T H E 0 X L E Y A G E N D A

P h a s e I

January - June, 1989

A WORKING MODEL TOR

ORGANIZATIONAL CHANGE

JENNY HADDRELL

CAMPUS PRINCIPAL

(1)

The f o l l o w i n g i s p a r t of the documentation

of the amalgamation of Oxley State High

School and West Moreton Centre f o r Contin­

uing Secondary Education, and the growth

of a Junior and a Senior School

I t t e l l s the s t o r y of a process f o r

Orga n i z a t i o n a l Change

There are three documents i n the series

(a) The Oxley Agenda I

(January - June, 1989)--^^

The Process

(b) The Oxley Agenda I I

( J u l y - November, 1989)

(c) The Oxley S i t u a t i o n The Outcomes

(2)

Contents

Section 1 The B i r t h of Management

Sect ion 2 A Visions Workshop

Section 3 The Campus Charter

Section d Curriculum Review

Section 5 1 Planning a Culture

Section 6 'The Agenda Reviewed"

(3)

The Context

Late i n 1988 the West Moreton Centre f o r Continuing

Secondary Education was relocated to Oxlev State High

School The centre brought w i t h i t a P r i n c i p a l , about

7 f u l l - t i m e s t a f f , 60 p a r t - t i m e teachers 1 000 adult

students - and very l i m i t e d resources The high school

under the d i r e c t i o n of i t s own P r i n c i p a l o f f e r e d

learning programs to some 530 students from Years 8 - 1 2

a special Migrant c l u s t e r u n i t accomodating 20 students

and a post-compulsory centre f o r some 30 students The

high school was s t a f f e d according to the t r a d i t i o n a l

scale but w i t h consideration given to tne 30° migrant

population

As of January 1 1989 one p r i n c i p a l was aopomted

to the t o t a l campus along w i t h two deputy p r i n c i p a l s

and an a d m i n i s t r a t i o n o f f i c e r at a 1 3 c l a s s i f i c a t i o n

The task f o r 1989 was that of Amalgamation I t \ as to

bring together the Oxle\ S H S ano tne 1 est horeton

Centre to form one educational i n s t i t u t i o n under the

Educational and Organisational leaaershio of one D r i n c i p e l

The process was deemed c r i t i c a l as i t \ as to consider

amalgamation of

Curriculum, S t a f f i n g Pesourcmg and

Fin a n c i a l Management

Neither the West Moreton Centre Community nor the Oxley

High School Community was d i r e c t l y involved i n the

decision to amalgamate There was some strong resentment

on both sides about the move, and some hesitancy to

share resources The s t r e n g t h of ownership of materials

and resources was strong - but the sense of ownership of

the new concept, weak

A Co-ordination Committee was set up at Head O f f i c e

l e v e l , chaired by Frank Peach, Assistant D i r e c t o r , Senior

Secondary This was to provide a support network f o r the

change process about to be undertaken

(4 S e c t i o n 1

Because the campus was Lo be i c i d y Lo open as an j r u l j a U v f

i n Queensland e d u c a t i o n j n January 1990 l L was c r i t i c a l

t o c a l l t o g e t h e r a group of c r i t i c a l community p e o p l e t o

set d i r e c t i o n and t o make d e c i s i o n s w i t h r e g a r d t o the

change process

I t would be through t h i s major s t e e r i n g committee t h a t a l l

d e c i s i o n s would be made - and d i r e c t i o n s s e t and m o n i t o r e d

f o r the next c r i t i c a l 1 - 2 years

Ih e f o l l o w i n g examples i n d i c a t e how the concept o f a

Management Group emanated and by mid-Tebruary the group

was i n p l a c e

l u b l e J.

LAlII U!, IWIIAILMLIII UtUUI

biumim AUI i) LEIUI muiin its uiiiAtiy LEITH IAMLRUI l,LEUUA UlARtrS UUI1HIE lULLJHS BRiAll DARLiUSLlI DIM All DUI3IHSUII OEUrF IJIIUI

DUUIS 1,11 A IM! L JEMHY IIADDHELL KEV HARM LAURIE JAl'KSUH DEL LUllEi' CRFG LUFLO 1VAII RUUERTS PAT SMllll

lunnr iwisr AMU VIUUDIIFAl)

MAIW YbUSSL

(.U ORDh'ATuR ( L S D MJl l j rU MA5TLII

CAiiciir

SU13 3LLT HASirn TEAUIER LIBRARIAN SUU H CT MASTER 1AIIITUR 5UUJCLT MASTER LU-ORDHIATOR (POST COMPULSORY CENTRE) SLHIUR MISTRESS PRIIIL1PAL DCPUTY PR1HCIPAI UIPUTY PR1H11PAL PARCHT AUMHIISTRATIUII UFTICER SUUJrCT MASTER CIIU.'ISI LLOR SUDJELT MASTER PARENT SUBJECT MASTER

This group has r e s p o n s i b i l i t y to communicate extensively

w i t h those represented Students were to be co-opted at

c r i t i c a l p o i n t s and student opinion would be extensively

sought Students were not included as permanent members

because such a process would necessitate many discussions

and meetings - and t h i s may d i r e c t l y e f f e c t student class

time

The group also took the decision to work at the pace of

the people involved A commitment was made by the grouo

to the process of change r a t h e r than to pre-determined

outcome

The group took r e s p o n s i b i l i t y f o r the promotion and

maintenance of a p o s i t i v e approach to change across the

community - w i t h a f i r m commitment to open immediate

sharing of information

(6)

This group began w i t h three underlying commitments

( I ) to the p r o v i s i o n of q u a l i t y teaching and l e a r n i n g

( I I ) to the p r o v i s i o n of q u a l i t y r e l a t i o n s h i p s

( I I I ) to the t r i a l of a new management concept

The meetings of management would not be closed meetings

They were w e l l p u b l i c i z e d and i n v i t a t i o n s extended to a l l

i n t e r e s t e d community members Dates were tabled at P & C

meetings Often, up to 10 people who were not d i r e c t

members of management, would attend the meetings

(7) 1HC MANAGEMEN1 T I M E L I N E

I N I T I A L PROCESS FOR CHANGE

CAMPUS MANAGEMENT GROUP

ESTABLISHED

1 VISIONS WORKSHOP (FEB) (FEB)

IDENTIFICATION OF U-HAT TS GOOD

CAMPUS CHARTER DRAFTED

Mono

MISSION

EXPECTATIONS

(MAR)

' OXLEY AGENDA" CURRICULUM DRAFT

ISSUES PAPER

ASSESSMENT ASSIQJIENT POLICY

STAFFING

SHARING

(APR)

"PLANNING A CULTURE"

- WORKSHOP

CORE LEARNING EXPERIENCES

DECISIONS ON JUNIOR SCHOOL

MARKETING

6.

7

'OXLEY AGENDA"

REVIEWED

TLMETABLE FRAMR\ORK

STAFFING SUBIISSION REVIE7/

MARKETING

(June

PROFESSIONAL DEVELOPMENT PRTPIPTTTFC;

MARKETS G

PERFORMANCE REVIE1/

(July

FINA£CI2\L i AUAGEflENT STRUCTURE

BUDGET I t̂ G PACKAGE

PROFESSIONAL DEVELOFt 1ENT

(Aug)

EVALUATION/ SUCCESS

INDICATORS

SELF APPRAISAL

(Sept

10 REV IE"/ OF

CHARTER

MARKETING

(Oct

I "AY)

(8)

CELEBRATION IMPLEM­

ENTATION

REVIEW &

DEVEj_OPMENT

MARKETING

PUBLICITY

REVIEW &

DEVELOPMENT

PLANNING PROCESS POLICY, PROGRAMS

RESOURCES

REVIEW OF CURRENT POSITION

IDENTIFICATION - OF DIRECTIONS NEEDS/PRIORITIES

MEMO TO Executive Member, CounAZlloAA , TzachzA-LibAaAianA, z Admin O^&ICZA, 7 Subjzct HaAteAA, Te.acho.A4--cn-ChaA.ge.,

PA2.4A.d2.nt P £ C

FROM Jznny

RE CampuA Manage.m2.nt PAopoAal

VATE FzbxuaAy 1, 1989

At the. laAt me.etA.ng 7 mzntionzd to you an idea I had &OA the management 0($ the. Ox.le.ij CampuA I bzlizvz we need to AZt up a manage.me.nt AtxuctuAZ, which iA unique, AO that we can bzst manage what IA a uniquz campus &0A Education in QuzznAland

7 pAopoAZ that tin* gxoup would look at the. following

[a) Set goal* and dixzctionA ioA the whote. campuA jol 1 9 8 9 t and communicate, them to mtzAZAtzd gAoupA

[b] Examine. implicationA and de.ve.lop AtAatzgiZS to meet thzAZ goalA, and AZt AtAuctuAZA m place

(cl Examine the. philosophy ofa the. "new" camvuA (d) Co-opt me.mbe.AA od the campuA community <$ot zxpZAtiAZ, and opinion

when nzczASaAy [AtudzatA, paAzntA, teachtAA) (e) Takz on a monitoAing and AZvizwmg Aole tliAoughout the. yzax

Thzxz mat/ be othzx taskA Auch a gAoup may need to undzAtakz This committez woutd zxamine, ioA example, cu^Xiculum intzgxation Tkzxe may need to be a numbzx oh Aub-committzzAltask gAoups, woAking pa tiZA which axz alAo AZt up to puAAuz ISSUZA but I would likz to szz, at thz VZAIJ IzaAt, a gxoup oi campuA membeA4 asAunz ownzAAkip &OA thz defection oi thz ca'mpus and thz iutuAZ o& Oxtzy as a pxovidz\ OQ quality tzcching and IzaAnmg

7 bzlizvz thz \\oltow ing campuA mznbZAA should be mZmbzXA -

CampuA PAinc ipa l (11 Both CampuA Vzputij PAincipalA (2) AdmmiAtAat ion Oi^icZA \1) - -SzniOA HlAtAZAS I 1) VAZAidznt oo Vaxznts £

C i t i z z n A ' AAAOciation (/)

Thz committzz Ahould alAo havz AzpAZAZntativZA ^Aom -

TzachzA LibAaAian (?) CounAzlloA 1J J Subjeci MaAtzAA/T J C A (7 I

CuAAZntly, thz campuA haA 5 Subject UaAtZAA, 1 acting S WA , and AZvZAal TzachzAA-m-ChaAgz It may be, that we mvitz all S M'A ox zlzct up to 7 f^xom thz gxoup HOWZVZA, 7 would hopz that thz S M CuAAiculum C C S E would be paAt o(> thiA gAoup

MzztmgA would need to be hzld a^tzA thz high Achool day IA imiAhzd, but on a day Auitablz to C C S E Ata<\[\ We may need to mzzt twice a month initially - but thzn hopz^ully, IZAA AZgulaAly

7 would likz to bzgin to mzzt duAing FzbAuaAtj, Ao that aA Aoon aA poAAiblz, we havz Aomz AtAong AznAZ o& diAZction ^OA 1989 ThiA will be moAt valuablz thzn, faoA me when 7 meei with pzAAonnzl &Aom Rzgional 0&&1CC and Head O^icz m AZlation to thiA campuA

12

2

Would you plzaAZ conAidzA t h i A pAopoAal, and l e t me have youA comment about i t aA Aoon aA poAAiblz VlzaAZ t\zzl ^AZZ to i d e n t i f y any AZAZAvation you may have about what 1 have Aaid , and any AuggZAtionA, a l t z A n a t i v Z A , changes

With bZAt wiAhZA,

JEHNV HAOVRELL

MEMO TO Ca.mpu.-i Executive. Alan, Kev, VOAIA Subject MaAteAA BuAnie, Richie, Jvan, Leith, Leigh

MaAy, BAian, Jan CounAelloA Roz, Pat TeacheK L1bA.aA.1anA Glenda, Leanne Admin, OHiceA Wayne P S C PACAident Let

FROM

RE

Jenny

Management Meeting

Thank you (JOA exp xeAAing mteAeAt in the CampuA Management pAopoAal

1 would like to invite you to the iiAAt meeting oi the team on Monday aitZAnoon, EebxuaAy 20, ^Aom 3 00 p m - 4 30 p m U Block)

I have invited Lyn VAIIIIA and BAian Muxphy to act aA conAultantAI iacilitatoxA and to woAk with uA to help UA eAtabliAh togetheA, a woAkmg baAiA CaAole ValglieAh, ^Aom FAank Peach'A oiiice may alAo join UA She IA documenting the change pAoceA^ at Oxley At thiA meeting I hope we can eAtabliAh how we ieel about the following -

[a) Teach and LeaAnmg (fa) People and RelationAhipA

Ji we can ioAmulate a AZt oi belie^AIattitudeA about theAZ then 1 believe we need to deAign a leaAnmg climate ioA the Oxley CampuA

Once we have deAigned ouA 'ideal' climate, we can begin to examine a Aange oi aAeaA, e g CuAAiculum, Staging, flexible houAA - which will enhance ouA ideal climate

The pAoceAA, then ioA the aitzAnoon will be to identify ouA attitudeA to teaching and leaAnmg and to AelationAhipA - and then to build a 'climate' in which we'd all like to woAk

PleaAe Apend Aome time bet\oAe the meeting thinking about how you believe leaAnmg Ahould OCCUA in the compulAOAy and poAt-compulAOAy yeaAA - and about the tAeatment oi AtudentA in thoAe aAeaA

I am Aeally looking ioAwaAd to OUA initial meeting

With beAt wiAheA,

US' °}\

(9)

Section 2

A VISIONS WORKSHOP

Because the P r i n c i p a l and Executive members were new to the

Campus - and needed to l i s t e n - and to watch as key types of

people emerged - two r e g i o n a l consultants were i n v i t e d

to f a c i l i t a t e t h i s workshop

I t was designed to encourage p a r t i c i p a n t s to dream of what

could be - i n order to provide the highest q u a l i t y of

teaching and l e a r n i n g on t h i s campus

The workshop process also sought to make two other

statements -

( I ) a statement about what was already "good" on

the campus - so we d i d n ' t lose i t i n our

processes

( I I ) a statement about our a t t i t u d e s to people

and t o r e l a t i o n s h i p s

DIRLLTJOH SITTING - Ml I//ITIAL APPROACH

AGZNVA TOR TIIZ INITIAL HZZTT.HG

OF THC MANAGEMENT GROUP FOR T(fC

OXLZV CAMPUS,

rtCRUAR/, 7939

AGCNUA

' 7 /te Idzntij (.caltOH o j Cam»u4 A-llc-tuc/e 5

A TO PEOPLE

8 TO TEACHING ANV LEARN 1UG

C TO CAMPUS MANAGEMENT

1 IKpioA.ati.on/ VZA ign u () L_c g/nmuj CCcmale loaded on outcome-i above")

3 Iden-t-cfl ccat con o |j Kzij ImpCaat cciu

4 Idenlcfl-cca-i1 ton ofl Next Stage cn Ptoce.44

OKLCY HIGH SCHOOL/C CSE

TO ALL STAFF

FROM JENNY

RE CHANGES - 19 89

PATE JANUARY 31, 19 89

Sometime* when change.* occur, what i* good i* lo*t Change i* inevitable, at Oxley thi* yean., but I am vexy keen to pxesexve all that 14 good hexe To make Auxe we don't loAe anything valuable to ouX community and to the quality oi teaching and leaxnmg hexe, we need to identify whet the AtxerU\thA oi Oxley HASO

Would you pleaAe kelp me to do thiA7 Please put youx thought* below and xetuxn thiA to my pigeon hole aA Aoon aA you can

Many thank*,

JEN

What IA important I valuable!good hexe at Oxley IA

What would make it bettex is

OXLU-Y SI Al C HIGH SCHOOL/C CSC

SURVEY Of STA1 f NEW TO CAMPUS IM 1989

Initial Peeling* about Oxley bejoAe I aAAived on CampuA [Plea*e identify poAitive and negative Reeling*)

reeling* about 0> ley to Date [Plea*e i n c l u d e p o s i t i v e and n e g a t i v e R e e l i n g i ]

What I want jAom thi* Campu* jot 19 89

Section 3

U1C CAMPUS CHARIER

The High School has had a Motto since i t began i n 1966

The motto was reassessed, and a Campus Mission Statement

d r a f t e d so that i t encompassed a l l members of the community

not only high school students

Other aspects of the c h a r t e r were assembled - and

co-ordinated f o r the Management Group by the y e a r - l e v e l

co-ordinators

This d r a f t was taken to s t a f f , parents student groups,

the student leaders Parents' & Citizens Association -

and was adopted a f t e r m o d i f i c a t i o n as a Charter f o r 1989

I t i s to be reviewed i n November, 1989 to determine i f i t

i s s t i l l what we mean f o r 1990 - given the growth

experience through which we would have come during 1989

I H E O X L E Y C A M P U S

I t s Mo L Lo

I t s M i s s i o n

I t b L x p c c t a t x o n o f Members

I t s Course R e g u l a t i o n s

I t s S a f e t y Code

CAMPUS MOI 10

S t r i v e t o E v c e l

11IC CAMPU^ MISSION

1 'Io produce q u a l i t y Leaching and l e a r n i n g

and to proinoLe t h i s as an e n j o y a b l e , l i f e l o n g

a c t i v i t y

2 Io encouiage a l l t o access l e a r n i n g i r r e s p e c t

o f age o r c u l t u r e

3 l o promote r e s p e c t f o r human d i g n i t y , and a

h e a l t h y p o s i t i v e a t t i t u d e r e f l e c t e d i n a l l

we do

4 "lo value people and r e l a t i o n s h i p s , and the

imporLance o f genuine care and concern

5 Io promote an a p p r e c i a t i o n of s e l f -

s e l f - d i s c i p l i n e , s e l f c o n f i d e n c e , s e l f - e s t e e m ,

s e l f development

Ihe Oxley Campus J S b u j . l l upon t r u s t -

and a commitment Lo empowerment

I t i s t i n s sense o f empowenncnt which g i v e s us energy

and enthusiasm f o r a l l we do

Ih e f o l l o w i n g s t a t e m e n t s r e f e r to a l l Campus

members

(a) Students - day and evening

(b) l e a c h i n g s t a f f - f u l l time and p a r t tune

(c) A n c i l l a r y s t a f f

(d) V i s i t o r s

and are desig n e d Lo p r o v i d e an i n s i g h t i n t o the

p e r s o n a l i t y o f t h i s campus

Welcome

CAMPUS LXt'CClAllOMG Ol" l i S f 113MUERS

' Compiib nu inbej s are c vpccLed to bchnvo w i t h

o -.ensc of cou? Losy and co-operaUon aL aJ 1

times and wxLh a commiLment Lo s e l f respecL

and respecL f o r Lhc d i g n i t y of a l l o t h e r s

2 A l l campus members are e n t i t l e d t o and can

expect to r e c e i v e care and a l l campus

members are expected Lo e x h i b i t care and

support f o r o t h e r s - and the p r o p e r t y o f

the campus

3 A l l campus members are teachers and l e a r n e r s

I'hey should r e s p e c t t h e i r own r i g h t s t o l e a r n

and the r i g h t s o f o t h e r s t o teach and to

l e a r n

COURSE REGULA1IONS

1 Students are to comply w i t h any s p e c i f i c a l l y

prescribed course requirements i n c l u d i n g dre^

pre s e n t a t i o n , s a f e t y and hygiene r u l e s

2 Students must p a r t i c i p a t e m the study of

the subject to the extent that attendance

requirements are met and a l l course vork

and assessment items completed

3 Students must show respect f o r t h e i r own

r i g h t to learn and the r i g h t of others

Students must e x h i b i t courtesy t o each

other and to the teacher

Section 4

CURRICULUM REVIEW

Meetings were held r e g u l a r l y at the Management l e v e l to

t a l k "Curriculum ' Info r m a t i o n was sought from other

i n s t i t u t i o n s / p e r s o n n e l - and much discussion occurred

at t h i s time

A d r a f t paper was then prepared which p u l l e d together the

ideas discussed i n these forums

No c n t i c i s m was made of what was Rather, the discussion

focussed upon how wo should move to that we would best

f u l f i l our mission - so that we could meet the v i s i o n of

q u a l i t y teaching and l e a r n i n g

The document was c i r c u l a t e d widely throughout the campus

community - and to other areas (e g Regional O f f i c e ,

Head O f f i c e Personnel, l o c a l s t a t e member, p r i n c i p a l s

of other schools) Feedback was encouraged and

welcomed

Once the Currculum d r a f t had been i n c i r c u l a t i o n f o r four

weeks, a meeting was c a l l e d to i d e n t i f y issues The sole

process of t h i s meeting was to rai s e issues to be

considered i n r e l a t i o n to thc Agenda' document No

discussion occurred and no r e s o l u t i o n s were sought

These issues were l i s t e d , documented and published

'A Review of The Oxley Agenda '

THE 0 X L E y AGENDA

A VJSCUSSION PAPER ON A

CURRICULUM FRAMEWORK

FOR THE OXLEY CAUPUS - 7990

JENNY HAVVRELL,

CAMPUS PRINCIPAL, APRIL, 79S9

I /

The following papzi 1* an initial proposal only

- to be u.4zd a* a diActxAAion Ataxtzi

IZ)

The following pAopoAal IA baAzd upon Aomz initial cuAAicuium pzAApzctivzA

[1} A dzciAion made, by Management that thz campuA proceed in thAZZ AtagzA -

[a] 1989 - AZWAite cuAAZnt pAogAams m keeping with nzw philoAophy,

- pZan nzw cu.AAicu.Zum AtAuctuAe

lb) 1 990 - pZan nzw AubjectA and woAk pAogAamA j$ OA 1991,

(c) 1991 - mtAoducz nzw AubjectA, - bxoadzn cuAAicuium AtAuctuxe

(11) A commitmznt to thz notion oi P-10 dzvzlopmznt

\ i a ) An awaAzneAA ofa thz need to open up thz SznioA SchooZ to bzttzA catZA &01 a vaAizty 0^ AtudzntA wishing accZAA to Azniox AecondaAy schooling

[IM] A commitmznt to thz campuA miAAion - and in paAticuZaA, to quaZity, acceAA, caAZ and dignity

[v] A AenAe that Aomz continuity be inbuilt to Zmk thz junioA and AznioA Achool cuAAicuZum AO that Azlzvancz IA mamtamzd, and avznuZA &OA AUCCZAA bAoadznzd

[vi] A bzlizi that thz cuAAicuium, paAticulaAly that o& thz Szniox SzcondaAy School, Ahould be one winch zmpowzxA AtudzntA to mzzt thz challzngzA thzy will iacz upon zx.it

[va) A commitmznt to thz pAoviAion 0(j thz bzAt cuAAicuium packagz &OA each individuaZ

[via] A knowZzdgz that poAt-compulAOAy Achoolmg implizA -

Negotiated IzaAmng AutonomouA ZzaAning TAUAt PeAp 0 nAibility ConAequence

Ux) An awaAene^^ o& thz need <JOA AtudzntA to be "ablz to IzaAn" - and to accZAA knowlzdgz, and a dzAiAZ to do AO

lx) An initial woAkAhop by thz Management GAoup wh-cch dzfainzd thz cKitical {OACZA ioA 1990

CRITICAL ISSUES FROM MANAGEMENT WORKSHOP 13]

S1UDEMT CARE

1 TIME TO ENGAGE

2 NON JUDGMENTAL - POSITIVE ATTITUDES/APPROACHES

3 SUPPORT

4 ACHIEVEMENT REWARDED

5 COMMON ROOM - SENIOR STUDENTS/OTHERS

6 CHILD CARE FACILITIES

7 MORE COUNSELLING SERVICES STAFF AND STUDENT

8 HOME SCHOOL LIAISON OFFICER (ETHNIC)

9 POSITIVE GUIDANCE FOR STUDENTS ENTERING WORKFORCE

10 TRUST

STRUCTURE

1 ENVIRONMENT OF WHICH WE CAN BE PROUD

2 LINK WITH COMMUNITY

3 BROAD FLEXIBLE CURRICULUM

4 JUNIOR SUB SCHOOL STRUCTURE

5 COMMUNICATION

6 TEACHERS TIMETABLE DAY & NIGHT

7 UNITED COHESIVE CAMPUS - STUDENTS AND TEACHERS

8 FLEXIBLE TIMETABLING

9 MORE SUPPORT STAFF - GROUNDS AMD TECHNICAL

10 SMALLER TEACHING LOADS

11 CERTIFICATE RECOGNITION FOR ALL COURSES

12 SENIOR TYPE SCHOOL

13 UPGRADE FACILITIES/RESOURCES/PERSONNEL

14 TAFE LINKS

15 WEEKEND CLASSES

16 CARETAKER LIVE-IN

17 FLEXIBLE TEACHING TIMETABLE

18 CHILD CARE CENTRE

19 INTEGRATION OF<-LE; =f'ING EXPERIENCES

20 APPROPRIATE LEVEL OF TEACHING SUPPORT - TIMETABLING & RESOURCES

21 STAFF FLEXIBILITY

2 2 MORE CONSULTATION BETWEEN COMMUNITY & CAMPUS & ANSWERS WITHOUT JARGON AND TO THE POINT

23 CO-OPERATIVE CAMPUS

24 CAMPUS - SHARED, INTEGRATED

25, MORE OPEN INTEGRATION AREAS FOR ALL GROUPS

26 NON-HIERARCHIAL STRUCTURE

[4

A1HTUDCS

1 MODELLING )

2 PROFESSIONALISM )

3 STUDENTS* VALUE OF THE SCHOOL

4 STAFF REWARDS

5 STUDENT RESPONSIBILITY

6 LEAPNING FROM MISTAKES AND ACCEPTING CONSEQUENCES

7 COMMUNITY PERCEPTION OF OXLEY AS A GOOD SCHOOL

8 ENCOURAGE TOLERANCE PARTICULARLY OF ETHNIC AND OLDER STUDENTS

9 RESPECT FOR ALL GROUPS

10 SUPPORT FOR TEACHERS AS PROFESSIONALS

11 PRESERVATION OF TRADITIONS

12 COMMUNITY AWARENESS OF FUTURE CHANGES IN SCHOOL

13 REPUTATION BASED ON ATTITUDES

14 UNIQUENESS OF OXLE£ AS A MULTI-CULTURAL SCHOOL, RESOURCES, CURRICULUM, TEAChING ATTITUDES, EXTRA CURRICULAR ACTIVITIES

15 CARING - ALL STUDENTS AND STAFF

TEACHING AND LEARNING

1 PROGRESSIVE DEVELOPMENT

2 BROAD AND FLEXIBLE SUBJECT ALLOCATION

3 NEGOTIATION

4 OPEN LISTENING ENVIRONMENT

5 INDEPENDENT LEARNING

6 RELEVANT SUBJECTS AND CONTENT

7 OPPORTUNITIES FOR EVERYONE TO LEARN

8 DATA CONTROL - WHOLE CAMPUS

9 REVISE ASSESSMENT PROCEDURES

10 FLEXIBILITY OF ASSESSMENT

11 ESTABLISHMENT OF BUSINESS GROUPS OM CAMPUS

12 PARENTAL INVOLVEMENT - P & C , PARENT, TEACHER INTERVIEWS AND OTHER ACTIVITIES

13 "HANDS ON ACTIVITIES' LEARNING BY DOING

14 TEACHING STUDENTS TO "THINK"

15 QUALITY TEACHING AND LEARNING

16 LEARNING STYLES APPROPRIATE TO-GROUPS

17 TIME MANAGEMENT

18 RESPONSIBILITY FOR OWN LEARNING

19 FLEXIBILITY OF OFFERINGS

20 PROMOTE LEARNING

21 "HEADS" OF SIMILAR SUBJECTS ACROSS CAMPUS

0X1)Y CAMPUb

A re p o r t on Lhe Climate S e t t i n g Session held at Oxley S H S Library

on Monday, 20tli Tebruary, 1909

T a c i l i t a t o i s Observations AIL p a r l i c i p a n t s w i l l i n g l y demonstrated

professional commitinen L wiLli Llic^i c onimcnts and innovative suggestion,

f o r tlie f u t u r e of Oxley Campus JL was p a r t i c u l a r l y pleasing Lhal

p a r t i c i p a n t s were not c i ] L i c a l of others and ideas w e l l presented

without f e a i of "put downs" 11 oin cynics (lhe usual p r a c t i c e i n open

forums)

'lhe climaLe s e t t i n g process has been established by your m i l x a l

hand-outs on proposed s t r u c t u i e s and philosophies of the campus, uhc

i n i t i a l s t a f f meeting f o r a l l school personnel and the general

p o s i t i v e , caring a t t i t u d e of the Admin team (Role Modelling) Ine

process w i l l be ongoing

luLure Directions Now Lhal Lhe c l i m a t i c piocess has been defined and

established, a s t r u c u i c Lu u t i l i z e Lhe p o s i t i v e , cai mg climate needo

to be established I t i s obi undeisLanding that a s t r u c t u r e i s being

constructed through the c u i r e n t management team

We ai e of the opinion l h a l lhe decisionmaking piocess to change the

school to a campus should nol commence properly u n t i l a l l s t a f f are

aware of t h e i r r o l e i n tlie process Should there be any s t a f f who

honestly f e e l that they can not be part of a democratic consensus i n

addressing these changes then ample opportunity should be gi\en f o r

them to t r a n s f e r r a t h e r than sabotage decisions

We have included a c y c l i c a l model on school/campus development f o r

your perusal I t i s only a suggested process, one of many th a t can

be used

P m a l l y , may \e t h c n k Lhe Oxley Admin team f o r the opportunity Lo

work w i l h such a p o s i t i v e group and we share your v i s i o n We have no

doubt l h a t Oxley Campus w i l l m s l i g a l e many changes t h a t are needed

m oui current system and p i l o t many programs that w i l l be " f l a g s h i p s "

f o i Lhe department

Please contact us i f we can be of service i n any way

L DRILLIS and B MURPHY

(Consultants)

OVERVIEW

Thz campuA will OUZA two majoA cuAAicuium AtAuctuAZA

A A JU.HA.OA School StAuctuAZ

B A SznioA School StAU.Ctu.AZ Thz JU.YIA.OA School StAuctuAZ WA.ll bz baAzd upon thz P-10 CuAAculu.n Modzl and AO WA.11 incoApoAatz a AZAIZA oi COAZ IzaAning zxpzAiZncZA and bz buA.lt (jAO/n coxz AubjzctA

Thz SznioA School StAuctuAZ WA.11 zncompaAA COAZ IzaAnmg zx.pzAA.znc ZA but well not mandatz COAZ AubjzctA Thz SznioA CuAA-cculum will compAiAZ intzAnally and zxtzAnally aAAZAAzd AubjzctA - and will OUZA oppoAtunity \OA ilzxiblz and tailoAzd IzaAning packagZA to bz oiizAzd

AH EXAMPLE OF A CAMPUS VAY

TIME YEARS 8,9, TO YEARS 11,11 AVULT MATRIC

8 40

9 00

9 45

10 30

11 15

12 00

12 45

1 30

1 15

00

45

30

00

45

7 30

& 15

9 00

9 45

10 30

11 15

11 00

12 45

1 30

1 15

00

45

30

00

45

3

3

4

6

6

7 30

8 15

9 00

FoAm Mzzting

PzAiod 1

PzAiod 1

Morning Tza

PzAiod 3

PzAiod 4

Lunch

PzAiod 5

PzAiod 6

Lmz 7

Lmz 6

Linz 8

G tOUp 0^ 0ii<LAliiQ s -

Eacn Aubjzct 3 kouAb

GAoup oi AubjzctA

GAoup oi AubjzctA

(7

THE J U N I O R SCHOOL

THE JUNIOR SCHOOL

Implication*

[a) The JUHIOA School *tudent* will attend between the IIOUA* o f\ 8 40 a m and 1 SO p m each datj

lb) Student* will weal the OxZeij SchooZ uniioAn

lc) The Student RepAe*entative Council ioA the CampuA Juniox SchooZ will be ioAmed ^Aom *tudent* in VeaA* 8, 9, 10

Id) The Juniox SchooZ will have Captain*, and VeaA 10 *tudent* will be acknowledged a* *chool leadeA* within that *chool

le) Home PoZicie*, Coux*e [Subject RuZe*) wiZZ be deveZoped with thi* *peciiic age gxoup in mind

l(J) The pxogAam oi *tudij acAo** the thAee yeaA* ought to be iZexibZe enough to allow acce** at a level oi *tudent ability

e g EngtL*h may OUCA Level A unit* Level B unit* Level C unit*

to Aeplace the tAaditional VeaA 8, 9, 10 unit*

An advanced VeaA 8 *tudent may elect a "Level 8" unit m Seme*teA Jl oi VeaA 8

Once the Seniox School i* no longeA diAectly tied to the JuntoL

School a gxeat deal mOAe ilex.ibil.ity *hould be available to tAial a Aange oi leaAning *tAategie*

S T R U C T U R E

Thz wzzk will bz madz up oi 30 pzAiodA

ThzAZ pznodA wilt bz 3/4 houA in Izt gtk

MoAnmg Tea and Lunch well both bz 3/4 houA in Izngth

AO that thz JuntoA School Day IA madz up oi S modulzA,

zach 3/4 houA. m lzngz.li

TkiA will link with thz SznioA School w'ie>te clabAZA well

bz Ii houAA oi 3 houAA duAation

THE JUNIOR SCHOOL UOVEL

10)

VzaA & COAZ Subject*

COAZ Elective*

10 Coxz Elective*

yeaA S

0&jzxaxgi and A Ilocattons

Eng li*h Mathematic* ScLZdCZ Study o{\ Soc-tett/ Hzalth £ P c h\u*ic AAt Chme*e Caxz Man AAt*/Home Ec Computing

4 4 d 3 3 2 3 2 1 3 I

yeax 9

OhjZAing* and Allocation*

COAZ Engli*h Mathematic* Science Gzog OR Hi*toALj Hzalth S Phy* Ed CaAZ

4 4 4 4 4 1

COAZ

+

2 Elective*

Elective* [ 2 x 4 pzAiod*)

Chme*e, Mu*ic, Home Econo)\ic*, TypzwAiting, ShoAthand, Bu*inz** PAinciplz*, AAt, Hi*toAij, GzogAaphy, GAaphic*, Shop A, Shop B

I /

For Development in 1990 jor 7 9 9 7

Speech and drama Human Relationship 6 Education a* pafit 0(J "Caxz"

Note*

1 Vzlztz Computex Literacy a* a stand-alonz subject Compute*, use should be integrated throughout the curriculum so that all subjects require student access

1 "Care" is increased to two periods per week to allow HRE components to be introduced, paxentcra^t, - and because od the particular needs o(, 14 yeax old students

Yeax 10

Ojderings and Allocations

Coxe English 4 Mathematics 4 Science 4 Geog or Histoxy 4 Sport 1 Rzcrzational Vhijs Ed I Caxz 1

Corz

3 Electives

Elects ves 13 e£ec-tcuei x 3 periods)

Chinese, Music, Home Economics, T y p e w r i t i n g , Shoxthand, Business P r i n c i p l e s , A r t , H i s t o r y , Geography, Graphics, Shop A, Shop B, Advanczd Science

For Development in 1990 &ox 1991

Speech and Vrama Advanced Science

Notes

1 By the introduction ofa the third elective at youx Year 10 Izvzl, students may take, &or example, Shop AlShop BI'Graphics, Shorthand iTypzwritmg I Busmzss Prmciplzs

1 Advanczd Science will be designed to prepare better students who arz acadzmically inclined, ior Year 11 Physics, Chemistry and Biology

177)

THE SENIOR SCHOOL

AVULT MATRICULATION

ExtzA.na.lli4 Assessed Subjects Peered

Category A Category B

English German PklJSA.CS CkzmA.stn.ij Biology Logic Mo.tkzma.tACS I Ma.tkzma.tA.es II Maths m Society Speeck and Drama Ant Music Accounting Economics Geo gnaphy History [Modern] History [Ancient] Geometrical Drawing

Perspective Home Management Japanese

and

Junior English Junior Science Maths [Advanced) Maths [Ordinary) Shorthand Typewriting

Category C

Preparatory English " Japanese " Maths " Science

[ I D

v CAR 11 6 12

lnteA.tia.lZif Assessed Ojdermgs

(BI IB) I B ) IB)

S t u d i e s IB) IB) (B) (B) (B)

3{ 3i

HA 4 / l A 4

16)

Category A

English Chinese Music. Accounting Secretarial Economics Axt B i o l o g y Phys i c s ChemistAy M u l t i - s t r a n d Sc ience IB) H e a l t h S P h y s i c a l E d u c a t t o n IB)

Mathemat ics I IB) Mathemat ics 11 [B) Ma£/i4 -ui Soc ie ty [ B I PAac-iUca£ ComputeA Me-t/iod.4 IB) Home Cconoiiuc.6 (B) 1

Graph ic s 18)

S-turfy otf S o c t e i i / ( 6 ) GeogAapht/ (B) Modern H i s t o r y (B i A n c i e n t IU.4-toAt/ IB)

7 f

CategoAii S

Ca£eAtng £ H o s p i t a l i t y (BR) Advanced Manua-c AA£-6 (BR) App-JUed AAt (BR) Le-t-iuAe 5 RecAea-tUon 1BR) 3i hrs Conversational Chinese I BR) 3{ IIAS

llAS 3{ hrs 3i hrs

Category C

Business Studies 4 units

F i v e a f t e r n o o n s per week 3 hours peA a f t e r n o on TAFE a c c A e d i t e d - CM

J Category V

VeaA 10 English [10 Year 10 Maths (70 year 10 Sciei ce [10 Hobpitality

Japanese

week 5) weeks \ weeks )

1J 0 weeks )

Category C

Sport ) Driver Education ) ShoAt Units

For Development in 1990 for 1991

Speech and DAama / J/^-OJMJU [Category A] Film and Television [CategoAy A] MaAketmg [ C a t e g o r y A or B) PAodact-con and Pe r fo rmance [ C a t e g o r y B)

(75)

TUE SENIOR SCHOOL

1 Students will be considered as fault time ifa they enrol m 5 subjects or more Care should be taken upon enrolment that Austudy requirements are discussed

2 The Senior School Council should comprise representatives farom the Senior Vear 11 and 12 Course, and farom tne Adult Matriculation Courses Tt should meet once a month faor a combined Campus Council Meeting

The School Campus will be led by a Council President aid its Executive

Year 12 students will continue to be recognised as the Campus "Seniors "

3 Work Programs well contain a faocus on Autonomous Learning and Resource Based Learning

4 Computers well be distributed across tlie campus to naximize access

5 The Resource Centre, Language Vevelopmei t Centre and a Computer Room may remain open until 8 00 p m

6 Each Sear 11 and 12 class will have 3k hours ofa teacher-timetabled time even though 41 hours are scheduled

7 Students need select 5 subjects only

( 16 J

AN EXAMPLE OT LINE OFFERINGS

Line 1 English, Applied AAt, Maths in Society, Maths I , GeogAaphy

Line I Accounting, Ancient History, GOV, Maths 1, Maths Society

Line 3 CateAing 6 Hospitality, Economics, Health 6 Physical Education, Physics

Line 4 Advanced Manual AAts, Chemistry, Multi-strand Science, Music

Line 5 Chinese, Business Studies, CategoAij V Subjects

Line 6 English, Home Economics, LeisuAe and RecAeation, SecAetaAial Studies, Biology

Line 7 Modern History, PCM, Multi-stAand Science, Study ofa Society

Line S AAt, B i o l o g y , Home Economics, Maths I I

Line 9 SpoAt, Category E Subjects

Notes

[a] Line 9 timetabled Wednesdays only [1 30 - 3 00 p m )

IJj) Students selecting Advanced Manual Arts and/or Catering [Lines 3 and 4) maj not select subjects farom Line S This is so that these classes can work a ll hour or 3 hour block once a week, and i or 1 hour later in the week

[c] Line 5 should be schzdulzd outside normal school hours to allow students farom other schools to access these subjects

(JL) aMU^ >***/«A«*7 y O ^ ^

^ U , cUUw /<"• Ho***' A** ^MWMCu^j fa A J ^ i C ^ , &

7

3 oo - £ oo S oo

cr oo

177]

LINE DISTRIBUTION I Example. Only)

9 00 MONDAY TUESPAK WEDNESDAY FR 7 PA/ 9 00

1 7 k 2

10 30 10 30

6 3 8 8 1

11 00

4 8 1 3 7

7 30 7 30

2 Q 6 3

3 00

4 30

5 5 7 ' 5

5 2

I

I

I I

6 00

( IS

Finally

I be.lie.vz that we need to "March to our. own drum

We know our cliznt gxoup - and havz bzgun to asszss thz rzal nzzds ofa thz vaxizty of, individuals that makz up this group

Let us always bz surz that what we are doing is what is honzstly thz best we can do faor thz studznts ofa this campus

( 79 J

FEEDBACK SHEET

Please (,eel ft'Aee to give the Management Group some feedback on this document

We wilt endeav our to answer all questions and to consider all concerns

Many thanks,

Jenny

REVIEW Of CURRICULUM DOCUMENT

"THE OXLEY AGENDA

MANAGEMENT GROUP,

APRIL, 1989

The Process

At t h i s meeting, a l l present were asked to i d e n t i f y

issues for discussion/clarification only, and to make a general

comment about the concepts i n the document

No attempt was made to discuss issues or resolve

them

COMMENT SOURCr

1 I n c l u s i o n i n t o Mission of m u l t i p l i c i t y of Languages, Culture

2 Promotion of Languages

3 C l a r i f i c a t i o n of breaks i n Senior School Day

4 Year 9/10 E l e c t i v e s

5 Endorsement of I r u s t , P o s i t i v i t y , R e s p o n s i b i l i t y

6 Language Centre Endorsed

7 Re-introduction of French

8 Junior/Senior School Concept endorsed

9 Shorthand i n t o Senior School r a t h e r than Junior School

10 Year 12 School T r a d i t i o n s , e g Captains 9

11 Promotion of School Image

Sandra Auld (LSL Co-ordinator)

Sandra Auld

D e l l Loney (Parent)

D e l l Loney (Parent)

Robyn Besley (Teachci

Robyn Besley

Robyn Besley

Robyn Besley

Debbie Smith (Teachc

Ann Woodhead (Parent

Ann Uooaneaa ( P a i e n l

12 Need to c a r e f u l l y construct Senior Line O f f e i i n g s

13 P o s i t i v e Support f o r d i r e c t i o n

1'4 Staggered Breaks

15 Social Education OR SOS instead of His t o r y and Geography i n Year 9

16 Tolerance - Two-way A u s t r a l i a n / F i l m i c Community

I f Modem II is Lory cn 1 anie j \ i . e as SOS'

18 Need to c l a i i f y "negotiated learning' and "consequences"

19 Terminology needs i d e n t i f i c a t i o n -Confusion i n Senior School - need Lo i d e n t i f y

Debbie Smith (Teachc

Nev Fynes-Clinton, ( D i s t r i c t I n s p e c t o r )

Nev Fynes-Clinton

Nev Fynes-Clinton (supported by Richie Twist - SM Soc i a l Science)

Ann Woodhead (Parent

Richie Twist (Subject Master)

Richie Twist

Mary Ygosse Subject Master

20 10 week courses i n Gu i t a r , Keyboard 7

Margaret Falk Teacher

2

COMMENT SOURCE

21 Add Work Experience to Category E i n Senior School

22 Delete "Care" Periods i n Junior School F u l l y i n t e g r a t e the s k i l l s / c o n c e p t s

23 I n t r o d u c t i o n of Human Relationships Education

24 Endorsement of d o c u m e n t / f l e x i b i l i t y i n Senior School

25 Staffing/Manpover/Resources

26 Continued i n c l u s i o n of Junior School

27 Policy on use of Philosophy of Resource Centre

28 Need f o r areas f o r students to work

29 Need more e l e c t i v e s i n Years 9 & 10

30 U n i t i z a t i o n of E l e c t i v e s 7

31 Bridging Courses

32 Enrolment i n t o u n i t s

33 Counselling i n t o subject s e l e c t i o n

34 Upgrade f a c i l i t i e s (showers)

35 Sport-Voluntary basis

36 Line 9 12 30 - 4 OO7

37 Teacher Absences - i m p l i c a t i o n s f o r Senior School

38 Leisure and Recreation/Sport Offered to Adult Students

39 Specific Care taken i n s e l e c t i o n of s t a f f f o r Post Compulsory Centre students

40 6 00 p m - 9 00 p m may be a be t t e r time

41 Minimum class size f o r 1990

Laurie Jackson (Deputy P r i n c i p a l )

Jan Whyte

(Teacher-m-Charge)

Jan Whyte

Brian Dobmson (Subject Master)

Brian Dobinson

Brian Dobinson

Glenda Charles (Teacher L i b r a r i a n )

Glenda Charles

Jan Whyte (Teacher i n Charge) Irena Luckus (Teacher-m-Cnai ge)

Burnie C o l l i n s (Subject Master)

Tina Hammant (Teacher)

Geoff Gmn (Centre Co-ordinator)

MaRY Ygosse (Subject Master)

3

COM* SNT SOURCE

-2 Preparation of Yezs iC Tor new concept in Year 11

4 3 H R E in Year 11

'('I d u s l o u l u l KoLt. i n bciitoL' bihooL' '

45 Units - semester length

46 Migrant needs m Senior School English on 1 l i n e (Max 2) for E S L suppoit

47 Is 8 30 a m s t a r t possible'

48 Playground Duty 9

49 Teaching across schools supported

50 Dp we need more Category B subjects 9

51 Two electives only - Years 9 &• 10

52 F l e x i b i l i t y i n Junior School also necessary

53 Need to i d e n t i f y "Core Learning Experiences

54 Enrolment i n t o i n t e r n a l l y and externally assessed subjects

55 Need to modify Curriculum and to renew thinking re Junior School while v*e have the chance, e g uniforms

56 Interschool Sport 9

57 Year 13

58 Applied Communication S k i l l s 9

59 Functions of Campus Council

60 Parental Involvement Paramount

T i f i hamr

John ulxun (il'cudici'J

Leith Cameron (Subject Master)

Jim Horner (Teacher)

Burnie Collins (Subject Master)

Ivan Robeits (Subject Master)

Kev Harm

(Deputy PrinciDal)

Geoff Gmn

Jim Horner

ti ti

11 11

Leith Cameron

Jim Horner

11 11

A d d i t i o n a l Curriculum Bagqayo

Ofice the curriculum document was i n c i r c u l a t i o n i t was

obvious ttiat other aspects of curriculum implementation

tnd to bp addressed

A Working Party from Management began work on a Draft

p o l i c y f o r Assessment and Assignment Setting - and t h i s

w i l l be implemented and reviewed January, 1990

A sub-group i n /esh gated the Student Peporting procedures

and the purposes and processes evaluated against the

campus char t e r

Ol lior ideas emerged and \ 01 f tested

Tor example

(ri) Persona 1 Pcrf oriinnco Audit (see documents attached)

(b) language Development Centre (submission attached)

S'lAI 1 lLLDUAC K SIJLU

l o assist me to improve the qu a l i t y of my performance as Principal would you please complete tlie following questions i n order to provide your honest and f a i r comment about the aspects of our relationship

As the member of s t a f f , do you believe that I -

(1) am genuinely f r i e n d l y

always very o r t e n

frequently sometimes rarely

(2) encourage open comiiunication

always very frequently

often sometimes r a r e l y

(3] am prepared to l i s t e n to your ideas

always very often frequently

sometimes r a r e l y

(4) am w i l l i n g help

always very frequently

often sometimes rare l y

(5) stimulate your desire to become involved

always very frequently often sometimes rare l y

(6) enable you to feel more professional i n your work here this year

(7)

always very often sometimes rarely frequently

create opportunities for you to be involved in decisions made

always very frequently

often sometimes rarely

(8) am f a i r and consistent with my dealings with people

always very frequently

often sometimes rarely

(9) make obvious my philosophy and coramtnent to i t

always very often sometimes rarely frequen tly 1

(10) make you feel comfortable when we talk

always very c. , , J

r

J ., often sometimes rarely frequently

(11) am well organised

always frequently often ometimes rarely

(12) an able to contribute to the kind of climate you enjoy

always very frequently

often sometimes rare l y

1 In what aspects should I t r y to improve'7

2 Other Comrents

MEMO TO TEACHING STAFF

FROM JENNY

R r PERFORMANCE FEEDBACK

PATE MA1/, J9S9

Vou mcg/it Aemembet t h a t we £a£ked eaA£c/ yeaA abcm£ -6uAvec/.tng c£a4^e4 £o ga£/ieA some. information on pzrioxmancz

This i* thz Aurvzy I propotz we a*z Plzatz look a.t it ^o*zly and Izt me nave you*, idza* thi* week RemernbeA, thz fazzdbazk i* (5OA youA zyz* only

I w-<.££ AU.I mu££-tp£e copiz* for a*z in thz iir*t wzzk oi Jane

Many thank*,

JENNY

STUDI rri nxDBACK

As p a r t oC my concern Cor I IK q i n l H y o f your Jen r ru j ig pJease complete tl ie f o l l o w m c j r-ji((-»1 ion i n o lde r Lo p r o v i d e your honest and f a i r camion t about- Lhe nsports. o f our Leaching r e l a t i o n s h i p

As the teacher o f ycnu t ha t I

c lass do you b e l i e v e

1) mi\ genuine] / I i i t n d l y

always v e L y fcequenL]y

o f Lcn s a i e l linos r a r e l y

2) encourage yon Lo ccmuirucate

always very f i eqi ° n t l y

often soratines rarely

ain pi < p<neil to 1 isLon Lo your ideas

always v^ry frequenL3y

often sanetimes rarely

4) am wiIling help

aJ ways ver y I'rrqucnt Jy

o f t e n sometimes r a r e l y

5) sLmulnLo youi desue- Lo l ea rn mote

a l way very f n cjiif nl Jy

o fLen sane Limes r a r e l y

help you to bc<_omc mote independent i n your learning outside thie clnss

always very often sane times rarely frequently

make tlie class i n rerouting

a l l y ' s ve[-yr

f i oquont Ly of ten sane tames ra re ly

encourage you to pa r t i c ipa te i n class

alwa ys vcr / frequent l y

o f ten saietrttes ra re ly

am w i l l i n g Lo help outside class time

aIways very frequent!y

often sanetunes rarely

use appropriatn a c l i v i t i e s to help you m your learning

always v d y often sanetimes rarely f roquont1y

am well organised

always ver y fi cqiK nl I y

often sometimes rarely

12) use «-uilnblo ic tjurccs (e g books videos) Lo help you i n your 1 c irn i ng

always very o f t e n sauelrmos r a r e l y frequent1y

13) give c lear d i r t r t i o n s on what you are l i k e l y to achieve

alwny^- very oTLon sen o times, r a r e ly frequently

11) gave c lear d i r e r Lions ou niothods of assessment

LJ I...I U U • alva/s vci y o( Len some tames r a r e l y

f i f qiK nl 1 y

CA.PI a l l what do ynu I 11 <• m><-l ihour Lin subject''

Overall whaL do you l i l r In r i nbouL Lhe subjeel

Overall how unu h do you leel you have learned j n t h i s s u b ject 7

Jf you could wli.it rlnnqei would you make to Ihe course"7

"A LANGUAGE DEVELOPMENT CENTRE"

A Proposal for a Regional Initiative as developed by the Management Group of the Oxley Campus, 1989

( 1 )

I n t r o d u c t i o n .

Ihn> f o l l o w i n g i s a d r a f t p r o p o s a l f o r the development o f a Regional Language Development L c n L i e

t t i a piXD'.nLpd ua Lug th« E o l l u w j n g format

Pc s Zi. i p t ion L o - a ' - i o 1 r j ^ u - r g

\> ) Coi c l L s i o n (e ) / l ^ e r n c e s

V i e p r o p o s a l i s w h i c h have been

1 The campus c h o i c e - i r r e s p e c t i v e o f age o r c u l t u r e I t p o r t r a y s a conrri., tmen1" t o a c u r r i c u l u m wh~ch w i l l \vOLk towards m e e t i n g wie nee = o f t'^e revs c u l t u i e i r the year 2000

2 Jne Ccimpu'- tiarngemcnt g i o u p , i n i t s review o i c u r r c u l u n b e l i e v e s tJiat t h e i e must be a renewed f o c u ^ on languages -p a v . t i c u l 3 i l v upon ^ s i a n Languages

i Pecppi c i s c i s s i o i s v i t _ h S e n i o r L v c c u t i v e b o f II I II W o l d i r g s C o p r _, 4-ne n c e n i o r g j o d u o ' e t t o e-cit w i H i a t l e a s t one a d d i t i o n a l language

'1 Peceut 3' h c l e 1 ' i n i t i a t e d by John Daskms w i t H r e f e r e n c e t o t h e t e a c h i n g o f f o i e i g n language^ i n s c h o o l s

r>5=j ~ ̂ i p V i i >

*» ' 1 r 1 «. e i oo ' p - . U r ? i s a n t ne ve 1 avo g i v e n t o the o j a i i i ) f\. ^ i . c c r i s LO l e a r n a t l e a s t one f o r e i g n l anguage > ? J . i t j j . - v a r i e t y o ' l e a r n i n g s i . x a t e g i Q s a t a v a t j e t / o f d i f f e r e n t t j> es i ' T a p j t l w ^e v

.. -o 1 " 1 c u i ( t r r ' l - t o CiU v i *• e cc.iv.-2 <-j t a c l e q i a t e book

= _ ^ ^ i > _ _ - - J ' • — J ' _ ^

c \ - 1 T i t . f ' - r v i c e s f ~ •> u A o n - 3 Oi " in t l "•noay f - ~ i r=^,-y 6 J u - - 1 ' 4 30 p i* c" " r i d - y

_ i j v - u i l u 5 i 1 ~ ' i p i l i t i c u r i g the r c i j " a l s c ^ c ^ l h o u r s c. J c 1 a'let t " f r >P o l r ; i s c h o o l s w u s. 1 be " n * P I t o T o l i n c - i ^ =s c i ; e i - LJ >g f i o ' 00 - b 30 j. - i , 6 «50 - / T_ p r

1 -vT °~i -o i d , t n i l t r s //^ulc"1 L B 1 u i s e j f o i i n d e p e n d e n t s t . a e n t a cess

(2)

L o c a t i o n

We b e l i e v e Oxley i s the i d e a l l o c a t i o n

1 On Campus we c u r r e n t l y o f f e r

Chinese (Board Years 8, 9, 10, 11, 12 Chinese ( C o n v e r s a t i o n a l ) Years 11, 12 German ( A d u l t M a t r i c u l a t i o n ) Japanese ( A d u l t M a t r i c u l a t i o n ) Japanese ( H o s p i t a l i t y ) 10 week s h o r t courses

Bundamba T A F E a l s o use t h i s campus t o o f f e r 10 week s h o r t courses i n

French Japanese I t a l i a n Russian Spanish German

C o n v e r s a t i o n a l

Our Post-Compulsory Centre o f f e r s s h o r t courses i n J u n i o r E n g l i s h and i s d e v e l o p i n g programs f o r A d u l t L i t e r a c y

2 T h i s Campus i s the c e n t r e f o r West Moreton A d u l t L i t e r a c y Program

3 The t i m e t a b l e f o r 1990 u i l l scnedule Chinese from 00 -5 30 p m (Monday - Thursday) so t n a t s t u d e n t s from o t n e r h i g h schools can access Board Cninese

A 10 week s h o r t course i n Japanese ( H o s p i t a l i t y ) and i n C o n v e r s a t i o n a l Chinese are a l s o scheduled t o broaden access

4 l h e A d u l t M a t r i c u l a t i o n Program \ i l l be broadened t o i n c l u d e Indonesian i f t e a c h e r s are a v a i l a b l e

5 The Campus c u r r e n t l y o p e r a t e s 9 00 a m - 9 3 0 p m (Monday -Thursday) and 9 00 a m - 4 3 0 p m ( F r i d a y ) T A F E uses these f a c i l i t i e s on Saturday and Sunday a l s o f o r the t e a c h i n g o f Japanese

6 The Campus i s r i c h i n i t s own human resources I t has s t u d e n t s r e p r e s e n t i n g 32 d i f f e r e n t c u l t u r e s I t has a M i g r a n t C l u s t e r U n i t and E S L and E L D A C Services I t a l s o has a s u c c e s s f u l Community A s s i s t e d Learning Program - a l l o f which focus on Language Development

7 As p a r t of the 1990-91 C a p i t a l \iorks Program, the c u r r e n t Resource Centre w i l l be b u i l t i n u n d e r n e a t K T h i s w i l l a l l o w a l l o f the top f l o o r f o r c o l l e c t i o n space and the d o w n s t a i r s as a u d i o - v i d e o t h e a t r e s - and a Language Centre of t h i s n a t u r e

8 A p r o j e c t e d need, and one which i s b e g i n n i n g t o emerge s t r o n g l y , i s the need f o r Language Development A s s i s t a n c e f o r a d u l t s This Campus has a number of M i g r a n t A d u l t s e n r o l l i n g i n J u n i o r E n g l i s h i n the evenings - where E S L sup p o r t i s not a v a i l a b l e

9 Short courses c o u l d o p e r a t e from t h i s c e n t r e t o market t o employers ( C o n s u l t a n c y , F e e - f o r - S e r v i c e , e t c )

(3)

Funding

We propose the funding i n three stages

Stage 1 (1989) 15 c a r r e l s which are set up w i t h headphones etc to accomodate 15 students a t any one time Book and tape resources $10 000

Stage I I (1990) A d d i t i o n a l Carrels Book and Tape Resources A d d i t i o n a l S t a f f i n g

Stage I I I (1991) Equipment f o r the newly e s t a b l i s h e d centre -through n e g o t i a t i o n w i t h P r o p e r t i e s and works

Funding Sources f o r Book Resources and Basic Equipment

1989/91 Regional S E R S Regional L O T E Bundamba T A F E M I M Holdings Oxley P & C

P 0 L I C Y ON

ASSESSMENT h

A S S I G N M E N T S

A DRAFT PROPOSAL FOR

DISCUSSION

OXLEY CANPUS, 1989

PREAMBLE

I t should be remembered t h a t assessment i s merely a

p a r t of the teaching and l e a r n i n g process and as such,

should be seen as an i n t e g r a l p art of day-to-day

l e a r n i n g To e x t r a c t and h i g h l i g h t assessment alone

i s to de-emphasize day-to-day learning Assessment

i s a process, and not an end i n i t s e l f

The p o l i c y of t h i s campus has been based upon

the mission and philosophy of the campus

the range of students accessing the campus

the need f o r a degree of consistency across the

campus

a sense of f a i r n e s s to a l l

the genuine wellbeing of the learner and teacher

SUBJECT MASTERS, TEACHERS-IN-CHARGE -

PLEASE CONSIDER THIS PROPOSAL PLEASE

FEEL FREE TO ADD YOUR COMMENTS AND

RETURN TO KEV OR LAURIE AS SOON AS

POSSIBLE

THE OXLEY CAMPUS

General P o l i c y on Assessment Items

Subject s p e c i f i c d i v e r s i o n s from t h i s document must be

communicated i n w r i t i n g t o students at the b e g i n n i n g of

the course o f s t u d y , a l o n g w i t h any s p e c i f i c course

r u l e s , assessment programs, dates, and course

r e q u i r e m e n t s

When the assignment i s s e t , i t should be issued i n w r i t t e n

form and the c r i t e r i a f o r marking must a l s o be i s s u e d

i n v . r i t i n g t o a l l s t u d e n t s at t h a t time

A l l assignments must be marked, i r r e s D e c t i v e o f the t i n e

they are s u b m i t t e d and feedback on the assignment must

be given t o the s t u d e n t Late assignments w i t h o u t

a n e g o t i a t e d e x t e n s i o n w i l l a f t e r the o v e r a l l l e v e l of

achievement o n l y t h r o u g h n e g o t i a t i o n between teacher ana

Subject Master

Extensions must be n e g o t i a t e d hy the st u d e n t w i t h the

SuDject Master o n l y The a l l o c a t i o n of e x t e n s i o n s should be

the e x c e p t i o n r a t h e r than the r u l e - and should be re c o r d e d

by the Subject Master

Students who are absent f o r a t e s t must produce w r i t t e n

documentation r e g a r d i n g the absence t o a member of the

Campus E x e c u t i v e The member of E x e c u t i v e w i l l then

make a recommendat i o n t o the Subject Master I f no v a l i d

documentation i s a v a i l a b l e the stud e n t may s t i l l s i t f o r

the t e s t - but the t e s t r e s u l t w i l l n ot a l t e r the o v e r a l l

l e v e l of achievement w i t h o u t teacher c o n s u l t a t i o n w i t h

Subject Master

Assignments s h o u l d be s e t w i t h due r e g a r d t o the

a v a i l i b i l i t y and e q u i t y o f resources - i n f a i r n e s s t o

a l l s t u d e n t s

N e g o t i a t e d e x t e n s i o n s should not c a r r y p e n a l t y

A d d i t i o n a l Considerations f o r Senior School

I f a l l semester course requirements are not met w i t h i n

the semester, then the r e s u l t f o r tha t semester should

be INCOMPLETE

Students who receive an "incomplete' may e l e c t t o

complete the f i r s t semester requirements d u r i n g

Semester Two - but t h i s must be through a process of

n e g o t i a t i o n w i t h the Subject Master

Assessment items must be completed w i t h i n the campus year

Students may submit a d r a f t of an assignment p r i o r to the

due date and expect t o have i t reviewed and returned

The student can resubmit the assignment p r i o r to the

due date as the f i n a l d r a f t However, t h i s o p p o r t u n i t y

does not apply a f t e r the due date

Section 5

"PLANNING A CULTURE"

The next step, a f t e r g i v i n g c r i t i c a l community personnel

time to t h i n k the Curriculum Document, to examine the

issues m "The Review of the Oxley Agenda," and to

r e t h i n k the Curriculum, was to hold a second Management

Workshop

Ex t e r n a l f a c i l i t a t o r s were used again i n the one-day

process, and the tasks f o r the day were

1 To i d e n t i f y who were our learners,

2 To e s t a b l i s h key l e a r n i n g experiences i n the

Junior School and m the Senior School so tha t

we could begin b u i l d i n g a more s o l i d curriculum f o r

1990,

3 To make some d e c i s i o n , based on the outcomes of

the above, f o r the Junior School f o r 1990

(See document Planning a Culture)

One-day workshops were also planned f o r some subject areas

at t h i s time For example

June 2 Science Teachers' Workshop

June 5 English Teachers' Workshop

These workshops allowed time f o r discussion of the f o l l o w i n g

( l ) Work Programs and classroom s t r a t e g i e s i n r e l a t i o n

to the Campus Charter

( i i ) Changes i n Curriculum f o r 1990

( m ) Adult Learning S t r a t e g i e s

(1)

l h e Workshop Context (Pre Conference)

This worksliop i s p a r t of a p l a n n i n g process f o r t h i s Campus i n p r e p a r a t i o n f o r the i n t r o d u c t i o n o f changes i n 1990

The process to date has been

(a) The f o r m a t i o n of a Campus Management Group

(b) An i n i t i a l Workshop f o r t h i s Group to b u i l d a v i s i o n t o g e t h e r of what the i d e a l might be f o r t h i s Campus (F e b r u a r y )

( c ) The development of a Campus "Charter" by t h i s Management: Group through n e g o t i a t i o n w i t h the campus community

i h i s r e s u l t e d i n a l c v i e w o f

I t s Motto I t s M i s s i o n I t s E x p e c t a t i o n of t L n b e r s I r s Course l a g u l a t i o i o I t s S a f e t y Code (March)

(d) The b i r t h o f a C u r r i c u l u m D u SCLIOH document l h e Oxley Agenda' - f r o n the Management Grouo and t h r o u g h n e g o t i a t i o n w i t h the Compus Community ( A p r i l )

(e) A Review and r i o a i f i c a L i o n o f t h i s docunent a f t e r g a t n e r m g feedback f^om the coiununity Six t Fcsporses were c o l l a t e d i n Pevie / of l h e - 0 < l e y Agenda ' ( a p r i l )

( f ) l h e P r o d u c t i o n by t h i s team o f an assessment/assignment document i n d i r e c t r e l a t i o n t o the campus c h a r t e r and the c u r r i c u l u m document (May)

(g) The development of a d r a f t S t a f f i n g Submission * h i c h i d e n t i f i e s the s t a f f i n g resources needed t o d r i v e the c u r r c u l u m proposed (May)

The Workshop l a c k

1 We need to make some statements about our l e a r n e r s Who are t h e y 7 Ho// do v.e d e s c r i b e our community? We have some aims f o r t h i s workshop

2 We b e l i e v e t h a t b e f o r e we move f u r t h e r towards t h e i m p l e m e n t a t i o n of the C u r r i c u l u m Document "The O v l e y Agenda' - we need t o e s t a b l i s h the key l e a r n i n g e x p e r i e n c e s which we b e l i e v e are c r i t i c a l i n the j u n i o r s c h o o l and the s e n i o r school

I n o t h e r words, what do you b e l i e v e our s t u d e n t s s h o u l d be a b l e t o do a t the p o i n t o f e x i t from the j u n i o r school" 7

What are t l i e core l e a r n i n g experiences o r v a l u e s o u r s t u d e n t s s h o u l d h o l d on e x i t f rom t h e s e n i o r school" 7

(2)

Having i d e n t i f i e d t h e key l e a r n i n g s / v a l u e s f o r t he j u n i o r s c h o o l , we need t o d e t e r m i n e major d i r e c t i o n s f o r t h i s s c h o o l i n 1990

We need t o e x p l o r e two aspects

(a) The C u r r i c u l u m o f t h e J u n i o r School

T h i s s h o u l d encompass - O f f e r i n g s , E l e c t i v e s , A l l o c a t i o n s - Care Networks and Support S e r v i c e - T i m e t a b l i n g S t r u c t u r e s - I m p l c a t i o n s f o r Teachers

(b) The O p e r a t i o n o f t h e J u n i o r School

This s h o u l d encompass - Reporting Processes and T i m e l i n e s - Uniforms - Sr.uo.eit C o u n c i l - P & C - Attendance - D i s c i p l i n e

T h i s process s h o u l d be used to e-'olore t h e Se n i o r School a t a l a t e r d a t e

( I h i s becomes (h) i n the t o t a l p rocess) (June)

'lhe Workshop Context (Post Conference)

The Management Icam w i l l c o n t i n u e t o \ori? w i t h the f o l l o w i n g i s s u e s

(1) The Development o f a T i m e t a b l e S t r u c t u r e f o r the l o t a l Campus ( J u l y )

( j ) P r o f e s s i o n a l Development and MaiKetmg S t r a t e g i e s i n p r e p a r a t i o n f o r January, 1990 (August)

( k ) l h e Design o f a Campus f i n a n c i a l Management/Budget Package f o r 1990

(1) The Impleme r a t i o n o f E v a l u a t i o n S t r a t e g i e s - as p a r t o f an ongoing commitment t h r o u g h 1990 - 1993

(m) A Review o f The Campus C h a r t e r I s i t s t i l l what we mean t o do - 7 Does i t need a f i n a l review - 7

I l o o k f o r w a r d t o an i n t e r e s t i n g c h a l l e n g i n g day

JENNY HADDRELL

Campus P r i n c i p a l

Section 6

"THE AGENDA REVIEWED"

The f o l l o w i n g i s the outcome of the workshop 1 Planning A

Culture ' This d r a f t i s now to be c i r c u l a t e d through

Management i n t o the School Community f o r feedback

SUMMARY

0 F

WORKSHOP OUTCOMES

T HE J U N I O R S C H O O L

A PROPOSAL FOR OXLEY

IN 1990 FROM THE CAMPUS

MANAGEMENT GROUP

JUNE 6, 1989

i

( 1 )

The f o l l o w i n g i s a proposal only, and i s based upon outcomes

of a workshop held at Oxley on June 1, 1989 when a number

of parents and s t a f f met to design a q u a l i t y l e a r n i n g

experience f o r Years 8, 9, 10

I t i s a n t i c i p a t e d t h a t there w i l l be some 350 students only

i n the Junior School This should ensure t h a t these students

receive a high q u a l i t y education through the use of up-to-date

resources and through the formation of supportive, c a r i n g

r e l a t i o n s h i p s

The underpinning upon which the Junior School i s b u i l t i s

that of Care I t i s b u i l t on a high degree of q u a l i t y commit­

ment to a support network f o r a l l students and s t a f f This

proposal i n t e g r a t e s care through a l l of the d a i l y

i n t e r a c t i o n s and experiences - and promotes q u a l i t y teaching

and l e a r n i n g i n a small but dynamic environment

The r e l a t i o n s h i p between teacher and learner w i l l be one of

mutual respect and t r u s t I t w i l l seek to f o s t e r the k i n d

of d i s c i p l i n e which comes from w i t h i n , ana a sense of

leadership and r e s p o n s i b i l i t y at an e a r l i e r age

I believe i t to be one of the most e x c i t i n g new concepts i n

Education - and I b e l i e v e i t w i l l produce very f i n e young

graduates

Jenny H a d d r e l l ,

Campus P r i n c i p a l

(2)

THE OPERATION OF THE OXLEY JUNIOR SCHOOL

1 The school day w i l l be from 8 40 am - 3 0 0 p m

Monday - Friday

2 l h e Resource Centre w i l l be open f o r use by students

from 8 00 am - 8 0 0 p m Monday - Thursday, and

u n t i l 4 00 p m Friday

3 Students i n the Junior School w i l l be expected to wear

the Oxley school uniform This should b u i l d a sense of

i d e n t i t y and prid e

d A Student Council w i l l be estaolished w i t h i n the Junior

School, and Junior Captains elected

5 Students w i l l be grouped i n form classes so that there

are some Year 8, 9, 10 students i n each form group

This should form close r e l a t i o n s h i p s between students

across these year l e v e l s

6 Homework p o l i c i e s and assignment p o l i c i e s f o r the

Junior School w i l l be developed s p e c i f i c a l l y f o r t h i s age

group Homework should be kept i n perspective so that i t

aoes not cause imbalance to the students' l i f e or become

a fa m i l y trauma

7 One of the Deputy P r i n c i p a l s w i l l have a major

r e s p o n s i b i l i t y f o r the q u a l i t y of teaching and l e a r n i n g

which occurs i n these three year l e v e l s

8 A Junior School Co-ordinator w i l l be appointed to

maintain a close support network f o r students and parents

9 School Dances w i l l be held f o r the Junior School, along

w i t h a range of other s o c i a l and spo r t i n g a c t i v i t i e s

THE JUNIOR SCHOOL MANAGEMENT

Deputy P r i n c i p a l

Junior School

I

Senior

Mis tress

Junior School

Co-ordinator

Junior

School

Students

Subject'Masters i

Teachers-in-Cnarge I

Regis t r a r

leacher L i b r a r i a n s I

Guidance Counsellors

School Nurse I

Clergy l

Teaching S t a f f

(4)

IHE CURRICULUM

Year 8

A l l students w i l l study the f o l l o w i n g subjects

English

Mathematics

Science

Study of Society

Health & Physical Education

Art

Chinese

Manual Arts/Home Economics

Keyboarding

Music

4 periods per week

4

3

3

3

3

3

3

2

2

Notes

1 A l l students w i l l be given the opportunity to become

p r o f i c i e n t t y p i s t s and computer users during Year 8

so that i n Year 9 they can use a computer i n an

independent and i n t e g r a t e d way

2 A l l Year 8 students w i l l take part i n Study S k i l l s

Programs These w i l l operate curing week 1 of Year 8

and during the f i r s t week of each term

3 There i s no s i n g l e "Care" period set aside Caie i s

an i n t e g r a t e d approach and w i l l be the basis f o r every

lesson, i r r e s p e c t i v e of the subject Form classes

w i l l meet f o r f o u r mornings each week f o r 20 minutes each

day

4 Students who d i s p l a y d i f f i c u l t y w i t h L i t e r a c y and

Numeracy w i l l be encouraged to begin a Language

Development or Numeracy Development Program i n place of

Chinese These groups w i l l be kept very small so that

maximum a t t e n t i o n can be given

(5)

Year 9

A l l students w i l l study-

English 4 periods per week

Mathematics 4 . . .

Science 4 . . .

Social Education 4

Health & Physical Education 5 ( t o include Human Relationships Education)

Students w i l l also s e l e c t 3 of the f o l l o w i n g , to be studied

f o r 3 periods per week

Chinese, Music, Home Economics, Typewriting, Business

P r i n c i p l e s , Art Graphics, Shop A, Shop B, Speech and

Drama, French, Language Development

Notes

1 Tnere i s no s i n g l e subject f o r computing A l l subjects

w i l l i n t e g r a t e the use of computer s k i l l s

2 The subjects u n d e i l i n e d are ne / i n 1990 Speech & Drama

and French w i l l be o p e r a t i o n a l i f 15 students or more

e l e c t to do them

3 For students experiencing d i f f i c u l t y w i t h L i t e r a c y S k i l l ,

the subject 'Language Development" has been created

These students, through n e g o t i a t i o n w i t h parents and

s t a f f , may then do the core of study, 2 e l e c t i v e s , and

an a d d i t i o n a l 3 periods of l i t e r a c y s k i l l development

This should provide e x c e l l e n t o p p o r t u n i t i e s f o r students

w i t h d i f f i c u l t y

(6)

Year 10

A l l students w i l l study-

English 5 periods per week

Mathematics 4 '

Science 4 . . .

Social Education 4 .... (Geography or H i s t o r y i n 1990 only)

Sport 2 '

Pecreational P E 2

Students w i l l then continue v/ith the 3 e l e c t i v e s cnosen i n

Year 9

A d d i t i o n a l E l e c t i v e s Advanced Science Health & Physical

Education

Notes

1 Students who are emerging as p a r t i c u l a r l y i n t e r e s t e d m

the Sciences w i l l nave the advantage i n Year 10 to

discontinue one of t h e i r e l e c t i v e s from Year 9 ana begin

a one year course of "Advanced Science "

2 Students may discontinue one e l e c t i v e to continue w i t n

Health & Physical Education

3 English has an increase of one period so that stuaents

receive a higher concentration of o r a l work, e g

communication, a r t i c u l a t i o n , n e g o t i a t i o n - and on Job

Seeking s k i l l s

(7)

Other Implications

1 Reporting w i l l occur to students and parents i n a formal

sense

Year 8 Easter and September

9 End Semester I and I I

10 End Semester I , September, E x i t

and the school f o s t e r s the concept of Performance

Interviews w i t h teachers, students and parents

2 Every Year 10 student w i l l e x i t w i t h a school e x i t

statement acknowledging his/her s p e c i a l c o n t r i b u t i o n s

to the Junior School, e g Band, Sport, Drama, Red Cross

Colle c t ion

3 S t a f f make a r e a l commitment to q u a l i t y assessment and

q u a l i t y feedback

4 C i t i z e n s h i p Awards w i l l be given f o r s p e c i a l service

5 Students should be w e l l aware of due dates f o r t e s t s

and assignments - w e l l i n advance of the event

6 The school makes a commitment to keep class sizes

i n the Junior School as low as poss i b l e

7 Q u a l i t y i n t e r v i e w i n g / c o u n s e l l i n g procedures w i l l be

a v a i l a b l e before e n t r y i n t o Year 11

8 The Oxley Junior School w i l l be w e l l promoted i n the

community so t h a t i t s students receive maximum b e n e f i t

and support

Library Digitised Collections

Author/s:Haddrell, Jenny

Title:The Oxley Agenda Phase I January - June, 1989. A Working Model for OrganizationalChange

Date:1989

Persistent Link:http://hdl.handle.net/11343/115583