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Public Schools NSW | School plan 2018 - 2020 | Barrenjoey High School www.barrenjoey-h.schools.nsw.edu.au 01

Barrenjoey

High School

Plan

Executive Summary

2018 – 2020


School background 2018 – 2020

SCHOOL VISION STATEMENT SCHOOL CONTEXT SCHOOL PLANNING PROCESS

Our vision is to consistently deliver quality

education within a safe and nurturing

environment where we foster opportunities

for students to excel in their individual areas

of interest.

Through community collaboration and

partnership, Barrenjoey aims to develop

respectful future citizens and leaders with

self-awareness, pride, confidence and

resilience who are active, lifelong learners.

Barrenjoey aims to provide an individually

tailored school experience that is created

from consistent processes, innovative

strategies and enriched with dynamic

teaching practices.

Barrenjoey aims to support the wellbeing of

all students while consistently rewarding

student effort, setting high expectations and

promoting academic rigour.

Barrenjoey is a comprehensive centre for

academic and creative excellence.

Barrenjoey is a proud community,

comprehensive high school with an

exceptional geographic position, which

influences the character of the school.

Barrenjoey is an integral part of a cohesive,

artistic and creative community. As a

progressive high school we have developed a

unique balance between creative excellence,

academic achievement and social

awareness.

Barrenjoey is a school that recognises and

celebrates excellence. Success is

experienced in many pursuits and we are

proud of the variety of opportunities provided

for all students. Programs are developed that

genuinely strengthen the partnerships

between students, parents, staff, local

schools and the wider community.

The Parents and Citizens of Barrenjoey are

highly involved with the school, forming an

important link between all members of the

Barrenjoey community, underpinning the

value ‘relationships’ hold in an area with such

a strong sense of identity.

The 2018 - 2020 School Planning process

commenced midway through term two, 2017.

Initially the staff, the School Executive, the

students and the Parents & Citizens

Association were surveyed. Additionally,

stakeholders participated in focus groups to

reflect on current practice and inform future

directions. Our three strategic directions and

twelve purposes were consequently

developed.

The second phase of planning involved the

formation of a Planning Committee with

representatives from all areas of the school

community. The committee then set about

processing initial survey data.

Additionally, the plan is informed by current

research and policy in education, learning,

management, leadership and wellbeing.

This process reflects the shared vision of the

Barrenjoey community.


Strategic Directions 2018 – 2020

PURPOSE

To grow and sustain an inclusive and active relationship with the local community that fosters collegiality and shared success. To further develop a communal ownership of the physical environment that nurtures pride in the school and wider Barrenjoey culture.

To provide dynamic and creative opportunities that support student achievement and their quest for personal best. To create an inspiring and stimulating learning environment that embraces positivity and responsibility.

PURPOSE

To provide a personal approach that promotes a love of learning and teaching where expectations are high for both students and staff. To deliver academically rigorous and meaningful learning programs to drive creative, engaging and productive learning.

To maximise the opportunities for our students by providing them with the necessary skills, attitudes, dispositions and behaviours to ready them for work, life and future learning.

PURPOSE

To create a cooperative and collaborative learning environment that empowers students with a range of opportunities. To foster a culture in which students willingly embrace challenges and celebrate success.

To empower the school community to actively nurture excellence, inspire others and lead change.

COMMUNITY

Barrenjoey cultivates an ongoing cooperative and

reciprocal relationship that supports a shared pride in community for the purpose

of mutual prosperity.

Respect

LEARNING

Students and staff will develop and flourish as

successful, inspired real life learners.

Effort

EMPOWERMENT

Students will develop into confident individuals who

advocate for excellence and pursue the extraordinary.

Challenge


1. COMMUNITY – Barrenjoey cultivates an ongoing cooperative and reciprocal relationship that supports a shared pride in community for

the purpose of mutual prosperity. Respect

Barrenjoey School Plan

Purpose

Why we do what we do?

Product

What does our work achieve?

Practice

What will people do as a result of our work?

Processes and People How do we put systems and strategies in place

to improve outcomes for students

Improvement Measures

Desired outcomes?

Evaluation Plan

How will you evaluate the success of your

Product?

Executive

Physical Environment. To enrich the learning environment by providing real-world and stimulating learning spaces and opportunities that cater specifically for BHS’s unique setting.

A completed Community Performance Space (BCPS) delivered to a professional standard within both time and budget commitments. A reliable, consistent, efficient and accepted use of roll call time. A refreshing view of delivering learning spaces that caters for the flexible learning needs of the modern student. A genuine incorporation of environmental considerations into the planning of future infrastructure and sustainability footprint to promote educational possibilities.

Utilise the space to deliver professional, practical, creative and performance based educational opportunities.

Promote the space as a community asset able to be accessed and booked by interest groups.

Deliver consistent

messages while optimising the roll-call time to support school-based initiatives such as the House System and Awards Program.

Access physical

resources such as a new shade area, Darkroom, Flexible Learning Space, refurbished Library/Senior Study, Community Gardens, new B Block classroom, VET spaces and newly created visible learning spaces to deliver a variety of stimulating learning experiences.

Incorporate and

appreciate the uniqueness of BHS’s setting into learning opportunities.

Develop a functioning sustainability platform that includes installation of a solar panel incentive scheme and school recycling initiative.

BCPS Committee to continue to raise funds to deliver project.

BCPS Committee to work with AMU and contractors to plan, design and build both stages of the project.

Booking system created, monitored and promoted.

Create an executive

strategy to develop an improved process.

Create a House Coordinator role to drive the new process.

Executive to work with

contractors and faculties to design new learning spaces as part of Faculty and Executive planning.

Prioritise budgeting to effectively resource all new spaces.

Upgrade the Sentral Resource booking system and Calendar to include the new spaces.

Design learning

opportunities that take advantage of BHS’s physical setting.

Develop a scrap/green waste and glass/plastic recycling procedure.

Install solar panels to generate approximately 97KW of energy to model sustainable practice and redirect some electricity costs towards learning needs.

BCPS Stage 1 completed Internally – creative and

performing subjects will be using the space to teach and perform.

Externally – community groups will be customers.

100% of students being

recognised through the Awards process for their good work.

All communication made through Roll Call being effective.

Completed learning

spaces. 100% of faculties

accessing the flexible spaces to deliver innovative lessons and variety in learning opportunities.

Improved student engagement for all students.

100% of faculties

incorporating the physical surroundings into learning opportunities.

All students and staff utilizing the established recycling processes.

Students in relevant learning areas learning specifically of the benefits of both the recycling processes and solar generation.

End of 2018 or mid 2019 – BCPS will be operational.

Track usage of space on Sentral calendar.

Assess profitability of space through community bookings.

Track positive entries on

Sentral, completed Service Hours and participation rates within the House point system.

TTFM survey results. Data tracking of Resource

Bookings on Sentral. PDP observations and

school-based walkthroughs identifying effective usage.

Faculty Plans and the PDP goal setting will summarise uptake and effectiveness.

Faculty Plans indicating

increased learning opportunities: o In the local

environment o Regarding BHS’s

sustainability practices, and

o For benefits to environmental factors and considerations.


School Pride To develop and maintain a school wide merit and leadership system that encourages and promotes students in their quest for personal best

A system that is easily understood and communicated to all members of the school community A new Platinum award from Years 7 to 12 recognising academic improvement within a calendar year A house system that encourages opportunities for varied peer relationships An increased readership of Peninsula Press by emailing students An SRC that embraces all students and encourages maximum participation from students in all year groups

Students to be rewarded for their respectful behavior and effort in a way that is visual and immediate.

System to be investigated where positive entries are made visible to both students and parents on the school portal

Staff to embed reward system into their classroom practice

Faculties to investigate ways to support the daily issuing of positive entries

Staff to tally GPA of each

student. BHS will promote the recipients of the Platinum Awards at the annual Achievement Night.

House staff member to

organize two house representatives from years 10, 11 and 12

House representatives to investigate means to elevate the profile of the house system to improve school spirit

Service hours to be celebrated and published

SASS Staff to obtain

email contact details for students to be sent an abridged version

SRC membership

celebrated and made more attractive and inclusive

SRC roles to be made more meaningful through identification of specific whole school projects

Communicate and promote system regularly and effectively to staff, students and parents to ensure the ongoing acknowledgment of positive behaviours

Staff and faculties to tally positive and negative entries and issue meaningful and fair awards

Students whose GPA

improves to be recognized on their reports with a Platinum Award and also in the Peninsula Press

House representatives to

promote whole school events, carnivals and encourage participation

Increased profile at assemblies and year meetings to bolster student participation

Participation in service hours program to be acknowledged publically and managed by HTW

All faculties to promote

successful projects in Peninsula Press

SRC leaders to present to

parents at the Year 6 Information Night and to future students at the Year 6 Orientation Day

Students from each cohort to be responsible for a discrete task

100% of school community to embrace and understand the merit system

100% of faculties meaningfully participating in the awarding of positive entries

100% of students could

receive an academic award

All students recognized with awards throughout the year to be featured in the Peninsula Press

100% of students in

Years 7 to 10 and 50% of Years 11 and 12 to participate

Increase percentage of students completing service hours by 5% across all year groups

100% of the faculties to

be represented in an edition of the Peninsula Press each term

10% of students from

each year group to be part of the SRC. Annual retention rate increased

Awards distributed to be recorded and assessed at the end of each year

TTFM surveys -student and staff

Review of Sentral data Gain feedback from

students at report interview and track students receiving a Platinum Award

Monitor growth of students engagement and aspirations

Track attendance at

carnivals Student survey conducted

to assess success of new initiatives

Conduct audit of

Peninsula Press entries and survey of readership

Track SRC numbers each

year Quality program delivery


Transition and Community Expertise. To develop enriching teaching and learning by fostering relationships and involvement with local community and schools

A database of parent, alumni community members and their field of expertise A review of Year 9 camp to assess the opportunity to provide a more rich and relevant cohort activity A restructure of the Duke of Edinburgh program to provide a more accessible and efficient experience for staff and students

Student will engage in a diverse range of learning initiatives that utilise community expertise to foster a richer real world learning experience

Promotion of successful community links in the school media, such as Peninsula Press, parent/student/teacher nights and school assemblies

Assess and evaluate the

effectiveness of Year 9 camp. Explore alternative options to improve engagement and year group comradery

Improved retention of

students A redistribution of

responsibilities. Employment of external professional coordinators to facilitate programs.

Increased promotion and celebration of student experiences

Conduct an audit of parent and community expertise and availability for parents of students in years 8-12

Include a process for data collection from parents with newly enrolled students to identify community expertise and availability

Presentation and discussion of community expertise database at staff meeting by DPs

Faculties to discuss, plan and utilise community expertise in their faculty plans.

Welfare team to review

and discuss in a whole team meeting. HT of Welfare and year 9 Year Adviser to explore alternative models for extra curricula experiences

Restructuring and

refinement of the delivery and organisation of the program through outsourcing of an external company and the appointment of three co-ordinatinators, who will each facilitate the bronze, silver and gold program

Promotion of the program through school media, such as: presentations at assemblies, photo displays at parent/student/teacher nights, promotion at elective information nights etc

Increased involvement of community in BHS learning community over subsequent years

100% of faculties to utilize the expertise of community in a set program or unit of work

Increased student

participation in camp (>90%) whole year activities

Increased student

retention and completion of the program.

Increased effectiveness and cost efficiency in the delivery of the program

100% of walks to be reported on in the Peninsula Press

Track use of community members by teachers

Faculty evaluation in unit reviews

Teacher and student

feedback Student participation

numbers Feedback from parents

and involved community members

Teacher and student

feedback and evaluation Student completion

numbers Review of Peninsula

Press entries


2. LEARNING – Students and staff will develop and flourish as successful, inspired real life learners. Effort


Purpose Why we do what we

do?

Product What does our work

achieve?

Practice What will people do

as a result of our work?

Processes and People How do we

put systems and strategies in place to improve outcomes for

students


Desired outcomes?

Evaluation Plan How will you evaluate the

success of your Product?

Executive

‘Habits of Mind’ To establish and maintain positive relationships between teachers and learners

A dependable report interview approach across individuals and across time with a set of attainable personal goals for each student at each reporting period A commitment to achieve learning goals with a focus on growth over time. A student body awarded greater voice, choice, autonomy and self determination

Make student post report interview goals more visible in Sentral

Share goals with parent/care givers and teachers

Update the students report evaluation/ feedback sheets

Maintain the same staff member with students for report interviews over time.

Include Year 12 adviser in semester 1 report interviews with Principal.

Deputy Principal(s) to conduct report interview with year 11 students and year adviser where feasible.

Implement Stage 4 and 5 student reports with grades only (no marks)

Utilise Google suite to

improve accessibility to class work and assessment tasks

Students will construct and maintain a student learning portfolio with evidence of success and failures.

Review flexi day success

Investigate the inclusion of student goals in the JJ excel spread of student data

Release teachers from class to conduct student report interviews.

Position the interviewing teacher as a ‘mentor’ of sorts informally tracking the student.

Target all parents for report interviews – at risk students’ parents to be personally invited by ‘mentor’ teacher.

In cooperation with the new Platinum Award, reward grit and determination

Sentral reporting for Years 7 to 9 to be adjusted.

Faculties to review NESA grade descriptors to ensure consistency

Set up digital learning portfolio in Year 7 that can be accessed and updated by student for sharing with year adviser at least once a year.

Faculties to assess the effectiveness of Flexi Day programs

100% student ownership of learning results as seen in student created learning goals

Incremental growth over time of all student’s GPA

Identified ‘at risk’ students who have not achieved incremental growth

Updated student evaluation sheets to complete when reports are distributed

100% parent / carer / student attendance at report interviews

Decrease in % of N-awards and Stage 5 warning letters

100% of all faculties

using a grade only system to report on student learning

New system to

archive student work year 7 ICT

All students are utilising flexi day time for study/school work

Students attend at least one flexi day activity/term

Goals set at report interviews are achieved

New goals developed at each reporting period.

Tracked GPA growth for each student over time

The number of ‘at risk’ students / carers attending report interviews

Audit of Sentral

reporting Survey of student

response Mapping of GPA

results Accessible student

products for Open Days and assemblies

Digital learning portfolio for each student.

Attendance records for flexi days. Indicated on student report.


Technology. To cultivate an environment that empowers both staff and students’ efficient and effective use of technological skills

A reliable and effective technology infrastructure that can be used as a tool to enhance learning A confident teaching staff in the use of the Google suite. A paperless process for Stage 4 assessments. A new technology for learning commitment.

Upgrade Wi-Fi connectivity throughout the school.

Redevelop CCR as a flexible learning space with technological possibilities.

Train teachers and

staff in the use of new technologies.

Sustain Google Geek Learning Team.

Employ a training model led by a Google expert.

Adopt Google suite as a whole school model.

Deliver all

assessment tasks and resources for stage 4 electronically.

Create a new BYOD

policy. Update the BHS

mobile phone policy. Develop the year 7

ICT course to compliment the school direction.

Existing laptop banks will be decommissioned and leased out to students with financial difficulties (staff).

Maintain click view in

2018 with the intent to review usage (staff).

Each faculty to elect Google geeks to drive technology across the school (staff).

Employ a Google expert to drive the technological changes at the school (staff)

Electronically

distribute all assessment tasks and resources to decrease the paper usage (staff)

Year 7 ICT class will include the creation of an online diary/calendar (staff and students)

Year 7 ICT class will also incorporate library technology lessons including the use of e-books (staff and students)

Year 7 ICT class to work cooperatively with other key learning areas in programming technology content (staff)

100% Wi-Fi connectivity across the school.

100% of classes to be

active on Google classroom.

100% of stage 4

students comply with BYOD policy.

100% of year 7

students accessing their assessment tasks, creating online diaries and accessing the Sentral portal electronically.

Refurbishment of CCR to be completed

Complete the BYOD survey from 2016 again in 2018 – compare results.

Track and assess

usage data on Google Suite.

Data tracking of

resource booking of CCR on Sentral.

Assess Clickview usage data to inform future direction


Teacher Support. To recognize and support staff throughout all stages of their career, as well as grow school succession planning and support for new and established school leaders.

A continued culture of collaboration and lesson observations throughout BHS. A model of succession planning and continued support of aspirational BHS staff. A variety of choice around professional development and learning methods throughout Staff Development Days. A number of initiatives to provide staff with increased time to spend working on individual and/or faculty specific goals. A school wide approach to develop staff appreciation.

Teacher participation in goal setting and lesson observations in cross-curricular learning teams and faculty areas.

Staff to complete and evaluate their own professional development plan.

Executive regularly participate in IPI walks throughout the year.

HT’s provide opportunities for 2IC participate in leadership experiences

Share opportunities to work with and/or represent staff with speacialised areas of responsibility across BHS.

Attend professional

development opportunities that supports teacher enrichment and growth.

Nominate areas of preferred learning activities to be delivered during selected staff development days

Relieve staff of exam supervision duties. Include additional teacher relief during faculty planning days.

Recognise staff for

their roles within the school and acknowledge appreciation.

Staff are grouped in learning teams and paired off within faculty groups in order to facilitate lesson observations. Milestones are set, indicating when observation and feedback needs to be completed.

Staff will work in both faculty and learning teams to discuss goals that can be used for the purpose of their professional learning plans. Plans are discussed and evaluated two times throughout the year.

During various

meeting throughout the year or in the case of certain roles within the school, a 2IC role is to be developed.

Teacher Professional

learning funds are to be shared equitably in order to best support teacher development. Alternate methods of TPL to be explored such as the use of community experts.

Provide staff with

professional learning/wellbeing options that relate to school/faculty goals, during SDDs.

Employ exam

invigilators during trial HSC exam period.

Recognition or acknowledgement of staff

100% of staff observe others (twice) and are observed by members of their learning group and faculty area (twice).

100% of staff provide meaningful feedback on lesson observations.

100% of staff complete and evaluate personal development plan.

100% of HT’s are to

nominate 2IC. Encourage staff to

seek roles that include whole school responsibility.

100% of staff to

participate in professional development through

HT Tand L to provide support and infrastructure to facilitate management of professional learning hours for accreditation

Budget equally

amongst all areas of the school for teacher professional learning.

100% of exam

supervision for trial HSC examination period to be outsourced.

100% of staff acknowledged

Survey staff on effectiveness of lesson observations and consequent feedback meeting.

Managers assess staff PDP’s and sign off on individual, faculty and whole school goals.

Monitor whole school

roles on a yearly basis.

Assess TPL spending

throughout the financial year to assess spread of TPL requests and spending.

Survey staff on appropriateness and effectiveness of professional learning after staff development days.

Survey staff on morale, happiness and collegiality.

Survey HT’s and Yr

12 teaching staff after trial exam period on effectiveness of use of exam invigilators.


Project Based Learning Opportunities, Learning Centres & Cross-curricula / Critical Thinking To stimulate engagement and develop skills in critical thinking through a cross curricula program of innovative project based learning opportunities

A student body of powerful thinkers who are building a repertoire of skills that will facilitate life-long learning. A cohort of boys who are interested in and invigorated by the ‘act of learning’. A learning environment that fosters seamless and visible connectivity between subject areas.

A rigorous, dynamic and cross curricula project based experience that prepares students for learning beyond the classroom by employing the 9Ds of Problem Solving.

Professional development opportunities and training in the use of the 9Ds provided for all relevant teaching staff.

Investigate links with the primary schools to widen the scope of significance and enable continuity of experience.

Review of the stage 5

courses, including accelerated courses, to investigate the possibility of specifically targeted boys’ learning groups.

Professional Development of all staff to equip them with the strategies to engage boys in the classroom.

Creation of a whole

school year 7 to 10 content wall of key learning to map opportunities for cross subject cooperation. The publication of a BHS scope and sequence will allow for greater sharing of expertise and will minimize unnecessary overlap of content thus creating a more efficient delivery of learning.

A group of selected staff to oversee and coordinate the project.

Executive staff to promote and facilitate professional development opportunities for interested staff.

Faculty HTs to instigate the 9Ds of Problem Solving into existing subject programs and units.

Senior Executive to

conduct review to investigate alternate models and methods to engage boys.

HTs to conduct an audit of current practices to assess their ability to cater for the needs of boys

HTs cooperate to

share scope and sequence for subject areas across 7 to 10.

100% completion rate of participating students.

Increase rate of registered interest and participation in subsequent years.

IPI data to represent

an increase of engagement levels of boys

100% knowledge of

BHS scope and sequence by all teaching staff. Successful and ongoing employment of the whole school content map by all faculties to facilitate cross curricula learning experiences.

Survey monkey of students to assess enjoyment and value.

Successful inclusion of 9Ds into Faculty Plans

IPI data to collated

according the cohort group to map trends of engagement in the middle years.

Survey or conduct focus groups to evaluate the current model for curriculum delivery in stage 5.

Increase use of cross

curricula expertise in ‘out of subject’ areas.


Bump It Up Strategy. To increase the proportion of students in the top 2 NAPLAN bands for Reading and Numeracy and the percentage of students with expected growth.

A whole school agenda designed to improve the literacy and numeracy skills of all students. A school and community culture where reading and writing are both valued and celebrated. A unified and cross faculty approach to the explicit teaching of writing skills

Building a program, in cooperation with Learning support, to reduce the number of students falling below the minimum standard in literacy and numeracy.

Homework club to specifically target identifies areas of weakness in literacy and numeracy.

Investigate remodeling the Year 9 tutorial program to work in cooperation with NAPLAN preparation including moving the tutorial program to term one.

English and Maths faculties to embed NAPLAN familiarization activities into teaching practice.

Design a whole school

event to celebrate Book Week and to further foster an ongoing love of reading.

Utilize the Peninsula Press to promote parental encouragement of reading and bolster community support.

Utilize the Peninsula Press and the BHS website to promote examples of student work and pieces of creative composition.

A school wide writing

framework to employed in all subjects areas from Year 7 to 10 to build consistency and continuity of writing expectations.

Teachers and LST to track academic results and growth using SMART, RAP, SCOUT and report data.

Tutorial coordinator to

work in cooperation with LST to design a specific literacy and numeracy tutorial catering for the needs of students at risk of falling below the national minimum standard.

English and library staff to promote book week through creative whole school activities.

All faculties to contribute pieces of successful writing to the Peninsula Press for publishing.

Bump it Up Team to

conduct professional development on the implementation of the writing scaffold.

Writing framework to be promoted in every classroom through the display of posters.

Increase the percentage of students reaching the National Minimum Standard.

To increase the proportion of students in the top 2 NAPLAN bands to 47%

To Increase the percentage of students with expected growth to 100%

To increase the

amount of reading (at home) by all students to 30 minutes per day.

Each faculty to contribute one piece of student writing per term.

Posters to be displayed

in 100% of learning areas around the school.

100% of staff to be trained in the use of the framework.

Increase NAPLAN results in writing by 5%

SMART, RAP, SCOUT and report data.

Track NAPLAN data Number of students

attending HW Club Survey of tutorial

program validity Conduct a reading

audit of parents and students.

Track the number of

admissions to the Peninsula Press.

NAPLAN data. Assessment data

across all subject areas


3. EMPOWERMENT – Students will develop into confident individuals who advocate for excellence and pursue the extraordinary. Challenge


Purpose Why we do what we

do?

Product What does our work

achieve?

Practice What will people do

as a result of our work?

Processes and People How do we

put systems and strategies in place to improve outcomes for

students


Desired outcomes?

Evaluation Plan How will you evaluate the

success of your Product?

Executive

Emotional Health and Wellbeing To nurture and support all students to achieve emotional wellbeing, positive mental health and to embed a culture of inclusivity, where all students feel safe in the community

A website that gives the community access to information regarding emotional health and local providers of support and assistance A modified updated matrix schedule/ calendar of learning opportunities that is relevant to the needs of the school community A school community where students will build relationships with each other in a supportive environment where bullying is not tolerated A culture of inclusivity and anti-bullying A big brother /sister mentor program running across the school A program that aims to ‘break the social media addiction’ in young people

Students will be trained in using the website to seek appropriate help from the school, their parents and external agencies

Parents and community members will be able to access current and local information and facilities to support the mental health of young people

Students will gain deeper

understanding of emotional health through a range proactive emotional health workshops

Students will have

greater access to Year Advisors, Head Teacher of Wellbeing and other school welfare staff, allowing them additional support when needed.

Students will attend

seminars on bullying and cyber bullying

SRC or strong student leaders to lead anti bullying campaign in school

Students are supported

and mentored by older peers

Students develop the

skills to be independent thinkers and ‘resist the herd’ mentality

Emotional Health Website team to create and monitor the content of the website.

The PDHPE faculty to deliver training to all students in the use of the website

Parent information night delivered to introduce the new website

Wellbeing Matrix in place

and evaluated annually YA additional 2 period

allowance for relief Creation of safe spaces

and social clubs by a range of staff

HT Wellbeing role continuing organizing matrix

HT Wellbeing to publish

relevant anti-bulling campaigns in the Peninsula Press

SRC to drive anti-bullying program

Elevate profile of peer

mediation. Big brother / Big sister program to be coordinated by HTW and linked to merit system.

HT Wellbeing and

Welfare team to investigate, plan, deliver and evaluate a program aimed at tackling social media addiction.

100% of students have received training on the website

100% parents are knowledgeable about the website

100% of students in

years 7-12 completing the workshops and evaluating.

100% agree that BHS is supportive of student emotional health

100% of students agree

that they have a person in school they could go to for help

100% of students in

years 7, 8 & 9 students to complete bullying workshop

Increase number of peer

mediation to 10 per year by 2020

Year 10 students engaged in the big brother/sister program

Targeted groups have

completed the program

PDHPE Faculty plan ‘Tell Them From Me’

survey data YA and student

evaluation of programs through exit survey

‘Tell Them From Me’

survey data Attendance figures from

workshops Service hours data for

program Evaluation data from the

program


Love of Learning. To inspire students and staff with an ongoing love of learning.

An enjoyable learning experience that inspires student engagement and academic success. An enjoyable teaching experience where staff are supported to pursue their passions.

An ongoing program of identification, mentoring and review of students at risk of underachieving.

A cohort of male students who are engaged and supportive in their efforts to achieve their personal best.

BHS to provide a variety of learning pathways to cater for the interest and ability of all students.

Continue commitment to VET courses and range of electives through offering four 100 hour courses in stage 5.

Investigate offering a Year 8 elective subject in the timetable.

Faculty goals to be supported at the whole school level through targeted professional development

Develop and manage a system of mentoring and support of students. Continue commitment to year 11 intense monitoring of students by executive team to facilitate a smooth transition to stage 6

Roll call to be used to facilitate more consistent monitoring of students on levels through a specifically created ‘levels roll call’

Increase opportunities for student voice – focus on choice and autonomy in the classroom.

A increased feeling of school pride experienced by male students

Executive to review elective lines in Year 9 and 10 to ensure student choice.

Purposeful goal-orientated faculty planning days to enable the building of meaningful and inspiring learning experiences.

Employment of John Bell to present at a SDD to inspire a passion for creativity.

Using SMART, report, Sentral and other data, students in years 7 to 12 are identified and monitored by a mentor.

Executive team to monitor senior students on ‘at risk’ program.

Senior Study staff to continue to support the year 11 report breakfast

Targeted professional development in boys’ education.

Faculties to review programs and methods to engage greater participation from male students

Increase engagement by 2% (from 88% as at 7

th Nov 2017).

Decrease number of truancies

Increase teacher job satisfaction. Staff feeling almost always proud to work at BHS to increase from 70%(as at March 2017) to 85%

Staff morale to be lifted for 42% of staff feeling ‘almost always’ positive to 65%

Decrease the number of N-awards or letters of concern

Decrease the number of negative Sentral entries by 5% (2244 negative incidents as at Nov 2017 – 76% owned by male students)

Increase the number of positive Sentral entries achieved by 5% (2545 positive incidents as at Nov 2017)

To improve male

literacy and numeracy to equate with female results across all grades.

Reduce the number of suspensions (30 suspensions of male students as at Nov 2017)

IPI data to identify engagement

Audit of attendance data and trends

Map end of your staff survey results.

Use Sentral data to map data of students on at risk program.

Survey students in the program.

Track gender pattern of Sentral entries

Increase the speed at which students successfully complete their levels program.

NAPLAN data

Assessment and report data

Sentral wellbeing data Deputy Principal

review of number of students on levels system


Classroom Expectations. To embed students and staff with a shared responsibility to conduct themselves in a manner consistent with BHS values and principles in order to maintain a safe and productive learning environment.

A clear set of routines that can be used school wide, across all KLA’s to promote a consistent approach to BHS expectations. A policy outlining the acceptable use of technology within all teaching spaces. A connection with local primary schools to audit stage 3 classroom expectations. A method for staff to make informed decisions regarding the teaching and learning for all students.

Teachers to accurately and promptly mark roles electronically. Seating plans are to be set, followed and adjusted as necessary. Expected behavior is to be modelled using REC signage in classrooms.

Review the technology

policy and acceptable use of technology contract for BHS that includes BYOD devices, mobile phones and other electronic devices.

Provide the

opportunity for BHS staff to observe classroom practice of year 6 lessons from two local primary schools.

Provide and train staff

with the opportunities to use data (academic, medical and wellbeing) collected on students to know their classes and assist staff to improve learning outcomes.

Ensure all new and existing staff are confident in the use of Sentral and PxP marking.

Ensure all staff have a device in order to use Sentral PxP.

HT’s to reinforce that every class in the school is to have a seating plan. Seating plans should be visible or easily obtained when needed.

REC Committee to look at existing REC signage and edit if necessary.

Ensure technology

policy is updated to include BYOD, mobile phone use and other devices.

All Yr 7 students are to read, sign and have cosigned by parent/carer a technology contract.

Professional presentations to students and parents around the safe and proper use of technology

Provide lesson cover

for BHS staff to observe local primary school Year 6 classrooms to compare classroom expectations

Student data is

available to BHS staff during T1 SDD. Staff to use this data when creating class rolls, seating plans, lesson and program preparation.

100% of rolls being marked accurately through Sentral PxP.

Induction program for new staff includes training on the use of Sentral.

100% of staff to have access to a device for electronic role marking.

100% of classes have a seating plan, with 100% of students knowing their place in the class seating plan.

100% of classrooms and teaching spaces display REC signage.

Complete the revised

technology policy and publish for parents, students and staff to acknowledge.

A decrease in Sentral negative issues around the inappropriate use of technology.

At least one member

of each faculty to observe year 6 classes and converse with primary staff to develop an understanding of their expectations.

100% of staff to have

class rolls and learning environments built around student data sheets

Monitor roll marking through Sentral on a daily basis.

Survey staff on technology needs.

IPI to observe lessons to assess use of seating plans. Engage in conversation with students about their class seating plans.

Check classrooms and learning spaces for signage display. Engage in conversation with/survey students about their understanding of the REC signage.

Monitor staff entries

within Sentral. Monitor positive and

negative staff entries within Sentral relating to classroom behaviour and expectations.

Monitor student

achievement through reporting periods, student engagement during lessons and professional conversations with parents and students.


Whole School Collaboration and Celebration. To foster a school culture which nurtures collaboration, embraces challenges and celebrates shared success

A Teacher Professional Learning program which includes a cooperative team building activity in term 4 A whole school annual event led by the REC committee to elevate school spirit in the whole community A 50

th Birthday

celebration and Alumni database A calendar of positive wellbeing events to celebrate the journey from year 7 to 12 and consequently appreciate the stages of experiences across high school

Executive team to design and facilitate a professional learning experience that enables cross faculty relationships to be strengthened.

The school community

(staff, students, parents, community groups) will participate in a whole school challenge

A public celebration of

the history and growth of the BHS community

Publication of the BHS Community Cookbook to coincide with the Birthday celebrations

Alumni database used to support learning opportunities in the classroom and make real world connections through the employment of past students’ expertise.

Students participate in

a whole grade activity annually including: Lighthouse walk in Year 7 and 12 Luna Park excursion in Year 10 Camp/Alternate Activity in Year 9 Investigate organizing a disco and parent BBQ for Year 8

Survey Parents to explore opportunities to be involved

Budget committee to allocate funds

Executive to design experience to support the wellbeing needs of staff

REC committee will

investigate possible opportunities.

Publicize event in

Peninsula Press and investigate other avenues such as local and social medias

TAS faculty to oversee the creation of the Cookbook

SASS staff to manage the recoding keeping of Alumni

Year advisors and

student leaders of the year group to organise

100% attendance from all staff

Increased sense of comradery

100% of students and

staff involved in whole school challenge

Participation from parents and the local community

100% of current

students involved in the celebrations on the 29

th September 2018

Successful promotion through local media channels

Increased

engagement and participation in extra-curricular activities from students ≥85%

Staff Evaluation TTFM Evaluation survey led

by REC committee TTFM TTFM Year advisors and

activity organisers to lead evaluation

Attendance rate

reviewed for special calendar events

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