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.

DISABILITY UNIT

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

Notes