise the expectations of staff and students

Understand where the students are at with regards to their academic attainment

To ‘know’ the students. FACES on data

Evidence:

Reduced behaviour problems within the classroom

Students engaged in their learning

Staff openly discussing students

Meeting notes from Case Conference meetings

Data wall for Year 7 and 8

Actions Who Timescale Staff training Monitoring

Involvement in CEO Collaborative Learning Project CLP team Feb 2017 – onwards 4 Days at CLP JENS

Year 7, 8 and 9 to be targeted in CLP – data wall CLP team Feb 2017 – onwards JENS

Case conference meetings about individual students in MORE Learning sessions

CLP team, HoY Year &, Form tutors

Feb 2017 – onwards Process of case conference meetings to be presented to all staff

JENS

Discussions around student attainment in Year 7, 8 and 9. Analysis of reporting data…

CLP team. Year 7, 8 and 9 teachers

Feb 2017 – onwards JENS

Student Attendance – to recognise that student’s attendance impacts upon their learning

JENS/ HoY

Feb 2017 onwards JENS

Planned Curriculum Focus: Teaching and Learning (QCS 308: Effective Pedagogical Practices)

Impact on students: Increased engagement with their learning and improvement in learning

Reason for this focus (data/evidence): Raise the expectations of staff and students

Evidence:

Reduced behaviour problems within the classroom

Lesson observation records and student evaluations

Students engaged in their learning

Actions Who Timescale Staff training Monitoring

Involvement in CEO Collaborative Learning Project JENS Feb 2017 – onwards JENS

Growth Coaching Middle managers & Exec

Feb 2017 - onwards All Middle managers to have received 2

days of training

JENS

5 Key Questions to be used in the classroom All staff Semester 2 2016 onwards

Middle Leaders

Learning Walks All staff Term 1 2017 onwards Middle Leaders to undertake a Learning Walk with a member

of the Exec first

JENS

Analysis of WACE, NAPLAN and OLNA Data Exec and HoLA’s Semester 1 2017 onwards

N/A WILM / JENS

Individual Academic Mentoring Program (I AM) for Year 11 students

SIMC Term 2 2017 onwards N/A SIMC / WILM / JENS

Review of ICT curriculum HALL Semester 1 2017 onwards

HALL

Planned Curriculum Focus: Review of Year 10 Curriculum (QCS 303: A culture that promotes learning)

Impact on students: Students will have a curriculum which meets their needs and is engaging to all

Reason for this focus (data/evidence):

To ensure that we are providing a curriculum which meets the needs of all of our students in Year 10

Evidence:

Changed curriculum in Year 10

Actions Who Timescale Staff training Monitoring

Investigate and implement a curriculum program for disengaged Year 10 students

Exec and HoY Year 10 Semester 2 2017 Exec

Entrepreneurship program to be investigated in Year 10 for some students

TAND / RODC / JENS Term 2 2017 Exec