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TRANSCRIPT
This Site Improvement Plan is underpinned by our vision and school values. The
development of the strategic directions is directed by the DECD Improvement
and Accountability Framework. Learning Areas will unpack and plan strategies for
classroom implementation in their teaching and learning programs. Staff will be
given the opportunity to collaborate and share across all learning areas. Data
evidence is the assessment tool to measure the implementation of teaching and
learning strategies and learning improvements.
Table of Contents
Introduction 1
Table of Contents 2
School Vision 3
Context Statement 4
School Objectives 5
Planning and Accountability Model 6
School Values 7
Strategic Directions 8
Strategic Directions in Detail 9
Key Points of Strategic Directions 10-18
Disability Unit 19
Disability Unit Strategic Directions 19-27
Educational Directions 28
Glossary 29
Notes 30
SCHOOL VISION
Murray Bridge High School aspires to actively engage students in the learning process. By incorporating the values of
excellence, respect and working together, students acquire the skills and knowledge to become active global citizens.
Our vision is for every student to strive for their personal best within a strong and supportive community.
Latin Ngarrindjeri
Sic itur ad astra Ngunangk tuldar witjunggildhur toran
The school’s Latin motto translates to “In this way we reach the stars”. It means that Murray Bridge High School is a step
in our students’ journey into their future and that the education they receive here will become their passport to fulfilling
whatever dreams and ambitions they might have.
Murray Bridge High School acknowledges that the land where we meet to learn and continue our journey in education is
the traditional lands for the Ngarrindjeri people and that we respect their spiritual relationship with the country. We also
acknowledge the Ngarrindjeri people as the custodians of the Lower Murray and Coorong region and that their cultural
and heritage beliefs are still as important to the living Ngarrindjeri people today.
In consultation with the local Aboriginal Elders Group an Aboriginal motto has been devised to coexist with our traditional
motto and so display and acknowledge the Aboriginal heritage of this region. The motto in English reads “Together we
gather the Stars” and speaks to both our school value of working together and the spirit of reconciliation that Murray
Bridge High School aspires to engender in our community.
We value:
Excellence – Respect – Working together
CONTEXT STATEMENT
Murray Bridge High School is a learning community committed to providing an inclusive, caring and supportive
environment where excellence in academic achievement, respect and working together are valued. Students are
challenged to achieve their potential through rigorous programs that focus on building the knowledge, skills and values for
a productive life as a respected citizen in our future society.
The school offers a variety of quality pathways that meet the needs of students. It is a school with a long-standing
reputation for delivering effective teaching and learning dating back to 1913 and shaping the community leaders of
tomorrow. Murray Bridge High School strives for excellence across all aspects of the school. With an increased focus on
school pride and the school’s traditions the school is continuing to move forward.
The leadership and representational skills of students is enhanced through activities such as academic, creative and sporting
pursuits, the Student Representative Council and participation in school and community forums. Students must be
positioned to take their place in a vibrant, multi-cultural, pluralist and democratic Australia. They must be responsible and
adaptive citizens who will be able to operate in the economy as an employer, employee, volunteer, contractor or a
combination of several or all.
The school seeks to engage students in authentic real world learning experiences. Students will be offered opportunities
to develop their technological attributes. Partnerships and networks with other education providers, community groups
and agencies will be established in order to provide opportunity and add value to school programs.
Staff, both teaching and support, are the cornerstone upon which excellence in school programs is fostered. Staff will be
treated with consideration, access to relevant professional development and participate in effective performance
management. The professional development of staff will impact on, and inform, improved classroom practice and lead to
enhanced student outcomes. Staff are expected to have high expectations for their students and engage effectively with
parents and especially where there are concerns about student progress.
Parents can expect that they will be kept informed of student progress and that they are regarded as a partner with
teachers in the education process. There should be “no surprises” at reporting times. Parents will be provided with
informed advice about student pathways and the opportunity to work with school staff in managing student issues.
Parents will be provided with a number of opportunities to contribute to school forums, including aspects of the school’s
decision making processes. The expertise that parents can bring to the school’s operations and contribute to the
educational process is valued. Parents/Caregivers are encouraged to participate in school forums such as the Governing
Council and Parents and Friends as well as contribute in other ways that enhance student opportunities.
Murray Bridge High School aims to make a difference for its students. Students graduating from Murray Bridge High
School will be equipped with the attributes to be independent, lifelong learners and effectively contribute to society.
SCHOOL OBJECTIVES
The Murray Bridge High School Site Improvement Plan is underpinned by the DECD Strategic Plan 2014 – 2017.
DECD Strategic Plan 2014 - 2017
Higher standards of learning achievement South Australia will have a strong public education system, characterised by high achievement, growth, challenge,
engagement and equity.
Improve health and wellbeing Developmental outcomes for children and young people will improve through the provision of universal and targeted
education, health and family services that consider the ‘whole child’.
Improve and integrate child safety Our services will be effective and responsive in supporting staff, the community and families in keeping children safe from
harm, abuse and neglect.
Engage children, families and communities Children, young people, families and the wider community will be included in our planning and decision making processes.
Right service at the right time Families, carers, children and young people will access the range and scale of services they need for their health, wellbeing,
development, care and education.
Build a better system The South Australian public education and care system will be effective, efficient and transparent, with high public trust and
credibility.
Teaching
and Learning
Annual School
Report
School Self
Assessment
Standards
Review
Analysis
Reflection and
Conversations
Implementation
Governing
Council
Community
Planning
Outcomes
Teaching
And
Learning
PLANNING AND ACCOUNTABILITY MODEL
SCHOOL VALUES
1. Excellence The school operates so that all members of the community strive to achieve outstanding academic and non-
academic outcomes.
2. Respect The school operates so that all members of the community treat each other decently and value communal and
individual property. All in the school community respect and acknowledge the diverse cultures and ethnic
backgrounds that make up the community of Murray Bridge High School.
3. Working Together The school operates so that all members of the community work together and strive to make Murray Bridge
High School a school of excellence.
INFLUENCES
Our professional development is focussed on John Hattie’s research and the principles of visible learning and visible
teaching. It draws on John’s research in Visible Learning: A synthesis of over 800 meta-analyses relating to achievement
(2009) and his book Visible Learning for teachers: Maximising impact on learning (2012). The premise for improvement
starts when ‘teachers see learning through the eyes of the student and students see themselves as their own teachers’.
During 2014-15 Murray Bridge High School was fortunate to be involved in the DECD TfEL pilot: Activating Student
Voice. Throughout 2015 teachers have trialled different techniques to positively increase student involvement in their
learning. Of significant impact was the development of a Student Learning Community that now meets regularly to discuss
how student voice can influence what happens in classrooms and the impact it has on learning outcomes for students at
MBHS.
Through the TfEL Pilot Team we were introduced to Social Ventures Australia, who are the leading practitioners of
philanthropy in Australia. Their unique approach focuses on understanding the structural causes behind persistent
disadvantage, then finding and supporting the innovative approaches that can create systemic change. SVA provide grant
funding, expertise and networks to support organisational transformation and the development of new ways to tackle
social change.
STRATEGIC DIRECTIONS IN DETAIL
1. High Quality Effective Professional Practice
Murray Bridge High School, in aiming to develop a student-centred success culture and a staff-centred
enabling culture, attaches the highest importance to ensuring consistently high quality learning experiences
and outcomes for all its students and to supporting staff in achieving these goals. All teaching staff will be
expected to align their practice with the National Professional Standards for Teachers.
2. Excellence in Learning Murray Bridge High School aspires to have a culture of success embedded within the school that is
supported through a culture of high expectation across all learning areas. Success is recognised and
celebrated for both staff and students.
3. Numeracy Across all Learning Areas Students will develop improved numeracy skills across all learning areas and recognise that numeracy
provides essential analytic, problem solving and decision making skills.
4. Literacy Across all Learning Areas Students will develop improved literacy skills across all learning areas and recognise the skills of reading,
writing, listening and speaking as key learning tools. In particular, the capability to write for a variety of
audiences and purposes will be valued and developed.
5. Developing a Culture for Learning Murray Bridge High School will be regarded as a place where all are welcomed and staff and students treat
each other respectfully. The school community embraces student voice in and of learning. The school is
responsive to its community and strives to develop a culture of hope and prosperity. All see themselves as
life-long learners.
KEY POINTS OF STRATEGIC DIRECTIONS
Strategic Direction 1. High Quality Effective Professional Practice Through their professional practice, teaching and non-teaching staff create and maintain safe, inclusive rigorous learning environments for
students.
There is variability among teachers in the effect that they can have on student learning. There is a spread of expertise that can be identified, nurtured, esteemed and brought together to reduce this variance (Hattie, The Politics of Collaborative Expertise 2015)
Identified strategies with influential effect sizes on student achievement include student expectations 1.44; providing formative evaluation .90; microteaching techniques .88; feedback .75 (Hattie, Visible Learning 2012)
Improving teacher effectiveness outweighs the impact of any other school education program or policy in improving student
performance. The best professional development teachers can receive is to directly help them teach their students (Grattan Institute,
Making time for great teaching 2015)
Targets Strategies Measurement
Professional learning for
teachers is targeted and
reflects current research and
evidence based influences.
Teaching staff use the National Professional
Standards for Teachers, SA TfEL framework
and Visible Learning extensively to guide their
practice.
Professional learning time is dedicated for
teachers to develop effective teaching practices
together, that leads to improved outcomes for
students.
Staff members are provided with support
through their coach and PLC groups to meet
their individual professional learning needs.
Staff members are encouraged to develop their
practice through networks and Professional
Associations.
Increased student outcomes.
For each teaching staff member, the
guidelines of the National Professional
Standards for Teachers are at the
appropriate career stage for each relevant
teacher.
Unit plans and lesson plans have evidence
of TfEL framework and Visible Learning in
their construction and delivery.
Teachers and Line Managers review
individual professional learning through
Performance and Development plans.
Program of targeted professional learning is
developed and Wednesday afternoon PD
sessions have a strong emphasis on
teachers learning from each other.
LAPs and classroom practices show
evidence of teacher collaboration.
Teaching and learning
initiatives are increasingly
informed by data in an
individualised student centred
approach.
A range of relevant data is collected regularly,
analysed and used to inform learning initiatives.
Teachers use feedback tools (eg Delphi,
Educator Impact) to seek feedback from
students.
Traffic light data is collected twice a term for all
students.
Detailed One Plans are developed for SWD,
GOM, Aboriginal Students and students at high
risk in collaboration with carers and service
providers in order to inform curriculum
differentiation and positive learning initiatives.
Data is used to identify starting points for
student improvement and to monitor
progress over time.
Statistics are collected on student results
and shared with relevant staff.
Teachers regularly seek student feedback
and act on findings.
Traffic light data informs intervention
practices.
All one plans are developed and reviewed
regularly and include accurate and relevant
data to inform teachers of learning needs.
Staff use pedagogical techniques
that improve student personal
engagement and learning.
Teachers ensure that all students
are appropriately engaged,
challenged and extended.
Teachers develop the understanding that student
achievement is significantly impacted upon by
quality teaching, for example program planning
and preparation.
Teachers work with colleagues to plan, evaluate
and modify teaching programs to improve
student learning.
Learning area coordinators incorporate subject
specific professional learning into faculty
meetings.
Teachers share expertise to plan, modify and
improve learning programs.
Evidence of integration of different
techniques into performance development
plans, peer observation and classrooms.
All classrooms have meaningful learning
intentions and success criteria visible and
students understand their purpose.
LAPs and classes show evidence of
differentiation to meet learner needs.
Strategic Direction 1. Cont…
Staff are exposed to current research that
influences student achievement.
Teachers design classroom activities to meet
students learning needs, levels of readiness,
interests, aspirations and motivations.
All teachers implement a range of strategies
from Educator Impact and instructional
coaching.
Student progress is monitored and
recognised through Grade Point Averages.
Australian Curriculum results show
improvement through Grade Point
Average and SACE completion reaches
94% target for 2016.
Year level coordinators use grade point
averages to inform students and
parent/carers of improvement.
Staff members engage in reflective
practice.
All staff engage in instructional
coaching.
All staff members receive regular
feedback on their performance.
Staff members arrange for others to visit their
classrooms to observe their practice. Line
Managers informally observe each teacher and
feedback is given.
A member of the Admin team will visit each
teacher in their learning environment and
provide verbal feedback to the teacher as a
minimum.
Teachers use educator impact tool to seek
feedback and reflect on their practice.
Students and Parents/Caregivers are surveyed
annually to assess their perception of the
quality of professional practice at this school.
De-privatised practice is evident across the
whole site, enabling an open door
philosophy.
Each staff member has used at least one
strategy outlined in educator impact each
semester to improve their practices which
results in improved student outcomes.
The survey is published in the Annual Report,
analysed by staff and is made available to the
wider school community.
Non-teaching staff have a
repertoire of effective strategies
and use them to provide high
quality professional practice to the
school and the community.
New non-teaching staff members take part in
an induction process.
Non-teaching staff members develop their
practice through professional networks and
collaboration with teaching staff.
Line Managers regularly liaise with learning
support staff.
Participation in staff induction is recorded.
Non-teaching staff report back on
professional learning undertaken off-site.
Each non-teaching staff member has
undertaken and documented professional
learning through networks.
Regular meetings are held with a professional
learning emphasis.
All Staff members behave
professionally and communicate
effectively and respectfully with
students, colleagues, parents/carers
and community members.
All staff are familiar with the Code of Conduct,
Ethical Standards and Grievance Procedures.
All staff follow communication procedures as
outlined in the Staff Handbook.
Respectful, effective communication strategies
are addressed in professional situations.
The Code of Conduct, Ethical Standards and
Grievance Procedures are included in the
induction process for all staff and observed
by all staff.
Documented evidence of communication is
retrieved from EDSAS, analysed and acted
upon.
Best practice ‘customer service’ is evident
when communicating with parents/carers and
students.
Academic pathways are maintained
along with a range of co-curricular
and extra-curricular activities for
students.
Pre-requisite subjects for university pathways
are quarantined from minimum student
numbers.
STEM focus group develops an action plan to
increase student exposure to STEM subjects in
senior school.
Co-curricular and extra-curricular activities
which form an integral part of the teaching
and learning for students strategically
complement career pathways. Subject specific
co-curricular activities (eg camps, excursions,
Arts performances) are written into teaching
and learning programs and are budgeted for
along with other extra-curricular and co-
curricular activities such as Knock-Out Sport.
Increase in students choosing STEM subjects
at year 12 and using the results to gain an
ATAR.
SATAC applications continue to increase.
Planned curricular and co-curricular activities
expose students to STEM and motivate
ongoing learning with direct links to modern
career pathways.
Co-curricular and extra-curricular activities
are written into programs. The school
community is advised in advance of co-
curricular and extra-curricular activities
through circulars, newsletters and the school
calendar.
A plan for events is published at the
beginning of the year.
Strategic Direction 2. Excellence in Learning
Culture of success evident across all learning areas.
Culture of high expectation evident across the school.
Success recognised and celebrated for staff and students.
Targets Strategies Measurement
Common learning expectations
of all students across all learning
areas.
Learning Area Statement set out common
expectations within the learning area are
updated regularly, including measuring
achievement; presenting curriculum and
common expectations for deadlines across the
whole school. (setting, marking and publishing).
Staff work together to develop common
curriculum and resources (LAPs).
Learning Area Statements are referenced in
the Staff Handbook.
Staff PD’s to focus on common expectations
for classroom management and student
behaviour.
A forum for student input on classroom
expectations and behaviour management is
developed.
Common BYOD expectations.
Teacher variance in applying common
school expectations is reduced.
Staff and students adhere to deadlines.
Parents see results in day map in a timely
manner.
LAPs are published on Daymap for students
and parents, including differentiated
curriculum.
Development of common resources in
learning areas.
Staff belong to a curriculum PLC and a
Target PLC.
During walkthroughs and discussions
students can demonstrate understanding of
LI and SC.
Focus on behaviour management is run on
SFD in 2016.
Teachers have structured opportunities for
BYOD within their classroom.
SLC meetings discuss and advise the
Principal on learning, BM, expectations of
teachers and other issues.
Effective and productive working
relationships between all
stakeholders (students, non-
teaching staff, teachers and
parents/caregivers).
Differentiate learning to consider individual
student experiences and aspirations.
Routinely inform parents/caregivers of student
success.
Teachers are provided with training and
development in order to support the
differentiating of curriculum for individual
students.
All teachers will be proactive in building a
partnership with the parent/caregiver in order
to develop safe conditions for rigorous
learning.
Expectations of teachers from student
perspective are identified and acknowledged.
(eg. no raising of voice, regular checks on
students’ progress, common plus negotiated
expectations for individual teachers).
All teachers will implement a differentiated
learning program as appropriate with a
range of learning strategies within their
learning program.
All teachers are aware and act upon
accommodations outlined in student One
Plans.
All assessment tasks are published on
Daymap.
Professional Learning in 2016 has a
differentiation focus.
Data taken from the annual student/parent
opinion survey demonstrates improvement
in student/ parent/staff relationships on
previous years.
Student voice for learning through the SLC
is included in decision making.
Recommend awards to the
Principal.
Routine presentation to parents of students
work (by students) (engagement of parents in
learning excellence).
Continue to acknowledge success achieved by
students and staff, and recognise student
excellence in achievement, effort and
improvement.
Hold year level achievers meeting with
Principal for morning tea each semester.
Staff are acknowledged and celebrated
for excellence in teaching and learning.
Formal award assembly held at the end of
each semester.
Student success acknowledged in school
newsletter.
Honour boards established for each
learning area and on display around the
school.
Year level coordinators recommend staff
who have achieved excellence in teaching
for a Principal’s commendation.
Strategic Direction 2. Cont….
Build a culture of success.
Staff develop a clear plan for action to build a
culture of success.eg STEM.
Reinforce the school and DECD vision and
school ethos as part of everyday classroom
language.
Expand Culture of Success committee to
involve students and parents and all
stakeholders actively participate in building a
culture of success.
Develop an equitable and transparent way of
funding large scale upgrade projects within
faculties and the school grounds.
Promote student locker usage across the
school to promote uptake of BYOD.
SRC run assemblies that celebrate student
success once per term.
Student work and student achievement on
display around the school.
Expanded culture of success committee
create opportunities for success to be
identified and celebrated.
10% increase in student enrolment for
senior school STEM subjects.
Fund electronic billboards to share
success with the community.
3 Year Business Plan developed to
identify and fund large scale upgrade
projects.
School facilities upgraded to allow 24
hour access to digital resources i.e.
clickview, eBooks etc.
When locker usage is above 80% of
existing lockers, allocate budget for next
phase of installation.
Murray Bridge High School is
considered to be a best
practice school in the Murray
Bridge community.
Culture of Success committee promote
successes in school and community.
Publicise benefits of MBHS pathway options
widely through the community through
prospectus, transition and other meetings
and social media.
Liaise with Rural City of Murray Bridge to
highlight the profile of the school.
Facilities are upgraded and/or purpose built.
Murray Bridge High School has a more visible
presence in the feeder primary schools.
Range of student pathway options
maintained and developed further.
Enrolment growth continues.
Facility upgrade continues including the
development of a community auditorium,
STEM building and Disability Unit.
MBHS and RCMB develop and run
combined community projects (ie
Edwards Historical site).
Beautification of the school expands to
include a focus on Swanport Road side
and Long Island Road.
Percentage of students from feeder
schools increasing.
Students talk positively in the community
about their school.
Provide flexible learning
programs that support
excellence in learning.
Early identification of student pathways and
identify timetable options to support core
programs for pathways.
Teachers identify students in their classroom
undertaking a VET course and make relevant
provisions for the student to be successful.
Accept VET enrolments from Year 10’s for
Semester 2 courses.
Introduce VET pathways to targeted Year 9
students ie. Men @ Work.
Funding for alternative programs identified
and sourced.
All students engaged in a learning
pathway based on their individual
learning needs.
Continued improvement of SACE
completion of targeted students (eg. VET
and FLO).
Strategic Direction 3. Numeracy Across all Learning Areas
Numeracy is a vital life skill and an entitlement for all.
All MBHS students will have the numeracy skills to support life and careers in a technologically advanced society and have a positive
attitude towards numeracy.
Numeracy is recognised and delivered as an intrinsic part of every subject across the school curriculum.
Targets Strategies Measurement
Track and Monitor
Track, monitor and respond to
every learner’s growth in numeracy
achievement and engagement at
least four times per year.
Numeracy growth explicitly included in site Data
Management Plan.
PAT-Maths results growth trends analysed by LAC,
YLC and Teachers to track growth.
Traffic-lights used twice per term at all year levels to
flag numeracy gaps and target early intervention.
Maths Traffic light data reviewed by Maths Faculty at
least once per term.
Embedded systems to track and monitor at class,
cohort and site level.
Regular discussion with and between teachers on
individual learner growth.
Using data to support student growth and target
intervention.
Traffic light data entered for all subjects
and year levels twice per term
All staff analysing traffic light data for
individual student intervention.
Numeracy performance data at site,
cohort and class level reported under
the site Data Management Plan
Improvement Cycle
Have in place a numeracy
improvement cycle that:
Incorporates learner feedback
about learning and teaching of
numeracy
Identifies and enacts
outstanding practices from
within and outside the site and
adopts these practices as a
whole site
Improvement cycle clear to all
staff
Strategies and resources developed to address
PAT-Maths gaps at cohort, class and student level
across all learning areas.
Develop a tool to collect, analyse and incorporate
student feedback on their numeracy learning in all
learning areas.
Instructional Coaching includes explicit criteria for
identifying and supporting numeracy teaching and
learning opportunities.
Initiate a Partnership middle school (5-9) STEM
PLC.
Student-free day allocated to middle school
partnership.
Develop strategies to deconstruct negative staff,
student and community attitudes towards
mathematics and numeracy.
PLCs formed drawing on teachers’ specialist skills,
with one Numeracy and one Literacy specialist
teacher in each team.
PAT gaps being explicitly targeted in all
relevant Maths lessons.
PAT gaps being targeted across all
learning areas.
Criteria for identifying and supporting
numeracy teaching included in
Instructional Coaching model.
Evidence of implementation of
numeracy strategies across learning
areas reported through Numeracy
Committee (twice yearly).
Partnership STEM PLC meeting 4 times
per year.
Pedagogical Change
Enact changes in pedagogical
practice in delivery of Numerary
across the school.
Implement at least two pedagogical
practices that:
Engage and intellectually stretch
learners
Develop resilience and growth
mindsets
Improve numeracy achievement
For Australian Curriculum subjects, differentiate
learning and tasks for different ability classes,
focused on the achievement standards.
Exemplars for co-designing of numeracy/maths tasks
developed and used in year 8-10 maths classes.
Teachers using self-feedback tool at least once per
term to identify and target specific development
areas.
Instructional Coaches explicitly identifying and
supporting teachers numeracy teaching.
Numerary Professional Development sessions held
twice per year, focused on maths specialist support
to each faculty.
Develop a bank of common Learning Intentions and
Success Criteria for subject specific numeracy
content.
Exemplar tasks, rubrics and displays identifying and
incorporating numeracy.
Maths GPA shows growth each year.
PAT Effect sizes at least 0.4 for
individual students year on year growth.
5% increase in year 8-10 maths grades
across B-D grade bands year on year.
Minimum of 75% successful completion
of Stage 1 Numeracy.
Continual growth in student selecting
SACE maths.
Year level PLCs meet once per term to
refine practice and develop new
engagement and intervention strategies.
Maths Faculty Focus year level PLC
meets formally once per term.
Resources support improved numeracy
teaching across all learning areas.
Intervention strategies result in
improved learning outcomes for
students measured by GPA.
Strategic Direction 3. Cont…
Targets Strategies Measurement
Develop and share a resource on common
metalanguage for numeracy, and use in all learning
areas.
Year level PLCs in place include examining student
numeracy gaps across learning areas
Maths faculty focus year level PLCs in place discuss
and refine maths teaching in each level
Intervention Processes
Identify and enact responsive and
differentiated intervention
processes that are:
Targeted
Purposeful
Time limited
Develop and implement a numeracy intervention
model, drawing on traffic light data, PAT results and
student grades, including tracking database.
LAC/YLC and maths teachers use PAT-Maths
analysis and achievement data to target individual
students for weekly support classes (intervention
students).
Maths teachers allocated to weekly support lessons.
Intervention students having year level shifts
measured.
Instructional coaches explicitly supporting teachers
in developing intervention strategies for numeracy
skills.
15% per year shift of year 8-10
students out of E-grades for Maths.
Intervention students achieving at least
an extra 6 months growth for each
year of intervention.
Teachers keep records of intervention
actions in an intervention database.
Strategic Direction 4. Literacy Across all Learning Areas All learning areas continue to provide opportunities for students to independently construct sustained pieces of writing that reflect the
structure and language features of appropriate genres.
Development of a range of teaching tools to develop student’s academic writing skills.
Targets Strategies Measurement
Track and monitor every students
growth
Systems at class, cohort & site level.
Processes for teacher discussion
about individual students.
Tracking and monitoring to inform
action at class, cohort & site level.
Each middle school student is tested using
PAT-R (comprehension), Westwood or
PAT –S (spelling) and EAL levels (writing)
twice a year.
A system of recording is developed to
record this data that is flexible, accessible
and easy to sort and operate for all
teachers.
Investigate capacity of Daymap to be used
as the recording system.
Develop process to capture academic
writing from each primary student during
transition and evaluate using EAL
Use Wednesday T&D to form PLC’s with
student/class focus, to reinforce common
strategies and consistency.
To form PLCs focused around particular
classes, using the data to identify students.
Make resources and T&D accessible to
help teachers analyse and understand the
data and develop improvement strategies.
Data is collected and accessible to all staff.
A system of recording exists to meet class,
cohort & site level needs.
Each primary school provides the school with
an appropriate writing sample during
transition.
Teachers routinely make use of the data to
inform their semester programming.
Each student moves up by one EAL scale /
year
PLC’s are formed with an improvement
literacy agenda
T&D is conducted each year in EAL levels
(English teachers) and PAT-R.
Have a literacy improvement cycle
Strategic planning, target setting,
resourcing which focuses on a small
number of priorities to gain higher
achievement.
Each faculty area develops a bank of
literacy strategies (common faculty
approach, using annotated writing samples,
Learning cycle etc).
Teachers use available data to choose a
focus for improvement with instructional
coach.
Bank of strategies accessible in J COMMON
for each faculty AC folder as subjects are
implemented- continually updated/added to.
Professional development plans reflect
specific focus and evaluation of the effect of
strategies.
Enact changes in pedagogical practices.
Teachers investigate and implement 2
pedagogical strategies that have the
greatest effect size in partnership with
instructional coaches.
Data reflects 0.4 improvement (one year’s
growth) for individual students as measured
by the PAT-R tests.
Identify and enact clear intervention
processes
Differentiation/intervention that is
targeted, purposeful, time limited.
Students at risk identified (NAPLAN and
PAT-R) and placed into semester Literacy
class at Year 8.
Students identified with lower literacy skills
grouped to enable targeted intervention
and SSO support
Evidence of progress shown through work
samples (EAL levels).
Strategic Direction 5. Developing a Culture for Learning Embrace the ethos that ‘young people are at the centre of everything we do’
Acknowledge and demonstrate an appreciation for cultural diversity within our school
Increase student voice in decision making about learning
Live the values of Excellence, Respect and Working Together
Targets Strategies Measurement School values are embraced
within whole school
community by demonstrating
responsibility and accountability
for their own actions.
Respectful language expressed by all,
communicated through PC, school
newsletters, assemblies and classroom
expectations.
Data monitored and tracked for student
wellbeing, behaviour and attendance.
Teachers build relationships with
parents/caregivers, clear communication
with home.
Every student learns and encouraged to use
learn link email account and Daymap for
communication.
Current staff handbook includes
responsibilities and expectations for staff,
which are supported and reinforced
through annual performance development.
Feasibility of uniform task team explored
with staff.
Student behaviour management incidents
continue to decrease.
Improved attendance to meet the DECD
over 93% bench mark at all year levels.
Whole school community knows and
recognises the school values.
Parents and community support school to
reinforce school values.
Student and parent opinion surveys indicate
growing positive relationships with teachers.
Increase student compliance of uniform 95%
or more of students in complete school
uniform.
Increase the profile of
authentic student voice and
continue to support the
establishment of student
learning communities.
Coordinated school approach to boost the
profile of SRC.
Increased advertising of SRC and its
achievements.
SRC and other students run assemblies.
Students consulted about their learning,
including task design and assessment.
Increased representation and profile of SRC.
SRC run assemblies.
Students empowered to participate and
advocate for their learning.
Relationships between school,
staff, students and parent/
caregivers are valued.
Teaching and non-teaching staff receive
training in making contact and having
difficult conversations with parents.
Parent participation and involvement in
their child’s education and school decision
making is encouraged.
Increased teacher, parent and student
involvement in the school and community
functions eg. Parent interviews, SACE
meetings.
Staff has ongoing training in Daymap.
Continue to use relevant and current online
data and information eg. Daymap, Skoolbag,
Facebook, noticeboard, website to
communicate with parents.
Provide Grade Point Average to parents as
means of measuring improvement.
Whole school attendance reporting
protocols adhered to by parents and
teachers.
Improved contact with parents; records
evident in EDSAS anecdotal comments.
80% of students attend school functions –
sport and fete days measured through
Daymap.
Parent bodies such as Governing Council and
P&F continue to remain at capacity.
Parent uptake of Daymap is increased.
Grade Point Average data is published each
term.
Strategic Direction 5. Cont…. Positive staff health and well-
being is fostered.
Team building and wellbeing activities included
in T&D on a regular basis.
Increase acknowledgement of efforts and
achievements.
Staff encouraged not to work in isolation by
joining professional learning communities.
Feedback given to staff about teaching and
learning.
All staff team building T&D at least twice a
term.
Staff model enthusiasm and involvement in
school and school activities.
Improved statistics and comments in staff
opinion survey.
Staff able to access wellbeing advice and
support.
More positivity amongst staff
Well- being information page to staff
handbook.
Child Protection and
Wellbeing
- Formalised program
- Psychologists
- Counsellor role
- Anxiety
- Depression
- Drug addiction
- Off-site program
Monitor, review, refine and implement
Harassment, Health and Wellbeing programs.
Continue SHINE focus schools program.
Pastoral Care program structured by Year
Level Leaders and implemented and reviewed.
Year level appropriate CPC Pastoral Care
activities developed and used by all students.
T&D to update all staff in relation to their
mandated role in Responding to Abuse and
Neglect reporting requirements.
Staff informed of DECD policies for safe
practices.
Every learner has access to Child Protection
Curriculum.
Pastoral Care teacher develops relationships
with students and families.
Pastoral Care activities occur during allocated
PC time.
All school personnel understand the
importance of prompt reporting, and the
implications for themselves (Debelle inquiry).
Reporting carried out efficiently and
effectively for students either using the
phone hotline or online forum.
Respect the cultures and
cultural heritage that makes
up our school.
Identify and celebrate significant historical and
cultural events and artefacts.
Add verbal acknowledgement of country to
assemblies, meetings and functions as well as
visual acknowledgement across the site.
Celebrating significant ATSI cultural events.
All school cultural events placed on calendar.
All staff to have access to cultural
competencies PD.
Leading up to significant cultural events
teachers are provided with program lessons
for students to create greater understanding of
Aboriginal Culture.
Annual commemorative ceremonies
conducted with community involvement.
Appropriate acknowledgement given
routinely to all cultural activities.
Increased awareness and
participation in House Cup.
Shield
Logo
Mascots
Doors painted
Increased attendance and participation on
House Cup days.
Strategic Direction 1. High Quality Effective Professional Practice
The professional practice of all staff creates and maintains safe, supportive, inclusive learning environments for students with disabilities
across the Unit.
Teachers have a clear understanding of professional teaching standards and effective practice.
Staff support student well-being and safety through the appropriate management of challenging behaviour, health care plans and
positive reinforcement.
Staff conduct themselves ethically at all times and communicate professionally and respectfully with students, colleagues,
parents/carers and members of the wider community.
Shared vision fosters the establishment and maintenance of collective initiative and mutual responsibility.
TARGETS STRATEGIES MEASUREMENT Teaching staff have a clear
understanding of professional
teaching standards and
effective practice.
Teaching staff use the National Professional
Standards for Teachers to guide their
practice.
Teachers use the SA Teaching for Effective
Learning Framework to reflect on their
practice, connect learning, share ideas and
create opportunities to further develop
their expertise.
Teachers are cognizant with the Students
with Disability Policy and differentiate the
curriculum as appropriate to reflect the
goals as negotiated with the stakeholders in
the individual student’s One Plan.
Teachers ensure instructional programmes
support student participation by reflecting
the accommodations outlined in the One
Plans.
Teachers provide challenging learning goals
that actively engage all students with
disabilities across the curricula.
Staff maintain and nurture partnerships with
families and caregivers, industry, community
groups, tertiary organisations, support
agencies and business organisations.
Professional learning conversations in
relation to Instructional Coaching that
supports continuous reflection on
classroom practice.
Teachers include as appropriate the
principles outlined in the National
Standards for Teachers in their
Performance and Development Plan.
Teaching and learning goals outlined in
the One Plans.
Staff involved in the governance and
management of change processes across
the Disability Unit.
Increased awareness of Instructional
coaching opportunities across curriculum
practice.
Instructional coaching goals are outlined in
Performance and Personal Development
Plans.
Staff collectively reflect on
teaching practice and ways to
continuously improve
teaching and learning across
the Disability Unit.
Staff develop learning
partnerships and construct
communities of practice that
enrich teaching and learning
for students with disabilities
across the Unit.
Staff reflect on their practice by identifying
problems, questioning assumptions about
teaching, developing professional practice
and learning while supporting each other.
Instructional coaching assists teaching staff to
reflect on and improve professional practice
Staff demonstrate their effectiveness as a
community of practice.
Staff identify training and development needs
and are supported in their attendance by
the Assistant Principal.
Staff have access to quality training and
development activities both face-to-face
and online.
Staff share best practice and teaching
strategies across the Unit.
Staff complete Asthma first aid online
training, an introduction to ActivInspire
Promethean training and Positive
Partnerships – Autism Spectrum online
training.
Staff reflect on professional practice
during daily morning meetings.
Staff complete online training (13
modules) with the Geneva Centre for
Autism.
Instructional Coaching supports learning
partnerships across the Unit.
Staff participate in training and
development activities as negotiated with
the Assistant Principal and share the
information with the Unit staff.
Strategic Direction 1. Cont…
TARGETS STRATEGIES MEASUREMENT Professional Learning activities are
undertaken by all staff in week zero and
on student free days.
Staff undertake professional reading eg
the National Standards for Teachers,
Education to Medication, Leading the way
– Autism SA, digital learning, Socially
Assistive Robots (SARs), ASD,
Instructional Coaching, SA Teaching for
Effective Learning Framework, Disability
Standards for Education – e-learning,
Food Safety, medication management,
transfer and positioning support, seizure
management, oral eating and drinking
support etc.
Staff engage in formal
processes that evaluate all
aspects of their practice.
Staff receive ongoing formal
and informal feedback about
their practice.
Staff welcome colleagues, support agency
personnel, visitors and overseas guests to
observe the Unit’s integrated model of
learning.
Staff seek feedback from peer
observations based on the National
Standards of Teachers.
Staff share best practice and teaching
strategies across the Unit.
The Performance Planning and
Management process is embedded in
Unit practice.
Parents and caregivers are surveyed at
the end of each semester to seek
feedback about the progress of the
students, curriculum focus, the learning
goals of the One Plans and general
interaction with the Unit.
Staff interact professionally and
communicate respectfully with
students, parents/ caregivers,
colleagues and with members
of the wider community.
All staff are given opportunities to
familiarise themselves with the DECD
Code of Conduct for a child safe
organisation.
Staff communicate as per the procedures
outlined in the Staff Handbook.
The Code of Conduct is included in the
induction process for all new Unit staff.
All staff have access to the Staff
Handbook and the Unit Induction
booklet.
Staff design learning tasks
across the curricula that
engage students with
disabilities in a range of
authentic tasks.
Students undertake the modified SACE at
Stages 1 and 2, work experience and
structured workplace learning.
Junior class activities reflect the Australian
curricula’s goals of schooling for students
with disabilities.
Students complete the Modified SACE.
Students engage in learning that reflects
the national goals of curriculum for
students with disabilities.
Staff develop curricula across the learning
areas using the Australian curriculum
framework.
Teaching staff demonstrate a
commitment to the integration of
ICT across the learning areas.
Staff are given training and development
opportunities to familiarise themselves
with Google Cardboard, Touch Jet, 3D
Doodle pens, Skoog, Raspberry Pi, Google
Classroom, Lego Mindstorms and socially
assistive robots (SARs).
Staff undertake training and development
with Interactive IT Group designing flip
charts across the curriculum.
Staff are involved in professional learning
conversations in relation to the proposed
action research with Flinders University
focussing on: ‘How effectively is digital
technology integrated across the Disability
Unit at Murray Bridge High School?’
Staff involved in professional conversations
focussing on the research partnerships
with Professor David David, Professor
Michael Sawyer, Associate Professor Ray
Russo.
Staff integrate learning technologies across
the curricula.
Action research is undertaken.
Professional reading undertaken eg ‘An
Innovative Future Classroom with an
intelligent autonomous system – In a
future disciplinary approach,’ and
‘Executive functions in children with
intellectual disabilities’.
Development of choreographer for NAO
across the learning areas.
YouTube clips illustrate NAO showcasing
teaching and learning across the Unit.
Staff transfer skills learned from T and D
across the curricula.
Strategic Direction 2. Excellence in Learning
Teaching staff provide appropriate and challenging learning goals that optimise successful learning outcomes for all students with
disabilities in the Disability Unit.
Teachers provide a range of authentic learning activities across an ICT-rich embedded curriculum, that are differentiated to meet the
individual learning needs of students with disabilities.
Staff review appropriate post school pathways and a seamless transition processes to and from the Disability Unit to ensure quality
learning outcomes.
TARGETS STRATEGIES MEASUREMENT Review appropriate post-school
pathways that accommodate
individual needs and disabilities.
Provide a range of relevant work experience
placements with supportive employers and
Business Services.
Liaise with RTOs, CBS, FWS employers,
support services, community groups and
parents/caregivers to support the learning
goals outlined in the One Plans.
Liaise with parents/caregivers, Business
Services, Day Options and Community
Lifestyles as appropriate to explore post
school options.
Students gain valuable industry experience
through participation in work experience
placement and work training with Business
Services and in open employment.
Students make a seamless transition to Day
Options etc. as negotiated with
parents/caregivers and support agencies as
required.
Successful simulated work practice
undertaken by the students across the Unit.
Complete the modified SACE at
Stages 1 and 2.
Students have multiple opportunities to
address the learning criteria.
Students have individual support as required
to assist them achieve their learning
outcomes.
Students engage in a range of authentic
learning experiences to achieve their learning
goals.
Students actively participate in all aspects of
the curriculum.
Students complete the modified SACE.
Staff reflect on and evaluate
teaching and learning across the
Disability Unit.
Assistant Principal advises staff about relevant
T&D opportunities.
Staff celebrate the Disability Unit’s positive
achievements via meetings, newsletters, blog
and media releases.
Staff brainstorm strategies to maintain the
learning of all students in a safe, secure
environment.
Staff engage in action research with Flinders
University.
Research partnerships maintained in relation
to the benefits of SARs and students with
disabilities.
Learning outcomes promoted via You Tube,
television and print media.
A survey seeking parental/caregiver feedback
is forwarded each semester.
The Disability Unit maintains the blog,
prospectus, newsletter and website.
Parents provide written feedback each
semester about their child’s achievements
and learning outcomes.
Successful promotion of the Unit’s
integrated digital learning model.
Action research completed.
Research partnerships established with
Flinders University, Adelaide University,
Women’s and Children’s Hospital and the
Australian Craniofacial Unit.
Academic papers written for publishing.
Provide engaging and relevant
curricula in a safe, supportive
learning environment.
T&D opportunities available for staff to
promote best practice.
Time provided for staff to develop and
update resources.
Funding and resources made available as
required.
The ongoing welfare of staff and students is a
priority.
Organic kitchen garden integrated across the
curriculum.
Extension of the product range in the Unit’s
small business enterprise.
Unit’s kitchen maximised to integrate daily
living skills, food science, catering, breakfast
programme, kitchen maintenance,
vocational pathways.
Integration of SARs across the learning
areas.
Strategic Direction 2. Cont…
TARGETS STRATEGIES MEASUREMENT Teaching and learning reflect
the goals outlined in the One
Plans.
Staff utilise the teaching and learning goals
outlined in the One Plan.
Curricula modified to accommodate the
individual learning goals of students.
Teaching and learning linked to post school
options.
One Plans designed in consultation with
parents/caregivers.
Student achievements and skill development.
Active engagement in authentic learning
activities.
Strategies developed to enable successful
learning outcomes.
Inclusion of parents/caregivers in the learning
journey.
Strive for excellence across all
aspects of the curricula.
Establish community, regional, national and
global learning partnerships to facilitate
unique, creative teaching and learning
experiences.
Create learning partnerships with
community groups and industry to enrich
the learning experience.
Identify virtual worlds that provide
opportunities for dilemma management
and problem solving.
Interact with research partners from
Flinders University, Adelaide University,
Womens’ and Childrens’ Hospital and the
Medical Device Research Institute.
Showcase the Disability Unit via conferences
and workshops.
Partnerships with overseas educational leaders.
The Unit liaises with Minton Farm, Zonta
International, Red Cross, Australian Craniofacial
Foundation, World Vision, local industry and
business organisations, the Salvation Army,
Indonesian Ministry of Education and Culture.
Submit entries to SA Regional Awards, SA
Refugee Poster Week; New Media Awards; Sit
Down Shut Up and Watch Film and New
Media Festival, Eco-schools Australia Award,
AASE Innovative Grant, Excellence in Modified
SACE Award, SA Public Teaching Award.
Building a learning organisation
and a culture of success.
Staff models the desired expectations,
attitudes and social skills.
Provide opportunities for students to
experience success across all learning areas.
Celebrate success as a team.
Celebrate student achievement at
Presentation Night.
Provide opportunities for professional
conversations and training and
development activities.
Students receive trophies at Presentation Night
for Excellence and Outstanding Effort.
Trophies displayed in the Unit.
Products from small business enterprise
showcased at SERU, Botanical Gardens and
school shop.
Presentations at Conferences and workshops,
radio and TV
YouTube video clips of NAO showcasing Unity
activities.
Individual educational and
vocational pathways developed
for students.
Students develop their PLPs to assist with
transition pathways.
Consult with parents re relevant
work/training opportunities.
Students undertake the modified SACE at
Stages 1 and 2.
Students undertake Certificate 1 in
Education and Skill Development as
appropriate.
Students undertake work experience each
term.
Structured Workplace Learning across the
Unit including the garden, industrial kitchen
and small business enterprise.
SBAs and SBTs negotiated by Unit staff in
collaboration with Apprenticeship Brokers,
using our network of supportive
employers.
SBAs and SBTs successfully undertaken by
students in the Disability Unit
Transition pathways developed via One Plan in
consultation with parents, job search networks
and support agencies.
Placement with Day Options negotiated as
required.
Work training with Business Services to develop
work readiness skills and subsequent
employment.
Strategic Direction 3. Numeracy Across all Learning Areas
Students with disabilities improve their community maths skills by engaging in a range of authentic experiences across learning areas.
Multiple opportunities are provided for students with disabilities to further develop their numeracy skills and understandings across the
curriculum.
Development of learning and assessment strategies that address the needs of all students with disabilities.
TARGETS STRATEGIES MEASUREMENT
Identify the individual
numeracy needs of all
students with disabilities in
the Unit.
Staff read the psychological reports, medical
reports and One Plans for information re the
numeracy needs of individual students across the
Unit.
Staff attend One Plan meetings to review the
numeracy goals with parents/ caregivers and
significant others.
Staff undertake T&D about engaging students in appropriate numeracy activities.
Ongoing formative assessments.
Broader understanding of the individual
numeracy capabilities and needs of students
in the Disability Unit.
A greater breadth of teaching strategies and
integration of community maths across the
curriculum.
Appropriately differentiated curriculum.
Differentiate the core
curriculum to meet the
numeracy needs of all
students across the
Disability Unit.
Staff share expertise in the differentiation of
numeracy to meet the learning needs and styles
of all students with disabilities across the
Disability Unit.
Staff utilise digital learning resources to modify
the curriculum across the learning areas.
Staff use iPads, Clicker6, IWBs, ActivTable,
mobile science lab, the kitchen, garden, Vernier
LabQuest, puzzles, online numeracy resources
and structured workplace learning to creatively
engage students.
Staff integrate NAO to reinforce basic maths
concepts.
Displays of student work in numeracy
across the Unit, blog and newsletter.
Practical work illustrated in Photo Journals
to be shared with families and caregivers.
Various levels of learning evident in the
classroom that accommodate the students’
needs and learning styles.
Structured workplace learning integrates
numeracy across its activities.
YouTube video clips eg ‘Bingo with NAO’
and ‘Using Shapes with NAO’ developed
and posted.
Students interact with NAO to improve numeracy skills.
Incorporate ICT across the
Disability Unit to further
develop the numeracy skills
of students with disabilities.
Identify ICT resources to further develop and
consolidate numeracy skills.
Staff research digital learning resources to
integrate numeracy across the learning areas.
Staff undertake training re ActivTable,
Promethean software etc.
Staff use Raspberry Pi and Lego Mindstorms to
reinforce basic maths concepts.
Instructional Coaching supports staff to further
develop numeracy concepts.
All students actively participate and develop
numeracy skills across the learning areas.
All staff able to use ICT to support positive
numeracy outcomes.
Staff use NAO to reinforce a range of
numeracy skills and engage the students in
learning.
A differentiated numeracy curricula that
addresses the individual learning needs and
styles of the students.
Instructional Coaching supports the
implementation of a differentiated numeracy curricula.
Positive engagement of
students in a variety of
numeracy activities.
Staff share their skills, reflect on practice and
gain new insights.
Staff as a team provide authentic numeracy
activities.
Staff maximise numeracy activities across the
learning areas.
Integrate numeracy activities across structured
workplace learning.
Staff use a range of community activities to further develop numeracy skills.
Reflective practice and sharing of collective
wisdom.
Authentic numeracy pedagogy.
All students actively participate in numeracy
activities.
Integrate numeracy across
the learning areas.
Multiple opportunities for students to integrate
numeracy skills across the curricula.
Students are aware that numeracy spans the
curricula.
Students undertake Maths
Pathways at Stages 1 and 2.
Teachers engage students in the learning tasks re
the modified SACE.
Students obtain Maths Pathways at Stage 1
and 2 of the SACE.
Strategic Direction 4. Literacy Across all Learning Areas
Students with disabilities improve their literacy skills by engaging in a range of authentic experiences across the learning areas.
Multiple opportunities are provided for students with disabilities to further develop their literacy and communication skills and
understandings across the curriculum.
Development of learning and assessment strategies that address the literacy needs of all students with disabilities.
TARGETS STRATEGIES MEASUREMENT
Identify the individual literacy
needs of students across the
Disability Unit.
Staff appraise the psychological / medical
reports and One Plans re the
communication and literacy needs of
individual students.
Staff attend One Plan meetings to review
the literacy goals of students
Staff undertake T&D re appropriate literacy
teaching strategies.
Ongoing formative assessments.
Broader understanding of the individual
communication and literacy capabilities and
needs of students in the Disability Unit.
A greater breadth of teaching strategies
and integration of literacy across the
curriculum.
Appropriately differentiated curriculum.
Differentiate the core
curriculum to meet the literacy
and communication needs of all
students across the Disability
Unit.
Share expertise in the differentiation of
literacy activities to meet the learning needs
and styles of all students.
Staff utilise digital learning resources to
modify literacy activities.
Staff use Microsoft Notebook, iPads. IWBs,
ActivTable, mobile science lab, kindles,
audio books, and online literacy resources
to further develop communication and
literacy skills.
Staff utilise NAO to reinforce basic literacy
concepts.
Use augmented assistive communication
devices.
Individual literacy goals across the learning
areas.
Displays of student work across the Unit,
blog and newsletter.
Practical work illustrated in Photo Journals
to be shared with families and caregivers.
Structured workplace learning integrates
communication and literacy across its
projects.
YouTube video clips illustrating how
students learn basic literacy skills using
NAO developed and published.
Students interact with NAO to improve
literacy and communication skills.
Incorporate ICT across the
Disability Unit to further
develop the literacy and
communication skills of
students with disabilities.
Identify ICT resources to develop and
consolidate the communication and literacy
skills of all students.
Promethean enabled software to reinforce
literacy and communication skills.
Digital literacy resources integrated across
the learning areas.
Action research with Flinders University
involves all staff in professional learning
conversations.
NAO robots are utilised to further develop
literacy skills.
Positive engagement of students in a
variety of literacy activities.
All students actively participate and further
develop literacy/communication skills.
All staff able to use ICT to support literacy
outcomes.
Staff integrate NAO to reinforce a range of
literacy skills.
A differentiated literacy curriculum
addresses the individual student’s needs.
Positive engagement of
students in a variety of literacy
activities.
Staff share their skills, reflect on practice and
gain new insights.
Staff as a team provide authentic literacy
activities.
Reflective practice and sharing ideas.
Authentic literacy pedagogy and increased
skill development of staff.
All students actively participating and
learning.
Integrate literacy across the
learning areas.
Multiple opportunities for students to
develop literacy skills.
Staff integrate literacy activities across the
curriculum.
Students are aware that literacy spans the
curricula.
All students undertake English
Pathways at Stage 1 and 2 of
the SACE.
Teachers engage students in prescribed
learning tasks for the modified SACE.
Multiple opportunities for students to
achieve their learning goals.
Students obtain English Pathways at Stage
1 and 2 of the SACE.
Strategic Direction 5. Developing a Culture for Learning
Respect the cultural diversity within the Disability Unit, the school and the wider community.
The Disability Unit’s values of respect and working together are embraced by all students and staff.
Demonstrate respect for and sustainability of the Disability Unit’s environment.
TARGETS STRATEGIES MEASUREMENT
The Disability Unit’s values of
respect, responsibility, working
together and accountability are
embraced by all students and staff.
Respect for oneself, each other and the
environment are integrated in learning
activities.
The well-being of students is a high priority
and is closely monitored by staff.
Students wear school uniform reinforcing
their sense of school pride.
Authentic learning enables students to build
positive relationships and develop
appropriate interpersonal skills.
Professional standards and expectations are
reinforced through performance plans.
Parent concerns and issues are addressed
immediately.
Maintenance of the garden and animal
husbandry provide practical opportunities for
students to respect the environment and a
sustainable future.
A positive, respectful culture and sense
of well-being across the Disability Unit.
Students and staff demonstrate the
Disability Unit’s core values.
Positive feedback from families
demonstrating an appreciation of the
Disability Unit’s culture.
Active student engagement and full
attendance.
Performance and Personal Development
plans of staff demonstrate professional
responsibility and accountability.
Sustainable environmental education
programmes across the Disability
Unit.
Maintain the Unit’s kitchen garden as a model
of a healthy ecosystem.
Staff utilise Sustainable Futures to develop
awareness of a sustainable environment.
Staff utilise the Eco-schools project to
showcase the Unit’s eco-friendly
environment.
Healthy garden ecosystem, where
produce is used in the Unit’s catering
programmes.
Students actively seek to reduce the
carbon footprint in the classroom.
The Unit receives the green flag award
from the Eco-schools programme.
Keeping Safe: Child Protection
Curriculum (KSCPC) Strategy
integrated across the Disability Unit.
Staff provided with T & D in relation to RAN
reporting requirements.
Child Protection Curriculum is undertaken
across the Disability Unit.
Staff develop KSCPC curriculum framework.
All students in the Disability Unit can
access the KSCPC.
Reporting carried out efficiently for
students at risk.
Staff understand the importance of
mandatory reporting.
Relationships with parents/caregivers
are productive and positive.
Parent/caregivers have their concerns and
issues addressed immediately.
Photo journals enable students to share their
learning journey with families.
Parents of students in the Unit participate in
Governing Council.
Parents/caregivers provide input for the
review of One Plans each year and transition
pathways.
Parents are satisfied with the educational
goals and values of the Disability Unit for
their child.
Parents respond positively to the surveys
and newsletter each semester.
Parents perceive themselves to be part
of a team approach in the education of
their children.
Partnership with industry,
community groups, tertiary
organisations, support agencies and
external providers are maintained.
Staff nurture existing partnerships and
actively seek new ones.
Regional and global partnerships are
nurtured, maintained and celebrated through
the Unit’s newsletter, blog and media.
Partnerships are clearly defined and
visible across the learning areas in the
Disability Unit.
Maintain partnership with the
Indonesian Ministry of Education and
Culture and Flinders University.
Showcase the Unit’s integrated learning
model to educational leaders overseas.
Ongoing successful international
partnerships.
Valued cultural exchange.
Students showcase their achievements.
Strategic Direction 5. Cont…
TARGETS STRATEGIES MEASUREMENT
Establish and nurture effective
research partnerships re digital
learning and the benefits of SARs.
Negotiate partnerships with:
- Professor Michael Sawyer of Child and
Adolescent Psychiatry - Women and
Children’s Hospital - Head of Research
and Evaluation Unit University of
Adelaide
- Associate Professor Ray Russo, Head of
Research Paediatric Rehabilitation
Women and Children’s Hospital Campus
and Flinders School of Medicine
- Professor David David – Head of the
Australian Craniomaxillofacial Unit -
Senior visiting plastic surgeon at the Royal
Adelaide, Memorial & Women’s and
Children’s Hospital
- David Hobbs Rehabilitation Engineer -
Fulbright Professional Scholar, Churchill
Fellow - Medical Device Research
Institute - School of Computer Science,
Engineering and Mathematics
- Professor Tanya Beran Chief Scientific
Officer at the Cumming School of
Medicine, Calgary University
- Dr Therese Keane Senior Lecturer in
Education Faculty of Health, Arts and
Design Department of Education and
Social Sciences University of Swinburne
- Peter Walker Flinders University – School
of Education.
Ongoing partnerships focussing on the
benefits of SARs for people with
disabilities and the benefits of a digital
learning environment for students with
disabilities.
Papers published in academic journals
Presentation of findings on media
outlets, conferences and workshops.
Action research determined.
EDUCATIONAL DIRECTIONS:
MELBOURNE DECLARATION ON EDUCATION GOALS FOR YOUNG
AUSTRALIANS
Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become
- successful learners
- confident and creative individuals
- and active and informed citizens
A commitment to Action Developing Stronger Partnerships
Supporting quality teaching and school leadership
Strengthening early childhood education
Enhancing middle years development
Supporting senior years of schooling and youth transitions
Promoting world-class curriculum and assessment
Improving educational outcomes for Indigenous youth and disadvantaged
young Australians, especially those from low socio-economic backgrounds.
Strengthening accountability and transparency
DECD STRATEGIC PLAN 2014 – 2017
Higher standards of learning achievement
South Australia will have a strong public education system, characterised by high
achievement, growth, challenge, engagement and equity.
Improve health and wellbeing
Developmental outcomes for children and young people will improve through
the provision of universal and targeted education, health and family services that
consider the ‘whole child’.
Improve and integrate child safety
Our services will be effective and responsive in supporting staff, the community
and families in keeping children safe from harm, abuse and neglect.
Engage children, families and communities
Children, young people, families and the wider community will be included in
our planning and decision making processes.
Right service at the right time
Families, carers, children and young people will access the range and scale of
services they need for their health, wellbeing, development, care and education.
Build a better system
The South Australian public education and care system will be effective, efficient
and transparent, with high public trust and credibility.
SCHOOL PRIORITIES
High Quality Effective Professional Practice
Excellence in Learning
Numeracy Across all Learning Areas
Literacy Across all Learning Areas
Developing a Culture of Professionalism, Cooperation and Caring
GLOSSARY
ATSI Aboriginal and Torres Strait Islander
CBS Community Bridging Services
CPC Child Protection Curriculum
DAYMAP Attendance Software Program
DECD Department for Education and Child Development
DT Digital Technology
EALD English as an Additional Language or Dialect
FLO Flexible Learning Options
ICT Information and Communication Technologies
IWB Interactive White Board
LM Learning Management
LNNP Literacy and Numeracy National Project
NAPLAN National Assessment Program Literacy and Numeracy
NEP Negotiated Education Plan
PC Pastoral Care
PD Professional Development
PLP Personal Learning Plan
RSL Returned and Services League
RTO Registered Training Organisation
SAR Socially Assisted Robot
SERU Special Education Resource Unit
SLC Student Learning Community
SRC Student Representative Council
SAASTA South Australian Aboriginal Sports Training Academy
SACE South Australian Certificate of Education
SAPOL South Australian Police
SBA School Based Apprenticeship
SBT School Based Traineeship
SHIP Students with High Intellectual Potential
TAFE Training and Further Education
TfEL Teaching for Effective Learning framework
T&D Training and Development
VET Vocational Education Training