Year
4 students at Australia Zoo (August
2005)
Our
school provides a wide range of social contexts through its camping and
excursion program for its diverse student population to foster social customs
and responsible citizenship.
Sunnybank Hills has an enrolment Management
Plan to limit its student population from exceeding its capacity of
1 050. In February 2005, the school enrolment
was 1 155 with 51.2% male and 48.9% female. The school is also planning for the
introduction of the Preparatory Year in 2006 which will have an impact on
enrolments.
Forty-six main languages, other than
English, are spoken in homes of our enrolled families. Figure 4, represents some of the more common languages such as
Cantonese (43 students), Mandarin (81 students), Vietnamese (23 students) and
Korean (23 students). Only a small number of indigenous students (18) are
enrolled at Sunnybank Hills.
SCHOOL
PROFILE
Sunnybank Hills State School
is situated in the southern suburbs, 10 miles from the Brisbane central business district. The
population in 2001 was 15 631 with 28% growth in the ten years since 1991. The
median age is 34 years with 52% of people married and 51% of these couple
families have children. One parent families account for 14% of households. It
is indicated that 50% of people use a personal computer at home. Employment
represents 92% of the labour force.
One percent of the population identifies as
indigenous and 38% were born overseas. The three main countries of birth are: New Zealand, United
Kingdom and China. As many as 31% speak a
language other than English at home.
Source: Australian Bureau of Statistics; 2001 Census
Community Profile; Sunnybank Hills (Statistical Local Area) www.abs.gov.au
Figure 1: Main Language (other than English) Spoken
at Home
The school features: 44 General learning
areas including; activities hall with basket ball courts, kitchen, book store
and remodeled music room; Music block; Library with extension added in late
2005; administration block; tuckshop: Special Education Unit; multi-media
computer lab, and double-unit Preschool. The grounds include 6.1 hectares with
playing fields, playground equipment, tennis courts, cricket nets and featuring
a rainforest.
Administrative: 1 Principal, 3 Deputy Principals, 1 Head of Curriculum, 1 Head of
Special Education Services, 1 registrar (A04), 2 Admin officers.
Teaching: 76
Teachers; average age is 46 years. 41 general classroom teachers, 2 Preschool
Teachers, 1 LOTE, 0.8 Teacher Librarian, 1.8 Music, 1 Phys Ed, 1.3 STLD, 4 SEU,
3 ESL, itinerant G.O., I. M, AVT’s.
Teaching Support: 21 Teacher Aides, 2 ICT technicians.
Ancillary: 1
janitor/grounds, 5 cleaners
High levels of staff morale are indicated
by the staff opinion survey and satisfaction with working relationships is also
above state means.
Students assembled in the activities hall
at Sunnybank Hills State
School.
Figure 2 Teaching Staff - Age
Profile
LEARNING
Learning (curriculum) framework
core learning outcomes:
|
English
|
|
|
|
|
|
Speaking&
Listening
|
Reading & Viewing
|
Writing & Shaping
|
|
Maths
|
|
|
|
|
|
Number
|
Chance,Data
|
Space
|
|
|
Viewing
|
Measurement
|
Algebra
|
|
Infromation
Literacy Processing, Organisation
|
|
|
ICT’s
|
Research
|
Library
|
Integrated Studies (integrating concepts):
|
Year 1
|
Me
|
Living Things
|
Same but different
|
Earth &
Beyond
|
|
Year 2
|
Family
Community
|
Insects
|
Weather
|
Fairy Tales
Pirates, Sea
|
|
Year 3
|
Ourselves
|
Communities
|
Earth &
Beyond
|
Animals &
environment
|
|
Year 4
|
Then & Now
|
How things work
|
Life & Living
|
Our Natural Earth
|
|
Year 5
|
Cultural
|
Energy
|
Disasters
|
You,Us,Me
|
|
Year 6
|
Australian
Identity
|
Gold
|
Antarctica
|
Rainforests
|
|
Year 7
|
Environment
|
Inventions
|
Govt. & the
Law
|
Newspapers
|
Sunnybank Hills has an integrated framework
for curriculum, pedagogy and assessment. Teaching and learning is focused on
the eight Key Learning Areas (KLAs) described in syllabuses developed by the
Queensland School Curriculum Council: English;
Health and Physical Education; Languages Other Than English; Mathematics;
Science; Studies of Society and Environment; Technology and The Arts.
Core learnings combine key learning area
outcomes and core learning outcomes for all strands in all KLAs. The curriculum
framework at Sunnybank Hills is expressed in terms of Core or Essential Learnings
and Integrated Studies. The Core or
Essential learnings form the basics of curriculum organization at each year
level. These include English, Mathematics and Information Literacy Processing
Skills as shown in the table (above left).
The outcome statements from the Science,
Studies of Society and Environment, Technology, The Arts, Health and Physical
Education have been integrated according to common themes or concepts. All students
are provided with opportunities to learn what they have to know and be able to
do, in order to demonstrate learning outcomes. The key way is via the ‘Real’ or
‘Authentic’ task. These tasks aim to provide children with the opportunity to
demonstrate their own knowledge in their own way and at their own level.
Teaching strategies promote:
·
intellectual quality,
·
connectedness,
·
supportive school environment,
·
recognition of difference.
Classroom practices engage students in real
and authentic tasks with significance and relevance to their worlds, providing
opportunity for connectedness to the world beyond the classroom. The outcomes
based approach focuses more on the outputs that students produce rather than
the inputs. This provides opportunities for deep engagement with a topic or
concept which provides intellectual quality. Teachers respond positively to
student attempts to display their knowledges and skills through feedback and
formal recognition of ‘student of the month’.
Formative and summative assessment is
gathered using assessment instruments including: assignments, oral work,
demonstrations, practical work and tests. Student portfolios help to provide a
profile of the student for recording and reporting purposes. Moderation of
assessment across year levels is supported and practiced as professional
learning and quality assurance.
Information
communication technologies
ICT’s for learning initiatives undertaken
at Sunnybank Hills in 2003-2005 include:
·
increased ICT funding to
improve ICT access, ICT skills for teachers and students, connecting computers
to the internet replacing old computers and improving ICT support;
·
development of an annual ICT’s for Learning Agreement to replace
the old MALT plan;
·
implementing a bulk procurement
process to get better value for money on ICT items and services;
·
127 new computers purchased for
classroom use since 2003;
·
improved emailing capabilities for all teachers;
·
development of the school’s web
site;
·
improvement for the computer to
student ratio, and
·
completion of cabling and
wireless connection to demountable buildings.
Sunnybank Hills has developed a
co-ordinated plan for integrating ICT’s into curriculum, teaching and learning using
a framework consisting of six key ICT drivers. The table (opposite) summaries
key activities of the ICT’s for Learning
Agreement.
2005
ACHIEVEMENTS
|
ICT
Driver
|
Key
activities
|
ICT
Driver
|
Key
activities
|
|
learning, teaching and the curriculum
|
Publication:
Student
presentations using word, powerpoint, digital pictures/video, web pages;
Research:
Students using
the internet to research and critique info.
Learning
Activities:
Educational
software for drill & practice, problem solving and educational games.
Communication:
Using chat rooms
and forums to access experts, learning partners and networks
|
connectivity
|
Teachers have
access to, and are able to operate, a personal networked ICT device for a
variety of professional activities.
Cabling to be
extended to Library, Music blocks and new Bendigo demountable building
|
|
learning and development
|
ICT Learning
Guarantee for teacher training;
The Learning
Place;
Curriculum
Standard Operating Environment;
Managed Internet
Service;
Coffee Club;
ICT committee;
Blue card used
to access help
|
ICT support
|
Cost centre LLTR
allocated
$20 000.00 for
technical support to improve, maintain and support ICT integration.
|
|
ICT infrastructure
|
180 computers
for learning
1computer to 6.5
students
5% computers –
5yrs+
29% computers
3-5 yrs
66% computers
0-3yrs
Library extension
to accommodate new computers and data show capabilities.
|
innovation
|
Digital
reporting system
School web site
|
A co-ordinated QBuild maintenance plan was
developed in 2005 for planned routine maintenance and repair from 2006-2008.
The notional allocation for planned maintenance is usually $28 000.00 and
$19 000.00 for unplanned maintenance. A
facilities plan was also developed for the introduction of Preparatory Year in
2007. It involves remodeling of the existing Preschool with Prep and Year One to
be eventually located in Teaching Block 1. A new Bendigo demountable building arrived in
August 2005 to relocate these classes.
The school was successful in 2005 with obtaining
grants for capital works projects including the current extension to the Library
with an updated multi-purpose Resource Centre (plus $49 866.00 for resources
from Investing in our Schools Program)and
an extension to the hall to facilitate Performing Arts (Smart School Subsidy
Scheme - $198 350.00).
Minor Works and other projects completed in
2005 include:
·
Block 2 was coated with “Sky
Cool’ on the roof to reduce the temperature;
·
internal painting of Music
block, Modulars 11 & 12, amenities block, Bendigo;
·
ramps, decks, steps to modulars
painted during working bee;
·
SEU has air-conditioning
installed, lighting, internal beams painted and outdoor setting purchased;
·
concrete slab added under
modular 1.
o
2005 Facilities Enhancements
Staff satisfaction with the physical work
environment is above state means in all areas including; physical working
conditions, maintenance and safety.
Aerial shot of Sunnybank Hills
State School
showing facilities located on 6.1 hectares of grounds.
|
|
Sunnybank
Hills State
School
2006
School Annual Report:
·
Uses
information from the school self-assessment to compare what was achieved
against what was planned for the past year
·
Provides
evidence from ongoing monitoring of students and school performance
·
Establishes
clear links between the financial reports and non-financial achievements
·
Provides
direction for the next year
LEARNING
REPORT
Objective: Implement a learning framework to prepare
students for living in complex, multi-cultural, networked societies.
|
Outcome
LE1. Improved
learning outcomes for the diverse range of students in Education Queensland
Schools
|
|
Performance
Indicator:
|
Education Queensland Target 2008
|
Sunnybank Hills
Target 2005
|
Sunnybank Hills
Performance
|
Comments
|
|
LE1.1 Percentage of students not requiring
support for each area of the Year 2 Diagnostic Net: Reading, Writing, Number
|
80% Reading
87% Writing
85% Number
|
75% Reading
93% Writing
85% Number
|
2005 outcomes
78.7% Reading
91.3% Writing
83.5% Number
Corporate data warehouse
|
·
Literacy & Numeracy
attainment is above the state
·
We have seen a marginal
decline in Reading results
·
Reading is
slightly below the state target but above the state average
·
we were slightly below our
own projected targets but have attained statewide performance targets
·
improved reading pedagogy and
resources are planned
|
|
LE1.2 Percentage of students achieving
national Year 5 Reading benchmarks
|
Year 5 - 85%
Year 3 – 97%
Year 7 – 95%
|
Mean Year 5
Reading score
660
|
2005 score 640
2004 score 634.5
Corporate data warehouse
|
·
50% of our students are above
the ’05 state average.
·
Girls were strongest overall
|
|
LE1.5 Schools have targeted intervention
strategies to improve learning outcomes for all students
|
Embedded in practice
|
Embedded in practice
|
Embedded in practice
SNIC records
-
minutes
-
support plans
-
IEP’s
-
Case notes
-
referrals
|
·
Support Teachers Learning
Difficulties are coordinating Early
Literacy Foundations program for infants and support plans for appraised
students
·
Education Adjustment Program
is being phased to replace appraisement – students currently ascertained will
have an EAP profile by 2008.
|
LEARNING
REPORT
Objective: Implement a learning framework to prepare
students for living in complex, multi-cultural, networked societies.
|
Outcome
LE2. A Learning framework with
improved integration of curriculum, pedagogy, assessment and reporting that
engages the diverse range of students in:
- intellectually
challenging learning experiences, mastering practices needed for living
in complex, multicultural networked societies
- early childhood
programs that provide them with
the foundations for success as lifelong learners
- experiences that
develop competence in using, and confidence in applying, technologies in
learning
|
|
Performance
Indicator:
|
Education Queensland Target 2008
|
Sunnybank Hills
Target 2005
|
Sunnybank Hills
Performance
|
Comments
|
|
LE2.1 Percentage of students and of
parents and care givers satisfied that they are getting a good education at
school.
|
80% (students)
80% (parents)
|
85% (students)
88% (parents)
|
2005 outcomes
85% (students)
88% (parents)
2004 outcomes
90.8% (students)
84.6% (parents)
·
Corporate data warehouse
|
·
No student in Year 5 recorded
that they were dissatisfied, only 1 student in Year 7 (2004) was
dissatisfied.
·
98% Year 5 and 93% Year 7
were satisfied that this is a good school
·
questions regarding
‘satisfaction with variety of activities’ varied greatly between Year 7 and
Year 5 (77% of Year 7 & 97% of Year 5 students).
·
The introduction of parent
class representatives in 2005 is a strategy that will enhance parent
participation.
|
|
LE2.2 Percentage of students satisfied
with the way computers are used for learning
|
N/A
|
70%
|
2005 outcomes
68.4% - 23% neutral
2004 outcomes
60.8
·
Corporate data warehouse
·
Students surveyed (6 thinking hats)
·
Student interviews
|
·
Student satisfaction with
computers improved and is only marginally below state average.
·
The renewed learning
agreement is aimed to improve integration of ICT’s with procurement of
multi-media computers, improved student/computer ratio, electronic
whiteboards and pd7t.
|
LEARNING
REPORT
Objective: Implement a learning framework to prepare
students for living in complex, multi-cultural, networked societies.
|
Outcome
LE2. A Learning framework with
improved integration of curriculum, pedagogy, assessment and reporting that
engages the diverse range of students in:
- intellectually
challenging learning experiences, mastering practices needed for living
in complex, multicultural networked societies
- early childhood
programs that provide them with
the foundations for success as lifelong learners
- experiences that
develop competence in using, and confidence in applying, technologies in
learning
|
|
Performance
Indicator:
|
Education Queensland Target 2008
|
Sunnybank Hills
Target 2005
|
Sunnybank Hills
Performance
|
Comments
|
|
LE2.3 Schools with primary classes have a
shared philosophy and an integrated learning program enacted across early
childhood years.
|
Embedded in practice
|
Significant progress
|
Significant progress
|
·
facilities plan for
introduction of preparatory year has been drafted
·
workforce plan for staffing
preparatory year is underway
·
curriculum explorations have
begun
·
parent workshops planned for
term 4, 2005
·
administration processes
developed for student admissions
·
professional development and
training accessed
·
actions required: plan
transition in Teacher Aid arrangements; in-service Early Years Curriculum
& explore 5 contexts for learning; acquire classroom resources to support
E.Y.C.
|
|
LE2.4
Schools have curriculum planning that integrates curriculum, pedagogy,
assessment and reporting in response to student and community needs.
|
Embedded in practice
|
Embedded in practice
|
Embedded in practice
|
·
Curriculum plan implemented
·
Curriculum Co-ordination Time
used for teachers to collaboratively review framework and assessment
·
Reporting format introduced,
refined and implemented
·
Teachers are reviewing
literacy learning in relation to the balance between composing and
comprehending modes of language
·
Professional standards for
Teachers ‘unpacked’
|
SCHOOLS
REPORT
Objective: Create learning communities that meet diverse
student and community needs.
|
Outcome
SC1.
Schools have innovative and distinctive responses to community and student
needs.
|
|
Performance
Indicator:
Learning environments meet the diverse needs of the
community and students they serve.
|
Education Queensland Target 2008
|
Sunnybank Hills
Target 2005
|
Sunnybank Hills
Performance
|
Comments
|
|
SC1.1 Schools have a clear educational
rationale responsive to community needs, for their distinctive approach to
improving learning outcomes.
|
Embedded in practice
|
Embedded in practice
|
Embedded in practice
|
·
Sunnybank Hills is a large
urban Primary School providing a quality educational service in a
multi-cultural setting.
·
The school provides a wide
range of programs, services, activities and facilities to its surrounding
community.
·
Partnerships have been
established with the Hurricanes
club, Mt. Gravatt Cricket, Martial Arts, Chinese relaxation, Tennis Coaching,
Auskick, Church who are regular uses of the school facilities.
·
The school newsletter
provides a community noticeboard
·
Our school provides a wide
range of social contexts through its camping and excursion program for its
diverse student population to foster social customs and responsible
citizenship.
|
SCHOOLS
REPORT
Objective: Create learning communities that meet diverse
student and community needs.
|
Outcome
SC3.Schools provide safe, tolerant and disciplined
learning environments.
SC4. Schools have increased enrolments.
|
|
|
Education Queensland Target 2008
|
Sunnybank Hills
Target 2005
|
Sunnybank Hills
Performance
|
Comments
|
|
SC3.1 Percentage of parents/caregivers
satisfied that the school is a good school.
|
88%
|
95%
|
2005:
97.5%
2004:
94.9%
·
Corporate data warehouse
·
School Opinion Survey
·
80 parent surveys
|
·
The school maintains a very
good reputation with a significantly high level of parent satisfaction.
·
Parent surveys and enrolment
information consistently identified the following as features of the school:
school climate; range of activities, and gardens & grounds.
·
Parent comments regarding
improvements mentioned only facilities enhancements such as a pool and
air-conditioning
·
Parent aspirations for
schooling include: sound academic education, positive social experiences, a
balanced Primary education, readiness for high school.
|
|
SC4.1 Number of students enrolled in
state schools
|
|
|
Feb 2005: 1 155
|
·
The opening of a new school
in the adjoining suburb of Calamvale did not impact the enrolment demand at
Sunnybank Hills.
·
It is expected that an
enrolment management policy will still be needed despite the opening of
another new school near our catchment in 2006.
|
WORKFORCE
REPORT
Objective: Ensure the workplace has the capacity and
flexibility to deliver the objectives of QSE-2010.
|
Outcome
WO1. The workforce has the capacity and flexibility to
deliver the objectives of QSE-2010 with teachers involved in learning and
development opportunities to
ensure continuous growth of skills, knowledge and professional behaviours
necessary for contemporary
best practice.
|
|
Performance
Indicator:
|
Education Queensland Target 2008
|
Sunnybank Hills
Target 2006
|
Sunnybank Hills
Performance
|
Teacher’s Comments
|
|
WO1.1 Percentage of general component of
school grant budget or equivalent expended on learning and development for
school staff
WO1.2 Percentage of workforce engaged in
learning and development activities
WO1.3 Percentage of school workforce
satisfied with access to learning opportunities that relate to school and
systemic initiatives.
|
10%
83%
80%
|
90%
75%
|
WPDG $14000.00
WPDM $7000.00
WPDR $19000.00
2005:
80.6%
2004:
85.3%
2003:
79.1%
2005:
69.1%
2004:
67.5%
2003:
73.9%
2002:
58.6%
2001:
66.7%
|
- Curriculum co-ordinator helpful
- More sharing of work at year level
- Being off class with another person is good
- Overwhelmed by new syllabus
- Need relevance and follow through
- Do one thing well, seem to ‘scratch the surface’
- Need ICT skilling
- Share ideas, resources, strategies,value expertise
- Less staff meetings and more year level stuff
- Literacy, prep, ICT, Maths, English
|
Sunnybank
Hills State
School
2006
The Operational Plan:
·
Focuses
on what will be achieved
·
Uses
the outcomes, performance indicators, targets from Destination 2010 to
establish direction for change
·
Integrates
performance indicators, targets and strategies for curriculum, inclusion,
workforce, and resource management planning processes
LEARNING OPERATIONAL PLAN
Objective: Implement
a learning framework to prepare students for living in complex, multi-cultural,
networked societies.
|
Outcome
LE1. Improved
learning outcomes for the diverse range of students in Education Queensland
Schools
LE2. A Learning framework with
improved integration of curriculum, pedagogy, assessment and reporting that
engages the diverse range of students in:
- intellectually
challenging learning experiences, mastering practices needed for living
in complex, multicultural networked societies
- early childhood
programs that provide them with
the foundations for success as lifelong learners
- experiences that
develop competence in using, and confidence in applying, technologies in
learning
|
|
Performance
Indicator:
|
Education Queensland Target 2008
|
Program Managers
|
Key Strategies
|
Budget
Cost centre
Total :$373 240.00
|
|
LE1.1 Percentage
of students not requiring support for each area of the Year 2 Diagnostic Net:
Reading,
Writing, Number
|
80% Reading
87% Writing
85% Number
Corporate data warehouse
|
KT
RR
STLD
SNIC
DP
|
Implement
Reading Recovery
Implement
Net intervention.
Continue
yr 2 Net processes: Mapping, Validating, Intervention, Reporting.
Consolidation
of Intervention models across the
school.
Implement
comprehending and composing strategies.
Participate
in yr 2 Net review
Enhance
reading resources.
Reading
strategies - guided reading.
Yr 1
screening and intervention.
Implement
Early Literacy Foundations (STLD)
Efficient
use of T/A to maximize support
|
L2MD $303.00
L2KT $125.00
L2VA $1 752.00
LI2N
$9 521.00
LRRC $400
L2IN
$10 540.00
|
|
SHSS Target
2006
|
|
80% Reading
90% Writing
85% Number
|
|
LE1.2 Percentage
of students achieving national Year 3, 5 & 7 Reading benchmarks
|
Yr 3 – 97%
Yr 5 – 85%
Yr 7 – 95%
|
STLD
SNIC
DP
|
Reading strategies – focus on comprehending
& guided reading.
Investigate
4 resource model.
Enhance
reading resources.
Implement
comprehending and composing strategies
Special
Needs Intervention.
Refine
curriculum framework.
|
L5IN $1 000.00
LIAN
$5 740.00
|
|
SHSS Target
2006
|
|
Yr 3 – 95%
Yr 5 – 83%
Yr 7 – 93%
|
|
LE1.4 Schools have inclusive practices to meet
the educational needs of all students.
|
embedded in practice
|
STLD
SNIC
DP
GO
HOSES
|
Continue
year level screening practices
Maintain
Special Needs Intervention
Maintain
Reading
Recovery
Implement
Education Adjustment Profiling
Familiarize
framework for Gifted Education
Develop
Year One early intervention strategy
Implement
ITAS
Maximise support services of Guidance Officer. ESL, AVT,
|
LIST $2 824.00
LGUI $1 066.00
LESL $3000.00
LAVG $3 136.00
LIRG
$13 000.00
LLCR $10 000.00
LSEU $11 982.00
|
LEARNING OPERATIONAL PLAN
Objective: Implement
a learning framework to prepare students for living in complex, multi-cultural,
networked societies.
|
Outcome
LE1. Improved
learning outcomes for the diverse range of students in Education Queensland
Schools
LE2. A Learning framework with
improved integration of curriculum, pedagogy, assessment and reporting that
engages the diverse range of students in:
- intellectually
challenging learning experiences, mastering practices needed for living
in complex, multicultural networked societies
- early childhood
programs that provide them with
the foundations for success as lifelong learners
- experiences that
develop competence in using, and confidence in applying, technologies in
learning
|
|
Performance
Indicator:
|
Education Queensland Target 2008
|
Program Managers
|
Key Strategies
|
Budget
Cost centre
Total :$373 240.00
|
|
LE1.5 Schools have strategies to implement
the Partners for Success Action Plan
to improve outcomes for Indigenous students
|
2005 Targets:
Yr2 Read 58%
Yr2 Writing 68%
Yr2 Number 59%
Yr 5
Read 65%
|
D/P
ITAS
tutors
STLD
CT
|
Attendance: resource enhancement,
curriculum relevance - Yr 5 integrating theme, Our Cultural Heritage, Art show, excursion to Cultural Centre
Literacy: implement ITAS,
Intervention
support (all year)
.
IESIP
software,
reading resources, graduation
|
LIAN $3 046.00
|
|
LE2.1 Percentage
of students and of parents and care givers satisfied that they are getting a
good education at school.
|
80% (students)
80% (parents)
|
P
D/P
|
Familiarise
Qld Curric Assess & Reporting QCAR
Explore essential learnings.
Implement
new Maths syllabus and elaborations (Go
Maths)
Promote
Visual Arts strand of Art Syllabus with Raw
Art and Art Show
Review
and modify integrated units.
Introduce
comprehension skills program CARS & STARS
Communicate
the essence of curriculum reforms to parents
|
|
|
SHSS Target
2006
|
|
85% (students)
85% (parents)
|
|
LE2.2 Schools have strategies for the
implementation of Preparatory Year in 2007 and beyond.
|
|
P
D/P
Prep
Team
|
Early
Years Curriculum professional development -
2 day workshops
Renew
Early Years philosophy
Identify
prep team, networks;
Provide
parent information workshops, parent folder and other communications;
Refine
procedures for intake, interviews
develop
a resource plan $
trial
assessment guides
Finalise
enrolment procedures
Determine
contribution levies, consumables, book packs, uniforms, pick-up procedures
Deploy
T/Aide Time;
Co-ordinate
a plan for NCT, Specialist lessons;
Designate
out door play areas and times.
|
SGPR $40 000.00
LPRE $6 000.00
|
LEARNING OPERATIONAL PLAN
Objective: Implement
a learning framework to prepare students for living in complex, multi-cultural,
networked societies.
|
Outcome
LE2. A Learning framework with
improved integration of curriculum, pedagogy, assessment and reporting that
engages the diverse range of students in:
- intellectually
challenging learning experiences, mastering practices needed for living
in complex, multicultural networked societies
- early childhood
programs that provide them with
the foundations for success as lifelong learners
- experiences that
develop competence in using, and confidence in applying, technologies in
learning
|
|
Performance
Indicator:
* school based
performance indicator
|
Education Queensland Target 2005
|
Program Managers
|
Key Strategies
|
Budget
Cost centre
Total :$373 240.00
|
|
LE2.5 Percentage of students satisfied with
the way computers are used for learning.
|
70%
2005 outcomes
68.4% -23% neutral
2004 outcomes
60.8%
2003 outcomes
75.8%
|
D/P
|
Implement a bulk procurement process to get better
value for money on ICT items and services –
Improve ICT access, ICT skills for teachers and
students, connecting computers to the internet, replacing old computers and
improving ICT support;
Provide and maintain the currency of computers for learning
Introduce the use of Electronic whiteboards to
enhance teaching through a variety of learning activities
Networked mini labs in withdrawal rooms
Robotics
Multi-media library extension and inclass teacher support
continued development of the school’s web site;
Infrastructure maintainence and upgrading to provide
maximum access throughout the school
|
LLIN
$50 000
LLMA $3000
LLTC $7 000
LLTH $97 179
LLTM $5 000
LLTR $36 000
LLWI $4 000
|
LEARNING OPERATIONAL PLAN
Objective: Implement
a learning framework to prepare students for living in complex, multi-cultural,
networked societies.
|
Outcome
LE1. Improved
learning outcomes for the diverse range of students in Education Queensland
Schools
LE2. A Learning framework with
improved integration of curriculum, pedagogy, assessment and reporting that
engages the diverse range of students in:
- intellectually
challenging learning experiences, mastering practices needed for living
in complex, multicultural networked societies
- early childhood
programs that provide them with
the foundations for success as lifelong learners
- experiences that
develop competence in using, and confidence in applying, technologies in
learning
|
|
Performance
Indicator:
|
Education Queensland Target 2008
|
Program Managers
|
Key Strategies
|
Budget
Cost centre
Total :$373 240.00
|
|
LE2.3 Schools
have strategies to implement the Middle
Phase of Learning Action Plan.
|
Embedded in practice
|
D/P
P
KT
HOC
|
Transition: collaboration with
Secondary schools re orientations, student folios, events.
Teachers: select distinctive teachers
and provide resource support, pd&t.
Curriculum: use CCT for curric plans
Provide
modified programs & support plans for identified students.
Achievement. Enhance reading resources,
provide camps/excursions, school sport, concert band, student
council/leadership, Wakakirri, ICT’s.
Accountability: include middle phase
strategies in SPAF,
|
LOTE 41 200
|
|
LE2.4 Schools have strategies to implement the Spotlight on Science Action Plan
|
|
D/P
P
KT
HOC
|
Establish
productive partnerships with High School for Science.
Identify
and support school leaders in Science.
Upgrade
science stock and resources to new Resource Centre extension.
Access
Science pd&t.
Investigate
inquiry learning
Instigate
a student Science award program.
.
Promote
teacher and student participation in online learning opportunities
Effective
use of the I Centre in the delivery of the science curriculum
|
|
SCHOOLS
Objective: Create
learning communities that meet diverse student and community needs.
|
Outcome
- SC1. Schools have innovative and
distinctive strategies responsive to community and student needs.
- SC3. Schools provide safe, tolerant and
disciplined learning environments.
|
|
KPM: Strategies are developed to ensure a safe and healthy learning
environment for all.
|
Education Queensland Target 2008
|
Program Managers
|
Key Strategies
|
Budget
Cost centre
Total: $401 585.00
|
|
SC3.1:
Percentage of parents/caregivers satisfied that the school is a good school.
|
88%
Corporate data warehouse
|
HOC
D/P
P
|
Implement
key actions of Safe & Healthy
Schools Program.
Develop
a school agreement around Code of
Behaviour for State Schools.
Develop
proactive strategies for managing students with challenging behaviours including:
Life
Education and social skills program
Maintain
Instrumental Music, school sport, camps, excursions
Continue
to refine positive home/school partnerships through effective communication
Utilise
Parent Representative Group
|
LMIM $8630.00
LPED $4 000
LPID $1 600
LPIS $2 500
|
|
SHSS Target
2006
|
|
95%
|
|
SC1.1:
Number of students enrolled in state schools.
|
|
D/P
P
|
Maintain enrolment
management policy.
Participate in Census
2006.
Establish procedures
for effective enrolment of PREP 2007
|
|
|
WO2.1 Percentage
of staff members satisfied with morale in the school.
|
|
HOC
D/P
P
|
Provide
opportunities for working in teams and year level groupings
Provide ongoing
collaborative approaches to decision making
Acknowledge and
share exemplary practice
Maintain balance
and alignment with systemic and personal learning priorities
Maintain
WorkCover rehabilitation officer and processes
Raise awareness
of the Standards Framework for Leaders
and support mechanisms for aspiring leaders.
|
|
WORKFORCE
Objective: Ensure
the school workforce has the capability and flexibility to deliver the
objectives of QSE-2010.
|
Outcomes
- WO1: A workforce that has the capability
and flexibility to deliver the strategic objectives of the Department
through ongoing professional development opportunities.
- WO2: Leadership that drives educational
reform, supports productive relationships and promotes innovation.
|
|
KPM: The characteristics of the workforce match those of the desired
workforce.
|
Education Queensland Target 2008
|
Program Managers
|
Key Strategies
|
Budget
Cost centre
Total:$47
316.00
|
|
Performance Indicators:
WO1.1 Percentage of workforce engaged in
professional development opportunities.
|
83%
Corporate data warehouse
|
HOC
D/P
P
|
Implement
learning agenda:
Syllabus: Maths, English, Technology,
Spotlight on Science, Prep Yr
Assessment: QCAR
Cross
Curricula:
ICT’s – coffee club, Learning Place
Phases: Early Years curric,
Middle
strategy
Compliance: CPR, Professional
Standards, Child Protection,EB4 training
Induction
training
Manual
handling
Continue to provide opportunities for personal
pd&t
|
WPDG $14000.00
WPDM $7000.00
WPDR $19000.00
|
|
SHSS Target
2006
|
|
90%
|
|
WO1.2 Percentage of school workforce satisfied
with access to professional development opportunities that relate to school
and systemic initiatives.
|
80%
Corporate data warehouse
|
HOC
D/P
P
|
Implement School Planning and Accountability Framework
Implement
Professional Development Agenda 2005-2006
Key School Priorities:
·
Early
Phase of Learning – Preparatory Year (2 day workshops)
·
Maths/English
syllabus (minimum 5hrs engagement CCT, SFD)
·
Child
Protection – inductions, ongoing
·
Behaviour
support
·
Partners
for success – cross cultural, ITAS tutors
|
WPDG $14000.00
WPDM $7000.00
WPDR $19000.00
|
|
SHSS Target
2006
|
|
75%
|
|
WO1.3 Percentage of general component of school
grants budget or equivalent expended on professional development for school
staff.
|
10%
|
HOC
D/P
P
Registrar
|
as above
|
WPDG $14000.00
WPDM $7000.00
WPDR $19000.00
|
