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Business Plan2018 - 2020

Learn. Grow. Change.

Our School

Greenwood College (formerly Greenwood Senior High School) has been providing

secondary schooling for its community since 1976. In 2011 the school became an

Independent Public School and known as Greenwood College. Now in its third school

improvement cycle, the College has been externally reviewed twice, with affirming

findings received on both occasions.

Greenwood College offers Department of Education

approved specialist programs in Aviation and Volleyball.

It also offers a comprehensive Arts program including a

very successful dance program. The College is known for

its engaging Physical Education program and the wide

variety of learning opportunities available through the

Technologies curriculum areas.

In 2007 the school expanded its program offerings to

include the Intensive English Centre (IEC). The IEC caters

for the needs of students aged between 12 and 16 years,

who have recently arrived in Western Australia from

culturally and linguistically diverse backgrounds. The

IEC student body is comprised of migrants, refugees,

international fee paying students and short term fee

paying students.

Our Business Plan

This Business Plan was developed in consultation with

Greenwood College staff and the Greenwood College Board

in 2017. It was endorsed by the Greenwood College Board

in 2018. The Plan articulates our Student Performance

Improvement Targets for the period 2018 to 2020 and the

strategic efforts we will undertake to achieve them.

The goals we have set for this school improvement cycle

are informed by our reflections in the 2017 school review

process, our commitment to the next Performance and

Delivery Agreement and our alignment with delivering

the outcomes expressed in the Melbourne Declaration on

Educational Goals for Young Australians and a culture of

High Performance, High Care as prioritised in the Strategic

Plan for WA Public Schools 2016-2019.

We recognise the Australian Council for Educational

Research National School Improvement Tool as a useful

self-assessment tool in measuring our improvement as a

College during the life of this Business Plan.

We have identified the following three areas

of whole school focus:

• Student pathways and transitions

• Effective teaching

• Engagement and wellbeing.

Miss

ionValues

Vision

LEADERSHIP

STRATEGIC EFFORTS

Student Pathways and Transitions

Effective Teaching

Engagement and Wellbeing

Ethos

Student Performance Improvement Targets

Our Vision, Mission, Ethos and Values

Our VisionOur vision is that Greenwood College be the school of

choice in our community, providing an excellent education

for all students in a safe and caring learning environment

that values diversity, celebrates achievement and

promotes respect.

Our long term goals are:

• To promote and enhance the reputation of Greenwood

College within the local community.

• Greenwood College be a vibrant community hub.

Our Mission

Our mission is to create the conditions for the achievement of personal excellence so that every student leaves Greenwood College equipped to embrace opportunity and navigate challenge.

The academic achievement of students at Greenwood College will reflect, as a minimum, “a year’s worth of learning for a year’s worth of teaching”.

Our Values Greenwood College is a safe, caring and inclusive learning community. Our diversity is our strength and the way we relate to one another is characterised by CARE.

We value and cultivate:

Cooperation AchievementRespectEngagement

Our collective action based on these values strengthens and sustains our positive College culture.

Our Ethos

Learn Develop and extend within and

beyond school

Grow Socially, emotionally, and intellectually

through a growth mindset

Change Education for change in life and the

development of resiliency

We are a diverse school community, united

by our ambition to learn, grow and change.

The archery analogy below illustrates the structure of this Business Plan and the

relationship between the elements within it.

Student Performance Improvement Targets

WACE achievement and attainment• Obtain a WACE achievement rate of 80% and

aspire to reach a WACE achievement rate of 90%.

• Aim for 100% of students to meet the attainment standard.

ATAR participation• Maintain an ATAR participation rate of greater

than 60% for students that achieve at an average Band 8 or above in Year 9 NAPLAN.

ATAR performance - overall• Equal or exceed the median ATAR of WA Public

Schools.

ATAR performance - course specific• Maintain the percentage of ATAR students

with one or more final scaled scores of 75%+ to consistently above 15%.

• Aspire to have the average final scaled score in each ATAR course equal or exceed the state mean.

General and Foundation course achievement• The grade point average achieved for each

Year 12 Foundation and General course will equal or exceed Year 11 (for the stable cohort of students).

VET achievement• Aspire to have a 95% completion rate for each

VET certificate qualification.

• Maintain the breadth and depth of VET certificate qualification offerings.

Post Year 12 destinations• A minimum of 95% of Year 12 students seeking

entrance to university are successful.

• A minimum of 95% of each previous cohort of Year 12 students are engaged in further training, education or employment.

Year 7-10 Teacher Judgement • Greater than 55% of Intensive English Centre

graduates achieve Level 4 in Writing on the EAL/D Progress Map.

• Increase* the percentage of students within each cohort meeting, or exceeding the achievement standard for Year 7-10 in Mathematics, English, Science and Humanities and Social Sciences.

• Increase* the percentage of students within each cohort meeting, or exceeding the achievement standard for Year 7-10 in Volleyball, Health and Physical Education, Aviation, Dance and Music.

• Increase* the percentage of students within each cohort meeting, or exceeding the achievement standard for Year 9-10 in Languages, Technologies, Drama, Visual Arts and Media.

NAPLAN• Equal or exceed Like Schools achievement

across each of the five Year 9 NAPLAN test areas (including LBOTE).

• Equal or exceed Like Schools in the progress achieved from Year 7 to Year 9 NAPLAN by the stable cohort in each of the 5 test areas.

• Increase* the percentage of students at or above the National Minimum Standard in Year 9 in Reading, Writing and Numeracy who were assessed as below the National Minimum Standard in Year 7.

• Increase* the percentage of students above the National Minimum Standard in Year 9 Reading, Writing or Numeracy who were assessed as at the National Minimum Standard in Year 7.

OLNA• Increase* the percentage of students in each

successive cohort shifting from Category 1 to 2 and Category 2 to 3 in each OLNA test area from Semester 1 Year 10 to Semester 2 Year 12.

Attendance• Maintain or increase an average overall

attendance rate of above 90%.

• Increase students attending in the Moderate Category (60-80%) to 10%, the Indicated Category (80%-90%) to 20%, and the Regular Category (+90%) to 70%.

Behaviour• In excess of 80% of students will comply with

the Greenwood College Code of Conduct

* In accordance with performance indicators defined within annual operational plans

FOCUS AREA 1: Student Pathways and Transitions

IEC pathwayOur goal

> Provide individualised pathways that promote the acquisition of Standard Australian English.

To achieve our goal we will:

> Consolidate the scope and sequence of the beginners’ program.

We will monitor our progress by measuring:

> Frequency of consultation between beginners’ program teachers.

IEC transitionOur goal

> Strengthen support mechanisms to ensure a successful transition for students moving from the Intensive English Centre to mainstream classes.


> Increase the level of collaboration between IEC and mainstream teachers to inform a literacy focus for each individual IEC graduate.

> Increase the support provided to mainstream teachers to differentiate learning area curriculum delivery to provide equitable access to content for IEC graduates.


> Proportion of teachers able to provide examples of modified curriculum delivery to cater for the learning needs of EAL/D students.

Year 6-7 transitionOur goal

> Provide support mechanisms to ensure the successful transition for students moving from primary school to Greenwood College.


> Increase collaboration with feeder primary schools to:

• enable continuation of individual case management plans

• facilitate the reciprocal exchange of effective literacy and numeracy teaching practice

• improve the literacy and numeracy tracking of students from Year 5 NAPLAN achievement to Year 7 NAPLAN achievement

• establish STEM and science enrichment links.

> Continue the Year 6 primary engagement and orientation programs and the Year 7 transition fortnight.


> Establishment of a curriculum-based network with feeder primary schools.

> Level of engagement of students from feeder primary schools in P-STEP.

> Responses reported by Year 7 students though student survey data.

We aspire for every student to leave Greenwood College proficient in Standard Australian English, with the skills and pre-requisites to access the post-school options of their choice.

As a College we prioritise personal learning pathways that foster success and are characterised by high levels of

individual support for our students to achieve academic milestones and successfully negotiate key transitions.

Greenwood College provides students with a rich breadth of experiences, enabling them to explore their strengths

and develop personal capacity in pursuits of their choice.

Collectively, the College supports all students to develop the self-efficacy and growth mindset required to Learn,

Grow and Change whilst instilling our core values of CARE (Cooperation, Achievement, Respect and Engagement).

1

1

Lower school pathwaysOur goal

> Provide flexible and engaging learning pathways in Years 7-10 that prioritise progress and maximise upper school pathway options.


> Use system and school assessment data to inform and refine the placement of students within MESH pathways that will best support their learning needs.

> Differentiate instruction within all learning areas to maximise the progress demonstrated by learners across all ability levels.

> Prioritise opportunities for students to apply, exhibit, publish or perform skills in real life contexts, and engage in academic, artistic and sporting competitions.

Our goal> Adopt a timely and responsive approach to the

identification, tracking and support of students in Years 7-10 performing below expected benchmarks in system and school assessments.


> Introduce a Lower School Coordinator to monitor the progress of each student towards student performance improvement targets.

> Use system and school assessment data to inform the teaching and learning interventions required to support the progress of students performing below expectation.

> Develop a shared understanding of the Attitude, Behaviour and Effort (ABE) attributes and ratings and utilise ABE data to identify and case manage disengaged students.

> Strategically allocate resources to meet the additional learning needs of students at academic risk.

> Continue to fund Education Assistants for literacy support.


> Number of curriculum areas providing evidence of programming and assessment that maximises the opportunity for all learners (except those on IEPs) to access the full scope of the relevant year level curriculum.

> Number of curriculum areas providing evidence of differentiation.

> Level of engagement and success of students in curriculum linked intra and extracurricular opportunities.

> Success of Plan-Act-Assess cycles in addressing targeted literacy and numeracy skills.

> Effectiveness of case-management of disengaged and/or underperforming students in progressing student outcomes.

Individual pathway planningOur goal

> Implement a 7-12 personal pathway planning strategy that provides all students with an opportunity to develop an awareness of, and imagine their position in, the future world of study and/or work.


> Implement a Greenwood Futures Strategy that:

• supports staff to develop their understanding of the current and emerging world of work that our students will seek employment in

• engages students through a 7-12 cross curriculum career learning strategy built around the myFuture platform

• broadens, through a whole of College staged roll out, individual pathway planning for all students, in all years, using a cross-learning area implementation model

• supports students to develop a resume, digital portfolio and personal brand statement by the conclusion of Year 12.


> Proportion of teachers embedding career learning resources within their curriculum delivery.

> Engagement of all year levels in individual pathway planning by 2020.

> Quality and completeness of student portfolios at the conclusion of Year 12.

10-11 transitionOur goal

> Strengthen support mechanisms to ensure a successful transition for students moving from Year 10 into Year 11.


> Provide subject selection counselling that is informed,

individual and aspirational to all students in consultation

with their parents/carers.

> Deliver a formal transition support program to

Year 10 students.


> Minimisation of course changes and discontinuation of enrolled qualifications.

Upper school pathwaysOur goal

> Provide upper school course options that engage all students in positive, future-focused pathways.


> Provide breadth, and where possible, depth of course options in each learning area (Foundation, General, ATAR, VET, EAL/D).

> Explore possibilities to increase the alignment of Certificate qualification delivery with industry need.


> Reduction in course changes during Year 11.

> Retention of students on an ATAR pathway from Year 11 to Year 12.

Our goal

> Strengthen the support mechanisms that maximise individual student success in Years 11 and 12.


> Introduce an Upper School Coordinator to track student achievement and progress towards fulfilling WACE requirements.

> Utilise diagnostics to provide regular, targeted literacy and numeracy support to students who are yet to meet the WACE literacy and/or numeracy standard.

> Provide regular opportunities for General and Foundation students to receive tuition to improve the standard of achievement demonstrated in written assessments.

> Provide structured and targeted Year 11 and 12 ATAR revision programs.

> Provide examination preparation support for students identified as performing below the standard of their course work in examinations.

> Introduce formal reflection and goal setting processes based on report grade and ABE achievement for all Year 11 and 12 students.

> Prioritise opportunities for students to apply, exhibit, publish or perform skills in real life contexts, and engage in academic, artistic and sporting competitions.


> Effectiveness of case management of students at academic risk in progressing student outcomes.

> Improved standard of written assessment work submitted by General and Foundation students.

> Reduction in disparity between examination performance and other course assessments.

> Engagement and success of students in curriculum linked intra and extracurricular opportunities.

1

2 FOCUS AREA 2: Effective Teaching

Greenwood College is a professional learning community within which all staff are supported to Learn, Grow and Change as educators and education leaders.

We aspire to a culture of collective efficacy, firm in the belief that all students can learn, that our relationships

and instructional expertise create the conditions for learning and that together we can have a positive impact on

student outcomes.

We embed the Principles of Teaching, Learning and Assessment and the cross curriculum priorities outlined in the

WA Curriculum into our practice and recognise we each have a role to play in developing the general capabilities

that form a basis for our students to enjoy continued success as active and informed citizens.

The Greenwood College values of CARE (Cooperation, Achievement, Respect and Engagement) represent the

foundation of our strong climate of collegial support and are central to what we seek to instil in our students.

Curriculum expertiseOur goal

> Foster the continued development of teaching staff as curriculum experts.


> Provide opportunities for teachers to share knowledge and resources with their in-school colleagues, curriculum area counterparts in the collaborative school network, Teacher Development Schools, professional associations and schools that deliver similar specialist programs.

> Support teachers willing to engage in curriculum, assessment or reporting projects through Statewide Services or School Curriculum and Standards Authority.


> College self-assessment against the National School Improvement Tool Domain 5.

> Teacher participation in curriculum development activities.

Evidence based practiceOur goal

> Embed the use of an evidence base to inform practice and evaluate the impact of practice.


> Broaden the base of evidence used to diagnose the effectiveness of teaching to include teacher grade and Attitude, Behaviour and Effort judgements, and student perception surveys.

> Provide opportunities and support for classroom teachers and school leaders to engage in data-informed reflective and action planning practices.

> Expand the support provided to teachers in the data-toolbox initiative.

> Strengthen internal moderation processes to increase the reliability of teacher judgements and to further develop a shared understanding of curriculum progression within each learning area.

> Engage, when opportunities arise, in external moderation activities.



> Teacher engagement and familiarity with the:

• Year 7-10 SCSA achievement standards, assessment pointers and annotated work samples.

• Year 10-12 SCSA grade descriptors and assessment support material.

> Ability of teachers to independently engage with SAIS to access school and system achievement information.

Instructional expertise Our goal

> Develop a shared understanding of, and commitment to, instructional practice that prioritises research-based teaching and learning approaches best suited to meet the educational needs of Greenwood College students.


> Develop a group of teachers as instructional leaders to:

• research and develop a school wide instructional framework that best meets the learning needs of Greenwood College students.

• facilitate the sharing of effective instructional strategies between teachers within learning areas and cross curricular groups.

• coordinate the implementation of the instructional framework and strategies through peer observation activities.

Our goal

> Provide equitable access to the curriculum for EAL/D learners.


> Access College and system expertise to enhance the capacity of teaching staff to differentiate practice to meet the needs specific to EAL/D learners.

> Curate a web-based repository of effective EAL/D teaching strategies.

Our goal

> Increase student access to the curriculum by supporting students to navigate the language demands in each curriculum area.


> Continue to prioritise the embedding of the elements of the literacy general capability within the specific context of each curriculum area.

> Curate a web-based repository of cross-curricular and learning area specific literacy strategies.

Our goal

> Increase student access to the curriculum by supporting students to navigate the numeracy demands in each curriculum area.


> Audit the Numeracy requirements in each learning area.

> Prioritise the embedding of the elements of the numeracy general capability within the specific context of each curriculum area.

> Curate a web-based repository of cross-curricular numeracy strategies.

Our goal

> Promote innovative ICT teaching and learning practices with explicit links to learning outcomes and the needs of individual learners.


> Expand the use of Connect as a parent and student communication tool.

> Continue to implement Moodle as a learning management system to enhance the learning process.

> Utilise adaptive assessment tools to individualise student learning.

> Explore the use of ICT to provide additional learning support, to increase engagement, and to extend high performing students.


> College self-assessment against the National School Improvement Tool Domain 6, 7 and 8.

> Teacher self-reflection against the AITSL Classroom Practice Continuum.

> Student perception data reflecting increasingly positive measures of effective teaching.

> Teacher self-reflection against the Substitution, Augmentation, Modification and Redefinition (SAMR) Model for Technology Integration.

2

2

Our goal

> Promote the development of higher order thinking skills and where relevant, cross-curriculum STEM initiatives.


> Develop a college-wide framework to support the implementation of problem solving learning approaches and the development of higher order thinking skills.

> Identify opportunities for, and support the incorporation of, STEM-aligned activities within and between learning areas.


> Number of STEM-aligned initiatives embedded within curriculum delivery in learning areas.

> Student perception data indicating increasing levels of self-efficacy in STEM and critical thinking.

Collective efficacyOur goal

> Strengthen a collegial culture of collaborative and reflective practice and professional growth as individuals, learning area teams and a whole College.


> Sustain the professional learning community ethos of the College by providing opportunities for colleagues to engage in collaborative and reflective practice within learning area and cross learning areas teams.

> Provide opportunities for staff to access collegiate support in a range of forms:

• Modelling – You do, I’ll observe.

• Team teaching – We do, we’ll have a go at this together.

• Peer coaching – I do, I ask you to observe and I seek your feedback.


> Teacher participation in collegiate support opportunities.

> Teacher engagement with, and contribution to, the Effective Teaching toolboxes in Moodle.

Performance and developmentOur goal

> Develop and facilitate a personalised and valued performance and development process.


> Review and refine the performance and development process for all staff.

> Provide all staff with personalised professional development support based on both career stage and identified points of need.

> Build the coaching capacity of line managers to enhance the professional support they are able to provide to their staff.


> Staff satisfaction in performance and development process.

> Teacher self-reflection against the AITSL Classroom Practice Continuum.

FOCUS AREA 3: Engagement and Wellbeing

We work to maintain a learning environment that is safe, respectful, tolerant and inclusive. We promote positive, supportive and caring relationships between staff, students and parents. Parents and carers are recognised as partners in their child’s education and important members of the College

community. We monitor the engagement and wellbeing of students and provide the level of individual support

required to enable them to participate in College life. We value and respect diversity and actively prepare our

students to become positive contributors to society as local and global citizens.

AttendanceOur goal

> Monitor and encourage student attendance through the consolidation of responsive strategies.


> Introduce an online, web-based student information system (WebSIS) to improve the immediacy and accuracy of attendance recording, communication and referral.

> Recognise students that demonstrate greater than 90% attendance through positive reinforcement such as house points, and CARE awards.

> Undertake individual case management of students at risk due to low attendance, in consultation with their parents/carers.

> Identify absence trends that provide opportunities for improvement and implement targeted strategies available in the Attendance Toolkit.



> Number of staff using WebSIS to access, record, communicate and refer attendance information.

> Success of attendance strategies and individual case management efforts in improving attendance.

BehaviourOur goal

> Consolidate a whole school, proactive and consistent approach to sustaining our positive culture of CARE (Cooperation, Achievement, Respect and Engagement).


> Introduce an online, web-based student information system (WebSIS) to improve access to information, communication protocols and referral processes.

> Promote a culture where seeking collegiate support to improve classroom management is encouraged through access to:

• a web-based repository of classroom management strategies

• CMS professional learning for teachers and education assistants

• peer coach support on request.

> Maintain a consistent behaviour management policy and process that is valued and applied consistently by all staff.

> Recognise students consistently demonstrating expected behaviours through positive reinforcement such as house points and CARE awards.

> Undertake individual case management of students at risk due to unexpected or targeting types of behaviours, in consultation with their parents/carers.



> Number of staff using WebSIS to access, record, communicate and refer behaviour information.

> Number of teachers participating in CMS and/or peer coaching.

> Reduction in the number of negative behaviour referrals.

> Success of individual case management efforts in improving behaviour.

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3

Relationships & wellbeingOur goal

> Explore a whole school approach to the promotion of health, wellbeing and positive behaviour across the College.


> Promote, build and maintain student resilience; inside and outside the classroom.

> Increase students’ self-regulation and management of anxiety and stress.

> Introduce a cross learning area committee to explore a whole school approach to improving health, wellbeing and positive behaviour support.

> Make Youth Mental Health Training and Zones of Regulation professional development available to staff.

> Provide care through a holistic case management approach to students at risk due to mental health, personal or social challenges, in consultation with their parents/carers.

> Continue to provide students with the opportunity to access peer support through the expansion of the Champions for Change initiative.

> Maintain the operation of the friendship group during breaks for students who benefit from increased levels of social support.

> Promote online safety with students.



> Number of staff using WebSIS to access, record, communicate and refer pastoral care information.

> Success of individual case management efforts in engaging at risk students in classroom learning.

Student self-efficacyOur goal

> Foster student self-belief and preparedness to engage in the learning process.


> Explicitly teach the College ethos of Learn Grow Change by adopting a whole school language around growth mindset.

> Maintaining the Back to Basics initiative to support the development of appropriate organisation skills.

> Continue to accommodate students wishing to use personally owned tablets or notebooks during lessons.


> Self-reflection by students against the Growth Mindset continuum.

> Improved student organisation evidenced in classroom walk through processes.

> Number of students using an approved personally owned device.

Local and global citizenshipOur goal

> Promote opportunities for students to engage in active and informed citizenship in local and global contexts.


> Expand the opportunities for student leadership and service learning.

> Introduce and support students to engage in the Duke of Edinburgh International award scheme.

> Continue to promote the development of intercultural understanding through World Day, sister school relationships and overseas tours.

> Engage with the Aboriginal Cultural Standards Framework to:

• increase staff and student awareness of Aboriginal histories, cultures and languages

• translate this awareness into higher levels of cultural responsiveness in our efforts to meet the needs of Aboriginal students.

> Provide individual case management for all Aboriginal students in consultation with their parents/carers.


> Number of students engaged in the Duke of Edinburgh scheme.

> College self-assessment against the Aboriginal Cultural Standards Framework.

> Educational outcomes achieved by our Aboriginal students.

A connected communityOur goal

> Encourage parent engagement in their child’s learning.


> Communicate regularly, and at point of need, with parents about their child’s learning.

> Use Connect to routinely communicate course and assessment outlines, due dates and homework expectations with parents/carers.

> Continue to ensure translation support is available to parents/carers.


> Connect usage statistics.

> WebSIS usage statistics.

> Uptake of translation services.

Our goal

> Consolidate connections with the broader community.


> Connect incoming families and alumni with College communication channels to keep them informed as valued members of the College community.

> Engage community volunteers to support College priorities.


> Number of subscribers to College communication channels.

> Level of volunteer engagement in College activities.

3

Our Self-assessment

Regular school self-assessment is critical to our explicit improvement agenda. This

Business Plan sets clear school-wide targets for improvement in measurable student

outcomes. In all of our strategic efforts, we reflect on our progress, measure our successes,

plan for improvement and report our achievements to the broader community.

Greenwood College’s Annual Self Review and Planning

Cycle encompasses an ongoing, evidence-based approach

to school improvement. Effective school wide data

collection processes inform judgements about our

standard of student achievement and the effectiveness of

our teaching practices, College processes and operations.

In turn, these judgements inform our strategies for

improvement. Progress is measured against identified

performance targets.

Within the College’s review framework learning and

priority area operational plans are implemented and

monitored. A nested approach with explicit links between

areas of strategic focus in annual operational plans and

the College Business Plan fosters a collective and focused

school improvement agenda.

Effective classroom practice is recognised as the most

significant in-school influence on student achievement.

Accordingly, individual classroom teachers are

encouraged to adopt a reflective, evidence-based

approach, and supported to do so through performance

development processes and a professional learning

community culture.

Qualitative data such as student, parent, staff surveys as

well as small group meetings with students, parents and

staff are used to complement quantitative data.

The table below represents the main steps in the College’s

annual self-review and planning cycle. Supplementary

to these, ongoing processes are established to monitor

attendance, student welfare and academic progress.

2018 Learning/Priority Area Plans FinalisedTerm 1 Week 6

Semester 1 Upper & Lower School ReviewsTerm 3 Week 4

Priority Area Reviews

Term 3 Week 5

Semester 2 Learning Area Plan Review

Term 4 Weeks 9 - 10

2017 Upper School Review

Term 1 Weeks 1 - 2

2017 Semester 2Lower School Review

Term 1 Week 3 - 4

2017 Priority Area Review

Term 1 Weeks 4 - 5




Term 3 Week 5


Term 4 Weeks 9 - 10


Term 1 Weeks 1 - 2


Term 1 Week 3 - 4


Term 1 Weeks 4 - 5




Term 3 Week 5


Term 4 Weeks 9 - 10


Term 1 Weeks 1 - 2


Term 1 Week 3 - 4


Term 1 Weeks 4 - 5

2019 20202018Business Plan Review

and Recommendations for 2019

By Term 1 Week 4

Business Plan Review and Recommendations

for 2020By Term 1 Week 4

Business Plan Review and Recommendations

for 2021By Term 1 Week 4

2018 - 2010Business

Plan Review

NextBusiness

Plan Cycle

Glossary

ABE Attitude, Behaviour and Effort

AITSL Australian Institute for Teaching and School Leadership

ATAR Australian Tertiary Admission Rank

EAL/D English as an Additional Language or Dialect

ICT Information and Communication Technology

IEC Intensive English Centre

IEP Individual Education Plan

MESH Mathematics, English, Science, Humanities and Social Sciences

NAPLAN National Assessment Program – Literacy and Numeracy

OLNA Online Literacy and Numeracy Assessment

P-STEP Primary Science Technology Extension Program

SAIS Student Achievement Information System

SARS Student Attendance Reporting System

SCSA School Curriculum and Standards Authority

STEM Science Technology Engineering Mathematics

VET Vocational Education and Training

WACE Western Australian Certificate of Education

WebSIS School Information System

Our School

Learn. Grow. Change.

Greenwood College

79 Coolibah Drive, Greenwood WA 6024

Ph: 9243 9200 Fax: 9246 2456

[email protected]

www.greenwood.wa.edu.au

Documents

Business Plan 2018 - 2020 - Greenwood College | Home · very successful dance program. The College is known for ... Our Business Plan ... Collectively, the College supports all students