School Plan

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Cocos (Keeling) Islands District High School

Kerjasama & Kejayaan/Co-operation and Achievement

Strategic Plan 2008

Cocos (Keeling) Islands District High School Strategic Plan 2008 is guided by the Western Australian Department of Education and Training Plan for Government Schools 2007-2009, Plan for Public Schools 2008-2011 and Focus 2008 Directions for Schools.

VISION

For all students at Cocos

(Keeling) Islands DHS to achieve the highest standards of learning

(with an emphasis on Standard Australian English)

so they are equipped to deal

effectively with opportunities

and challenges they encounter

in a changing world.

Text Box: VISION For all students at Cocos (Keeling) Islands DHS to achieve the highest standards of learning (with an emphasis on Standard Australian English) so they are equipped to deal effectively with opportunities and challenges they encounter in a changing world.

VALUES

Learning: We have a positive approach to learning and encourage it in others; we advance student’s learning based on the belief that all students have the capacity to learn.

Excellence: We have high expectations of our students and ourselves. We set standards of excellence and strive to achieve them and ensure compliance with all Department policies and Code of Conduct.

Equity: We recognise the differing circumstances and needs of students and are dedicated to achieving the best possible outcomes for all.

Care: We treat all individuals and our environment with care. Our relationships are based on trust, mutual respect and the acceptance of responsibility.

Text Box: VALUES Learning: We have a positive approach to learning and encourage it in others; we advance student’s learning based on the belief that all students have the capacity to learn. Excellence: We have high expectations of our students and ourselves. We set standards of excellence and strive to achieve them and ensure compliance with all Department policies and Code of Conduct. Equity: We recognise the differing circumstances and needs of students and are dedicated to achieving the best possible outcomes for all. Care: We treat all individuals and our environment with care. Our relationships are based on trust, mutual respect and the acceptance of responsibility.

 

 

 

 

 

 

 

 

 

 

 

OUR OBJECTIVES

1.

To make every student a successful student.

Our students will leave school well prepared for their future, equipped to prosper economically, be happy and secure in themselves, and ready to contribute to their community.

2.

To have sound teaching in every classroom.

As teachers we will take a personalised approach to helping each student take the next step in their learning so they can work towards achieving their potential.

3.

To ensure Cocos (Keeling) Islands DHS is a good school.

Our school will provide a safe and welcoming environment with programs that challenge and engage our students.

4.

To provide practical support for all our staff.

As a staff we will promote professional learning, develop specialised knowledge and expertise, and ensure that we are valued and supported.

5.

To deliver meaningful accountability.

We will be accountable for the progress of students in our classes and as a school be accountable for its performance.

6.

To maintain community confidence in our school.

We will ensure that parents continue to trust us with the education of their children, and for the wider Cocos community to regard our school as well managed with the interests of students, their parents and the community first.

 

Focus Areas

 

Curriculum Framework

Building Inclusive Schools Strategy

Literacy, Numeracy and Science

Information Technology

Students at Educational Risk

Student Behaviour, Staff Professional Conduct, Health and Wellbeing

 

                                  

Focus Areas                                                                    Priorities and Targets

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Provide a balanced curriculum that maximises the learning capacity of all students by acknowledging different learning styles to achieve the outcomes of the Curriculum Framework
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Use the Outcomes and Standards Framework:

o              To monitor, evaluate, report on and plan for improvement of individual student achievement.

o              To evaluate and report on student achievement of standards specified at Years 3, 5, 7 and 9.

o              As the basis for reporting school progress and achievement and demonstrating school accountability.

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Implement system-endorsed moderation processes to support teachers to make consistent judgements (with a focus on literacy, numeracy and science).
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Promote collaborative approaches to learning, teaching and assessment.
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Report regular and relevant information to parents/caregivers on student achievement

 

Text Box: Curriculum Framework Priorities and Targets Provide a balanced curriculum that maximises the learning capacity of all students by acknowledging different learning styles to achieve the outcomes of the Curriculum Framework Use the Outcomes and Standards Framework: o              To monitor, evaluate, report on and plan for improvement of individual student achievement. o              To evaluate and report on student achievement of standards specified at Years 3, 5, 7 and 9. o              As the basis for reporting school progress and achievement and demonstrating school accountability. Implement system-endorsed moderation processes to support teachers to make consistent judgements (with a focus on literacy, numeracy and science). Promote collaborative approaches to learning, teaching and assessment. Report regular and relevant information to parents/caregivers on student achievement

 

 

 

 

 

 


 

 

 

 

 

 

Literacy, Numeracy and Science

Overarching Learning Outcomes:

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 Students use language to understand, develop and communicate ideas and information and interact with others (1).
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Students select, integrate and apply numerical and spatial concepts and techniques (2).
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Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions (5).
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Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options (6).

Priorities and Targets

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 Establish clear standards of achievement and set challenging, realistic targets for students.
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Promote English as a Second Language (ESL) training and pedagogy.
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 Develop evidence based whole-school approaches to the teaching of literacy, numeracy and science .
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 Provide targeted support for those students not reaching systemic benchmarks or school targets.
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Implement early intervention strategies, particularly in the early years of schooling.
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Continue and promote best teaching practice in science.
Text Box: Literacy, Numeracy and Science Overarching Learning Outcomes:  Students use language to understand, develop and communicate ideas and information and interact with others (1). Students select, integrate and apply numerical and spatial concepts and techniques (2). Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions (5). Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options (6). Priorities and Targets  Establish clear standards of achievement and set challenging, realistic targets for students. Promote English as a Second Language (ESL) training and pedagogy.  Develop evidence based whole-school approaches to the teaching of literacy, numeracy and science .  Provide targeted support for those students not reaching systemic benchmarks or school targets. Implement early intervention strategies, particularly in the early years of schooling. Continue and promote best teaching practice in science.

Students at Educational Risk

Overarching Learning Outcomes

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Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively (12).
Priorities and Targets
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 Implement procedures for identifying students at educational risk.
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 Develop and implement appropriate programs/curriculum for individuals and groups of students at educational risk. Groups include English as a Second Language (ESL) students, Talented and Gifted Students (TAGS), individual students with learning/behavioural difficulties, post-compulsory students.
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  Promote a positive, safe and welcoming learning environment.
Text Box: Students at Educational Risk Overarching Learning Outcomes Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively (12). Priorities and Targets  Implement procedures for identifying students at educational risk.  Develop and implement appropriate programs/curriculum for individuals and groups of students at educational risk. Groups include English as a Second Language (ESL) students, Talented and Gifted Students (TAGS), individual students with learning/behavioural difficulties, post-compulsory students.   Promote a positive, safe and welcoming learning environment.

 

 

 

 

 

 

 

 

 

 

 


 


 

 

 

 

 
 

 
 

Building Inclusive Schools Strategy

Overarching Learning Outcomes:

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  Students understand their cultural, geographical and historical contexts and have the knowledge, skills and values necessary for active participation in life in Australia (8).
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 Students interact with people and cultures other than their own and are equipped to contribute to the global community (9).
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 Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others (10).

Priorities and Targets

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 Maintain the Virtues program.
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Promote strong cultural integration/interaction across both communities.
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Promote understanding, tolerance and inclusivity of all students, in particular students with disabilities or special needs.
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Maintain community confidence by enhancing community involvement in school and vice versa.
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Develop a greater awareness of the wider world we live in, including our environment.
Text Box: Building Inclusive Schools Strategy Overarching Learning Outcomes:   Students understand their cultural, geographical and historical contexts and have the knowledge, skills and values necessary for active participation in life in Australia (8).  Students interact with people and cultures other than their own and are equipped to contribute to the global community (9).  Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others (10). Priorities and Targets  Maintain the Virtues program. Promote strong cultural integration/interaction across both communities. Promote understanding, tolerance and inclusivity of all students, in particular students with disabilities or special needs. Maintain community confidence by enhancing community involvement in school and vice versa. Develop a greater awareness of the wider world we live in, including our environment.

 

 

 

 

 

 

 

 

 

 

 

Student Behaviour, Staff Professional Conduct, Health and Wellbeing

Overarching Learning Outcomes:

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Students value and implement practices that promote personal growth and well being (11)
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Students recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly (13).

Priorities and Targets - Students

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Ensure two hours of physical activity each week.
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 In partnership with parents and the community ensure whole-school approaches to healthy eating habits are maintained.
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Implement effective behaviour management strategies to promote student engagement in learning.

Priorities and Targets - Staff

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Ensure all actions are in accordance of Department’s Staff Conduct policy and set high standards of professional conduct.
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 Ensure compliance with all Departmental policies, including performance management.
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Promote professional learning and develop specialised knowledge and expertise.
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Promote staff health and well being ensuring all staff are valued and supported.
Text Box: Student Behaviour, Staff Professional Conduct, Health and Wellbeing Overarching Learning Outcomes: Students value and implement practices that promote personal growth and well being (11) Students recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly (13). Priorities and Targets - Students Ensure two hours of physical activity each week.  In partnership with parents and the community ensure whole-school approaches to healthy eating habits are maintained. Implement effective behaviour management strategies to promote student engagement in learning. Priorities and Targets - Staff Ensure all actions are in accordance of Department’s Staff Conduct policy and set high standards of professional conduct.  Ensure compliance with all Departmental policies, including performance management. Promote professional learning and develop specialised knowledge and expertise. Promote staff health and well being ensuring all staff are valued and supported.

Information Technology (IT)

Overarching Learning Outcomes:

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Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others (3).
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Students select, use and adopt technologies (4).
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Students understand and appreciate the physical, biological and technological world and have the skills to make decisions in relation to it (7).

Priorities and Targets

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 Integrate IT across all Learning Areas incorporating all technologies.
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Link IT to staff Performance Management/Professional Development.
Text Box: Information Technology (IT) Overarching Learning Outcomes: Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others (3). Students select, use and adopt technologies (4). Students understand and appreciate the physical, biological and technological world and have the skills to make decisions in relation to it (7). Priorities and Targets  Integrate IT across all Learning Areas incorporating all technologies. Link IT to staff Performance Management/Professional Development.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 

 

Our Beliefs about Teaching and Learning

Cocos (Keeling) Islands District High School endorses the beliefs about teaching and learning as described in the Curriculum Framework. We believe that:
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All children and young people are capable of learning.

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Students learn in different ways and their learning programs need to recognise this.

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The teacher is a critical factor in a child’s learning success.

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Teaching needs to foster students taking responsibility for their own learning and setting challenging yet realistic goals for improvement.

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Effective pedagogy is purposeful, challenging and connected to a student’s experience, stage of development and background.

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Learning programs need to acknowledge and build on where students are at with their learning. They need to be culturally and developmentally appropriate and have real-life application.

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Students should have the opportunity to observe and practise and teach other students the actual processes, products, skills and values, which are expected of them.

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The mental, physical health and well-being of students and teachers is a priority.

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Students need opportunities to engage in higher order thinking and reflection about learning.

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The core-shared values in practice are the important foundation for all learning and teaching.

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Learning happens best when student-teacher relationships are based on mutual trust and respect.

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Learning occurs where student, home and school have a common goal, interact positively and are mutually supportive.

 

School Context

The Australian Territory of Cocos (Keeling) Islands consists of 27 small coral islands forming a typical horseshoe shaped atoll.  It is situated in the Indian Ocean at latitude 12.16 south, longitude 96.53 east, which puts the Islands on the same latitude as Darwin.  Cocos Islands are approximately 2936 kilometres North West of Perth and approximately 2961 kilometres due west of Darwin.  The nearest point on the mainland is Learmonth, 2149 kilometres away.

Cocos (Keeling) Islands School is a Level 5 District High with staff working across two campuses and servicing the educational needs of the Cocos Islands community.  The community consists of settlements on two of the atoll’s islands.  West Island residents are predominantly expatriates and the school’s campus there operates a primary wing (K-6), and the Islands’ secondary facility (7-10).  All post compulsory students attend school on the mainland and parents have a strong desire to see their students achieve in their chosen course.  On Home Island, some 11km across the lagoon, the school operates a primary campus (K-6) which caters for the predominantly Cocos Malay community.  All teachers live on West Island in Commonwealth Government housing and those with teaching responsibilities on Home Island make a daily return trip across the lagoon.

Cocos (Keeling) Islands are a unique environment; culturally, physically and educationally.  For 85% of students, English is a second language.  Classes on the Home Island primary campus cater for the special language needs of the Cocos Malay students.  A strong cross-cultural commitment and use of English as Second Language strategies are features of school programs on both campuses.

The school has developed a curriculum improvement plan that incorporates Department of Education and Training Outcomes and Standards Framework as the basis of demonstrating school accountability and improvement of student outcomes.  Collaborative planning and developing classroom practices and pedagogy that reflect an outcomes focus is essential to this. 

For 2008 the school is aligned to the School of Isolated and Distant Education (SIDE) and West Coast District.