1.

1 Religious Create opportunities for dialogue within the classroom relating to

Education important social justice themes.
Linking RE content with lived and living experience.
1.2 Enhancing Continue to build on the strengths of our Catholic Identity and continue the
Catholic School work that has been initiated.
Identity Celebrate the stregths of what has been achieved or has been put in place
as a Catholic School.
One aspect of this in the 'staff space' - is to continue our efforts in
onbaording and nurturing staff through formal and informal oppoertunity
for staff development
1.3 Social Action & Even distribution of money for different fundraising efforts
Justice More of a student voice for areas to be addressed
Uncertainty of what the social justice initiative and JAG is
Review of fundraising
More of a focus on local charities
Donation of time as opposed to money
1.3 Social Action & - Impact that our students have globablly VS local etc...
Justice - More streamline fundraising with a more broadrange options on choice of
who it is done for - i.e Fundraising for what is going on at the time - not
always TIMOR (less focus and more evenly given)
- opportunity to nominate at the start of the year where money would go
etc
2.1 Partnering with - Review of TA interviews - more to meet with subject teachers not TA
Families - Better usuage of PAM - notifications to parents from PAM directly
2.2 Community 1. Compiling a data base for possible parental engagement - e.g. career,
Partnerships other community involvement. This could then be distributed to learning
areas, sport coordinator etc.
2.2 Community dmac ii?
Partnerships
4.1 A Guaranteed More time for planning, meeting in small teams targeted on writing
and Viable curriculum, we need to co-ordinate skeleton version of the curriculum for
Curriculum science students and then another for those who will continue on in VCE
science that is more specific to the area of study. In PE, Year 11s are
learning energy systems for the first time, when they should have already
covered that. This points to a lack of time to plan the curriculum effectively
so that each level checks off all the requisite areas of knowledge and
understanding. In English, writing a topic sentence, or how to study a text is
something that we can do more consistently.
4.2 Effective - Development of communication channels and forums to develop effective
Teaching L&T processes
- Auditing the curriculum to support effective teaching
4.2 Effective Staff need more opportunities for collaboration, more time to develop
Teaching teaching strategies, lessons and whole units. We need to ensure we
conduct relevant meetings that help us achieve a specific task that is
tailored to learning outcomes. We still need to modify/adapt curriculum to
cater for all learners.
4.3 Engaging Provide opportunities for students to see best practice work samples,
Students In Their develop an agreed criteria for assessment, complete peer assessment and
Own Learning have the opportunity to discuss and respond to assessment.
Arm TAS with more knowledge so that they can confidently discuss students
across all KLA and yr levels
4.4 Analysis and To educate staff in how to best use and interpret data
Use of Data Focus on the processes to convert data into usable, meaningful information
to enable staff to readily engage with this information to effect change in a
timely manner.
4.5 Coordinated Lack of understanding of what intervention is and what is taking place
Strategies for Doesn't appear to be well coordinated and some staff are not that well
Intervention informed to share that information
5.1 Quality - A further look into mobile phone usuage in class and if they are able to use
Relationships them or not
- Bullying....a better understanding of what bullying is by both parens and
students
- Screen time less of at home and more focus at school.
5.2 Wellbeing - Consistency of procedure
Practice - More funding for wellbeing to enable more professional support across
the board
5.2 Wellbeing 1. Developing guidelines/policies surrounding student and staff wellbeing to
Practice work towards more consistency and clarity in expectations - (this is very
general due to variety of responses sorry, needs further work!)
5.3 Safe Learning We need further conversation in this area. There is no common theme in
Environment the written feedback from staff and a lot of the feedback did not really
concentrate on safety.
5.4 Rights and - Consistency in our agreed, highly effective wellbeing practices
Responsibilities - Consistency in set behaviors and expectations and consequences
- Supportive/proactive practice rather than reactive