2017 AIP Support Services
2018 AIP
Student Engagement and Wellbeing
Key Faculty Planning Priorities for 2018
- Focus on Continuous Improvement (Kaizen) – EAL/D
- Curriculum Continuity - EAL/D
- Global Perspectives
- Behaviour Management Focus
- Wellbeing
What are we going to do? / How are we going to do it / Targets / Responsible? / Sem. 1 / Sem. 2
- Focus on continuous Improvement (Kaizen)
- Continue to develop and deliver Professional Development opportunities for staff who are teaching EAL/D students. /
- Conduct comprehensive bandscaling of students intending to graduate at CDSHS and create individual support plans for these students, which are clearly communicated to teachers.
- Share data reports of all EAL/D students with entire staff
- EAL/D staff to attend relevant PD on bandscaling and differentiation for EAL/D learners (especially new arrivals)
- Utilise EAL/D language specialist to work with transitioning EAL/D students and to deliver faculty specific EAL/D teaching strategies throughout 2018 and ongoing.
- Every faculty to have Professional Development tailored to their specific needs as a subject area.
- The delivery of these sessions to take place during strategic faculty meetings on Wednesday afternoons.
- Sessions are to be informed by needs of staff.
- Create a central location for a bank of resources designed for EAL/D learners, including self-paced PD videos.
What are we going to do? / How are we going to do it / Targets / Responsible? / Sem. 1 / Sem. 2
- Curriculum Continuity – EAL/D
- Support students who are transitioning into Mainstream Australian Schooling and also in the use of Standard Australian English at a classroom level (both junior and senior levels) /
- Purchase visual dictionaries for various subjects
- Build EAL/D library collection.
- Continue the use of Language learning software programs to upskill students in proficient use of Standard Australian English
- Trial a class of EAL/D students studying English to adjust pace and focus of lesson
- To develop subject specific vocabulary in our EAL/D learners.
- To actively and sufficiently differentiate the learning of English for senior students in accordance with the QCAA English syllabus / HOD Student Engagement and Wellbeing / Ongoing / Ongoing
What are we going to do? / How are we going to do it / Targets / Responsible? / Sem. 1 / Sem. 2
- Global Perspectives
- Endeavour to celebrate and promote the successes being achieved in existing programs and opportunities to improve international mindedness. /
- Continue to develop and deliver student driven lessons for ‘The Ubuntu Project’ throughout the access program with a focus on cultural inclusion for 2018.
- Utilise Term 3 of Access to deliver the 10 week unit – which presents student work in a celebration on Multicultural Day.
- Promote notions of Global Education utilising External Providers/Programs ‘Together for Humanity’, ‘Unleashing Personal potential’ and ‘Global Impact Leadership Program’.
- Expose students to a range of resources and multi-media texts which look at the notion of cultural inclusion and philanthropic ventures.
- A celebration of work and ideas on Multi-cultural Day.
HOD Student Engagement and Wellbeing
HOD Junior School
Head of School - Junior / Term 1 and 2 / Term 3
Term 3
Term 3
What are we going to do? / How are we going to do it / Targets / Responsible? / Sem. 1 / Sem. 2
- Behaviour Management Focus
- Review various Behaviour Management models/processes within our school to identify current challenges.
- Refine current processes and trial modifications/changes.
- Document and implement processes around complex case management.
- Improved results for ‘management of behaviour’ in School Opinion Survey from students, staff and care givers.
- Minimise the number of ongoing referrals.
Student Support Services Team / Ongoing / Ongoing
What are we going to do? / How are we going to do it / Targets / Responsible? / Sem. 1 / Sem. 2
- Wellbeing
- Provide opportunities for students to engage with external providers where necessary for extra support
- Provide opportunities to engage in a range of positive well being practices to support student growth and foster resilience in our students
- Provide new opportunities for school to engage in practices of a well-being nature. /
- Continue to utilise Access as a means to deliver and practise effective life skills and coping strategies – alternative programs
- Attend regular SSST meetings each semester with all relevant parties.
- Attend Radar meeting with each of the different year levels
- Utilise community partnerships with outside agencies – Insync, Employment services, etc. ·
- Continue to liaise with HOD Student Support Services and Chaplains to implement HIPP and SEASONS programs each semester
- Establish an academic mentoring program for senior students
- Establish links with Cleveland Primary school Principal and the wellbeing centre to support transitioning students and build upon the well being work in the primary sector.
- Increase in numbers of students actively seeking help.
- All students to feel well supported by school and services on offer.
- Senior academic students to have increased understanding of their schedules, work/study balance, academic needs, pathways.
Student Wellbeing
sub- committee
Student Support Services Team
HOD Student Engagement and Wellbeing
Key Staff
HOD Student Engagement and Wellbeing / Ongoing
Ongoing / Ongoing
Term 4
Ongoing
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