BUSINESS

PLAN
2014-2017
Subiaco Primary School means...
always trying to do your best and being shown how to do your best.
This plan has been a collaborative effort involving the students, staff,
parents and School Board. Together, we have developed the strategic
AGED CHI
directions for the future that will support our students to be successful NG L
learners who have pride in themselves and their community. The plan

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forms part of a suite of documents including operational plans, the
Workforce Plan and the Delivery and Performance Agreement.
Excellence in
teaching & learning
The targets and milestones contained in this plan indicate the
level of progress towards achieving our three priority areas: NITY CR
MU OUR
1. Teaching and learning; M
BEST

EA
ARN G CO
2. Partnerships; and

TING OPPO
3. Environment.

IN
Successful students are the centre of our school improvement. Partnerships Environment

Everything we do is evaluated in relation to the impact on student

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RT
learning. Our school improvement cycle has three elements; we assess
T UNI
VIBRAN TIES
data and other evidence related to student achievement and school
operations; we plan improvement strategies; and we action them.
Subiaco Primary School
Our best since 1897
Our students are the heart of our school and our goal is to support them to achieve
their best. With that in mind, the introduction in our Business Plan has been crafted
by our students. Their visions, thoughts and words are included to remind us all why
Subiaco Primary School is special to them.

This is our school

Our yellow and maroon uniform, the best combination
Raising the Australian flag with pride
Singing in the school choir with passion
Historic buildings in contrast to the modern education we receive
Really living the words of our school creed: We will fit ourselves for the future
Lying on the hammock looking at the sky through the Blackies
Waiting by the edge of the pool until 3.30pm, then together we all jump in
Our special bench, under the carob tree is where we chat. It holds all of our memories from over the years.
Graduating students 2014
Excellence in teaching & learning
Teachers provide quality learning opportunities where students are fully engaged and reach their potential
STRATEGIC DIRECTIONS
DIGITAL FLUENCY
Strengthen digital fluency
across all year levels and
learning areas, as appropriate.
STAFF CAPACITY
Build staff capacity to meet
the diverse and changing
needs of our students.
PROFESSIONAL STANDARDS
Align performance and
development to the Australian
Institute for Teaching and
School Leadership (AITSL)
Professional Standards.
STRATEGIES
Provide opportunities for professional learning to
enhance pedagogy.
Promote intentional teaching to develop skill,
competency and application of technologies
across all year levels and all learning areas.
Embed authentic connectedness between ICT and
Critical and creative thinking General capabilities.
Plan for sustainability of ICT to meet future needs.
Provide opportunities to attend and share evidence-
based professional learning.
Share teacher expertise, through collaborative
meetings, mentoring and coaching to encourage
ongoing staff learning.
Promote differentiation of curriculum delivery and
student assessment.
Provide opportunities for reflection and self-
assessment against the AITSL standards.
TARGETS/MILESTONES
Australian Curriculum, Assessment and Reporting Authority (ACARA) General capabilities
in Information and communication technology (ICT) and Critical and creative thinking are
embedded in teaching and evident in student learning.
Increase student access to and availability of ICT.
Full implementation of the Australian Curriculum Phase 1. Teaching staff work towards
full implementation of Phases 2-3 as applicable (depending on advertised timelines).
Teaching staff report against Phase 1 Australian Curriculum Achievement Standards in
Semester 1 2014 & Phase 2/3 as appropriate.
ACARA General capabilities and Cross-curricula priorities are evident in teaching.
Identified English as an Additional Language/Dialect (EAL/D) students make progress
against Progress Maps.
Progress of the Year 3-Year 5 stable cohort from 2013-2016 NAPLAN will demonstrate
positive trends in the percentage of children with moderate, high and very high progress
in NAPLAN Numeracy and Reading.
From 2013-2016 establish a positive trend in NAPLAN writing, spelling, grammar and
punctuation results from Year 3 to Year 5.
All staff self-reflect on their professional practice for continuous improvement
(e.g. AITSL professional standards and evidence-based research).
Classroom planning is connected to operational and strategic plans and measured
via self-reflection in performance and development.
The biennial Staff National School Opinion Survey (NSOS) results are positive.
STRATEGIC DIRECTIONS
STATE AND NATIONAL IMPERATIVES
Embed the Australian
Curriculum in planning,
teaching and assessment.
STUDENT ACCOUNTABILITY
Students adopt increasing
responsibility and
accountability for learning.
STRATEGIES TARGETS/MILESTONES
2014 Implement The Australian Curriculum; English, Full implementation of the Australian Curriculum Phase 1. Teaching staff work towards
Mathematics, Science and History in planning, full implementation of Phases 2-3 as applicable (depending on advertised timelines).
teaching, assessment and reporting.
All teaching staff report against Phase 1 Australian Curriculum Achievement Standards
2014 Familiarise and implement Geography in in Semester 1 2014 and Phase 2/3 as appropriate.
Semester 2.
ACARA General capabilities and Cross-curricula priorities are evident in teaching and
2015-2016 Specialist teachers familiarise and student learning.
implement Health and Physical Education,
Evidence of moderated teacher judgment in Australian Curriculum Phase 1 and
Languages and Arts.
Phase 2 as applicable (depending on timeline).
2015-2017 Explore, familiarise and/or implement
Civics and Citizenship, Economics and Business
and Technologies.
Implement and embed General capabilities and
Cross-curricula priorities in planning, teaching and
assessment as appropriate.
Teachers moderate in reported areas.
Teachers provide explicit instruction and authentic Evidence students are engaging in self-reflection and goal setting to identify their strengths
opportunities for student accountability in learning, and focus areas.
including engagement in self-reflection and
goal setting.
Partnerships
Positive involvement, connection and collaboration with our school community.
STRATEGIC DIRECTIONS STRATEGIES TARGETS/MILESTONES

RELATIONSHIPS
Maintain and strengthen
positive school-community
relationships.
Continue to provide formal and informal involvement of our The biennial Parent National School Opinion Survey (NSOS) results are positive.
community in the identification and implementation of the future
Survey data is analysed and actions planned and implemented to address
directions of Subiaco Primary School.
areas of concern.
Use a range of relevant and contemporary mediums to
Positive School Board feedback regarding schools self-assessment
communicate to parents.
and performance of school as measured by Board meeting minutes, and
Timely and ongoing communication of relevant class, school survey results.
and community events.
Promote consistency of key messages.
Build on current partnership initiatives.

BRANDING AND MARKETING

Ensure consistent branding Incorporate new logo in all communications material. New logo and style guide is used in all communications material and templates.
across all communications.
Develop and implement a consistent style guide in all
printed and on line material and templates.

INCLUSIVITY AND DIVERSITY

Honour inclusivity
and diversity.
Identify cultural considerations, as applicable, when planning
learning experiences.
Incorporate Intercultural understandings and cross curricula
priorities in learning experiences as relevant opportunities arise.
ACARA General capabilities and Cross-curricula priorities are evident in
teaching and student learning.
Demonstrate inclusive practices.
Provide learning experiences that celebrate diversity.

Environment
Provide vibrant and motivating spaces and opportunities for student learning and well-being.
STRATEGIC DIRECTIONS STRATEGIES TARGETS/MILESTONES

SCHOOL SITE
Create a contemporary Buildings and facilities are maintained/ improved to Evidence of enhancements to the environment by means of planned and
and purposeful meet the current and future needs of our school. documented improvements.
environment.
Vigilance in health and safety across the school site is maintained.
Ensure efficient, effective use of school resources.

PERSONAL AND SOCIAL CAPABILITY

Provide a safe, caring, Promote a diverse social context to provide opportunities for Maintain high participation in extra curricula activities (eg. Social Justice Group,
inclusive learning increased personal and social growth. swimming & athletics training, choirs, specialist music etc.) as measured by
environment. regular, enthusiastic attendance.
Foster student behaviours that contribute to a
healthy lifestyle. Evidence of student engagement in reflective learning practices to identify their
strengths and focus areas and plan for improvement.
The biennial Student National School Opinion Survey (NSOS) results are positive.
Subiaco Primary School means...
dedication to each other, to
our school, to our learning
and to making the most of our
opportunities and talents. Graduating student 2014

THE SCHOOL CREED

This is our school.
In these rooms and on the playing fields we will fit ourselves for the future.
Let us not throw away these precious years but gain from them all we can.
Let us remember that a school is not a building but a gathering of minds and hearts.
And a place of friendly guidance and help.
This is our school.
SUBIACO PRIMARY SCHOOL
Bagot Road, Subiaco WA 6008
T 9381 5078 F 9381 6230
E subiaco.ps@education.wa.edu.au
W subiacops.wa.edu.au