2022-23 Strategic Objectives.
Engaging the Community
Parents and students should be included in some way in this section actively (focus group) or passively (drawing data from the stakeholder survey)
Draw on stakeholder voice to establish a clear stated purpose for the Chinese programme
Develop Parent Education based on the outcomes of the Pedagogical Audit
Amending / Developing Systems and Processes
Build a common timetable
Implement new data tools to make student progress visible, and develop appropriate interventions
Creating / Reviewing Curriculum and Programmes
Carry out a Curriculum Audit
Revise units across Years 1 - 13 to ensure vertical alignment
Develop immersion opportunities, within and beyond DC and the No Boundaries programme
Explore new programmes / approaches to pathway construction in order to better meet stakeholder needs, e.g. role of Cantonese
Building Educator Capability
Form a unified Chinese team across Years 1 - 13
Continue to invest in professional learning associated with Bilingual and Multilingual Learners
Invest in Educator Professional Learning based on the outcomes of the Pedagogical Audit
Engaging the Community
Parents and students should be included in some way in this section actively (focus group) or passively (drawing data from the stakeholder survey)
Shared framework
Develop a parent version of the framework for parents as to how and why we give feedback and how they can support their child to engage with this.
Amending / Developing Systems and Processes
Policy
Update Assessment Policy (currently Primary and Secondary) and Assessment and Reporting guidelines (as necessary to reflect framework and processes developed.
Ding
To further develop the capacity of Ding to provide tools to enhance feedback for, as and of learning.
Creating / Reviewing Curriculum and Programmes
Intentional Time, Teaching & Agency
Intentionally planning and embedding time and explicit teaching at the start and within lessons and units for students to understand, have agency, reflect and act on feedback.
Wellbeing
Clarify the link between feedback and wellbeing objectives in curriculum planning.
Secondary specific
Secondary departments develop standardised ways of giving feedback on drafts of final DP tasks and the PP.
Building Educator Capability
Shared framework
Develop a DC feedback framework document and language to support a shared understanding around
Checking for understanding
Assessment for Learning
Assessment as Learning
Assessment of Learning
Educator Capacity
Use this framework and selected academic literature to build the capability of teachers and students clarifying the link between feedback and assessment.
Engaging the Community
Parents and students should be included in some way in this section actively (focus group) or passively (drawing data from the stakeholder survey)
Parent Workshops
Helper Workshops
Printed material translated into languages other than English
Visible across school (jumbotron, displays, common areas)
Staff Wellbeing framework
Creating opportunities to recognise and celebrate good practice across primary and secondary at key points throughout the year.
Amending / Developing Systems and Processes
Primary CAT tool ready to launch with SEARCH framework embedded
Modify/extend planning tools in Secondary to include SEARCH framework
Creating / Reviewing Curriculum and Programmes
Link friendship survey to Search framework (if possible)
Ways to support new students entering DC with SEARCH
Vertical alignment of key conceptual understandings/strategies/skills/associated with the SEARCH framework
Links to SEARCH mapped in UOI and across Learning Teams/Subject Areas
Mapped objectives across developmentally appropriate phases
Building Educator Capability
Complete remaining training with Lea Waters
New staff induction module
Refresher for all staff on the SEARCH framework and visible wellbeing at DC
Rebuild VWB Lead team
Focus on restorative practices and the connections to SEARCH