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ANNUAL SCHOOL IMPROVEMENT PLAN – PARAP PRIMARY – 2020

Every Student’s Success is Everyone’s Responsibility

Ready To Learn (RTL)

  • Australian Curriculum
  • Achievement Standards
  • Evidence based practice
  • Whole child development
  • Third Teacher
  • Programs
  • Learning Environment
  • Wellbeing

Assessment Capable Learners/ Maths (ACL/M)
+ (ACL/English)

  • Australian Curriculum
  • Achievement Standards
  • Evidence based practice
  • Whole child development
  • Third Teacher
  • Programs
  • Learning Environment
  • Wellbeing

Real Life Inquiry (RLI)
+ (AAP – Age Appropriate Pedagogies)

  • Global Concept
  • Whole School Essential Question
  • Year Level Achievement Standards
  • Other Key Learning Areas
  • Herding Questions
  • Summative Assessments
  • Fluency Challenge

VALUES: PERSONAL REPSONSIBILITY, COOPERATION, INCLUSION, GLOBAL CITIZENSHIP

LEARNER DISPOSTIONS: COLLABORATIVE, CREATIVE, CURIOUS, RESILIENT, SELF-DIRECTED



EDUCATION NT STRATEGY – ACHIEVE: INCREASE THE NUMBER OF YEAR 12 COMPLETIONS

GOAL: Every Child’s Success is Everyone’s Responsibility – creating passionate and inspired learners to Year 12 and beyond.

Data from the school survey has shown that we need to improve our communication about whole school programs and practices to ensure there is a solid understanding of the work we are doing to improve student engagement and outcomes. Our data (NAPLAN, PAT, SAIS, School survey, Attendance and Behaviour) shows that we are achieving well in all areas and maintaining consistent outcomes (Appendix A). Attendance data shows a steady rate of 93% over the five year period from 2014-2018 (Appendix B). Data on how many of our students complete Year 12 is still needed.

Our aim is to build resilient and capable learners who possess the ability and motivation to continue to be lifelong learners to Year 12 and beyond.  We will do this by;

  • Developing and communicating a shared vision which encompasses high expectations for all students and staff, to enhance achievement and wellbeing outcomes.
  • Collaborating to refine a shared language and common belief about teaching and learning, based on an understanding that all students can achieve.
  • Consistent approach to strategies that ensure that students are ready to learn and they feel school is a safe and supported place – beyond physical safety.
  • Implementing processes to provide both academic and non-academic support to address individual needs for all learners.
  • An expectation of learning environments that cater for the needs of every student, and nurtures the development of a love of learning.
  • Differentiated learning experiences to enable all students to be successful and to demonstrate growth.
  • Sharing and actively teaching our School Values that are specifically described as learning behaviours and are supported by our school’s Learner Dispositions.
  • Working as a community to build a strong, positive culture of belonging and inclusion.
  • Explicitly teaching and positive reinforcement through high expectations and regular examples which are publically celebrated as a school community.
  • Actively promoting positive mental health and wellbeing for all members of the school community, placing a high priority on student and staff wellbeing.



SURVEY CONSIDERATIONS:

ACTIONS

  • Induction information provided to new staff.
  • Regular professional learning to all staff.
  • RTL leaders to complete NESLI training modules in 2020.
  • Implement Zones of Regulation as a consistent approach and vocabulary across the whole school.
  • Provide teachers with resources to meet the needs of all students as necessary.
  • Third teacher – walk throughs to be completed to gather data to inform future professional learning.
  • Information to be delivered to school community through newsletters, Facebook and website.
  • Complete Berry Street Education Model training.



WHY? WHAT? WHO? HOW?

WHY? We believe that every child will be successful in a safe and supportive learning environment which caters for their individual needs.

WHAT? A passionate team leading professional learning for all teachers on creating flexible learning spaces and a differentiated teaching and learning program.

WHO? RTL leadership team to present regular professional learning at staff and team meetings.

HOW? Each teaming team (P/T, 1/2, 3/4, 5/6) has a dedicated RTL leader to ensure a consistent approach across the school through the regular delivery of professional learning, modelling and mentoring.



LOOK FORS

Third Teacher:

  • Zones of regulation
  • Calming zone
  • Flexible seating arrangements
  • Sensory tools
  • Brain breaks
  • Learning Intentions and Success Criteria
  • Charts and learning tools easily accessible
  • School Values and Learner Dispositions displayed and embedded in daily practice



RESOURCES NEEDED

  • Time allocated at staff/team meetings
  • Continued access to professional learning, eg. Berry Street Education Model, NESLI program, etc.
  • Furniture to cater for flexible seating options
  • Sensory tools and equipment