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This Site Improvement Plan is underpinned by our vision and school values. The
development of the strategic directions is directed by the DECD Improvement
and Accountability Framework. Learning Areas will unpack and plan strategies for
classroom implementation in their teaching and learning programs. Staff will be
given the opportunity to collaborate and share across all learning areas. Data
evidence is the assessment tool to measure the implementation of teaching and
learning strategies and learning improvements.
Table of Contents
Introduction 1
Table of Contents 2
School Vision 3
Context Statement 4
School Objectives 5
Planning and Accountability Model 6
School Values 7
Strategic Directions 8
Strategic Directions in Detail 9
Key Points of Strategic Directions 10-17
Regional Disability Unit 18
Regional Disability Unit Strategic Directions 19-25
Educational Directions 26
Glossary 27
Notes 28
SCHOOL VISION
Murray Bridge High School aspires to actively engage students in the learning process. By incorporating the values of
excellence, respect and working together, students acquire the skills and knowledge to become active global citizens.
Our vision is for every student to strive for their personal best within a strong and supportive community.
Latin Ngarrindjeri
Sic itur ad astra Ngunangk tuldar witjunggildhur toran
The school’s Latin motto translates to “In this way we reach the stars”. It means that Murray Bridge High School is a step in
our students’ journey into their future and that the education they receive here will become their passport to fulfilling
whatever dreams and ambitions they might have.
Murray Bridge High School acknowledges that the land where we meet to learn and continue our journey in education is
the traditional lands for the Ngarrindjeri people and that we respect their spiritual relationship with the country. We also
acknowledge the Ngarrindjeri people as the custodians of the Lower Murray and Coorong region and that their cultural
and heritage beliefs are still as important to the living Ngarrindjeri people today.
In consultation with the local Aboriginal Elders Group an Aboriginal motto has been devised to coexist with our traditional
motto and so display and acknowledge the Aboriginal heritage of this region. The motto in English reads “Together we
gather the Stars” and speaks to both our school value of working together and the spirit of reconciliation that Murray
Bridge High School aspires to engender in our community.
We value:
Excellence – Respect – Working together
CONTEXT STATEMENT
Murray Bridge High School is a learning community committed to providing an inclusive, caring and supportive
environment where excellence in academic achievement, respect and working together are valued. Students are
challenged to achieve their potential through rigorous programs that focus on building the knowledge, skills and values for
a productive life as a respected citizen in our future society.
The school offers a variety of quality pathways that meet the needs of students. It is a school with a long-standing
reputation for delivering effective teaching and learning dating back to 1913 and shaping the community leaders of
tomorrow. Murray Bridge High School strives for excellence across all aspects of the school. With an increased focus on
school pride and the school’s traditions the school is continuing to move forward.
The leadership and representational skills of students is enhanced through activities such as academic, creative and sporting
pursuits, the Student Representative Council and participation in school and community forums. Students must be
positioned to take their place in a vibrant, multi-cultural, pluralist and democratic Australia. They must be responsible and
adaptive citizens who will be able to operate in the economy as an employer, employee, volunteer, contractor or a
combination of several or all.
The school seeks to engage students in authentic real world learning experiences. Students will be offered opportunities
to develop their technological attributes. Partnerships and networks with other education providers, community groups
and agencies will be established in order to provide opportunity and add value to school programs.
Staff, both teaching and support, are the cornerstone upon which excellence in school programs is fostered. Staff will be
treated with consideration, access to relevant professional development and participate in effective performance
management. The professional development of staff will impact on, and inform, improved classroom practice and lead to
enhanced student outcomes. Staff are expected to have high expectations for their students and engage effectively with
parents and especially where there are concerns about student progress.
Parents can expect that they will be kept informed of student progress and that they are regarded as a partner with
teachers in the education process. There should be “no surprises” at reporting times. Parents will be provided with
informed advice about student pathways and the opportunity to work with school staff in managing student issues.
Parents will be provided with a number of opportunities to contribute to school forums, including aspects of the school’s
decision making processes. The expertise that parents can bring to the school’s operations and contribute to the
educational process is valued. Parents/Caregivers are encouraged to participate in school forums such as the Governing
Council and Parents and Friends as well as contribute in other ways that enhance student opportunities.
Murray Bridge High School aims to make a difference for its students. Students graduating from Murray Bridge High
School will be equipped with the attributes to be independent, lifelong learners and effectively contribute to society.
SCHOOL OBJECTIVES
The Murray Bridge High School Site Improvement Plan is underpinned by the DECD Strategic Plan 2014 – 2017.
DECD Strategic Plan 2014 - 2017
Higher standards of learning achievement South Australia will have a strong public education system, characterised by high achievement, growth, challenge,
engagement and equity.
Improve health and wellbeing Developmental outcomes for children and young people will improve through the provision of universal and targeted
education, health and family services that consider the ‘whole child’.
Improve and integrate child safety Our services will be effective and responsive in supporting staff, the community and families in keeping children safe from
harm, abuse and neglect.
Engage children, families and communities Children, young people, families and the wider community will be included in our planning and decision making processes.
Right service at the right time Families, carers, children and young people will access the range and scale of services they need for their health, wellbeing,
development, care and education.
Build a better system The South Australian public education and care system will be effective, efficient and transparent, with high public trust and
credibility.
Teaching
and Learning
Annual School
Report
School Self
Assessment
Standards
Review
Analysis
Reflection and
Conversations
Implementation
Governing
Council
Community
Planning
Outcomes
Teaching
And
Learning
PLANNING AND ACCOUNTABILITY MODEL
SCHOOL VALUES
1. Excellence The school operates so that all members of the community strive to achieve outstanding academic and non-
academic outcomes.
2. Respect The school operates so that all members of the community treat each other decently and value communal and
individual property. All in the school community respect and acknowledge the diverse cultures and ethnic
backgrounds that make up the community of Murray Bridge High School.
3. Working Together The school operates so that all members of the community work together and strive to make Murray Bridge
High School a school of excellence.
STRATEGIC DIRECTIONS
The following priorities have been identified
1. High Quality Effective Professional Practice
2. Excellence in Learning
3. Numeracy Across all Learning Areas
4. Literacy Across all Learning Areas
5. Developing a Culture for Learning
STRATEGIC DIRECTIONS IN DETAIL
1. High Quality Effective Professional Practice
Murray Bridge High School, in aiming to develop a student-centred success culture and a staff-centred
enabling culture, attaches the highest importance to ensuring consistently high quality learning experiences
and outcomes for all its students and to supporting staff in achieving these goals. All teaching staff will be
expected to align their practice with the National Professional Standards for Teachers.
2. Excellence in Learning Murray Bridge High School aspires to have a culture of success embedded within the school that is
supported through a culture of high expectation across all learning areas. Success is recognised and
celebrated for both staff and students.
3. Numeracy Across all Learning Areas Students will develop improved numeracy skills across all learning areas and recognise that numeracy
provides essential analytic, problem solving and decision making skills.
4. Literacy Across all Learning Areas Students will develop improved literacy skills across all learning areas and recognise the skills of reading,
writing, listening and speaking as key learning tools. In particular, the capability to write for a variety of
audiences and purposes will be valued and developed.
5. Developing a Culture for Learning Murray Bridge High School will be regarded as a place where all are welcomed and staff and students treat
each other in a civil manner. Violence is not seen as a legitimate solution to problems and bullying is
rejected. Staff and students acknowledge and are tolerant to difference and demonstrate respect to each
other and to personal and school property. All will accord respect to the grounds and buildings of the
school and the community and environment in which they live.
KEY POINTS OF STRATEGIC DIRECTIONS
Strategic Direction 1. High Quality Effective Professional Practice Through their professional practice, teaching and non-teaching staff create and maintain safe, inclusive learning environments for students.
Staff are committed to the delivery of a high quality service to the school and the community.
Improvement in teacher quality is facilitated by staff working collaboratively and engaging in ongoing professional development focusing on professional learning and professional practice.
Staff critically examine their practices on a regular basis to deepen their knowledge and expand their repertoire of skills.
Targets Strategies Measurement
Teaching staff have a clear
understanding of what
effective teaching is.
Teaching staff use the National Professional
Standards for Teachers and the SA TfEL
framework extensively to guide their practice.
Professional Learning time is set aside to
develop unit plans and lesson plans.
Co-curricular and extra-curricular activities
which form an integral part of the teaching and
learning for students are strategic and well
planned. Subject specific co-curricular activities
(eg camps, excursions, Arts performances) are
written into teaching and learning programs
and are budgeted for along with other extra-
curricular and co-curricular activities such as
Knock Out Sport.
Information is provided annually by Learning
Area Coordinators regarding their need for
release of staff.
For each teaching staff member, there is
confirmation by their line manager that
they are working within the guidelines of
the National Professional Standards for
Teachers at the appropriate career stage.
Evidence of this is in the Performance and
Development Plan review in Term 4.
Unit plans and lesson plans have evidence
of SA TfEL framework in their construction.
Co-curricular and extra-curricular activities
are written into programs. The school
community is advised in advance of co-
curricular and extra-curricular activities
through circulars, newsletters and the
school calendar.
Staff members develop
capacity and have a common
commitment to implement
ways of improving their
practice to ensure they are
meeting the learning needs of
students and the needs of
parents and the community.
Professional Development directions for the
three year Site Improvement Plan cycle are
identified. A program of professional learning
for this cycle is incorporated into the
Professional Learning schedule.
Individual staff members are asked annually
what their professional needs are.
Staff members are provided with support,
where possible and appropriate to take action
to meet their individual professional needs.
Staff members state the learning intentions and
success criteria for lessons.
Staff members use formative assessment and
feedback to guide their practice.
Staff members have a set of documented
and specific objectives related to their
performance and development, and ways
of measuring progress toward them based
on the National Professional Standards for
Teachers.
These goals are reviewed each year.
Every staff member has undertaken and
documented Professional Development
activities supporting their Professional
Development Plan.
Every staff member has engaged in and
documented off-site Professional Learning
(eg visits to other schools, visits to industry
sites, attendance at workshops and
professional learning events).
Teachers have a repertoire of
effective strategies and use them
to implement well designed
teaching programs and lessons.
Staff members develop their practice through
networks, Professional Associations or
Professional Learning Communities.
Groups of teachers within the school are
established to share the planning and
resourcing of teaching programs. Teachers
work with colleagues to plan, evaluate and
modify teaching programs to improve student
learning. This professional learning (in school
and off site) is shared in the appropriate forum.
Learning area coordinators incorporate
professional learning into faculty meetings and
professional learning activities (eg Dylan Wiliam
meeting structure) where good practice is
shared.
Each staff member is a member of a
network, Professional Association or
Professional Learning Community. This is
documented on the Performance and
Development Plan.
Each staff member has conducted a
workshop or seminar where they have
shared good practice.
Statistics are collected on student results,
student attendance and Learning
Management referrals to determine the
effect teacher expertise has on
achievement and engagement.
This data is shared with relevant staff.
Strategic Direction 1. Cont…
Staff trained in pedagogical
techniques that improve student
personal engagement and learning.
Staff familiar with current research into
influences on student achievement eg.
Hattie.
Admin to deliver ongoing training for
staff in differentiating the curriculum.
Professional development workshops in
Dylan Wiliam’s embedded formative
assessment continue to be delivered.
All teachers implement a range of
strategies from TfEL.
Staff given further access to TfEL T&D.
All teachers have attended Dylan Wiliam,
differentiating and TfEL T&D offered.
Evidence of integration of different
techniques into unit plans, performance
development plans, peer observation and
classrooms.
Pedagogy is the focus of one faculty
meeting per term.
Non-teaching staff have a repertoire
of effective strategies and use them
to provide high quality service to
the school and the community.
New non-teaching staff members take
part in an induction process.
Non-teaching staff members develop
their practice through professional
networks and collaboration with
teaching staff.
Participation in staff induction is recorded.
Non-teaching staff report back on
professional learning undertaken off-site.
Each non-teaching staff member has
undertaken and documented professional
learning through networks.
Regular meetings are held where non-
teaching staff members share best practice.
Staff members behave professionally
and communicate effectively and
respectfully with students,
colleagues, parents/carers and
community members.
All staff are familiar with the Code of
Conduct, Ethical Standards and
Grievance Procedures.
All staff follows communication
procedures as outlined in the Staff
Handbook.
Respectful, effective communication
strategies are addressed in professional
learning.
The Code of Conduct, Ethical Standards
and Grievance Procedures are included in
the induction process for all staff.
Documented evidence of communication is
retrieved from EDSAS, analysed and acted
upon.
Best practice customer service is evident.
Staff members have a formal process
by which they are able to evaluate
all aspects of their practice.
Staff members receive regular
feedback on their performance.
Staff members arrange for others to visit
their classrooms to observe their
practice. Line Managers informally
observe each teacher under their
supervision at least once per semester
and feedback is given.
A member of the Admin team will visit
each teacher teaching in their classroom
once per term and provide feedback to
the teacher.
Each teaching staff member is provided
feedback in Peer Observation based on
the National Professional Standards for
Teachers.
Teaching staff use strategies to receive
feedback from students about their
learning at the end of each unit.
Each staff member has used at least one
strategy outlined in the SA TfEL framework
each semester to obtain feedback on their
practices.
The written Performance Planning and
Management process continues to be
school practice.
Parents are surveyed annually to assess
their perception of the quality of
professional practice at this school. The
survey is published and analysed by staff
and the wider school community.
Strategic Direction 2. Excellence in Learning
Culture of success evident across all learning areas.
Culture of high expectation evident in every classroom.
Success recognised and celebrated for staff and students.
Targets Strategies Measurement
Common learning expectations
of all students across all
learning areas.
Learning Area Statements that set out common
expectations within the learning area:
1) measuring achievement
2) presenting curriculum
3) deadlines
Learning Area Statements are reviewed
annually.
Learning Area Statements are published in
the Staff Handbook and on the school’s
website.
Effective and productive
working relationships between
all key stakeholders (students,
staff and parents/caregivers).
Structure learning to consider individual
student experiences and aspirations.
Routinely inform parents/caregivers of
student success.
All student learning plans are updated
annually and the alert is provided on
DAYMAP for teachers.
Teachers are provided with training and
development in order to support the
differentiating of curriculum for individual
students.
Skill teachers to actively develop positive
working relationships with students.
All teachers are aware and act upon
accommodations outlined in student One
Plans.
All teachers implement a range of learning
strategies within their learning program.
All student learning plans are published on
DAYMAP.
All teachers will be proactive in building a
partnership with the parent/caregiver
ensuring that there are no surprises in term
reports.
All teachers will have a clear understanding
of implementing a differentiated learning
program.
Data taken from the annual student/parent
opinion survey indicates continuous
improvement in student/ parent/teacher
relationships.
Recommend awards to the
Principal.
Routine presentation to parents of students
work (by students) (engagement of parents
in learning excellence).
Acknowledge success achieved by students
and staff.
Recognise student excellence in
achievement, effort and improvement.
Year level achievers meet Principal for
morning tea each semester.
Budget line created to recognise success -
staff and students.
Formal award assembly held at the end of
each semester.
Student success acknowledged in school
newsletter.
Honour boards established for each
learning area and on display around the
school.
Build a culture of success.
Continually undertake conversations
amongst all key stakeholders that reinforce
the opportunities success can bring.
Reinforce the school and DECD vision and
school ethos as part of everyday classroom
language.
Continue to have high expectations for
prioritising education (for students and
parents).
Staff develop a clear plan for action to build
a culture of success.
Teachers develop the understanding that
student achievement is significantly
impacted upon by quality teaching. For
example program planning and preparation.
All stakeholders actively participate in
building a culture of success.
Expand Culture of Success committee to
involve students and parents.
Evaluate student locker usage across the
school.
Pastoral Care program is embraced by all
teachers as a forum to plan future goals.
School values on display and evident in
practice in all classrooms.
Use billboards to share success with the
community.
Student work and student achievement on
display around the school.
3 Year Business Plan developed to identify
and fund large scale upgrade projects.
School facilities upgraded including
Resource Centre, lockers for every student
by 2016.
Action Plan exists by the end of 2015.
When locker usage is above 80% of
existing lockers, allocate budget for next
phase of installation.
Strategic Direction 2. Cont….
Murray Bridge High School is
considered to be a best
practice school in the Murray
Bridge community.
Ongoing conversation with the Culture of
Success committee.
Poster developed that captures the culture of
success.
Publicise pathway options widely through the
community.
Liaise with Rural City of Murray Bridge to
highlight the profile of the school.
Murray Bridge High School has a more visible
presence in the feeder primary schools.
Enrolment growth continues.
Facility upgrade continues including the
development of a community auditorium.
Beautification of the school expands to
include a focus on Swanport Road side
and Long Island Road.
Percentage of students from feeder
schools increasing.
Provide flexible learning
programs that support
excellence in learning.
Identify timetable options to support core
pathway and implement.
Early identification of pathways.
Consideration of John Hattie’s effect sizes of
student achievement.
Funding for alternative programs identified
and made available.
Accept VET enrolments from Year 10’s for
Semester 2 courses.
Introduce VET pathways to targeted Year 9
students.
Teachers identify students in their
classroom undertaking a VET course and
make relevant provisions for the student
to be successful.
All students engaged in a learning
pathway based on their individual
learning needs.
Continued improvement of SACE
completion of targeted students (eg VET
and FLO).
Strategic Direction 3. Numeracy Across all Learning Areas
Teachers and students will develop connections between mathematical ideas and select efficient and effective strategies by being
challenged to think, explain, listen and solve problems.
Improve students’ numeracy to meet the general demands of education, work and participation in community and civic life.
Development of students’ capacity to identify and understand the relevance of mathematics across all learning areas and in everyday life.
Targets Strategies Measurement
Staff to identify and understand
concepts and terminology in
relation to numeracy and its
delivery.
Correct mathematical language
is used across all learning areas.
Functional numeracy displays, including
vocabulary lists in staff & faculty areas.
Provision of T&D to all staff.
Development of exemplar materials.
Meaningful inclusion of Australian Curriculum
Numeracy Capability and correct mathematical
language in unit plans, assessment tasks and
associated resources.
All learning areas identify the
numeracy demands of their
teaching area(s) and provide
opportunities for students to
apply the methods used in a
mathematics classroom to other
settings.
Numeracy maps developed for each Learning
Area.
T&D provided to staff so teachers use
common terminology and common
processes to deliver mathematical
components of their subject area.
Teachers make explicit links between
numeracy and their learning areas.
Audit/surveys results analysed, numeracy maps
developed and published for staff to use in all
learning areas by end of Term 1, 2015.
Teachers and students understand and use
correct mathematical terminology.
Numeracy components appear explicitly in
unit plans.
Common terminology and processes are
displayed in classrooms and evident in student
work.
Numeracy Resource folder is created in
Curriculum J Common drive.
Numeracy focus maintained in
each Learning Area.
Focus teacher(s) nominated from each
Learning Area, who:
Develop strategies for implementing whole
of school T&D and faculty based T&D.
Include T&D on agenda of each faculty
meeting.
Numeracy focus teacher works with the
learning area coordinator to ensure unit plans
include the numeracy component.
Numeracy focus teacher group plans specific
T&D for whole of school, Wednesday
afternoon T&D sessions and faculty meetings.
Each faculty numeracy focus teacher delivers
specific T&D for faculty meetings.
Evidence of Numeracy focus appears in faculty
minutes.
Unit plans include explicit numeracy
component.
Staff and students display
increased confidence and
accuracy in the numeracy
demands of their subjects.
T&D is provided for whole of school.
Explicit teaching of numeracy vocabulary and
lists published/displayed in classrooms.
All teachers confidently refer to and explicitly
address numeracy when it arises in lessons.
Internal standardisation shows evidence of
student understanding of vocabulary.
Teacher to teacher modelling
and mentoring evident across
learning areas to improve quality
of numeracy teaching and
learning.
Improved ‘open door’ classroom
philosophy.
Numeracy focus teacher works with faculty
members to develop numeracy common
strategies and processes within unit plans.
All teachers identify a numeracy focus in their
Performance Development Plan.
Uniformity in teaching specific numeracy skills
across all learning areas.
Visual representation of numeracy on display
in classrooms to include student work.
Teacher Performance Development Plan
includes numeracy component.
Quality numeracy teaching strategies are
evident in unit plans and performance
development plans.
Evidence of ‘targeted’ numeracy skill is part of
the performance development plan meeting
with Line Manager.
An observable, tangible,
assessable measure of
improvement in student maths
outcomes.
Use of external and internal diagnostic and
benchmarking numeracy tools to analyse
student improvements.
Baseline data collected at the start of each
year and retesting occurs at least twice each
year and is used to review teaching practice.
Data used by maths teachers to develop
differentiated learning plans.
Practical examples incorporating vocational
numeracy included in maths courses.
Baseline data collected at beginning of each
year and used to determine improvement
strategies.
5% increase in number of students who show
progress from normal to higher bracket in
Numeracy NAPLAN and 3% increase in
number of students who show progress from
lower to normal bracket in Numeracy
NAPLAN.
Successful completion of Numeracy at SACE
Stage 1 reaches 75%.
Strategic Direction 4. Literacy Across all Learning Areas All learning areas continue to provide opportunities for students to independently construct sustained pieces of writing that reflect the
structure and language features of appropriate genres.
Development of a range of teaching tools to develop student’s academic writing skills.
Targets Strategies Measurement
Literacy focus teachers continue to
maintain literacy focus in each
learning area.
Include a literacy component in faculty
meetings at least once per term.
Continue to participate in literacy training
and development.
Continue to facilitate and deliver T&D
with a literacy focus during 2014-16,
within school where possible.
Develop a register of teachers who can
work with faculties at the request of
Literacy focus teachers to meet specific
needs.
Evidence of literacy focus in faculty
minutes, performance development and
assessment plans.
Literacy training and development
continues to be provided for and
undertaken by all staff.
Peer observation process focuses on a
component of literacy.
Moderation.
To have a standard that shows what
each faculty’s expectations/
agreement of what the genres ‘look
like’, with common metalanguage
used across faculties to describe
language features.
Teachers understand how students
learn/develop literacy skills.
Literacy focus teachers identify the
format for the annotated exemplars of
writing for each learning area.
Each faculty to create/produce/source
exemplars of genre(s) that are annotated
to show the grammar, structure and
language features.
Literacy focus teachers to learn and teach
faculty the Harvard referencing system
across all year levels.
Referencing activities/tasks become part
of the teaching and learning programs
across all year levels.
Faculties/teachers devise appropriate
scaffolding using the teaching and learning
cycle to support students to develop
their literacy skills, particularly EALD/ATSI
students.
A bank of exemplars available on
J:COMMON for each faculty, used by
every teacher in every subject.
Posters of referencing available for
teachers.
Teachers across the school will teach and
use the Harvard referencing system.
EALD/ATSI students’ literacy levels are
recorded.
Aim to show a 3% improvement in
NAPLAN results for students below to
reach at benchmark.
Evidence of teaching and learning cycle
evident within unit plans and assessment
plans
All teachers have the capacity to
deliver literacy in their learning
areas.
Teachers and students use
technologies to support student
literacy as part of their pedagogy
and learning.
Unit plans to explicitly describe grammar,
genre, vocabulary requirements of the
assessment task in literacy section.
Teachers use faculty genre models.
Induction program includes literacy
information for new teachers.
All staff undertakes T&D in ICT to
develop skills in teaching literacy.
Each Learning Area identifies deficits
within the faculty and liaises with the IT
Committee to access appropriate T&D.
Teachers plan to include ICTs as part of
teaching and learning.
All unit plans are saved into J:COMMON
Evidence of use of ICTs evident within all
unit/assessment and performance plans.
All teachers and students are using
technologies to support improved literacy
outcomes for students where possible.
Assessment tasks with Literacy
requirements available in the Dropbox or
Daymap.
Teacher to teacher modelling and
mentoring across faculties and
school/s is used to improve the
quality of literacy teaching and
learning.
Improved ‘open door’ classroom
philosophy.
All teachers participate in two classroom
observations per year where the targeted
range of literacy skills are included in
lesson when applicable.
Quality literacy teaching strategies are
evident in unit plans, performance
development plans and peer observation.
Students are familiar with and use
appropriate metalanguage for subject
genres, which is evident in the improved
quality of assessment tasks.
Evidence of ‘targeted’ literacy skill is part of
the performance development plan
meeting with Line Manager.
Strategic Direction 5. Developing a Culture for Learning Embrace the ethos that ‘young people are at the centre of everything we do’
Acknowledge and demonstrate an appreciation for cultural diversity within our school
Demonstrate respect for the school environment
Live the values of Excellence, Respect and Working Together
Targets Strategies Measurement School values are embraced
within whole school
community by demonstrating
responsibility and accountability
for their own actions.
Comparison data monitored for student
wellbeing, behaviour and attendance.
Teachers build relationships with
parents/caregivers, clear communication
with home.
Culture of success committee develop and
implement action plan.
Every student learns and uses learn link
email account for communication.
Current handbook includes responsibilities
and expectations for staff, which are
supported and reinforced through
performance development.
Classroom expectations include students
arriving at lesson prepared for learning.
Uniform strategy implemented. Advertising
value of school uniform, and high profile
given towards compliance.
Teachers produce high quality lessons which
engage students in learning.
Respectful language expressed by all,
communicated through PC, school
newsletters, assemblies and classroom
expectations.
Incidence of violence continues to decrease.
Improved attendance to meet the DECD
over 93% bench mark at all year levels.
Whole school community knows and
recognises the school values.
Parents and community support school to
reinforce school values.
10% improvement in student opinion survey.
Values ‘scope and sequence’ PC program
available for all year levels and teachers are
using PC program.
Regularly scheduled year level meetings
discuss and refine the PC program.
Consistency in high standards and
expectations agreed to and implemented and
modelled by all staff.
95% or more of students will be in school
uniform.
Reduced swearing and inappropriate
language in classrooms and yard.
Culture of Success posters evident in all
classrooms.
Increase the profile of student
voice.
Review structure of SRC by whole school.
Coordinated school approach to boost the
profile of SRC.
SRC and other students run assemblies.
Students consulted about their learning.
Increased representation and profile of SRC.
Greater participation in learning by all year
levels.
Relationships between school,
staff, students and parent/
caregivers are valued.
Develop portal to allow parents contact
with Daymap.
Teaching and non-teaching staff receive
training in making contact and having
difficult conversations with parents.
Parent participation and involvement in
their child’s education and school decision
making is encouraged.
Increased teacher, parent and student
involvement in the school and community
functions.
Staff has ongoing training in Daymap.
Parents have access to online school data.
Whole school attendance reporting
protocols adhered to by parents and
teachers.
Improved contact with parents; records
evident in EDSAS anecdotal comments.
10% improved perception data of the school
from the parent/student opinion survey.
Majority of students attend school functions
– sport and fete days.
Parent bodies such as Governing Council and
P&F continue to grow in numbers.
Strategic Direction 5. Cont…. Positive staff health and well-
being is fostered.
Team building and wellbeing activities included
in T&D.
Increase acknowledgement of efforts and
achievements.
Staff encouraged not to work in isolation by
joining professional learning communities.
Feedback given to staff about teaching and
learning.
Staff model enthusiasm and involvement in
school and school activities.
Improved statistics and comments in staff
opinion survey.
Staff able to access wellbeing advice and
support without prejudice.
More positivity amongst staff
Well- being information page to staff
handbook.
Staff support each other.
Child Protection Strategy
implemented.
Monitor, review, refine and implement
Harassment, Health and Wellbeing programs.
Continue SHINE focus schools program.
Pastoral Care program structured by Year
Level Leaders and implemented and reviewed.
Year level appropriate CPC Pastoral Care
activities developed and used.
T&D to update all staff in relation to their
mandated role in Responding to Abuse and
Neglect reporting requirements.
Staff informed of DECD policies for safe
practices.
Every learner has access to Child Protection
Curriculum.
Pastoral Care teacher develops relationships
with students and families.
Pastoral Care activities occur during allocated
PC time.
All school personnel understand the
importance of prompt reporting, and the
implications for themselves (Debelle inquiry).
Reporting carried out efficiently and
effectively for at risk students either using the
phone hotline or online forum.
Respect the cultures and
cultural heritage that makes
up our school.
Identify and celebrate significant historical and
cultural events.
Add verbal acknowledgement of country to
assemblies, meetings and functions as well as
visual acknowledgement in front office.
Annual commemorative ceremonies
conducted with community involvement.
Appropriate acknowledgement given
routinely.
All levels of communication
between the school and
community is improved.
Skoolbag developed and implemented.
IT Manager oversees continued effectiveness
of skoolbag.
Major events in school are publicised.
Use billboards to promote and recognise
success.
Skoolbag rolled out beginning of 2015.
REGIONAL DISABILITY UNIT
Strategic Direction 1. High Quality Effective Professional Practice
The professional practice of all staff creates and maintains safe, supportive, inclusive learning environments for students across the Unit.
Teachers have a clear understanding of professional teaching standards and effective practice.
Staff support student well-being and safety through the appropriate management of challenging behaviour and positive
reinforcement.
Staff conduct themselves ethically at all times and communicate professionally and respectfully with students, colleagues,
parents/carers and members of the wider community.
Shared vision fosters the establishment and maintenance of collective initiative and mutual responsibility.
TARGETS STRATEGIES MEASUREMENT Teaching staff have a clear
understanding of professional
teaching standards and
effective practice.
Teaching staff use the National
Professional Standards for Teachers to
guide their practice.
Teachers use the SA Teaching for Effective
Learning Framework to reflect on their
practice, connect learning, share ideas and
create opportunities to further develop
their expertise.
Teachers are cognizant with the Students
with Disability Policy and differentiate the
curriculum as appropriate to reflect the
goals as negotiated with the stakeholders
in the NEP.
Teachers ensure instructional programmes
support student participation by reflecting
the accommodations outlined in the NEPs.
Teachers provide challenging learning goals
that actively engage students with
disabilities across the curriculum.
Staff maintain and nurture partnerships
with families and caregivers, industry,
community groups, tertiary organisations,
support agencies and business
organisations.
Teachers include as appropriate the
principles outlined in the National
Standards for Teachers in their
Performance and Development Plan.
Unit lesson plans reflect the TfEL
framework in their construction.
Teaching and learning goals outlined in
the NEPs.
Staff involved in governance and
management of change processes across
the Disability Unit.
Staff collectively reflect on
teaching practice and ways to
continuously improve practice
across the Disability Unit.
Staff develop learning
partnerships and construct
communities of practice that
enrich teaching and learning for
students with disabilities across
the Unit.
Staff reflect on their practice by identifying
problems, questioning assumptions about
teaching, developing professional practice
and learning while supporting each other.
Staff demonstrate their effectiveness as a
community of practice.
Staff identify training and development
needs and are supported in their
attendance by the Senior Leader.
Staff have access to quality training and
development activities both face-to-face
and online.
Staff share best practice and teaching
strategies across the Unit.
Professional Learning activities are
undertaken by all staff in week zero and on
student free days.
Staff complete Asthma first aid online
training, an introduction to ActivInspire
Promethean training and Positive
Partnerships – Autism Spectrum online
training.
Staff participate in training and
development activities as negotiated with
the Senior Leader and share the
information with the Unit staff.
Staff undertake professional reading eg
the National Standards for Teachers,
Legalwise seminars, Education to
Medication, Leading the way – Autism
SA, SA Teaching for Effective Learning
Framework, sensory robots, Disability
standards for education – e-learning,
Food Safety, medication management,
transfer and positioning support, seizure
management, oral eating and drinking
support.
Strategic Direction 1 Cont…
TARGETS STRATEGIES MEASUREMENT Staff engage in formal
processes that evaluate all
aspects of their practice.
Staff receive ongoing formal
and informal feedback about
their practice.
Staff welcome colleagues and support
agency personnel, visitors and overseas
guests to observe the Unit’s integrated
model of learning.
Staff seek feedback from peer
observations based on the National
Standards of Teachers.
Staff share best practice and teaching
strategies across the Unit.
The Performance Planning and
Management process is embedded in
Unit practice.
Parents and caregivers are surveyed at
the end of each semester to seek
feedback about the progress of the
students, curriculum focus, the learning
goals of the NEPs and general interaction
with the Unit.
Staff interact professionally and
communicate respectfully with
students, parents/ caregivers,
colleagues and with members
of the wider community.
All staff are given opportunities to
familiarise themselves with the DECD
Code of Conduct for a child safe
organisation.
Staff communicate as per the procedures
outlined in the Staff Handbook.
The Code of Conduct is included in the
induction process for all new Unit staff.
All staff have access to the Staff
Handbook and the Unit Induction
booklet.
Staff design learning tasks
across the curriculum that
engage students with
disabilities in a range of
authentic tasks.
Students undertake the modified SACE at
Stages 1 and 2, work experience and
structured workplace learning.
Junior class activities reflect the national
goals of schooling for students with
disabilities.
Students complete the Modified SACE.
Students engage in learning that reflects
the national goals of curriculum for
students with disabilities.
Strategic Direction 2. Excellence in Learning
Teaching staff provide appropriate and challenging learning goals that optimise successful learning outcomes for all students with
disabilities in the Disability Unit.
Teachers provide a range of authentic learning activities across an ICT-rich embedded curriculum, that are differentiated to meet the
individual learning needs of students with disabilities.
Staff review appropriate post school pathways and a seamless transition processes to and from the Disability Unit to ensure quality
learning outcomes.
TARGETS STRATEGIES MEASUREMENT Review appropriate post-school
pathways that accommodate
individual needs and disabilities.
Provide a range of relevant work experience
placements with supportive employers and
Business Services.
Liaise with RTOs, CBS, employers, support
services, community groups and
parents/caregivers to support the learning
goals outlined in the NEP.
Liaise with parents/caregivers, Business
Services, Day Options and Community
Lifestyles as appropriate to explore post
school options.
Students complete SBAs or Traineeships
with supportive employers.
Students gain valuable industry
experience through participation in work
experience placement with Business
Services and in open employment.
Students make a seamless transition to
Day Options etc. as negotiated with
parents/caregivers and support agencies
as required.
Complete the modified SACE at
Stages 1 and 2 and Certificate 1
in Education and Skill
Development as appropriate.
Students have multiple opportunities to
address the learning criteria.
Students have individual support as required
to assist them achieve their learning
outcomes.
Students engage in a range of authentic
learning experiences to achieve their learning
goals.
Students actively participate in all aspects
of the curriculum.
Students complete the modified SACE.
Students undertake Certificate 1 in
Education and Skill Development as
appropriate.
Staff reflects on and evaluates
teaching and learning across the
Regional Disability Unit.
Senior Leader advises staff of relevant T&D
opportunities.
Staff celebrate the Disability Unit’s positive
achievements via meetings, newsletters, blog
and media releases.
Staff brainstorm strategies to maintain the
learning of all students in a safe, secure
environment.
Staff promote the Unit’s success via
Conference and workshop presentations,
and tertiary, community and international
partnerships.
A survey seeking parental/caregiver feedback
is forwarded each semester.
The Regional Disability Unit maintains the
blog, prospectus, newsletter and website.
Parents provide written feedback each
semester about their child’s achievements
and learning outcomes.
Successful promotion of the Unit’s
integrated learning model.
Provide engaging and relevant
curriculum in a safe, supportive
learning environment.
T&D opportunities available for staff to
promote best practice.
Time provided for staff to develop and
update resources.
Funding and resources made available as
required.
The ongoing welfare of staff and students is a
priority.
Update of ICT equipment and software
used in the Disability Unit.
Organic kitchen garden integrated across
the curriculum.
Aquaculture integrated in the curricula.
Extension of the product range in the
Unit’s small business enterprise.
Unit’s kitchen maximised to integrate
daily living skills, food science, catering,
breakfast programme, kitchen
maintenance, vocational pathways.
Animal Assisted Therapy.
Strategic Direction 2 Cont…
TARGETS STRATEGIES MEASUREMENT Teaching and learning reflect the
goals outlined in the NEP.
Staff utilise the teaching and learning goals
outlined in the One Plan.
Curricula modified to accommodate the
individual learning goals of students.
Teaching and learning linked to post school
options.
Student achievements and skill
development.
Active engagement in authentic learning
activities.
Strategies developed to enable successful
learning outcomes.
Strive for excellence across all
aspects of the curricula.
Implement a range of relevant, authentic
learning experiences for students with
disabilities across the learning areas.
Establish community, regional, national and
global learning partnerships to facilitate
unique, creative teaching and learning
experiences.
Create learning partnerships with
community groups and industry to enrich the
learning experience.
Identify virtual worlds that provide
opportunities for dilemma management and
problem solving.
Showcase the Disability Unit via
conferences and workshops.
Maintain learning partnership with
Flinders University.
Partnerships with overseas educational
leaders.
Students undertake the modified SACE,
Duke of Edinburgh Award, First Aid and
work experience.
The Unit liaises with SAPOL, Zonta
International, Red Cross, Australian
Craniofacial Foundation, World Vision,
local industry and business organisations,
the Salvation Army, Indonesian Ministry
of Education and Culture.
Submit entries to SA Regional Awards,
SA Refugee Poster Week; New Media
Awards; Excellence in Modified SACE
Award, SA Public Teaching Award.
Building a learning organisation
and a culture of success.
Staff models the desired expectations,
attitudes and social skills.
Provide opportunities for students to
experience success across the learning areas.
Celebrate success as a team.
Celebrate student achievement at
Presentation Night.
Provide opportunities for professional
conversations and training and development
activities.
DVDs showcasing Unit activity to be
looped through TV in FO.
Students receive trophies at Presentation
Night for Excellence and Outstanding
Effort.
Trophies displayed in the Unit.
Products from small business enterprise
showcased at SERU, Botanical Gardens
and online.
Presentations at Conferences and
workshops.
Individual educational and
vocational pathways developed
for students.
Students develop their PLPs to assist with
transition pathways.
Consult with parents re relevant
work/training opportunities.
Students undertake the modified SACE at
Stages 1 and 2.
Students undertake Certificate 1 in Education
and Skill Development as appropriate.
Students undertake work experience each
term.
Structured Workplace Learning across the
Unit including the garden, industrial kitchen
and small business enterprise.
SBAs and SBTs negotiated by Unit staff in
collaboration with Apprenticeship Brokers,
using our network of supportive employers.
SBAs and SBTs undertaken by students
in the Disability Unit
Transition pathways developed via One
Plan in consultation with parents, job
search networks and support agencies.
Placement with Day Options negotiated
as required.
Work training with Business Services to
develop work readiness skills and
subsequent employment.
Strategic Direction 3. Numeracy Across all Learning Areas
Students with disabilities improve their community maths skills by engaging in a range of authentic experiences across the learning
areas.
Multiple opportunities are provided for students with disabilities to further develop their numeracy skills and understandings across the
curriculum.
Development of learning and assessment strategies that address the needs of all students with disabilities.
TARGETS STRATEGIES MEASUREMENT
Identify the individual numeracy
needs of all students with
disabilities in the Unit.
Staff read the psychological reports, medical
reports and One Plans for information re
the numeracy needs of individual students
across the Unit.
Staff attend One Plan meetings to review
the numeracy goals with parents/ caregivers
and significant others.
Staff undertake training and development
about engaging students in appropriate
numeracy activities.
Broader understanding of the individual
numeracy capabilities and needs of students
in the Disability Unit.
A greater breadth of teaching strategies and
integration of community maths across the
curriculum.
Differentiate the core
curriculum to meet the
numeracy needs of all students
across the Disability Unit.
Staff share expertise in the differentiation of
numeracy to meet the learning needs and
styles of all students with disabilities across
the Disability Unit.
Staff utilise digital learning resources to
modify the curriculum across the learning
areas.
Staff use iPads. IWBs, ActivTable, mobile
science lab, the kitchen, garden, Vernier
LabQuest, puzzles, online numeracy
resources and structured workplace
learning to creatively engage students.
Individual numeracy goals across the
learning areas.
Displays of student work in numeracy
across the Unit, blog and newsletter.
Practical work illustrated in Photo Journals
to be shared with families and caregivers.
Various levels of learning evident in the
classroom that accommodate the students’
needs and learning styles.
Structured workplace learning integrates
numeracy across its activities.
Incorporate ICT across the
Disability Unit to further
develop the numeracy skills of
students with disabilities.
Identify ICT resources to further develop
and consolidate numeracy skills.
Staff use Promethean enabled software to
reinforce numeracy skills.
Staff research digital learning resources to
integrate numeracy across the learning
areas.
Staff undertake training re ActivTable,
Promethean software etc.
Positive engagement of students in a variety
of numeracy activities.
All students regardless of their disability are
actively participating and further developing
numeracy skills across the learning areas.
All staff able to use ICT to support
numeracy outcomes.
Positive engagement of
students in a variety of
numeracy activities.
Staff share their skills, reflect on practice
and gain new insights.
Staff as a team provide authentic numeracy
activities
Reflective practice and sharing of collective
wisdom.
Authentic numeracy pedagogy and .
All students actively participate in numeracy
activities.
Integrate numeracy across the
learning areas.
Multiple opportunities for students to
integrate numeracy skills across the
curricula.
Students are aware that numeracy spans
the curricula.
Students undertake Maths
Pathways at Stages 1 and 2.
Teachers engage students in the learning
tasks re the modified SACE.
Students obtain Maths Pathways at Stage 1
and 2 of the SACE.
Strategic Direction 4. Literacy Across all Learning Areas
Students with disabilities improve their literacy skills by engaging in a range of authentic experiences across the learning areas.
Multiple opportunities are provided for students with disabilities to further develop their literacy and communication skills and
understandings across the curriculum.
Development of learning and assessment strategies that address the literacy needs of all students with disabilities.
TARGETS STRATEGIES MEASUREMENT
Identify the individual literacy
needs of students across the
Unit.
Staff appraise the psychological / medical
reports and One Plans re the
communication and literacy needs of
individual students.
Staff attend One Plan meetings to review
the literacy goals of students
Staff undertake T&D re appropriate
literacy teaching strategies.
Broader understanding of the individual
communication and literacy capabilities
and needs of students in the Disability
Unit.
A greater breadth of teaching strategies
and integration of literacy across the
curriculum.
Differentiate the core
curriculum to meet the literacy
and communication needs of all
students across the Disability
Unit.
Share expertise in the differentiation of
literacy activities to meet the learning
needs and styles of all students.
Staff utilise digital learning resources to
modify literacy activities.
Staff use Microsoft Notebook, iPads.
IWBs, ActivTable, mobile science lab,
kindles, audio books, and online literacy
resources to further develop
communication and literacy skills.
Individual literacy goals across the learning
areas.
Displays of student work across the Unit,
blog and newsletter.
Practical work illustrated in Photo Journals
to be shared with families and caregivers.
Various levels of literacy learning evident
in the classroom that accommodate
student needs.
Structured workplace learning integrates
communication and literacy across its
projects.
Incorporate ICT across the
Disability Unit to further
develop the literacy and
communication skills of
students with disabilities.
Identify ICT resources to develop and
consolidate the communication and
literacy skills of all students.
Promethean enabled software to
reinforce literacy and communication
skills.
Digital learning resources integrate
literacy across the learning areas.
T&D in the ActivtTable, Promethean
software, robotics etc.
Positive engagement of students in a
variety of literacy activities.
All students regardless of their disability
are actively participating and further
developing their literacy/ communication
skills.
All staff able to use ICT to support literacy
outcomes.
Positive engagement of
students in a variety of literacy
activities.
Staff share their skills, reflect on practice
and gain new insights.
Staff as a team provide authentic literacy
activities.
Reflective practice and sharing ideas.
Authentic literacy pedagogy and increased
skill development of staff.
All students actively participating and
learning.
Integrate literacy across the
learning areas.
Multiple opportunities for students to
develop literacy skills.
Staff integrate literacy activities across
the curriculum.
Students are aware that literacy spans the
curricula.
All students undertake English
Pathways at Stage 1 and 2 of
the SACE.
Teachers engage students in prescribed
learning tasks for the modified SACE.
Multiple opportunities for students to
achieve their learning goals.
Support available from SSOs.
Students obtain English Pathways at Stage
1 and 2 of the SACE.
Strategic Direction 5. Developing a Culture for Learning
Respect the cultural diversity within the Disability Unit, the school and the wider community.
The Disability Unit’s values of respect and working together are embraced by all students and staff.
Demonstrate respect for and sustainability of the Disability Unit’s environment.
TARGETS STRATEGIES MEASUREMENT
The Disability Unit’s values of
respect, responsibility, working
together and accountability are
embraced by all students and staff.
Student case management, class rules and
Unit meetings reinforce the Unit’s values of
respect and working together.
Respect for oneself, each other and the
environment are integrated in learning
activities.
Authentic learning enables students to build
positive relationships and develop
appropriate interpersonal skills.
Professional standards and expectations are
reinforced through performance
management.
Parent concerns and issues are addressed
immediately.
A positive, respectful culture and sense
of well-being across the Disability Unit.
Students and staff demonstrate the
Disability Unit’s core values.
Students wear school uniform
reinforcing their sense of school pride.
Positive feedback from families
demonstrating an appreciation of the
Disability Unit’s culture.
Active student engagement and full
attendance.
Performance and Personal
Development plans of staff
demonstrate professional responsibility
and accountability.
Sustainable environmental
education programmes across the
Disability Unit.
Raise awareness about the Disability Unit’s
carbon footprint.
Raise awareness about sustainability in the
local community and home.
Maintain the Unit’s kitchen garden as a model
of a healthy ecosystem.
Healthy garden ecosystem, where
produce is used in the Unit’s catering
programmes.
Students actively seek to reduce the
carbon footprint in the classroom, Unit
and community.
Child Protection Curriculum (CPC)
Strategy integrated across the
Disability Unit.
Staff provided with T & D in relation to RAN
reporting requirements.
Child Protection Curriculum is undertaken
across the Disability Unit.
All students in the Disability Unit have
can access CPC.
Reporting carried out efficiently for
students at risk.
Staff understand the importance of
mandatory reporting.
Relationships with
parents/caregivers are productive
and positive.
Parent/caregivers have their concerns and
issues addressed immediately.
Photo journals enable students to share their
learning journey with families.
Communication books maintain daily contact
with parents for students with
communication disabilities.
Parents/caregivers provide feedback via a
survey each term.
Parents of students in the Unit sit on
Governing Council.
Parents/caregivers provide input for the
review of One Plans each year and transition
pathways.
Parents are satisfied with the
educational goals and values of the
Disability Unit.
Parents respond positively to the
surveys and newsletter each semester.
Parents perceive themselves to be part
of a team approach in the education of
their children.
Partnership with industry,
community groups, tertiary
organisations, support agencies and
external providers are maintained.
Staff nurture existing partnerships and
actively seek new ones.
Regional and global partnerships are
nurtured, maintained and celebrated through
the Unit’s newsletter, blog and media.
Partnerships are clearly defined and
visible across the learning areas in the
Disability Unit.
Maintain partnership with the
Indonesian Ministry of Education
and Culture and Flinders University.
Showcase the Unit’s integrated learning
model to educational leaders overseas.
Ongoing successful international
partnerships.
Valued cultural exchange.
Students showcase their achievements.
EDUCATIONAL DIRECTIONS:
MELBOURNE DECLARATION ON EDUCATION GOALS FOR YOUNG
AUSTRALIANS
Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become
- successful learners
- confident and creative individuals
- and active and informed citizens
A commitment to Action Developing Stronger Partnerships
Supporting quality teaching and school leadership
Strengthening early childhood education
Enhancing middle years development
Supporting senior years of schooling and youth transitions
Promoting world-class curriculum and assessment
Improving educational outcomes for Indigenous youth and disadvantaged
young Australians, especially those from low socio-economic backgrounds.
Strengthening accountability and transparency
DECD STRATEGIC PLAN 2014 – 2017
Higher standards of learning achievement
South Australia will have a strong public education system, characterised by high
achievement, growth, challenge, engagement and equity.
Improve health and wellbeing
Developmental outcomes for children and young people will improve through
the provision of universal and targeted education, health and family services that
consider the ‘whole child’.
Improve and integrate child safety
Our services will be effective and responsive in supporting staff, the community
and families in keeping children safe from harm, abuse and neglect.
Engage children, families and communities
Children, young people, families and the wider community will be included in
our planning and decision making processes.
Right service at the right time
Families, carers, children and young people will access the range and scale of
services they need for their health, wellbeing, development, care and education.
Build a better system
The South Australian public education and care system will be effective, efficient
and transparent, with high public trust and credibility.
SCHOOL PRIORITIES
High Quality Effective Professional Practice
Excellence in Learning
Numeracy Across all Learning Areas
Literacy Across all Learning Areas
Developing a Culture of Professionalism, Cooperation and Caring
GLOSSARY
ATSI Aboriginal and Torres Strait Islander
CBS Community Bridging Services
CPC Child Protection Curriculum
DAYMAP Attendance Software Program
DECD Department for Education and Child Development
EALD English as an Additional Language or Dialect
FLO Flexible Learning Options
ICT Information and Communication Technologies
IT Information Technology
IWB Interactive White Board
LM Learning Management
LNNP Literacy and Numeracy National Project
NAPLAN National Assessment Program Literacy and Numeracy
NEP Negotiated Education Plan
PC Pastoral Care
PD Professional Development
PLP Personal Learning Plan
RISSC Regional Intervention Student Support Centre
RSL Returned and Services League
RTO Registered Training Organisation
SERU Special Education Resource Unit
SRC Student Representative Council
SAASTA South Australian Aboriginal Sports Training Academy
SACE South Australian Certificate of Education
SAPOL South Australian Police
SBA School Based Apprenticeship
SHIP Students with High Intellectual Potential
TAFE Training and Further Education
TfEL Teaching for Effective Learning framework
T&D Training and Development
VET Vocational Education Training
Notes
