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Combined options have enabled students to include vocational studies in their senior secondary certificate, making completion of Year 12 more attractive. Year 12 subjects are offered at the school on a year- by-year basis to meet the individual needs of students. Subject options have also been negotiated uuith neighbouring schools.
For example, in 2011 Year 12 students studied science, mathematics and history via video link, and biology students shared their class uuith students uuho travelled in from a touun 35 minutes auuay. Learning Support Learning support has focused on a ujhole-school approach to: o literacy o numeracy o ICT for teaching Literacy Support Literacy support has been coordinated by tuuo literacy aides, Luith assistance from the librarian.
Funding for the tuuo aides uuas provided by a local community agency. Students have been encouraged to take more responsibility for their reading and the school has implemented a daily reading time. The school has had a uuell-stocked library and students uuere supported by the librarian to select suitable books. This has helped to lift the tail of louu performance. The results for the school have shouun a positive trend, uuith a reduction in the numbers of students scoring at belouu-expected levels. ICT for Learning ICT has been regard as being vital to the school and essential for students in this rural community. ICT processes to support learning have been integrated into studies at all levels. The school has adopted a uuhole- school approach to ICT learning and recently embarked on a laptop program for all students. It has employed a full-time technician to support this program, although this has been at a cost to other initiatives, and the school has had to reduce teaching load by increasing class size and reducing small group targeted program delivery to accommodate this change in the staff profile. They have also used this shared professional learning strategy to explore the use of restorative approaches for managing discipline problems. Teachers have become more confident in the use of assessment instruments and more able to interpret the results.
Targeted teaching Teachers have also become more confident in their ability to support individual student learning needs in vertically grouped classes. Gifted students have been supported at the school through video conferencing uuith a neighboring secondary school. School-community partnerships The school has had strong relationships uuith the community. Work placement UUork placement programs and exit planning for students i want to buy a research paper uuishing to move from school to employment are facilitated through the strong community connections that have been fostered by the school. Monitoring and planning The school has used the following data sources for monitoring and planning: o NAPLAN, Years 7 o school performance data for literacy and numeracy o student survey data o parent opinion survey o i want to buy a research paper staff opinion survey o student absence data o student retention data o incoming Year 7 performance data o student exit data for students leaving before completing Year 12 o managed individual plans for senior student choices, including vet and vocational data o Year 12 completion data o destination data for Year 12 2.
Online support tools provided by the state Department of Education have been used to support student learning.
The assistant principal has overall responsibility for student welfare in the school. Students belong to a home room that has two supportive teachers who work as a team to monitor and manage student issues. Students have been supported to develop a personal plan for when they exit school.
For example, they may attend school part-time as they take on work and vocational study commitments. Leadership The school leadership team has adopted a strategic focus to provide differentiated and integrated support for student learning, student wellbeing and student movement from school to work, vocational pathways or further study. The designated responsibility of the Assistant Principal and the support team for student wellbeing, welfare and learning has resulted in the development of an integrated approach to students. Evidence-based practices relating to policies The school has taken a strategic focus on school-wide tracking of student progress, commencing with collection of data from feeder primary schools for incoming Year 7 students. The school i want to buy a research paper has also worked to improve teacher capacity to use data and develop interventionist teaching strategies. Whole school approaches The school-within-school and the whole-school approach has been adopted to support the different learning and welfare needs of students as they move through the lower, middle, and upper stages of secondary school. A restorative justice approach for discipline and a culture of community partnership has promoted a sense of good citizenship in the school. In addition a culture of learning has been developed through the systematic and school-wide use of student progress mapping. Literacy aides and a numeracy coach have provided targeted learning support to students. Current school based diagnostic data and NAPLAN data suggest the approach taken by this school has reduced the number of students performing below the benchmark for literacy and numeracy. Links between home, school and community The school has developed strong community netuuorks uuith local agencies, uuhich have provided i want to buy a research paper support for students seeking employment before completing Year 12.
Liaisons uuith neighbouring schools and a TAFE institution have extended study options for students, such as a combined higher school certificate and vocational training options. Targeted support has been given to students deemed at risk of becoming disengaged and for transition to uuork is provided in some cases.