Strategic Masterplan 2018-2027 - Holland Park State High School · 2020. 9. 8. · The Strategic Masterplan is organised into sections that begin with a vision of how students should

DRAFT: 1.8.0 Last updated: 3/4/20

Strategic Masterplan

2018-2027 Holland Park State High School



Contents Summary 1 Introduction 2 Graduate Student Attributes 3 Implementation 4 Signature Programs 5 Implementation Model 6 Review Register for Plans, Reports, Policies & Programs 7 Documentation (Strategic Implementation Planning at HPSHS Key Reports) 8 References 8 Appendix 1: Graduate Student Attributes Description 9 Appendix 2: Selection Criteria for Signature Programs 10 Appendix 3: Review Register for Plans, Reports, Policies & Programs 11-13 Appendix 4: Strategic Infrastructure Projects 14 Change Log 15

Last updated: 3/4/20 DRAFT 1.8.0 1

Summary This document sets out a long-term strategic plan for Holland Park State High School as well as a framework to realise the vision embedded in such an enterprise. It is a “master” plan because it encompasses and is informed by other planning processes carried out by school, various educa- tional authorities and the P&C. Primarily, the Strategic Masterplan is a work of the School Council according to its primary functions of monitoring and approving school plans (QDE, 2018). It is informed by representatives of the wider school community: students, school leadership, teachers, support staff, parents and local community members. The Strategic Masterplan provides the school with a consistent agenda that acts over the long-term (years and decades), mainly because most worthwhile outcomes from public schooling take time to be realised. In addition, it is a plan that should survive changes to people and policies, while being clear on the purposes it serves, with goals directly associated with student development. The Strategic Masterplan is organised into sections that begin with a vision of how students should develop during their schooling at Holland Park State High School. This vision, crystallised into three pillars (of growth, connectedness and learning) was formed from consultation conducted in early 2018. In detail, a set of Graduate Student Attributes (GSAs) was generated from both the consultation and from elements of The Australian Curriculum (ACARA, 2018). The GSAs ex- tend beyond formally tested subject matter to critically important skills and values that are generally harder to teach and assess.

Schools are complex social enterprises that contain an array of collaborating groups with a variety of contrasting roles. The next section of the Strategic Masterplan includes an Implementation Model that guides strategic planning towards the three student-focused goals by setting out the differing responsibilities and qualities of action by these groups. The plan is also implemented by choices made by the school of specialised initiatives. These Signature Programs are listed along with the selection criteria to enable, initiate and review them.

A significant function of this Strategic Masterplan is to regularly monitor and recommend changes (if necessary) of a range of documents maintained by the school. These include focused plans (such as the Annual Implementation Plan), policies (such as an Anti-Bullying Policy) and programs (for example, the various Signature Programs), and reports (such as the School Annual Report). A register to regularly review these activities by the School Council is provided in the final section.

Michael Ryan Chair, HPSHS School Council Monday, 26 November 2018

Jocelyn Roberts Principal, HPSHS Monday, 26 November 2018


Introduction In early 2018, the School Council began engagement in community consultation to uncover opportunities that faced the school community at a strategic planning level. Participants at meetings, as well as those that provided further feedback, included a wide range of students, parents, staff and other community representatives. This advice has been distilled and presented here into a small set of pillars (foundations of the thinking that should support strategic planning). It represents an important snapshot of cross-school community thinking that is also consistent with the systemic foundations of the Queensland Department of Education. Three pillars emerged from the discussions, that have been labelled as: growth, connectedness and learning. These were significantly endorsed across the consultation participants. The first, growth, concentrates on the ways our students grow and thrive over the six years of high school. This growth occurs in different ways, including: wellbeing, intellectual development, and cultural inclusion. The second, connectedness, acknowledges the importance of our students engaging and relating to others, in both face-to-face and mediated communication. Connectedness spans a range of modalities: person-to-person, through media, across different cultures, in different roles and for different purposes. The last pillar, learning, focuses on development acknowledged as formal achievement, but also in the cultivation of more general and independent learning abilities, so that our students become particularly proficient at learning how to learn so that our students become particularly proficient at learning how to learn.

The pillars are used later in this Strategic Masterplan, as the core goals for the Graduate Student Attributes and to guide the design of Implementation Programs. The Graduate Student Attribut- es represent the qualities our finishing students should ideally possess at the end of their schooling. They are spread across formal measures of achievement (such as test results, tertiary en- trance rankings, certificates, etc) as well as more general capabilities (such as resilience, work- readiness, literacies, etc) that are not formally assessed. The Implementation Programs represent the way in which the school sets out to achieve the goals defined by the attributes. These programs may be core because they are mandated by curriculum and assessment authorities for a comprehensive school. In contrast, signature programs are discretionary and have been designed by the school to meet its unique needs.

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Graduate Student Attributes Graduate Student Attributes represent the qualities our students should ideally possess at the end of their schooling. They are an amalgam of qualities identified by the school community through consultation and from The Australian Curriculum. They are organised into four strands that represent:

1. core goals associated with the three pillars 2. intellectual resources (knowledge, skills, and dispositions) 3. orientation and 4. values.

Graduate Student Attributes (GSAs) – a rationale When teachers and students discuss the GSAs, then everyone develops their own appreciation of their meaning and how it may differ from others; And when students engage in conversations with parents and teachers about the GSAs, their schooling and their broader life experience then students will be able to identify the capabilities they have developed from relevant experiences; And when students can identify their capabilities then they will develop insight into their strengths and potential areas for growth and development; And then students will be able to apply this insight to build a successful life beyond school.

Statement of Graduate Student Attributes

1. Graduating students from Holland Park High reach core goals where they are … a. formally recognised for achievement in learning; b. disposed to, and embody, growth, through wellbeing, intellectual development, and

cultural inclusion; and c. connected to others, sharing civic and social responsibilities.

2. They possess knowledge, skills, and dispositions, including … a. emerging as well traditional literacies; b. communication, including verbal, non-verbal and mediated; c. collaboration across a range of different groups; d. advanced learning skills, including learning how to learn; e. critical thinking; f. problem-solving; and g. creativity.

3. They have an outlook that is … a. future focussed; b. work-ready; c. inquisitive; and d. orientated towards independence, resilience and self-fashioning.

4. They value and embrace … a. respect for themselves and others; b. cultural diversity; c. sociability across a broad range of contexts; d. empathy to others, especially those in need; e. adaptability through reflection; and f. ethical behaviour beyond self-interest.


See Appendix 1: Graduate Student Attributes Description for further explanation.

Implementation The three pillars and the graduate student attributes represent the goals of schooling at Holland Park State High School, while the programs (both core and signature) reflect how these are developed. The school concurrently orchestrates many programs, with high degrees of interplay and complexity.

This section reveals two planning structures to deal with this complexity: a register of signature programs and an implementation model. Signature programs are those that the school has cho- sen to advance as extensions. As such they capture unique features of the school’s context. The implementation model represents how people in different sectors of the school, with distinct responsibilities, work together to meet the goals summarised in the three pillars.


Signature Programs Signature programs are activities that are directed towards long-term and distinctive initiatives, across the whole spectrum of school activities. Distinctive activities are ongoing things that the school is generally known for. And while these initiatives may be seen as beyond traditional ones, they nevertheless arise from core activities directed at the three pillars (growth, connectedness and learning).See Appendix 2: Selection Criteria for Signature Programs for further explanation.

Signature Programs Status Year

Art at the Park Established 1997

High Performance Gymnastics Support Program Established 1989

High Performance Volleyball Program Established 2002

Junior & Senior Homework Clubs Established 2003

Musical Established 2015

Peer Mediation Established 2008

Sister School Tennoji Senior High School Established 1997

TalentQuest Established 2000

Triple E Program Established 2000

International Student Program Emerging 2019

Japanese Languages Program Emerging 2020

Learning How to Learn Emerging 2019

Music Masterclass Emerging 2016

Student Ambassadors Emerging 2017

Queensland Minerals and Energy Academy Emerging 2018

Signature Programs Summary


Implementation Model

Implementation Model

This diagram is “read” from the central goals of the three pillars. The second ring represents necessary conditions and responsibilities for these targets to be met. For example, for the central goals of student growth connectedness and learning to be met, it is the responsibility of leadership (represented by school leaders such as organisational heads/principals) that is effective. The third ring details relevant domains of responsibilities and for qualities of programs and other activities under their control. For example, Excellence in teaching and learning (hence the responsibility of the teaching staff) is at least partly achieved through professional development that is ongoing.


Review Register for Plans, Reports, Policies & Signature Programs Appendix 3 is a list of activities that are of direct concern to the council. This concern may be because of different authorities: • the business was created and is maintained by the council; or • the council is involved because of its statutory duties (under the education act, directly in the

constitution or through subsequent detail enumerated in schedule 1) ; or • by reference from the school. Regardless of its origin, the council is tasked with a regular review process in order to provide recommendations to the school leadership.

For a review, the council should peruse the current published document and available outcome indicators, research, discuss, and make recommendations. Recommendations may include con- solidation, splitting or removal of relevant documents.

Review dates and frequencies are subject to negotiation with the school administration, P&C as well as statutory regulations.


Documentation This plan is governed by, and influences other, documents in the manner in which it is composed and in how its intent is effected.

Strategic Implementation Planning at HPSHS • Quadrennial School Plans (the most recent being 2018-21, QSP18-21) • Annual Implementation Plans (the most recent being 2018, AIP2018) • Investing For Success (IFS2018) • Workplace Reform Proposals (?) • Responsible Behaviour Plan for Students (RBMP) • Whole-school Curriculum and Assessment Plan • Emergency Management • Workplace Health, Safety and Wellbeing • Enrolment Management Plan • Asset Replacement Plan • Facilities Maintenance Plans

Key Reports • Results of the Quadrennial School Review • Annual review processes • School Annual Report • Results of externally conducted assessments (e.g. NAPLAN) • Post-school Destinations Survey

References Australian Curriculum, Assessment and Reporting Authority (2018). General Capabilities, The Aus- tralian Curriculum.

Barrie, S. (2004). Higher Education Research & Development Vol. 23, No. 3. DOI: 10.1080/0729436042000235391

Knight, P. and Page, A. (2007). The assessment of ‘wicked’ competences. Report to the Practice- based Professional Learning Centre, The Open University, Milton Keynes.

Queensland Department of Education (2018). School Council Handbook.

Schofield, K. (1999). The Purposes of Education 1 Discussion Paper. Queensland Department of

Victorian Department of Education and Training (2018). The Pedagogical Model.


Appendix 1: Graduate Student Attributes Description The term graduate student attributes (Barrie, 2004) refers to important qualities that the school expects each graduating Year 12 student to reasonably possess as they pass from the school to further study, employment and/or engagement in civic society. Graduate attributes are complemen- tary to and generally distinct from formal measures of achievement, such as subject ratings, certificates, tertiary admission rankings, sporting awards, etc.

Most of the attributes discussed here seek to cover non-formal qualities (as well as general capabilities covered in-curriculum). Non-formal attributes can be hard to pin down and are sometimes described as soft skills or even wicked competencies (Knight & Page, 2007). Attributes such as creativity, critical thinking or work-readiness tend to be described by ill-defined terms that often have contested meanings. Furthermore, they tend to be distributed over the formal curriculum but without the responsibility for learning progression lying within any one discipline area. Unfortunate- ly this lack of responsibility tends to result in neglect and poor pedagogical implementation.

Within the Intellectual resources strand, the inclusion of disposition is noteworthy. With this quali- ty, it is not sufficient for students to merely possess knowledge and skills in an academic domain — they should be disposed to apply these understandings in relevant contexts. Their knowledge and skills need to be actionable (when it matters) rather than lying inert and only revealed during assessment.

Most, if not all, of these attributes are a co-construction by the student, their family and peers, the programs that the school offers, as well as community engagements a student may participate in (e.g. a part-time job would generally assist in developing work-readiness). Thus, attributes are not judgements made by any one institution or environment, nor are they a formal evaluation of the student. Instead, they are desirable and expected qualities, which, if they were generally missing from a graduating cohort, should be a trigger for review and remediation by the school. The School Council through its regular review processes is a body responsible for both tracking graduate attributes, and by suggesting school programs that may address issues of deficiency.

Some attributes are directly measurable, while others are impossible (or undesirable) to measure directly. For example, among the general literacies, numeracy may be readily evident across some student assessments. Others, such as engagement in civic responsibilities may remain nascent and unquantifiable. With respect to the latter, other measures (e.g. some level of community volunteering in non-curricular activities) may act as a proxy indicator for this attribute.

Many attributes may only become apparent some years after leaving school whereas others might be immediately apparent. For example, to take the engagement in civic responsibilities example, this may be only truely gauged years or even decades after leaving school. In contrast, an attribute around financial literacy may become immediately apparent as school-leavers become independent at work or in further study.


Appendix 2: Selection Criteria for Signature Programs Across the suite of signature programs at the school, there should be provision and opportunity for all students to participate. The suite will also cater for a range of interests including artistic, academic, sporting and cultural activities.

Before being added to the Signature Programs register, a proposal needs to pass some selection criteria. An initiative normally begins as an emerging program. When it has successfully operated for three or more years, it becomes an established program. Signature programs are regularly re- viewed by School Council with recommendations provided to the school leadership. To be consid- ered as a signature program, the following criteria should be applied, so that it:

• has been in existence for 3 or more years (or has the clear capacity for this longevity); • has a distinctive identity or name (as opposed to a routine event such as “Athletics Carnival”); • is recognised in the school and wider community (where appropriate) as being a positive and

enriching experience; • has a record of success (indicators and surveyed perceptions); • supports the school strategic goals and values; • complements and enhances the school's Strategic Masterplan; and • has the capacity to continue despite changes in critical staff.

Appendix 3: Signature Program Updates

Program Activity Status Next Update

Global Outreach International Student Program emerging May, 2020 Sister School Tennoji Senior High School established May, 2020 Leadership and Welfare Peer Mediation established June, 2020 Resilience Strategy emerging June, 2020 Student Ambassadors established June, 2020 Student Leadership and Representation established June, 2020 Sport and Arts Art at the Park established June, 2020 Music Masterclass and Music extension established June, 2020 TalentQuest established June, 2020 High Performance Sport Programs established June, 2020 QLD Academy of Sport established June, 2020 Teaching and Learning Japanese Languages Program emerging August, 2020 Junior & Senior Homework Clubs established August, 2020 Learning How to Learn emerging August, 2020 Triple E Program established August, 2020 Work Experience & Career Education established August, 2020 UQ (Japanese) August, 2020 Queensland Minerals and Energy Academy emerging August, 2020 Freeway Schools Coalition August, 2020

Appendix 3: Review Register for Plans, Policies, Reports & Updates

Focus Name Council Role Authority Frequency Next Update

Governance Strategic Masterplan maintain council yearly November, 2020

Graduate Student Attributes maintain council 2 years November, 2020

Facilities Development Portfolio maintain joint yearly

Signature Programs Portfolio maintain joint yearly

Council Constitution maintain education act as required

Annual Implementation Plan (AIP) approve schedule 1 yearly March 2020

Investing For Success (I4S) approve schedule 1 yearly March 2020

School Budget monitor schedule 1 yearly March 2020

School Annual Report approve school yearly July, 2020

P&C Consitution monitor schedule 1 as required

Workplace Reform Proposals monitor schedule 1 as required

Whole School Student Resource Scheme monitor school as required

Emergency Management monitor school as required

Facilities Maintenance monitor school as required

Enrolment Management monitor school as required February, 2020

Workplace Health, Safety & Wellbeing monitor school as required

Whole-school Curriculum & Assessment monitor school as required

Student Focussed Responsible Behaviour Plan monitor schedule 1 yearly

Uniform Policy monitor school as required

Homework Policy monitor school as required

Assessment Policy monitor school as required

Anti-Bullying Policy monitor school as required

Student-owned Technology monitor school as required


Appendix 4: Strategic Infrastructure Projects Strategic Infrastructure Projects are necessary and significant developments involving the construction of buildings (new or renovated) or the installation of expensive across-school capital facilities. For example, an existing building may approach the end of its useful life and need replacement because of obsolescence, safety and/or high cost of maintenance. Or a new technology needed across all classrooms should be installed to support evolving teaching and learning meth- ods.

Planning for strategic infrastructure projects is important because some of the goals implicit in graduate student attributes or established programs might be only reached through capital expen- diture. For example, a new Manual Arts facility may be particularly relevant for "work readiness" (GSA) given significant changes in curriculum and targeted occupations since the existing facility was built. A signature program such as the Japanese Languages Program, may require specialist infrastructure (or dedicated spaces), in order to sustain and attract enrolments.

The school council maintains a Strategic Infrastructure Register some projects may be coupled with a corresponding set of accepted project documents, written by a sponsor who holds an ongoing role in the school community (such as a department head or an established P&C position). A plan might also contain sketches, a rough budget, possible funding sources and a con- tingent time-line. Most importantly, a project brief should reference goals in this SMP, canvas existing best-practice in similar schools and be compliant with relevant departmental policies.

Summary of Strategic Infrastructure Projects

Priority Project Area Sponsor Brief Type

1 Design and Technology Specialist Centre

Manual Arts HOD New building

2 Bilingual Languages Labs (BL²) Languages HOD Refurbishment 1 Administration Complex Schoolwide Principal New building Instrumental Music Specialist

Centre Music HOD Refurbishment

Assembly Complex Schoolwide Principal New building Canteen Schoolwide P&C President Refurbishment

2 Special Education Facility Refurbishment Contemporary Staffrooms Schoolwide Principal Refurbishment New Gallery Art HOD Refurbishment

It is the responsibility of the School Council to encourage, accept and prioritise submitted projects into the strategic infrastructure register. Further, when appropriate opportunities arise, the council advises the school administration and/or P&C on a project’s readiness and appropriateness. for implementation.


Change Log

1.5 17/9/18 Draft toCouncil Members for comment [MR]

1.5.1 18/9/18 Font face changed to Helvetica for PDF compatibility [AS]

1.5.2 19/9/18 Revamped model, appendices, edits [JR]

1.6 28/9/18 Restructure based on School Council feedback [MR]

1.6.1 10/10/18 ‘Strategic’ Masterplan language

1.7 31/10/18 Following second consultation activity [JR, MR]

1.7.2 26/11/18 General edits, changes to review schedule, signatures [JR, MR]

1.7.3 08/09/19 Separated out Appendix 3

1.7.4 30/09/19 Added detail to Appendix 3 1.8.0 10/02/20 Reorganisation of Appendix 3 and Appendix 4

Documents

Strategic Masterplan 2018-2027 - Holland Park State High School · 2020. 9. 8. · The Strategic Masterplan is organised into sections that begin with a vision of how students should