Wings to Fly

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Toorak Campus Strategic Vision & Improvement Agenda 2016-2021

STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

SECTION 01 — OUR PHILOSOPHY

WINGS TO FLY

Geelong Grammar School Toorak Campus Rachel George Head of Toorak Campus 14 Douglas Street, Toorak Victoria, Australia 3142 T +61 3 9829 1444 F +61 3 5826 2829 E toorakcampus@ggs.vic.edu.au

www.ggs.vic.edu.au CRICOS 00143G

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– Winnie the Pooh

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Introduction

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Growing our heritage and rich history through innovation

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The world we are preparing for

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The shape of education to come

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Our purpose, our focus, our beliefs, our challenge

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The cornerstones of a GGS Toorak education

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The wings of a GGS Toorak graduate

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Strategic priorities

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Vision for improvement

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SECTION 01 — OUR PHILOSOPHY

‘I knew when I met you an adventure was going to happen’

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STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

↓ SECTION 01 — INTRODUCTION

INTRODUCTION

Geelong Grammar School – Toorak Campus (ELC -Year 6) has a history of innovation and leadership in primary education, with an emphasis on creativity and inquiry-based learning.

Above all else, the Toorak Campus is an inclusive community that supports the strong belief that every person is valued, and that everyone can make a positive difference.

It was the first school in Victoria to introduce the Primary Years Programme (PYP) of the International Baccalaureate, which focuses on developing the whole child; combining intellectual rigour and high academic standards with creativity and curiosity.

In the Early Years, the philosophy of Reggio Emilia complements and guides this approach emphasising the close relationship children share with the natural world.

In preparation for the next generation of students, and following community-wide feedback, a Strategic Vision and Improvement Agenda for Toorak Campus has been written. It is titled; Wings to Fly (2016-2021).

At Toorak Campus we embrace diversity and celebrate each student’s strengths. Through a focus on collaboration, meaningful inquiry, a positive mindset and personal wellbeing our students discover their wings to fly.

This innovative and inspiring Strategic Vision and Improvement Agenda will be accompanied by a 2-3 year Implementation Plan and this will be assessed and reported upon to the broader School community on an annual basis.

Rachel George­— Head of Toorak Campus September 2016

Making good teaching happen for every child, every day, in every classroom, is the single most important means by which schools can deliver on their promise to enable all children to learn and achieve at high levels (fly).

Robert Peterkin – Harvard Graduate School of Education

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↓ SECTION 01 — INTRODUCTION

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STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

↓ SECTION 01 — INTRODUCTION

STRATEGIC VISION & IMPROVEMENT AGENDA 2016–2021 Strategic Priority Areas for the next generation of Toorak students

2-3 YEAR IMPLEMENTATION PLANS Specific strategies, actions and measurable outcomes

ANNUAL REVIEW Implementation Plan assessed and reported upon

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↓ SECTION 02 — GROWING OUR HERITAGE THROUGH INNOVATION

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Geelong Grammar School boasts an international reputation as a pioneer of modern education. From its origins in 1855 the School has a proven heritage of innovation, evidenced by the establishment of its remote Timbertop campus in 1953, becoming co-educational in the early 1970s, implementing the IB, PYP in 1997 and the recent revolution of Positive Education in 2009.

SECTION 02 — GROWING OUR HERITAGE THROUGH INNOVATION

GROWING OUR HERITAGE AND RICH HISTORY THROUGH INNOVATION One of the most distinguishing threads of the Geelong Grammar School story is how it has honoured the legacy and contributions of its past generations, whilst confidently being at the forefront of educational innovation and change. For a century and a half the School has consistently and positively responded to change and transformed itself as a leader in contemporary learning, progressive practice and innovative education.

THE PHILOSOPHY THAT UNDERPINS THE SCHOOL’S UNDERSTANDING OF EXCEPTIONAL EDUCATION IS MANIFEST IN OUR PURPOSE, SPIRIT, FOCUS, CHARACTER AND BELIEFS. THESE TIMELESS PRINCIPLES DEFINE WHO WE ARE. THEY DESCRIBE WHAT WE STAND FOR AND WHAT WE ASPIRE TO ACHIEVE. EVERYTHING WE DO IS GROUNDED IN THESE PRINCIPLES AND THERE IS MUCH TO RETAIN, CONTINUE AND BUILD ON.

STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

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↓ SECTION 02 — GROWING OUR HERITAGE THROUGH INNOVATION

OUR PURPOSE is to inspire our students and community to flourish and make a positive difference through our unique and transformational education adventures

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OUR FOCUS is learning to flourish

OUR SPIRIT is making a positive difference

OUR CHARACTER is to be authentic, courageous, dedicated, forgiving, inquiring, loving, optimistic, passionate, resilient and trusting

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- our rigorous academic prog -boarding and - partnerships between our pare - Positive Education enh - our exceptional staff br - in the power of cre - in fostering spiri - in serving o - in - in grow - in the protection o

↓ SECTION 02 — GROWING OUR HERITAGE THROUGH INNOVATION

THE PHILOSOPHY THAT UNDERPINS THE SCHOOL’S UNDERSTANDING OF EXCEPTIONAL EDUCATION IS MANIFEST IN OUR PURPOSE, SPIRIT, FOCUS, CHARACTER AND BELIEFS

OUR CHALLENGE is to develop creative thinking and learning to engage with the complex opportunities of a changing world

WE BELIEVE

ogrammes create wonder, curiosity and a desire to learn d co-education provide valuable life skills ents, staff and students provide the best learning outcomes hances wellbeing and enables individuals to flourish ring character and richness to the life of the School eative thinking and the courage to try new ideas ituality and celebrating our Anglican tradition others and building social responsibility n nurturing strong relationships wing our heritage through innovation of children and a zero tolerance of child abuse

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STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

↓ SECTION 01 — OUR PHILOSOPHY

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Over recent years, the concept of learning has moved increasingly due to the scale of change in the world – the rapid advances in information and communication technology (ICT), the shift to economies based on knowledge, and the emphasis on the skills required to thrive in them.

At the same time, empirical research on how people learn, how the mind and brain develop, how interests and mindsets form and how people differ in all these (science of learning) has expanded tremendously.

Schools and education systems around the world are having to reconsider their design and approach to teaching and learning.

SECTION 03 — THE WORLD WE ARE PREPARING FOR

THE WORLD WE ARE PREPARING FOR

In our students and teachers, we must strive to engage and develop interdisciplinary thinking and a robust growth mindset for learning.

Toorak Campus heralds new approaches to learning and reinforces the importance of critical thinking and creativity, positive wellbeing, intellectual rigour and academic excellence, acceptance and intercultural competence, inquiry and meaningful action.

We will remain true to the values which have continually sustained us, and at the same time, will be open to transformational change in order to lead the world in contemporary, well-rounded, inspiring and exceptional education.

What should schooling, teaching and most importantly, learning look like in a rapidly changing world?

The learner, both student and teacher, will need to be able to function in a world of relentless and often speedy change where social relationships and networking skills become essential for success in many fields.

Jobs most likely to endure over the next couple of decades are ones that require high levels of social intelligence, technical ability and creative intelligence.

This has important implications for schools.

Critical thinking and reasoning, reflective practice, collaboration, cultural sensitivity and the ability to manage oneself in both the virtual and real worlds will play an even more important role in education.

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STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

↓ SECTION 04— THE SHAPE OF EDUCATION TO COME

THE SHAPE OF EDUCATION TO COME

RICH AND DIVERSE CURRICULUM Balancing the breadth and depth of our educational offering, ensuring each student is challenged, engaged and inspired

LEARNING ENVIRONMENT Spaces that provide learners with choice, that are multimodal, encourage collaboration and independence, and are supported by digital learning technologies are crucial

COMMUNITY OF LEARNERS A culture of learning that values individual character strengths and supports every student to thrive, flourish and make a positive difference to the world

CONTINUOUS IMPROVEMENT Our Vision for Exceptional Education must incorporate a strategy for life-long learning and a commitment to leadership in innovation and continuous improvement

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↓ SECTION 05— OUR PURPOSE, OUR FOCUS, OUR BELIEFS, OUR CHALLENGE

TOORAK CAMPUS— OUR PURPOSE, OUR FOCUS, OUR BELIEFS AND OUR CHALLENGE

OUR CHALLENGE OUR FOCUS

At Toorak Campus our challenge is to provide an inclusive, engaging and creative environment which enables each child to discover their wings to fly.

Our focus is to embrace and integrate the philosophies of Reggio Emilia, The International Baccalaureate’s Primary Years Programme and Positive Education, and to be the best primary school in the world at providing a well-rounded education that supports the development of the whole child.

OUR PURPOSE As Early Educators our purpose is to build a solid foundation (knowledge, skills, mindset and selfworth) in each child. To engender a true love of learning that will inspire and support them through their educational journey and successfully prepare them for their tomorrow.

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STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

↓ SECTION 05— OUR PURPOSE, OUR FOCUS, OUR BELIEFS, OUR CHALLENGE

WE BELIEVE At Toorak Campus we strongly believe in the following principles of learning: - Recognising and embracing individual differences and supporting all students to flourish - Empowering the learner by encouraging students to be active in, and central to the learning process - Building and sustaining relationships and cooperative behaviours - Acknowledging personal wellbeing and a growth mindset are integral to learning - Promoting healthy lifestyles through the explicit teaching of mental, physical and nutritional health - Implementing inquiry-based approaches which support how students learn - Facilitating children’s ‘100 languages’ in which to explore their world and express their ideas - Fostering curiosity and creative thinking and learning - Understanding the importance of evidence-based practices and assessment for learning - Building horizontal connections across areas of knowledge and subjects as well as to the community and the wider world - Fostering global citizenship through action, and social and environmental responsibility - Recognising technology-enabled learning empowers and leverages dynamic experiences - Delivering rich and diverse co-curricular opportunities - Investing in all students through co-education - Establishing and maintaining positive home-school and community partnerships

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↓ SECTION 06— 01 — THE OURCORNERSTONES PHILOSOPHY OF A GGS TOORAK CAMPUS EDUCATION

THE CORNERSTONES OF A GGS TOORAK CAMPUS EDUCATION At Geelong Grammar School we have an excellent reputation for educating the whole child. We successfully teach the Head, the Heart and the Hands

HEART – ATTRIBUTES, ATTITUDES & MOTIVATIONS

HAND – SKILLS

What kind of learner / person do I want to be? How will I engage with, connect, relate to others in purposeful, productive and meaningful ways?

What do I need to be able to do to act on and apply my knowledge and understanding?

HEAD – KNOWLEDGE

What do I need to know to participate, contribute and understand?

–EdPartnerships International 2012 22

STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

↓ SECTION 06— 01 — THE OURCORNERSTONES PHILOSOPHY OF A GGS TOORAK CAMPUS EDUCATION

The essential skills that will inspire and support our students through their educational journey and successfully prepare them for their tomorrow include:

CREATIVITY

CONNECTIVITY

Imagining, playing, innovating, designing, questioning, wondering, reflecting, expressing

Positive sense of self and others, collaboration, information fluency, relevant technologies, reflection, communication, responsibility, kindness

CRITICAL THINKING

Problem-solving, higher order skills, transdisciplinary thinking, inquiry based learning, independence, resilience

CULTURAL COMPETENCY

Embracing differences, building respectful and reciprocal relationships, understanding, research, social acceptance

COLLABORATION

Responsibility, communication, relevant technologies, emotional intelligence, self-awareness, confidence, inclusion

INTERNATIONALLY-MINDED

Connected, engaged, responsible, independent, lifelong learner

COMMUNICATION

Information fluency, reflection, self and peer review, critical thinking, understanding, cooperation

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↓ SECTION 01 — OUR PHILOSOPHY

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↓ SECTION 07 — THE WINGS OF A GGS TOORAK CAMPUS GRADUATE

THE WINGS OF A GGS TOORAK CAMPUS GRADUATE Geelong Grammar School is deeply committed to developing the whole child, fostering in them a love and passion for learning to last a life time.

A student graduating from primary education at Toorak Campus will be supported to demonstrate:

COMPASSION

An ability to be aware of, control, and express emotions and the capacity to understand and share the feelings and perspectives of others. To demonstrate empathy, understanding, forgiveness and acceptance.

CURIOSITY

A self-directed, lifelong learner, who has the ability to apply meaningfully-learned knowledge and skills flexibly and creatively in different situations.

OPTIMISM

A strong sense of selfworth and purpose, a growth mindset and a true feeling of belonging and connection.

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STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

↓ SECTION 07 01 — — OUR THE WINGS PHILOSOPHY OF A GGS TOORAK CAMPUS GRADUATE

COURAGE

An openness to respond to human diversity with comfort and joy, embrace challenges, knowing how to and where to seek knowledge and solutions that inspires positive actions.

STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

RESPECT

A deep respect and appreciation for self, others and the environment, the acceptance and inclusion of others, the importance of relationships and of providing responsible citizenship in a global community

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↓ SECTION 08 01 — — OUR STRATEGIC PHILOSOPHY PRIORITIES

STRATEGIC PRIORITIES The ultimate goal of school improvement is to improve outcomes for students and staff, including levels of achievement and wellbeing.

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STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

↓ SECTION 01 — OUR PHILOSOPHY

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↓ SECTION 08 — STRATEGIC PRIORITIES

01 INSPIRING AND EMPOWERING LEADERSHIP The Toorak Steering Group (Leadership Team) is united and committed to an ongoing school improvement process and is explicit about its core objectives. The campus has clearly articulated strategies for improving levels of students’ achievement and wellbeing. Progress towards targets is monitored and programmes and policies systematically evaluated.

There is a strong and optimistic commitment by all staff to the school improvement strategy and a clear belief that further improvement is possible and imperative.

The Leadership team; • Holds very high expectations of both teachers and students • Maintains an unrelenting focus on the quality of learning and teaching • Ensures an orderly, stimulating and well-resourced learning environment • Generates and empowers professional responsibility and accountability • Works with teachers, providing ongoing, detailed feedback on their classroom practices • Sustains a learning culture that takes pride in sharing excellence and is characterised by trust and empowerment • Drives practical action research on effective teaching practices • Builds respectful and reciprocal relationships, embracing the diverse talents and expertise of the staff

02 QUALITY TEACHING We demonstrate a strong conviction that improved teaching is the key to improved student learning and therefore we place a strong emphasis on building the capacity and capability of all staff.

The teaching staff have high levels of pedagogical knowledge and are committed to the continuous improvement of their own teaching practice. Priority is placed on the ongoing professional learning of all staff and on the development of a school-wide, self-reflective culture on improved teaching.

Toorak staff take personal and collective responsibility for improving student learning and wellbeing. Professional Learning Teams are established to ensure the promotion of collaboration and teamwork, and to allow teachers to learn from each other’s practices.

What we want for our students, we should also want for their teachers – that schools be places of learning for both of them and that such learning be suffused with excitement, passion, challenge, creativity and joy.

Andy Hargreaves

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↓ SECTION 08 — STRATEGIC PRIORITIES

03 POSITIVE LEARNING CULTURE Our campus is driven by the deep belief that every child is capable of successful learning. A high priority is given to building and maintaining positive and caring relationships between staff, students and parents. There is a strong collegial culture of mutual respect, trust and support among teachers, school leaders, students and parents.

Toorak Campus works to maintain a learning environment that is safe, respectful, accepting, inclusive and that promotes intellectual rigour and personal wellbeing.

Toorak Campus; • Appreciates and values students’ varying cultural backgrounds and works to build cultural acceptance and competence • Has clear strategies to promote appropriate behaviour- including agreed responses and consequences that support positive learning • Works to create an attractive and stimulating physical environment that promotes co-education learning and environmental responsibility and sustainability • Promotes a culture of inquiry and innovation, where creative exploration and personalised learning is valued • Views parents and families as integral members of the School and partners in students’ learning • Fosters a strong sense of belonging through its nurturing and inclusive community

04 PERSONALISED LEARNING Teaching practices across the campus reflect the strong belief that every student is an individual and while they may present at different stages in their learning and may progress at different rates, all students are capable of learning successfully if motivated and given appropriate learning opportunities and necessary support.

Teachers work at understanding where students are in their learning journey - including their current knowledge, skills, previous experience, attitudes and mindset – to identify starting points for teaching and personal learning goals for students.

Teachers work to ensure all students are appropriately stretched, engaged and challenged by designing experiences and opportunities to meet student’s individual needs, level of readiness, interests, aspirations and motivations.

Tailored, early and sustained interventions and campus-wide programmes and approaches are in place to provide for students requiring additional or specialised support.

Staff are deployed in ways that best utilize professional expertise and effectively address the learning needs of all students.

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STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

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↓ SECTION 08 — STRATEGIC PRIORITIES

05 CLASSROOM PRACTICE Our goal is systematically and consistently to place inquiry, creativity and Positive Education at the centre of all learning at Toorak Campus. We aim to build Toorak as a leading Primary Years Programme (PYP), Reggio Emilia and Positive Education School.

Our world-class curriculum includes a strong focus on literacy, numeracy, creative arts, information and communication technology capability, critical and creative thinking, personal and social capability, ethical behaviour and intercultural understanding.

We establish and communicate clear expectations concerning the use of effective teaching strategies and approaches and refine our curriculum collaboratively ensuring a shared vision and consistent, systematic approach.

06 ASSESSMENT FOR LEARNING Students at Toorak Campus know what they are doing and why. This fosters motivated and self-regulated learners who successfully organise and retain knowledge.

Formative assessment is substantial, regular and provides meaningful feedback; as well as feeding back to individual learners, this knowledge is used constantly to shape the direction of practice within the learning environment.

The campus has established and implemented a systematic plan for the collection, analysis and use of a range of student achievement and wellbeing data.

Data is used to identify gaps in student learning and to monitor growth and progress over time. Teachers are provided with, and use software to analyse, display and communicate data on individual and class performance and progress, including comparisons of pre-and post-test results.

Teachers routinely use objective data on student achievement as evidence of successful teaching.

Student Led Conferences and Portfolios encourage learners to take an active and responsible role in their learning, building their capacity to reflect, self-assess and set meaningful goals.

Two-way communication with parents and families provides information about where students are in their learning, what progress they have made over time and what they might do to support their children’s further learning.

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STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

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↓ SECTION 08 — STRATEGIC PRIORITIES

07 HOME, SCHOOL & COMMUNITY PARTNERSHIPS We actively seek ways to enhance student learning and wellbeing by partnering with parents and families, who we recognise as partners in their children’s education.

Our curriculum engages students in community service and provides students with authentic means to take action. Students take an active role in caring for the environment and promoting a sustainable future.

Toorak Campus networks with other schools, sharing effective practice. We continually strengthen our long standing partnerships with the International Baccalaureate and the Reggio Emilia community. We harness and capitalise on our strong ties with Bostock House, Geelong Grammar Middle School and the Positive Education Institute.

We place a great emphasis on building a reputation in the community for our strong stance on the benefits of coeducation. We work hard to attract and retain girls and ensure our environment and the opportunities we offer are appealing to both male and female students.

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↓ SECTION 09 — VISION FOR IMPROVEMENT

THE GEELONG GRAMMAR SCHOOL TOORAK CAMPUS HAS A PURPOSE AND VISION FOR IMPROVEMENT

At Toorak Campus our challenge is to provide an inclusive, engaging and creative environment which enables each child to discover their wings to fly

Toorak Campus will embrace and integrate the philosophies of Reggio Emilia, the International Baccalaureate’s Primary Years Programme, and Positive Education, and will be the best primary school in the world at providing a well-rounded education that supports the development of the whole child

OPTIMISM

INSPIRING AND EMPOWERING LEADERSHIP

- Staff Induction Programme

CURIOSITY

QUALITY TEACHING

POSITIVE LEARNING CULTURE

- Performance and Development Programme (PDP)

- Whole-School approach to teaching wellbeing

- Coaching Programme

- Learning Environment Masterplan

COURAGE

PERSONALISED LEARNING

- Learning Support - EAL - LOTE

- TWC - Student Council

- Leadership Team (TSG) - Focussed Decision Making

- Professional Learning (PL/PLT) consistent quality process

- Positive Learning Management Policy (and process)

- Building Capacity

- Co-Curricular/Clubs

- Evidence-based practices - Student Agency (Empowered Learners)

- Transparent Communication - Positive Relationships

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STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

SECTION 09 — VISION FOR IMPROVEMENT

CHALLENGE

FOCUS

RESPECT

CLASSROOM PRACTICE

COMPASSION

ASSESSMENT FOR LEARNING

HOME, SCHOOL AND COMMUNITY PARTNERSHIPS

- Language Teaching and Learning

- Assessing

- Co-education

- Recording

- Home Learning Policy

- ICT Teaching and Learning

- Reporting

- Parent Communication

- Evidence-based practices

- Social Justice

- Formative assessment

- Environmental Sustainability

- Creativity Teaching and Learning

- PYP/Reggio/PosEd - Library

STRATEGIC PRIORITIES

PROJECTS IDENTIFIABLE

- Cultural Competency

- Education Network

STRATEGIC VISION AND IMPROVEMENT AGENDA — TOORAK CAMPUS

VALUES

GENERAL PUSHES

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‘What if I fall? Oh my darling, what if you fly?’

– Peter Pan

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The child is made of one hundred.

The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking.

A hundred always a hundred ways of listening of marvelling of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream