School plan 2015 – 2017
Sydney Secondary College Leichhardt Campus 8507
Students
Staff
Community
Planning template – V2.0
School background 2015 - 2017
School vision statement
Sydney Secondary College Leichhardt Campus
will challenge students of all abilities to achieve
excellence as successful, futures focused
learners through positive participation in a
changing society.
By offering a differentiated, inclusive and rigorous
curriculum to our students, they will become
resilient, responsible and independent people
respectful of diversity and advocates of social
justice.
In partnership with parents and the community
our highly motivated and professional staff will
encourage each student to achieve their full
potential as good communicators, creative
thinkers and problem solvers in a disciplined and
caring environment, based on mutual respect.
School context
School planning process
Sydney Secondary College, with campuses
at Balmain, Leichhardt and Blackwattle Bay, is
an innovative multi-campus co-education public
education facility. Our College caters for all
learners with an academically selective stream,
comprehensive stream and support classes for
students with disabilities, (Intellectual, Physical
and Autism).
The diversity of students from a multiplicity of
cultural backgrounds creates the opportunity for
future focused learning and authentic
experiences.
Located in the inner city, with two harbour side
locations, students complete Year 7 - 10
education at Balmain or Leichhardt where the
focus is on middle schooling. They move to the
young adult learning environment of Blackwattle
Bay campus for Years 11 - 12 with its broad
curriculum and links to TAFE and universities.
Sydney Secondary College planning team led consultation
with parents, students and representatives from our
Aboriginal community. Staff members were also surveyed
and consulted for their input. Surveys and focus groups
took place during this process of consultation.
The school executive team evaluated the previous plan and
identified carry over areas for inclusion as well as reviewing
all the input from other stakeholders to determine priorities
for inclusion in this plan.
Individual teachers provided input via a survey and faculty
and working party plans for 2015 were also utilised.
Data to inform planning was extracted from the following
survey:
1. Tell Them From Me 2015
2. Early Career Teacher Mentor Scheme Feedback
(2014 & 2015)
3. 15 Term 1 Staff Survey
4. Principal Feedback Survey 2015
As was historical NAPLAN, ESSA and attendance data.
Sydney Secondary College offers an
invigorating range of opportunities for our
students. In 2015 we have a school population
of over 2200 students. We have a very
supportive and proactive parent and carer
community who meet regularly through P&C
and Campus events.
[Sydney Secondary College Leichhardt Campus 8507 ]
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Planning template – V2.0
School strategic directions 2015 - 2017
STRATEGIC
DIRECTION 1
STRATEGIC
DIRECTION 2
STRATEGIC
DIRECTION 3
Students
Staff
Community
Purpose:
Our students will be engaged learners
who strive to achieve their best in a future
focused environment. Students will be
creative and critical thinkers and
resourceful, collaborative lifelong
learners. Our students will be empowered
to be successful, empathetic and resilient
individuals.
Purpose:
Purpose:
Our staff will be at the forefront of
professional learning to ensure an ongoing
Sydney Secondary College culture of high
expectations. This will be based on
continuous professional learning, innovative
practice and collaborative leadership.
Our community will be actively and
strategically engaged in providing quality
learning opportunities and experiences to
support the development of our diverse
student cohort. Working together we will
build effective learning alliances to inspire
students to learn and achieve.
[Sydney Secondary College Leichhardt Campus 8507 ]
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Planning template – V2.0
Strategic Direction 1: Students
Purpose
People
Processes
Products and Practices
Why do we need this particular
strategic direction and why is it
important?
Students will be engaged learners who
strive to achieve their best in a future
focused environment.
Students will be creative and critical
thinkers who are resourceful and
collaborative life-long learners.
Students will be empowered to be
independent, empathetic and resilient
learners.
How do we develop the capabilities of
our people to bring about
transformation?
How do we do it and how will we
know?
 Review of curriculum and facilities in
2015 to ensure we have the
foundations in place for a future
focused Middle School learning
environment
 Review of usage and suitability of
facilities as 21st C learning
environments in 2015
 Student Mentoring
What is achieved and how do we
measure?
Improvement Measures






Increase in reported intellectual
student engagement (Tell Them
From Me 2015) from 52% to 58%
Increase in % of students showing
positive behaviours for effective
learning from 82% to 88%
Increase in % of teachers confidently
utilising learning technologies to
maximise 21st C learning **
Increase % of students Bringing
Their Own Device (includes students
provided with device through equity
funding) **
Increased % of students engaged in
mentoring programs with both
internal and external sources **
Improved NAPLAN results for
Aboriginal students receiving
NORTA NORTA tutoring from year 7
to year 9 indicate we are continuing
to Close the Gap.
**: Some baseline data to be determined
Students will: be responsible and
independent learners as a result of
quality teaching and co-curricular
opportunities offered within our middle
school context. They will understand and
strive to master 21st century capabilities
in order to become career ready, critical
thinking, global citizens.
Staff will: confidently facilitate, model
and engage in learning within the
frameworks of quality teaching,
professional standards and 21st century
capabilities.
Parents/Carers will: will be encouraged
to take part in planning for a future
focused environment.
Community Partners will: be accessed
to enhance the learning and engagement
opportunities for students.
Leaders will: demonstrate instructional
leadership, promoting and modelling
effective and evidence based practice.
There will be provision for leadership
development and planning for leadership
sustainability.
1. Students identified as being in ‘PBL
Second Tier’ through analysis of
welfare data – priority given to these
students for mentoring
opportunities.
2. Development of Business Mentor
partnerships for students
 Analysis of assessment tasks that
reflect assessment of, as and for
learning
 Sustain NORTA NORTA and Literacy
Working Party programs
 1-1 staff ICT integration mentoring
to enhance effective integration of
ICT in the classroom
 Develop student ICT skills
continuum and enhance BYOD and
ICT Integration processes
Evaluation Plan
 Positive Behaviour for Learning
(PBL) staff evaluation surveys and
analysis of student welfare data
weekly and at PBL meetings.
 BYOD staff and student
surveys/focus groups
 Analysis of Annual Tell Them From
Me Surveys
 Project Based Learning exit surveys.
 Analysis of NAPLAN data
Products:
 Increase in reported intellectual
student engagement (Tell Them From
Me 2015) from 52% to 58%
 Increase in % of students showing
positive behaviours for effective
learning from 82% to 88%
 Increase in % of teachers confidently
utilising learning technologies to
maximise 21st C learning
 Mapped student 21st C learning
capabilities
What are our newly embedded practices
and how are they integrated and in sync
with our purpose?
Practice:
Project Based Learning (ProBL) embedded
in the curriculum including:
year 7 Sustainability Term 1 unit;
professional learning and implementation
of Self Organised Learning Environments
(SOLE);
driving questions in stage 4 and 5 units in
all KLAs; and
registration of ACCORD stage 5 elective
with BOSTES
Practice:
Effective integration of Information
Communication Technologies across the
curriculum to enhance teaching and
learning for selective, comprehensive and
Special Education students.
[Sydney Secondary College Leichhardt Campus 8507 ]
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Planning template – V2.0
Strategic Direction 2: Staff
Purpose
People
Processes
Products and Practices
Why do we need this particular
strategic direction and why is it
important?
How do we develop the capabilities of
our people to bring about
transformation?
How do we do it and how will we
know?
What is achieved and how do we
measure?
Students will aspire to: think deeply
and critically and make relevant
connections to everyday learning
experiences, demonstrating their mastery
of learning both orally and in writing.
 Performance and Development
Framework implementation for all
teachers
 Teachers Seeking Accreditation
support group – build on support for
higher accreditation levels
 Mentoring of teachers through
College Induction process,
Leichhardt Rounds, Early Career
Teacher Mentor Scheme and the
Professional Accreditation
Support Group
 ALARM (A Learning and Responding
Matrix for writing)
1. Continued implementation with
scaffolds in ALL stage 4 and 5
KLA programs
2. Professional development for new
teachers and staff new to the
school.
 Aboriginal Education Team with
membership across every KLA, AEO
membership and strong links to the
local community and College teams,
including Glebe Pathways.
Professional development for new
teachers and staff new to the school.
Products:
Build individual and collective capabilities
of staff to ensure an ongoing Sydney
Secondary College Leichhardt Campus
culture of high expectations based on
continuous professional learning and
reflection, innovative practice and
leadership sustainability.
Improvement Measures








All staff have Professional
Development Plans
All staff who submit accreditation
evidence are successful on their first
attempt.
% of staff involved in Leichhardt
Rounds increases from13% to 20%
% of staff participating in 1-1 ICT
Mentoring increases from ?% to ?%
All staff active members of
committees or working parties
Continue trend of improvement in
Year 9 writing (all students)in
NAPLAN data
Continue trend of improvement in
Year 9 writing (Aboriginal students)in
NAPLAN data
PBL data indicates an increase from
68% of staff to 80% who think ‘All
staff are involved directly and/or
indirectly in school wide Positive
Behaviour for Learning interventions
Staff will: use the Performance
Development Framework to facilitate their
professional growth. Individual teacher
goals will align with individual, school and
departmental priorities and will undergo
an annual cycle of plan, implement and
review for continued growth.
Parents/Carers will: be encouraged to
actively participate in the identification of
areas for growth and improvement in
curriculum and the methods of delivery of
curriculum.
Community Partners will: provide
opportunities for enhanced learning
through involvement with our local
community partners including our College
and the Leichhardt Community of
Schools
Leaders will: 1. Build staff capacity to
inform, plan, implement, monitor and
evaluate teaching, learning, assessment
and reporting practices.
2. Mentor, model and aspire to exemplary
and consistently high standards of
educational practice and leadership.
Evaluation Plan
Each KLA, focus group or Working
Party will be required to submit an
evaluation in term 4, 2015.
NAPLAN data analysed annually.




All staff will have a Professional
Development plan (PDF)
Continued trend of improvement in
year 9 Writing in NAPLAN data for all
students
An increase in the percentage of
teachers involved in Leichhardt
Rounds from 13% to 20% over three
years
All teachers who submit accreditation
evidence are successful first time
around.
What are our newly embedded practices
and how are they integrated and in sync
with our purpose?
Practice:

In term 1 each year, all staff will create
a Professional Development Plan
aligned to the standards and
developed collaboratively with their
supervisor. There will be an annual
cycle of plan, implement and review.
Practice:

A continuum of support and mentoring
for teachers at all stages of their
career will be developed and
implemented. Embedded and explicit
systems for classroom observation
and modelling will drive ongoing
improvement in teaching practice.
Practice:
Reintroduction of a Professional Learning
Team
[Sydney Secondary College Leichhardt Campus 8507 ]
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Planning template – V2.0
Strategic Direction 3: Community
Purpose
People
Processes
Products and Practices
Why do we need this particular
strategic direction and why is it
important?
How do we develop the capabilities of
our people to bring about
transformation?
How do we do it and how will we
know?
What is achieved and how do we
measure?

Our community will be actively and
strategically engaged in providing quality
learning opportunities and experiences to
support the development of our diverse
student cohort. At Sydney Secondary
College Leichhardt Campus we work
together with other campuses to build
effective learning alliances to inspire
students to learn and achieve.
Students will: be active participants in
learning and conferences regarding their
progress. Students will be empowered to
make choices to support their learning
and the direction it takes. Students will
confidently explore further learning
opportunities in the wider community as
they arise.
Products:
 Establish benchmark from parent
responses to the Tell Them From Me
Survey indicate satisfaction levels
above the NSW pilot norms
 Increase levels of engagement with
inclusive transition activities targeting
our diverse community
 % increase of parent feedback
showing the success of the school’s
transition programs
Improvement Measures






Establish benchmark from parent
responses to the Tell Them From Me
Survey indicate satisfaction levels
above the NSW pilot norms.
% increase of parent feedback
showing the success of the school’s
transition programs
Increase levels of engagement with
inclusive transition activities targeting
our diverse community
% of students involved in external
volunteering increases
Increase in number of transition
activities with partner primary
schools
100% of teachers to be using
Edmodo as a communication tool for
students and parents in regard to
classroom progress and activities


Staff will: examine best practice
evidence and participate in regular
discussions about professional learning
and ways of constantly improving
learning opportunities for students. They
will regularly work with parents to nurture
each individual student and assist them
to meet their learning goals.


Parents/Carers will: participate in school
learning programs and discussions about
their child. They will be part of the school
learning community and have input into
decision making.

Community Partners will be: well
informed, welcomed, valued and involved
in our curricular and extracurricular
learning opportunities

Leaders will be: highly involved in all
transition activities and the local
community of schools (COLAS) and have
a high profile at P & C and in the wider
community promoting the school and
engaging community members.
P & C presentations – regular
Head Teacher or faculty update
presentations at monthly P & C
meetings
Student led parent teacher
conferencing – students and
teachers develop and perfect
processes for electronic portfolios
and presentations at conferences
COLAS – transition activities
formalised through COLAS,
increased physical or online formal
transition lessons with partner
primary schools
Further strengthening of the
Sydney Secondary College
Learning Alliance
Formal Aboriginal Transition
Plan
Enhanced online communication
between parents/carers and
teachers/senior executive through
the use of Edmodo, Skoolbag,
Social Media and the school
website as well as email
Formalised process for recognition
of students involved in community
volunteering and social justice
Evaluation Plan

Parent Tell Them From Me survey
responses

Analysis of enrolment data and long
term retention of data to examine
trends
What are our newly embedded practices
and how are they integrated and in sync
with our purpose?
Practice:

Leichhardt Community of Primary and
High Schools (COLAS) – formal
structures established to facilitate
stronger connections and partnerships
Practice:

Practices are embedded for parents to
be engaged and understand the
learning progress of their children and
how to effectively support them to
learn
Practice:

Formalised Aboriginal Transition Plan
devised and implemented as a result
of ongoing consultation with parents,
community and Department of
Education.
[Sydney Secondary College Leichhardt Campus 8507 ]
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Planning template – V2.0