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Part 1-School Profile Purpose: To provide a connected adaptable and inclusive learning community that fosters innovation, maximises individual potential and develops socially responsibly citizens with the capacity to influence the global community Values: The values which underpin the actions of the whole school community are - Respect for each other and our environment
- Success to enable each individual to achieve their potential
- Commitment to each other and all we do
- Integrity to be true to what we know is the right thing
- Creativity to take risks, daring to do things differently
- Relationships to connect through a common focus
Environmental Context: Fawkner Secondary College is a small co-educational secondary college, which operates within a distinct geographical area. The students come from ethnically diverse backgrounds and are also often dealing with complex socio-economic factors. The school is categorised as a Like School 9, with an overwhelming majority of our families receiving Education Maintenance Allowance. Fawkner manages to have a good range of VCE studies a comprehensive VET program, and VCAL. Despite the small size there are considerable choices available for students in the Later Years. The care of students has also improved and the school is now taking good advantage of its size. Years 7 and 8 have been transformed, with small teams of teachers working closely with the students. There is celebration of student success, involvement of students in the care of the school, and improvements in the facilities provided to students, all of which seems to be enhancing the student connectedness with the school. The school has had significant staff changes in recent times. This has provided considerable opportunities to employ staff who are willing to embrace and enhance the reform programs. The school building and grounds are being enhanced with student artwork, new passive recreation spaces, new toilets, enhanced classrooms. It is a bright, clean and well maintained school that is a pleasant environment for students to learn in. New classroom technologies are being embraced, all staff have laptop computers, student access is 1:3.5 computers. Access to ICT at home is at about 30%. Part 2 - Strategic Intent | Student Learning Outcomes | Student Engagement and Wellbeing | Student Pathways and Transitions | Goals | - To continue the transformation of teaching and learning across years 7 to 12.
| - To continue to develop and maintain a caring, cooperative school environment where students celebrate learning, feel secure and valued, and are able to achieve individual success
| - To monitor the developments in educational provision within the region and explore appropriate opportunities as they arise with the intent to best meet the needs of students and the local community.
| Targets | - Major indicators of student learning outcomes from years 7 to 12 to be at least at the average like school levels by 2008.
| - Student and staff survey data to be at
least equal to the state averages during
the life of the strategic plan.
- Attendance from years 7 to 12 to be at
least at the state average during the life
of the strategie plan.
| - Major indicators of student pathways, destination and retention outcomes to be at least at the average like school levels by 2008
| Key Improvement Strategies | - Student Learning Outcomes
Strategies: Curriculum/Pedagogy: - Consolidation and documentation of current programs and policies so consistency and good practice are not lost.
- Design and implement a curriculum program for ensuring adaptation of VELS in like with the pedagogical transformation of the school.
2. Student Engagement and Wellbeing - Explore and workshop the student and staff survey data to better understand the opinions expressed and then construct programs to
address any needs that are identified..
- Continued development of the student recognition program,
3. Student Pathways and Transition The school has identified the following needs: - Review MIP planning process to ensure linkage with Year 9 and 10 programs.
- Expand and document partnerships with industry, business and educational providers
4. Creating and Supporting a Performance and Development Culture
This strategy will under pin the above 3 components through: - Further use of recruitment of new staff to drive transformation.
- Continued development of rich and authentic professional learning experiences for staff.
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Transition involves is a continuous process rather than simply 6 to 7 and 12 to work/further education or Year 10 to the VCE / VCAL. The effectiveness of transition is measured by the students engagement and ownership of the process. There is a range of data that can be used as a target eg attendance, reports. Key tools in this process includes - flexibility, opportunity, choice, celebration, participation, leadership Additional ideas came out of the discussion re the Year 10's including - individual programs that have a meaningful pathway
- the purpose of work experience in getting students work ready and therefore prepared for transition
- exposure to options
- an ability to learn and therefore change and adapt
Celebrations - Certificates/Vouchers/see other schools
- Emphasise participation, effort and values
- Promote and celebrate school values Student Leadership
- Encourage student leadership
- Find more opportunities and responsibilities for student leadership
- Consolidate what we have
- Celebrate student leadership
Encourage further links between community and the school.
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