School Purpose
The following purpose of the school states the outcomes intended for the students.
To extend each child's development to its fullest potential, whilst fostering
- a growing realisation of self-worth
- independence in learning
- an acceptable code of behaviour
- successful interaction within society
Overarching Learning Outcomes
(from the Curriculum Framework)
These statements describe the desired student outcomes for all aspects of development as reflected in the school purpose.
- Students use language to understand, develop and communicate ideas and information and interact with others.
- Students select, integrate and apply numerical and spatial concepts and techniques.
- Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others.
- Students select, use and adapt technologies.
- Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions.
- Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options.
- Students understand and appreciate the physical, biological and technological world and have the knowledge and skills to make decisions in relation to it.
- Students understand their cultural, geographic and historical contexts and have the knowledge, skills and values necessary for active participation in life in Australia.
- Students interact with people and cultures other than their own and are equipped to contribute to the global community.
- Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others.
- Students value and implement practices that promote personal growth and well being.
- Students are self-motivated and confident in their approach to learning and able to work individually and collaboratively.
- Students recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly.
*** This school monitors each student's progress to match against the above performance indicators.
The information collected is analysed to assist the identification of specific priorities for the school and to provide valuable information for individual student planning.
The School's Current Priorities
1. English Learning Area
a) Continue whole school (K-7) literacy assessment.
- Implement ongoing diagnostic testing of identified SAR including new enrolments
- Implement common assessment tasks linked to SOS
- Update literacy benchmarks for year levels through analysis of all data
- Focus on data analysis to know performance of particular groups
- Maintain and improve data base using school records and “Data Club” information
b) Extend the focus on oral language for development from K-Year 7 with emphasis on SAER intervention program
- Oral comprehension (listening)
- Social communication to develop collaborative learning skills
- Sentence construction
- Sequencing and descriptive vocabulary through story re-telling
c) Provide induction for new staff to implement key comprehension strategies
d) Develop a whole school approach for TAGs extension
- Art/technology withdrawal program 4-7
- Physical education and music extension
- Classroom programs
e) Explore possibilities of reporting to parents on English student performance using SOS.
2. Mathematics
a) Implementing strategies to improve outcomes to students in Mathematics.
- Delivering quality Professional Development to optimise planning, teaching and monitoring of student outcomes.
- Implementation First Steps Numeracy Strategies.
- Professional Development for all staff in First Steps Maths through Canning District Office.
b) Numeracy Week in August – Whole School activities/assessment to be carried out, whole school display of activities and newsletter competition.
c) Actively promote Numeracy throughout the year in the school and via newsletters/brochures.
d) Review current Numeracy pedagogy
3. Health and Physical Education
1. Develop and Implement Behavioural Management Plan
- Extend PATHS program from K to 2.
- Implement “Bounce Back” program to Yrs 3 – 7.
- Profile Interpersonal Skills Checklist Yrs K – 2.
- Develop Interpersonal Skills Checklist Yrs 3 – 7.
- Run Peer mediation Program & training for Yr 6.
- Run “Rainbows” Program within the school.
2. Develop the “Self Management Skills” strand for the School Development Plan
Continue to Further Develop the Technology and Enterprise Learning Area To:
1. Provide Professional Development for staff based on individual needs.
- SIS – Curriculum Manager and Reporting to Parents
- Web Page development
- Word Processing & Spreadsheets
- Internet and E-mail
- Library Search Terminal
- Using the Curriculum Framework for Technology Process, Information and Skills.
- Enterprise education
2. Continue to develop the Intranet amongst computers linked to the Curriculum Network.
3. Further develop the resources for classroom programs to improve student learning across the curriculum.
4. Teaching of Computer skills to include:
- Integration with classroom programs
- Use of the Library Search Terminals
- Use of multimedia technologies (Digital Camera, Video Camera & Multimedia projector)
5. Ensure the students and teachers are aware of and comply with Copyright as per EDWA Guidelines and Policies.
Routine Monitoring
All learning areas will be monitored throughout 2008 to ensure the desired student outcomes for all aspects of development as reflected in the school purpose. Increased links in assessment will be made to learning area student outcome statements.
Strategic Plan
The school has developed a set of strategies aimed at implementing these current priorities. For example:
In the student at risk area, a whole school policy addresses methods of identification including early assessment and intervention planning, improvement strategies and procedures for reporting to parents.
Whole school policies and guidelines are currently being developed for the two other priorities. Input from parents is part of the development process.
Allocation of Resources
The allocation of resources over which the school has control is specified in the school development plan. High priorities receive resources at the expense of lower priorities.
The School Council which has representation from parents, endorses the school development plan each year. The group assists the school to establish priorities and check that the resource allocation reflects these priorities before the endorsement of the plan.