Strategic Direction 1: Meaningful Learning Outcomes Strategies Target Priority 1: Growth Mindset Students have positive Learning Staff familiarisation occurs at a 100% of students believe in dispositions, persistence, Student Free Day. growth mindsets and can resilience, risk taking, Workshops are conducted with articulate the benefits of this. metacognition and students in Beyond Tomorrow. (TfEL Compass data 2015 70%). collaboration skills. Student engagement is increased. Priority 2: 21st Century Learning Increased rigour and challenge Increase the use of All teachers can provide in teacher programs. Problem based Learning evidence of improved task Improved students outcomes Critical and creative design, in planning. and engagement. thinking Staff is using a broader range of ICT tools to support student Professional Learning is learning. provided on Task Design to Student voice in curriculum is incorporate Higher Order increased. thinking skills. Science staff are engaged in the Neil Atkin program 3 Act – Science. Priority 3: Personalised Learning Curriculum is differentiated. Create a 1 page data dashboard The data dashboard is available Learning for targeted groups for each student to inform to parents through the Daymap improves. learning design and pedagogy Portal by the end of 2016 Priority 4: Literacy Staff have an improved Develop strategies to address 95% of students meeting understanding of and improve on the National Minimum Standard in NAPLAN reading (2015 89%)
Strategic Direction 1: Meaningful Learning Outcomes Strategies Target Priority 1: Growth Mindset Students have positive Learning dispositions, persistence, resilience, risk taking, metacognition and collaboration skills. Student engagement is increased. Staff familiarisation occurs at a Student Free Day. Workshops are conducted with students in Beyond Tomorrow. 100% of students believe in growth mindsets and can articulate the benefits of this. (TfEL Compass data 2015 70%). Priority 2: 21st Century Learning Increased rigour and challenge in teacher programs. Improved students outcomes and engagement. Staff is using a broader range of ICT tools to support student learning. Student voice in curriculum is increased. Increase the use of Problem based Learning Critical and creative thinking Professional Learning is provided on Task Design to incorporate Higher Order thinking skills. Science staff are engaged in the Neil Atkin program – 3 Act Science. All teachers can provide evidence of improved task design, in planning. Priority 3: Personalised Learning Curriculum is differentiated. Learning for targeted groups improves. Create a 1 page data dashboard for each student to inform learning design and pedagogy The data dashboard is available to parents through the Daymap Portal by the end of 2016 Priority 4: Literacy Staff have an improved understanding of Develop strategies to address and improve on the 95% of students meeting National Minimum Standard in NAPLAN reading (2015 89%)
SIP%20V3%20for%20website.docx