2016 ANNUAL IMPLEMENTATION PLAN Varsity College P-6 Key priorities for 2016

Improvement Agenda (Related to student learning outcomes e.g. Reading, Number. “ Improvement is sought in student performances, is aligned with state-wide improvement priorities”.) • Improve student performance in all areas of literacy and numeracy, with a particular focus on reading, writing and number. • Continue to develop teacher expertise in the regular and systematic use of data to personalise instruction and improve performance for every student. • Continue to build and enforce high expectation standards of behaviour and attendance across all year levels and all cultures. • Build highly skilled and competent teachers with a strong emphasis on improving pedagogical practices, personalised learning in every classroom and initiative programming to ensure optimal learning outcomes for students. Priority Areas of Development (Operational or organisational e.g. Behaviour, Pedagogy, Well-being, Partnerships) • Improve the school’s pedagogical framework to ensure all programs and practices are explicity linked, creating highly skilled and expert teaching teams. • Continue to build positive relationships and productive partnerships between school and the community. • Build leadership capacity, capability and density across the workforce. Documents attached include • • •

The Annual Financial Report 2016 The Budget Overview Report 2016 School Improvement Targets for 2016

Teaching School Strategies

Actions

Responsible Officer

Resources

Performance Measures Description/ Evidence PEDAGOGICAL FRAMEWORK Implement a consistent whole school pedagogical framework inclusive of signature practices, high quality teaching practices of student achievement

• Implement consistent quality classroom learning routines and insrtuctional strategies to improve student achievement focusing on the Gradual Release of Responsibility, Learning Intentions and Success Criteria (WALT /WILF /TIB)

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ANNUAL PERFORMANCE REVIEW PROCESS Implement Annual Performance Review for all staff that focuses on improving individual teacher practice that is aligned to Varsity College’s Pedagogical framework and the AITSL Framework

• Provide teachers with professional devlopemnet sessions (PFD, Learning Lounges) about Varsity College’s Pedagogical Framework and AITSL’s Professional Standards • Provide teachers with with professional devlopemnet sessions (PFD, Learning Lounges) about Varsity College’s APR process • Develop and implement a Professional Development Framework for 2016 • Teachers to collaborate in the APR Process & professional development sessions

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COACHING MODEL • Collaboratively develop a Coaching Model involving Develop a coaching model HODs, STLANs and key teaching staff with and framework that allows exceptional pedagogical practices in a variety of areas all staff to enage in (emphasis on coaches giving feedback to teachers). individual, authentic professional development that is linked to the • GLOBE - Use the designated teaching space on Pedagogical framework the primary campus for teacher professional practice QUALITY ASSURANCE • Design & implement consistent planning templates for All teacher planning is set units of work to explicit templates that focus on differentiation, literacy and numeracy.

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POSITIVE LERNING • Targetted Teaching and Learning Team (DHOS, HOD, TEAMS STLAN & teacher aides) to analyse data to inform Targeted Teaching & focus areas to improve student outcomes. Learning Teams work • TTLT to allocate teacher aide time to strategically collaboratively to support target focus areas and students best practice in teaching & • Allocation of an additional 1 hour curriculm planning learning. These teams will time per week focus on curriculum and student improvement.

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Target

Teachers to use and refer to the consistent • 100% of teachers use and refer to the language of “I Do, We Do & You Do” when Gradual Release of Responsibility “I Do, teaching using visual represenations We Do, You Do” for every lesson • 100% of teachers use and refer to the Teachers use and refer to consistent visual visual WALT / WILF /TIB for every lesson representations the WALT / WILF / TIB for each lesson • 100% of student will refer to the WALT / WILF / TIB visuals for each lesson Students are able to articulate, use and refer to the WALT / WILF / TIB for each lesson • 100% of teachers are monitored on their use of WALT/WILF/TIB & Gradual Release DHOS and HOD to monitor implementation through observations, discussions, coaching & of Responsibility feedback Teachers participating in professional • 100% of teachers participating in devlopemnet sessions (PFD, Learning Lounges) professional development sessions e,g, PFD, about Varsity College’s Pedagogical Framework Learning Lounges about Varsity College’s and AITSL’s Professional Standards Pedagogical Framework, AITSL’s Professional Standards and Varsity College’s Teachers participating in professional APR devlopemnet sessions (PFD, Learning Lounges) about Varsity College’s APR Process Teachers developing and implementing practices that are documented in their personal APR • 100% teachers are guided / supported Evidenced through the Professional by HOS or DHOS to develop & Development Budget implement their APR Evidence through the use of a common • 100% teachers to have their personal metalanguage (AITSL’s Standards and APR documented and can articulate Pedagogical Framework) their areas of strength, areas to focus on and their strategies / actions used to enhance their practice Teachers being active participants in the • 100% of teachers being active participants in Coaching Model by “Watching Others Work” the Coaching Model by “Watching Others and receiving feedback from coaches / mentors Work” and receiving feedback from coaches evidenced by teacher’s Professional / mentors Development Record aligned to their APR. Evidence by teacher’s Professional Development Record & record GLOBE scheduling sheet Teachers to record planning and differentiation in the Varsity College Planning Toolkit (PT) to inform teaching & learning

100% teachers participating in a PD session in the GLOBE • 100% of teachers documenting planning and recording differentiation as a functional working document.

Specific action plans & timetables developed for • 100% of teachers supported by their TTLT HOD, STLAN and teacher aides to support • 100% students’ data is monitored to track staff and students student gains and effectiveness of programs Improvement and Achievement Quadrants developed to track student gains & monitor the effectiveness of targeted programs Improved teaching practices will be evident through teacher planning (PT) • Increase in ICAS participation • 30% Yr 5 students in the U2B of NAPLAN

Date • By the end of 2016

• Karen

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• Amanda P-2

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• Peter Yr 3-4

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• Andrew Yr 5-6

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• HOD

Research and refernece materials Varsity College Pedagogical Framework WALT / WILF / TIB Visual Representations “I Do, We Do, You Do” Visual Representations

• Sem 1 & 2 2016

• Amanda, Peter, Andrew

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Varsity College’s Pedagogical Framework, Annual Performance Review and AITSL’s Standards

• Every term

• Deputy Head of School • HOD

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Varsity College’s Coaching Model, Varsity College’s Pedagogical Framework, Annual Performance Review and ATSIL’s Standards

• Each Term

• Jo McDonald • DHOS • HOD

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Varsity College’s Toolkit and Peadagogical Framework

• Each Term

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Improvement & Achievement Quadrants

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Additional time for planning & data analysis – 1 hour

Each Semester

Amanda, Peter, Andrew HOD STLAN Jo McDonald Sherrie Davis

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50% of Year 5 & 6 students achieving an A or B in academic reporting

LEARNING School Strategies

Actions

Responsible Officer

Resources

Performance Measures Description VARSITY COLLEGE DATA PROFILE All student to have an individual data profile that will report on perfomance measures across the college in academics, behaviour, attendance, diagnostic & standardised data.

• Data profile developed including – academic grading, attendance, behaviour, NAPLAN (inc practice), diagnostic and standardised assessment data. • Data profile shared with teachers to inform teaching and track student gains at PFD and Data Conversations (each term) • Students to develop individual goals aligned to learning (literacy / numeracy) and wellbeing.

NAPLAN STRATEGY Implement Varsity College NAPLAN Strategy that focuses on the explicit literacy & numeracy requirements for individual students to support personalised learning goals.

LITERACY PLAN

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ACADEMIC BOARD Establish the Varsity College Academic Board that quality assures all curriculum, reporting and assessment to a set of explicit guidelines.

• Data Profile (excel) recorded whole school (oneschool) & teacher Planning Booklet

Create a “Standards & Targets” document that aligned with SER Targets to ensure authenticity of data analysis & NAPLAN Strategy

• Develop explicit guidelines to ensure rigour & consistency in the following: o GTMJ / Criteria Sheets o Moderation o Timelines & scheduling o Data collection and analysis • Quality assurance of curriculum planning, assessment & moderation

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Set PFD, strtegic planning days & staff meeting agenda dedicated to unpacking the VC data profile Students have learning and wellbeing goals recorded, shared with parents and students can articulate these goals (in class and at Student Led Parent Teacher Conferences)

Target • 100% of students data profile recorded

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Date •

ongoing

Sherrie Davis

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100% of staff have access to data profile 10% increase in students achieveing an “A /B” in English & Maths

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DHOS / HOD

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DHOS / HOD

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Data Profile – excel Planning Booklet

100% of students have individual learning & wellbeing goals

Standards and Targets to be monitored and analysed every term to inform future teaching and learning / differentiation

• Documented planning of Overviews (scope & seuence) and units of work • Documented assessment schedule & all assessment data recorded on oneschool (reporting / diagnostic & standardised data) • All units of work are quality assured and checklists recorded • Moderation facitators to quality assure the process of moderation

• Every Term • All year level KLAs

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Each term

All diagnostic / standardised data & grade allocation recorded on oneschool • 100% of units of work quality assured • All moderation is faciliated by DHOS / HOD / Director for quality assurance • NAPLAN Strategy to be shared / unpacked • Yr 2, 4 & 6 undertaking a selection of 2016 Yr • 100% of Yr2, 4 & 6 sit 2016 NAPLAN • Term 4 with TTLT and staff 3, 5 & 7 NAPLAN Tests tests • NAPLAN Strategy to be planned for at the • 2016 Data Profiles developed to track student • 100% of teachers implementing the Ongoing NAPLAN Strategy “Strategic Planning Session” implemented in the gains and 2017 predicted banding TTLT and class practice • Improvement & Achievement Quadrants to be • 100% of students progress monitored using oneschool and the Improvement developed to track student progress and & Achievement Quadrants monitor predicted bandings • 100% of students at or above NMS in all • DCAR of PM / WTW / PAT / PROBE domains • 30% of students in the U2B in all domains • Develop and implement a seamless P-6 • Teachers using a consistent metalangguage • 100% of teachers refering to the • Ongoing •

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HOD Jo DHOS

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Varsity College Curriculum Guidelines and Expectations

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Sherrie Davis DHOS? HOD Year 3-4 Susan

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Varsity College NAPLAN Strategy

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Sherrie Davis

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Varsity College Literacy

Develop and Implement a P-6 Literacy Framework that highlights best teaching practice and provides clear guidelines regarding attainment in Literacy NUMERACY PLAN Develop and Implement a P-6 Numeracy Framework that highlights best teaching practice and provides clear guidelines regarding attainment in Numeracy

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Scope and Sequence of the knowledge and skills required at each year level – reading, writing (text structures, spelling, grammar and punctuation), oral language (Purposeful Play) and vocabulary Literacy professional development & coaching aligned to the Pedagogical Framework and APR Process

• Teachers effectively using common visual prompts to support the teaching of reading – “Reading Circle” • Teachers engaging in & documenting literacy professional development • DCAR of PM / WTW / PAT / PROBE

Develop and implement a seamless P-6 Scope and Sequence of the knowledge and skills required at each year level – number, mental computation, problem solving (thinking & reasoning) Numeracy professional development & coaching aligned to the Pedagogical Framework and APR Process Promote P-6 students to participate in Mathletics – awards, mascots

• Teachers using a consistent metalanguage in the teaching of number, mental computation, problem solving (thinking & reasoning) • Teachers effectively using concrete materials to support the teaching of Mathematics • Teachers engaging in & documenting numeracy professional development • Increased student Mathletics participation • DCAR of PAT

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“Reading Circle” when explicitly teaching reading 100% of teachers participating in literacy PD and coaching 100% of students at or above NMS in the NAPLAN Literacy domains

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100% of students having access to • Ongoing concrete materials during Mathematical lessons 100% of teachers participating in Numeracy PD and coaching 100% of students at or above NMS in the NAPLAN Numeracy domain Increased Mathletics participation to Weekly 50% or above in each class /per week

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Sherrie Davis DHOS HOD

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Varsity College Numeracy Framework ACARA

DHOS • •

Framework ACARA Sheena Cameron

21st CENTURY LEARNING DESIGN Implement a Learner Profile where skills are explicitly taught and assessed for the real world. This will form the basis of teacher planning.

• 21st CLD to be considered, documented & implemented in units of work & assessment • PD for staff on 21st CLD e.g PFD, Learning Lounges & parent education sessions • Acknowledge students demonstrating exceptional of 21st CLD through awards at assembly, in class & class newsletters

• 21st CLD documented in unit planning & quality assured • Staff PD record 21st CLD professional development sessions • Student awards at assembly, in class and class newsletter

• 100% of units consider, document & • Each Term implement 21st CLD • 100% staff engage in 21st CLD in planning and PD Weekly • 100% of assembly awards incorporate 21st CLD.

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Sherrie Davis DHOS HOD

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21st CLD

ASPIRE PROGRAMS

• Addition of ASPIRE excellence programs in: Academic (English / Maths & Science), performance (Music, Visual Arts, Speech & Drama, Athlete Development)

• Increased number of students excelling in their chosen area of passion evidenced in the upper bands of NAPLAN and higher rate of improvement between NAPLAN junctures (35 relative gain)

• Increased banding from practice NAPLAN 2015 – NAPLAN 2016 • Increase in participation & results of ICAS / Days of Excellence / TOMs / Creative Minds • Increase inter-school sport banding (above C) • 100% of TTLT accessing the area to provide teaching resources and promote a culture of learning & collaboration • 100% of Year 6 SWD students being fully integrated into mainstream class

CURRICULUM

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Establish a teacher professional learning area in the LENSE to provide teaching resources and promote a culture of learning & collaboration (team meetings and planning) Trial SEP inclusion class in year 6 to enhance inclusive practices for children with disabilities in a mainstream setting Establish a “Languages and International Education” area in the JLC to promote the Chinese language and international Study tours. The centre will also accommodate parent and community language schools from external providers Implement and establish a Visual Arts, Drama & Speech and Digital technologies classrooms and specialist

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Area established in the LENSE staffed by a full-time teacher aide to manage the area Inclusion class to consist of a mainsteam teacher and SEP teacher being equal guardians of 6A Students will access the Languages and International Centre to participate in LOTE and Cultural learning experiences Parents will access lanuage sessions to improve English provided by external agencies as a community service Students will access and particupate in Arts & Digital Technology lessons aligned to ACARA

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Commence Term 1

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Jodi & Mel B

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ACARA

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Ongoing

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Jodi and Karen Bernie Library teacher Aide

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Teacher resources – maths equipment, readers big books, home readers Teacher aide – full time ACARA Specialist Teachers Art supplies & furniture Teacher Aides – The Arts

Classroom teacher and SEP teacher / teacher aide

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Term 1

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LOTE Teachers / Rebecca Sochanik

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Term 1

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Term 1

Visual Arts Teacher, Drama / Speech Teachers, Digital Technolgy Specialists

100% students will be offered Mandarin & Chinese Culture lessons 100% of students will participate in Arts and Digital Technology lessons facilitated by specialists in the area

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programs from P-6 •

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Implement expert teaching teams in Year 5 & 6 to focus on curriculum and student improvement. These expert teaching teams will be aligned to a “middle school model’. Promote student engagement through the use of concrete / hands-on materials P-6

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Year level teacher / classroom allocation and timetabling Creation of Expert Teaching Teams in English, Maths / Science (Yr 5 & 6) Improved student outcomes in English, Maths / Science

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Yr 5-6 DHOS & HOD

Increase in ICAS participation 30% Yr 5 & 6 students in the U2B of NAPLAN 50% of Year 5 & 6 students achieving an A or B in academic reporting

Wellbeing School Strategies

Actions

Responsible Officer

Resources

Performance Measures Description Learning and Wellbeing Framweork • Introduce the philosophies of “Positive Education” through staff professional A Learning and development. Wellbieng Framework • Trial “Positive Education Program” in Year 2, 5 & from P-12 that outlines 6 the explicit teaching of personal and social capabilities and clearly outlines the policies and procedures, structures and partnerships required to ensure an optimal learning environment for all students POSITIVE • Create & communicate vision and EDUCATION priorities – action team established FRAMEWORK • Collaboratively develop the Positive The explicit teaching of Education Framework to incorporate Positive Education in new school values / character strengths stand alone lessons within the 6 positive domains across the college as • Provide professional devlopment on the well as embedded Postive Values and Framework through out the curriculum. School wide Student • Create & implement school wide Resposible Behaviour Student Responsible Behaviour Plan Plan • Provide PD on the Student Responsible Behaviour Plan • School rules

Badge Culture Recognition of outstanding individual contribution to the 4 Pillars of Academic, Sport, Culture &

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Establish a P-6 “Badge Culture” for achievements within the Four School Pillars

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Staff & students can articulate the 6 character strengths / values Postive Values & Framework visually represented in learning environments Professional development recorded (Planning booklet / APR)

Staff & students can articulate the 3 school rules and what they look like in the classroom, playground and community • Professional development recorded (Planning booklet / APR • The 3 rules visually represented in all leraning environments Each child receiving a Head of School Academic & Honour Award in Academics, Sporting, Cultural & Community will receive a badge of merit •

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Students will complete lessons and a reflection jounal understanding the core concepts.

Target • All Year 2, 5 & 6 teachers to implement “Positive Education” program. • All tachers P-6 to implemen “Positive Education” program.

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100% of staff & students 100% of learning enviroments displaying Positive Values & Framework 100% of staff engaging in PD

• 100% of staff and students can articulate the 3 school rules and what they look like in the classroom, playground and community • 100% staff engage in PD on Pupil Free Day • 100% of learning environments displaying rule poster • 15% of students per year level

Date • End 2016 •

2017

• End 2016

• End Term 1

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Each Semester

• Victoria McLuckie • Student Wellbeing Teacher

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Jodi DHOS Director

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Jodi Andrew Student Wellbeing Teacher

Varsity College & Student Responsible Behaviour Plan & rules

DHOS

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Positive Education Handbook Geelong Grammar Rescources

Community. Students will eceive badges as a rewards under each pillar. Links can be added for further success int the future. Communication Provide outstanding communication with parents and wider community that supports teaching, learning and wellbeing

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Increase communication to parents / carers

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• Varsity College After Hours Provide a comprehensive range of activities, programs for students before and after school that align with ASPIRE Programs. This gives students the opportunity to be extended and support in areas of interets. Tutoring and Homework Centre to support all students

Teachers email weekly class letter to parents and carers Staff use Primary Campus FaceBook & App to share class events and news Increase student media consent Parent Education Sessions

• 100% of all class teachers send weekly newsletter to parents and carers • Each Year level to post on FB each week events / news •

Parent Education Sessions provided each week

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All year levels to create & communicate Overviews

Parent / Carer Curriculum & Assessment Overview Term Calendars

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Establish Varsity College After Hours offering a range of extra curricular experiences under the 4 School Pillars

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After school activities scheduled and offered at a reduced price from external providers. Activites will encompass all 4 Pillars

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Establish Tutoring and Homework Centre to support all students. Investigate option of external tutoring organisation to provde instruction at a reduced fee

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Students given to opportunity to participate in the Tutoring and Homework Centre

• Distrbuted each term • Afternoon programs offered 4 afternoons per week Monday to Thursday

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100% of Students given to opportunity to participate in the Tutoring and Homework Centre

• Ongoing

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Weekly

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Term

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Term

• Commence Term 1

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DHOS Class teachers

Peter Dallas

External Providers

Term 1

Innovation School Strategies

Actions

Responsible Officer

Resources

Performance Measures Description Strengthening the Four • Fund, resource and establish extra-curricular Pillars activites/clubs for students. A Fully resourced, funded and supported Academic, Sporting, Cultural and community program that gives students the opporunity to excel and be extended in these areas across the college.

• Extra curricular activites/clubs will be scheduled on a regualr basis to cater for students talents and areas of passion

Target • 100% of Year 4-6 students to partipate in extra curricular activites/clubs

Date • Term 1 to commence

• Peter Dallas • Year 4, 5 & 6 teachers and specialists

• Equipment & supply budget pertinent to clubs provided

International Student • Cater effectively for International Students’ Program learning & wellbeing A leading international school program with increased student enrolment across the college. Improved study tours and international relations.

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Community Adult learners including parents as members of our school community. Offereing courses and certificates for adults in after hour times and online

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Establish a “Languages and International Education” area in the JLC to promote the Chinese language and international Study tours. The centre will also accommodate parent and community language schools from external providers Parent Education Sessions developed and delivered to parents / carers and the wider community

Facilities and resources • Learning enviroments and facilities to be • Digital Technology established for the Arts, Digittal Technologies classroom and International Student Centre • Specialist Art classroom and Studio/ Varsity Art Gallery • Languages Classrooms and International Student Centre • Drama and Speech centre • Music classroom

Increase in International Student enrolments that are appropriate in age suppport and wellbeing

• Increase in International Student enrolments

• Semester 2

• Maree Lucas • Ally Innes

EALD parent and carers will be given the opportunity to access English Language Programs in the International Education Centre

• 100% of EALD will be given the opportunity to access English Language Programs in the International Education Centre

• Karen / Jodi • Ally Innes • Rebecca S

Semester 1

International Education Centre

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Parent Education Sessions will continue to be offered and promote a range of programs to support student learning & engagement

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Students to access the facilities to participate in Arts, Digital Technologies, LOTE & Cultural Studies

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100% of parents and carers invited to access all parent education sessions

• 100% of students to access the facilities to participate in Arts, Digital Technologies, LOTE & Cultural Studies

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• Jodi

Varying school staff

Confucious Institute Gold Coast Chinese Community External Provider to deliver lessons

Term 1 & ongoing

Term 1

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ACARA Specialist Teachers Art supplies & furniture Teacher Aides – The Arts