2022-23 Strategic Objectives.

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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

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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.

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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