Annual Implementation Plan 2014

Wonthaggi Primary School

3650

Based on Strategic Plan developed for 2011-2014

/ WONTHAGGI PRIMARY SCHOOL
No. 3650
PMB 101, Wonthaggi, 3995
Phone: 56721600 /
Endorsement by School Principal / Signed………………………………………. (Principal’s signature)
Name………………………………………….
Date……………………………………………
Endorsement by School Council / Signed………………………………………. (School Council President’s signature)
Name………………………………………….
Date……………………………………………

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Strategic Intent

Strategic Plan
2011 – 2014 / Goals / Targets / One Year Targets
Student Learning / Improve student learning outcomes with a focus on Numeracy P-6, Reading P-6 and Writing P-6. / 90% of students at or above the expected level according to teacher judgement against VELS in Reading, Writing and Numeracy.
Student Learning achievement in all dimensions to meet or exceed School Family Occupation (Like School) level of achievement P-6. / Actions:
  • Review and refine WPS Givens document, especially pertaining to expectations.
  • Develop PLT Leader’s skills in curriculum knowledge, especially Literacy and Numeracy
  • Develop and refine the student Data Tracking Forms.
  • Refine moderation across our whole school
  • Continue to develop understanding of E5 Instructional Model.
  • Further develop PLTs through Patrick Griffin’s (Melbourne University) work.
  • All teachers will follow Whole School Assessment Schedule.
  • Individual Learning Plans for students at risk will be enabled through PLT’s Learning Logs.
Milestones:
  • Greater degrees of consistent expectation in literacy and numeracy across our school
  • Increase in P-6 literacy & numeracy data as evidenced through NAPLAN and online assessments.
  • Overall improvement in Maths & English NAPLAN results for common cohorts over two years.
  • Evidence of PLT common planning time.
  • Teachers will further develop a common knowledge and language when talking about data, student learning, staff coaching & the E5

Student Engagement and Wellbeing / To develop students as independent and interdependent learners. / Learning Confidence to exceed 2011 levels (3.87) (Yr.5/6 Attitude To School Survey).
Student Motivation to exceed 2011 levels (4.41) ATSS.
School Connectedness to exceed 2011levels (4.08) ATSS.
90% of students to achieve at or above the VELS Standard in Personal Learning.
Student Misbehaviour and Classroom Misbehaviour in the Staff Opinion Survey to be at or below the state median. / Actions:
  • Continue to develop Higher Order Thinking, with specific focus on student and teacher questioning and feedback.
  • Continue to develop teacher’s awareness and understanding of Differentiated Learning.
  • Have consistent, clear and known WPS Givens by revisiting the document.
  • Integration of the use of technologies in the classroom.
  • Embed Restorative Practises and Calmer Classrooms.
  • Further develop Dolphin Groups – pastoral care/multi age program- extending leadership opportunities for Grades 5 & 6 students.
Milestones:
  • Consistent improvement in Attitude to School Survey results.
  • PLTs will be informed by data to ensure students are taught at their ZPD.
  • Greater degrees of engagement will be evident through learning being focussed on students’ point of need.
  • New staff will have a greater understanding of restorative practises.
  • Further evidence of Calmer Classrooms strategies through classroom observation.
  • Consistent use of Restorative Practices and Circle Time.

Student Pathways and Transitions / Seamless learning transition across the whole school with a specific focus on Years 2 to 3 and 4 to 5 and Kindergarten to Prep. / A minimum 0.5 VELS Progression for all students from the end of Prep through to Year 6.
The variable for Transition on the Parent Opinion Survey to maintain or exceed 2011 levels. (6.12) / Actions:
  • Review and finalise Whole School Assessment Schedule.
  • Embed use of Data Tracking System to track student results from year to year.
  • Include moderation as a routine part of PLT meetings.
  • Have consistent, clear and known WPS Givens by revisiting the document.
  • Break down the developmental curricula and display in classrooms, making students aware of the continua.
  • Revise PLT meeting schedules to delineate administration and data analysis.
  • Further develop our links and programs with the local kindergartens, especially the Drysdale Street Kindergarten.
  • Moderate student’s work in PLTs and Staff Meetings.
  • Introduce more multi -age activities so students, teachers and support staff build better social relationships across the school.
Milestones:
  • Improvement in ‘transition’ section of the Parent Opinion Survey.
  • Increase percentage of enrolments from the Drysdale Street Kindergarten through Kinder/Prep Transition Program.
  • Students grouped in age groups for sporting events/special events.
  • Cross-Age Mentoring & Peer Support occurring in Dolphin Groups.
  • Restructuring of Grades 2/3 & 4/5.
  • 2/3 and 4/5 Grades located in same physical part of school.

Implementation: Writing

Key Improvement Strategies
and Significant Projects / What
(Actions)
the activities and programs required to progress the key improvement strategies / How
(Resources)
the budget, equipment, IT, learning time, learning space / Who
the individuals or teams responsible for implementation / Achievement milestones
the changes in practice or behaviours
Develop the use of data across our school /
  • Development of Leadership Team as a data team
  • Develop semester based targets for students in reading, writing, spelling, grammar & punctuation, and number
  • Further develop the use data in PLTs and Staff Meetings
/ Leadership Meetings
PLTs
Staff Meetings / Principal
Leadership Team
PLTs
Staff Meetings / Every 2nd leadership meeting focusses on data
Two data focused Staff Meetings per term
Every 2nd PLT is data focused
Staff are gaining knowledge and skill on use of data
Student targets are set and followed through on at PLTs, Leadership Meetings and PRPs
EmbedFormative Assessment /
  • Feedback:
wait time
no hands up/hands up
questioning (student & teacher)
  • Learning Intention
  • Success Criteria
/ Staff Meetings
PLTs
Professional readings
External PD and resources
Allocate CRT time where appropriate / All staff are involved in the implementation:
Principal
Assistant Principal
Leadership Team
PLT Leaders
Classroom Teachers and Specialists
ESO Staff / Embed Learning Intention and Success Criteria in planning.
Embed student understanding and participation in lesson Learning Intention and Success Criteria.
EmbedConsistent understandings, practise and expectations (high) across our school (teacher and student) /
  • Reinforce common language and understandings
  • Reinforce consistent methods
  • Ongoing review of how
  • Observations & feedback
/ Evidence of common understanding and language, along with consistency in every classroom across our school.
Evidence of high expectations of students and staff
Finish off developing our writing curriculum, along with Scope & Sequence /
  • Finish off developing Scope & Sequence Charts
  • Finish off developing defined and aligned curriculum from P-6
/ Scope & Sequence Chart
Writing Curriculum
Embedtest skill sets /
  • Embed what skills sets are needed by our students
  • Share and revisit test skill sets on a regular basis
/ Evidence that skill sets are being incorporated into learning, planning is taking place in PLTs and feedback and reflection is taking place at Staff Meetings
Evidence FA is being effectively utilised in classrooms and reviewed at PLTs & Staff Meetings.
Effective strategies being utilised (e.g. peer tutoring, learning groups)
Develop best practise pedagogy / Develop best practise pedagogy for:
  • Writing
  • Reading
  • spelling
  • grammar & punctuation
  • Number
/ An established and agreed outline of what is best practise in at least three of the outlined areas.
An agreed process for action research to test, confirm or otherwise what is best practise
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