School plan 2018-2020The Forest High School 8372

Printed on: 9 April, 2018Page 1 of 6 The Forest High School 8372 (2018-2020)

School background 2018–2020

School vision statement School context School planning process

The Forest High School is an inclusive futurefocused community excited by learning. We empower allstudents and the school community to be life–long learnersand leaders. We creatively seek and promote real worldopportunities to inspire global citizenship.

The Forest High School, founded in 1961, has a strongreputation for an ethos and tradition that recognises theindividuality of the learner and fosters the expectations ofRespect, Responsibility and Personal Best.  The Forest is acomprehensive co–educational high school for Years 7–12students with three special education classes catering forthe learning needs of students with autism.  The studentpopulation continues to grow.

Curriculum

For Middle School students the GATS class andEnrichment Program offer skills in enquiry learning with afoundation in 21st Century learning fluencies.  Stage 5 and6 students are offered a broad range of subject choiceswith specialist teachers offering academic rigour and realworld experiences.

Known for its innovation, The Forest offers Stage 6students the additional benefit of a compacted 3 + 3curriculum.  This program of study allows studentsimmersion learning and flexibility to study for the HigherSchool Certificate over two years, planning their subjectcombinations and respecting their maturity.  VocationalEducation and Training (VET) subjects are available inStage 6 in fully equipped facilities.

Student Focus

The Pastoral Care program, Positive Behaviour forLearning (PBL), provides a proactive school–wide systemof support for appropriate student behaviours.  PBL helpsteachers deliver the highest quality learning programs toimprove student academic and behavioural learningoutcomes.

The Student Representative Council has over 50 electedstudents from Years 7–12 with a senior leadership groupguiding all the students in the school by exemplaryexample of leadership, participation and respect.  Theschool’s community is enriched by a student populationfrom diverse social and cultural backgrounds including asubstantial number of international students.

In2017 a team from the School Executive participated intraining around effective evaluative practices and asituational analysis was conducted looking at the needs ofthe school.

A review of the curriculum delivery model at the school ledby an academic mentor from Sydney University involvedthe collection of data from parents, student sand teachers.

Faculty level evaluations and Tell Them From Me surveyscontributed to the collection of data.

The School Executive, specific teacher teams, SchoolCouncil, P&C and SRC were involved in the developmentof the plan.

Feedback:

Parent, student and staff feedback clearly identified a visionaround academic excellence in an inclusive environmentthat caters for a range of learners and supports their socialand emotional development and wellbeing.

The whole school community has shown a positive attitudetoward innovative technologies that enhance students’learning and engagement and develop critical thinking andcollaboration skills.

Parents want to have access to online learningmanagement systems to support the learning of theirstudents as well as further partnerships beyond the schoolto enrich learning and support the transition of students tofurther study and/or work.

Teachers and students want a collaborative culture and aninnovative learning environment in which students can workin teams, use innovative technologies and engageinauthentic, real world problem solving.

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School strategic directions 2018–2020

STRATEGICDIRECTION 1

Learning

STRATEGICDIRECTION 2

Thriving

STRATEGICDIRECTION 3

Connecting

Purpose:

• Develop critical, analytical creative problem solvers

• Build skills to take risks, innovate, collaborate andcommunicate effectively

Purpose:

• To empower students and teachers to drive theirlearning, overcome challenges and succeed

• To ensure that every student is known, valued andcared for in our school

• Develop supportive and caring students and teacherswho feel a strong sense of belonging in their schoolcommunity

Purpose:

• Build strong collegial networks in the school, betweenschools and the wider community to provideopportunities to broaden and enrich learning anddevelop career opportunities, which promote furtherlearning for all students

• To maximise opportunities for students and staff tocontribute to the broader community

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Strategic Direction 1: Learning

Purpose

• Develop critical, analytical creativeproblem solvers

• Build skills to take risks, innovate,collaborate and communicate effectively

Improvement Measures

• 60% or a greater number of studentsachieving at or above expected growth

• The school achieves good value–addedresults for all students

People

Students

• Recognise the needs of learners in thefuture (future fluencies)

• Receive, give and apply feedback fromlearning and assessment tasks

• Develop and apply future fluency skills

• Use technology to effectively create andcollaborate

Staff

• Understand and routinely implementformative assessment strategies,applying the data to inform teaching

• Recognise the needs of learners in thefuture (future fluencies)

• Implement visible thinking routines

• Embed quality teaching elements intheir practice

• Create opportunities for students to usetechnology to create, collaborate andreflect on their learning

Leaders

• Provide instructional leadership andresources to support, implement andevaluate future fluencies, qualityteaching and formative assessment

Parents/Carers

• Encourage the development of futurefluency skills

• Support students in using technology

Processes

Raising the Bands  (Years 7 to 12):

• This project focuses on strengtheningfuture fluencies and quality teachingthrough the implementation of visiblethinking routine, formative assessmentand engagement with the QTF.

Literacy and Numeracy:

• This project focuses on developingliteracy and numeracy skills in studentsto effectively understand and operatewithin the world.

Evaluation Plan

• Analysis of NAPLAN, HSC, Valid andTell Them From Me (TTFM) studentsurveys will inform the directions andimprovements required

• Whole school data will show anincreasing level of student engagementin reflective processes about learningand on goal setting

• Regular reporting against themilestones by the leadership team willinform feedback to project teams

Practices and Products

Practices

• Students demonstrate progressivedevelopment of future fluencies in theirlearning

• Students demonstrate critical andcreative thinking and communicateeffectively

• Students work collaboratively andeffectively to solve problems and applyknowledge

• Teachers expertly use a range offormative assessments to inform andadapt their teaching practice to meet thelearning needs of students

• The curriculum provision andevidence–based teaching practicesprovide a high expectations framework

Products

• 60% or a greater number of studentsachieving at or above expected growth

• The school achieves good value–addedresults for all students

• Increased number of HSC subjects ator above the state average

 

• TTFM – Increased student perception oflearning, relevance and academic rigour

• A greater proportion of Year 9 studentsachieving in the top three bands inNAPLAN

• Teaching programs embed visiblethinking routines

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Strategic Direction 2: Thriving

Purpose

• To empower students and teachers todrive their learning, overcomechallenges and succeed

• To ensure that every student is known,valued and cared for in our school

• Develop supportive and caring studentsand teachers who feel a strong sense ofbelonging in their school community

Improvement Measures

• Improved attendance data

• TTFM surveys show an increasednumber of students with high levels ofhappiness, belonging and pride in theschool

People

Students

• Value school as part of their academic,emotional and social development

• Are resilient and have a growth mindsetto learning

• Support each other and celebratediversity

• Promote a positive school culture

• Strive to extend their personal best

Staff

• Promote high expectations and a growthmindset through mentoring.

• Have a clear understanding of PBL andits methods

• Recognise the importance of their rolein supporting student wellbeing

• Recognise their personal andprofessional responsibility in promotinga positive school culture

• Strive to extend their personal best

Parents/Carers

• Support the school and its learners

• Engage with the school through parentteacher nights, reports and otherteacher contact

• Recognise their personal responsibilityin promoting a positive school culture

Leaders

• Support staff in developing learning tobuild growth mindsets and resilience

• Lead the promotion of a positive schoolculture

Processes

• PBL – this program focuses onsupporting positive behaviour andattitude to learning through a consistentwhole school approach

• Wellbeing Program – this programfocuses on supporting teachers andstudents in developing social andemotional health and a sense ofbelonging in the school community foreffective learning

Evaluation Plan

• Analysis of TTFM, Sentral Wellbeingrecords, attendance and suspensiondata to monitor effectiveness ofwellbeing initiatives including PBL andwhole school wellbeing programs

• Analysis of TTFM and other parentsurveys to evaluate effectiveness ofschool's communication protocols

Practices and Products

Practices

• Teachers plan for learning using soundholistic information in consultation withparents

• Teachers and students use PBLlanguage consistently and model theschool's expectations regarding positivebehaviour

• Students and teachers activelycontribute to the community anddemonstrate empathy and aresupportive of others

Products

• Improved attendance data

• TTFM surveys show an increasednumber of students with high levels ofhappiness, inclusiveness and pride inthe school

• Student reports show an increase in thenumber of students with a positiveattitude towards learning moving from"rarely and sometimes" to "consistentlyand usually" in terms of their personalbest

• A school wellbeing survey is developed,implemented and evaluated

• A comprehensive, evidence–basedwellbeing program that effectivelypromotes resilience and empatheticbehaviours and attitudes amongststudents and teachers is developed andimplemented

• Engaging PBL lessons explicitlyteaching the school values evidentacross the whole school

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Strategic Direction 3: Connecting

Purpose

• Build strong collegial networks in theschool, between schools and the widercommunity to provide opportunities tobroaden and enrich learning anddevelop career opportunities, whichpromote further learning for all students

• To maximise opportunities for studentsand staff to contribute to the broadercommunity

Improvement Measures

• 50% of staff involved in QualityTeaching Rounds (QTRs)

• An increased number of partnershipswith primary schools, tertiary trainingproviders and industry groups

People

Students

• Able to apply knowledge and skills fromdiverse learning areas to explain ideasand solve problems

• Understand options for their future

• Engage effectively with their world toenrich learning

• Aboriginal students show leadership inculture and a sense of community

• Non–indigenous students have anincreased knowledge of Aboriginalculture

Staff

• Collaborate effectively within and acrossfaculties to improve teaching

• Facilitate links to industryand educational partners to enrichlearning

• Increase knowledge of Aboriginalperspectives

Parents/Carers

• Value the application of knowledge andskills gained through school in realworld contexts

Leaders

• Support teachers in facilitating crosscurricula and real world projects

• Facilitate faculty and cross facultycollaboration to improve practice

• Support and mentor beginning and earlyteachers and teachers seeking higherlevels of accreditation

Processes

Quality Teaching –

This project focuses on sharing bestpractice through engagement with theQuality Teaching Framework

Trialling Innovation –

This project focuses on trialling diversepedagogies and curriculum structures toenhance student engagement and learning

Learning Links –

This project focuses on establishingcurriculum and vocational links with theNorthern Beaches Hospital, partner primaryschools, high schools, tertiary educationfacilities and industry to enrich learning andsupport students in achieving their goals

Aboriginal Community Connections –

This project focuses on raising theawareness and knowledge of Aboriginalculture

Evaluation Plan

• Collect and analyse quantitative andqualitative data from QT Rounds andevaluate effectiveness of the learning onteachers' practice

• Data collected through PDP process toestablish numbers of teachers seekingand/or achieving accreditation at HATand Lead

• Collect and analyse qualitative data inrelation to the impact of the LearningLinks Program

Practices and Products

Practices

• Parents and students increasinglyengage with the school through onlineplatforms

• Staff, parents and students consistentlyshare information through Sentral tofacilitate learning and support ofstudents

• Staff shares expertise to improveteaching practice and feedback to wholeschool via the committee structure, staffmeetings and school development days

• Cross faculty committee groupsreporting positive achievement of goals

• Staff and students take on an active rolewith Aboriginal education and activitieswithin the school

Products

• 50% of staff involved in QualityTeaching Rounds (QTRs)

• An increased number of partnershipswith primary schools, tertiary trainingproviders and industry groups

• All staff trained in the Quality TeachingFramework (QTF) 

• Increased number of programs thatincorporate Aboriginal perspectives andprovide opportunities for Aboriginalstudents to share cultural knowledge

• Increased numbers of teachers seekinghigher levels of accreditation

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