Priority One: High Expectations and Authentic Relationships

We believe high expectations and authentic relationships increase our students’ confidence and curiosity, energizing their commitment to learning. When we prioritise them, we believe the whole school’s ethos and culture prosper.

Student Engagement

  • Learning rather than teaching
  • Inquiry learning
  • Using technology to enhance learning
  • Creating new knowledge with students
  • Academic achievement
  • Co-curricular achievement
  • Cultural engagement
  • Attendance, behaviour and well-being with a continual focus on improvement.
  • Embedded a culture of curiosity
  • Improved success for all students
  • Achieved a 95% overall attendance rate
  • A House system embedded in the culture of the college
  • Developed Senior School Programs and Pathways including a Science Specialist focus
  • Student and community survey data on teaching and learning that reflects positive satisfaction ratings.
  • High rates of participation in our co- curricular and specialist programs:
    • Soccer
    • Rugby
    • Triathlon
    • Aspire
    • Maths Challenge
    • Creative and Performing Arts
    • Science
    • Netball
    • Robotics and Coding

High Expectations

  • Creating a climate of responsibility and accountability
  • Creating an environment for learning, including:
    • Setting Objectives and Providing Feedback
    • Reinforcing Effort and Providing
    • Recognition and
    • Cooperative learning
  • Setting achievable yet aspirational targets for student achievement.
  • Established a personal best ethos across the college
  • Improved NAPLAN achievement for each year group entering the college
  • Achieved a high proportion of student success in OLNA testing
  • Created a diverse range of post school pathways to cater for student diversity
  • Prepared students for senior school courses including ATAR and VET courses.

Quality Teaching and Leadership

  • Establishing Professional Learning Communities
  • Establishing Domains as Curriculum Focussed Professional Learning Communities
  • Creating Learning Support Mentor roles to support students and teachers
  • Aligning Professional Learning Communities and Domains with College values and priorities
  • Creating an environment of learning and innovation
  • Engaging with the principles around Classroom Instruction that Works
  • Developing rich programs that align with Curiosity and Powerful Learning
  • Assessment for Learning.
  • Established a strong focus on professional learning
  • Conducted Instructional Rounds at least once per term since 2015
  • Established Classroom Observation processes that enhance teaching
  • Established a reputation for innovative and best practice
  • Developed a 21st Century guaranteed and viable curriculum that is accessible for all students (This means that students in any class in a particular year group will have access to the same learning opportunities)
  • Established SEQTA as the school information system with open communication to students and parents.

Relationships

  • Developing strong relationships with students, parents and staff
  • Developing strong relationships with our local intake schools
  • Developing effective communication methods with staff, students and parents
  • Developing strong relationships with Universities, TAFEs, Business and Industry.
  • Established processes to ensure that all students have access to a staff member who knows them well, including their goals and aspirations
  • Created transition programs for students in our local intake schools where those students can access facilities and teachers at Joseph Banks Secondary College
  • Established a vibrant and active Student Council
  • Established a dynamic and well-populated P&C
  • Developed partnerships with each of the Universities, TAFEs, Businesses and Industry that support our programs
  • Established a strong partnership program that supports our Specialist Science program.

Priority Two: Inquiry Focused Teaching

We believe inquiry focused instruction is the foundation for high quality teaching. An emphasis on inquiry leads to improved achievement and enhanced curiosity.

  • Designing programs based on National and/ or State Curriculum Standard that may be interdisciplinary
  • Emphasising 21st century learning and thinking
  • Designing learning experiences that elicit inquiry, skill acquisition and knowledge building
  • Designing lessons that are centered around learners and the learning environment
  • Designing learning that is student driven and requires students to make choices, pose questions, design and manage their work
  • Engaging students in authentic work, posing problems that exist in the real world, are relevant to the learner and require creative solutions
  • Using technology to enhance learning, and
  • Create new knowledge.
  • Implemented an Inquiry approach to both teaching and learning
  • Established Integrated Studies as a valuable and assessed component of the curriculum
  • Created real world learning opportunities for students that contribute to new knowledge or research.

Priority Three: Consistent Learning Protocols

We believe that when learning strategies and their purposes are clear and accessible to all our students, they are better positioned to become powerful learners.

Guaranteed and Viable Curriculum

Is providing all students in any class, in a particular year group, with access to the same learning opportunities.

  • Developing a school learning policy through discussion with staff, students, parents and the college board
  • Identifying the key learning skills (essential learning) we believe students should acquire each year until they have completed their secondary education
  • Identifying the key learning skills we believe students should acquire in readiness for post school life
  • Identifying required interventions and taking action when students may not be learning for any particular reason
  • Reducing variability in classes and increasing student engagement and achievement.
  • Published a guaranteed and viable curriculum for each Domain
  • Identified all students requiring intervention, either for support or challenge
  • Make use of data from Harvard’s Making Caring Common Project to reflect on College development
  • 100% of staff using the Student Engagement Support Pyramid to support students
  • Established a reputation for best practice in providing universal access to innovative and engaging curriculum at Joseph Banks Secondary College.

Creating the Environment For Learning

  • Refining our knowledge, understanding and skill in using learning intentions (objectives), recognising effort, and implementing cooperative learning
  • Developing a consistent approach to using Learning Intentions and Success Criteria in classroom
  • Using models of work and displaying examples of a high standard
  • Providing timely and specific feedback to students about their learning
  • Regularly providing opportunities for students to self-assess and reflect on their progress towards achieving mastery in learning.
  • Visible learning intentions and success criteria in all classrooms
  • Students who can set personal learning goals based on the learning intentions and success criteria set by the teacher
  • Low variability in achievement of learning outcomes between classes
  • A culture of personal best where students aim for high achievement.

Priority Four: Consistent Teaching Protocols

We believe that using teaching patterns consistently (adopting consistent teaching protocols) increases our students’ capacity to learn and work smarter. It also builds capacity among teachers.

  • Harnessing learning intentions, narrative and pace
  • Making Learning Intentions and Learning Outcomes explicit
  • Setting learning tasks that are purposeful, clearly defined, differentiated and challenging
  • Framing higher order questions
  • Connecting Feedback to data
  • Collaboratively planning around data
  • Implementing cooperative groups
  • Developing a common language around teaching and learning
  • Participating in classroom observation (Triads)
  • Participating in Instructional Rounds to observe whole school priorities and reflect on practice
  • Engaging in Professional Learning relevant to whole school priorities.
  • Established protocols for observing, analysing, discussing and understanding teaching and to improve student learning
  • An Agreed purpose and approach to student learning
  • All teachers belonging to a professional learning community
  • Satisfied staff and students
  • Developed a reputation of teaching excellence for Joseph Banks Secondary College.

Joseph Banks Secondary College

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