The Promotion of a positive, safe and secure learning environment that makes educational provision for each student as a unique individual.

QUALITY ASSURANCE FRAMEWORK

GERMAN SATURDAY SCHOOLClifton Hill

Community Languages School

© 2011 Ruth E. Stuettgen, Principal

Dimension: Student Well-being

What is Student Well-being?

The Promotion of a positive, safe and secure learning environment that makes educational provision for each student as a unique individual.

Dimension 7 – QAF Community Languages Schools

7.1. The School recognizes, values and supports the diversity of its learners

7.2. The school’s teaching and learning practices meet the interests, needs and abilities of all students.

7.3. The ethos of the school promotes improved student learning outcomes.

Dimension 7 continued – QAF Community Languages Schools

7.4. The school has identified the concern for individual students as a priority.

7.5. The school provides a safe and secure learning environment for students.

Element 7.1. The School recognizes, values and supports the diversity of its learners

Sometimes demonstrated

Teaching and learning in the school value cultural identity – students/teachers/community members do not regularly participate in and organize cultural festivals, to enhance cultural richness of student learning

Researching materials that support cultural diversity vary from class to class

Element 7.2. The school’s teaching and learning practices meet the interest, needs and abilities of all students.

rarely demonstrated

School applies for funding for resources and materials – but teachers do not fully use the funding – each teacher usually to his/her own (teamwork), no sharing of resourcing, exchange of ideas

Too little professional development – association workshops sometimes not relevant, other pd not used extensively.

Element 7.2 continued

Not quite clear if lessons are adapted to student’s age /competency levels

Assume variety of lessons, as no quality control

Community members do not usually assist with activities.

7.3. The ethos of the school promotes improved student learning outcomes

mostly demonstrated

Teachers model cooperative and supportive behaviour and encourage students to do same

Students find classroom positive – good teacher/student relationships, parents/teachers resolve issues cooperatively

7.3. continued

Lessons include pair/group/circle time etc. - good

Guest speakers/community members seldom invited

Student progress reports once/year only Interactions respectful between

teachers/students

7.4. The school has identified the concern for individual students as a priority

Sometimes demonstrated

School and classroom policy documentation highlights the essential place of the student in the school – parents made aware of student’s needs, do not always assist them at home, e.g. homework

Lesson plans reflecting needs of students

7.5. The school provides a safe and secure learning environment for students

sometimes demonstrated Appropriate duty of care – yard duty,

classroom supervision, sometimes appears that children are on their own in classrooms, e.g. when teacher not there yet in morning.

Classrooms and facilities suitable as in day school, however state of classroom especially desks not always the cleanest.

7.5. continued

Teachers do not have appropriate records of children’s special needs e.g. allergies, diet – such records kept with committee, so not close at hand.

First Aid trained personnel on hand First Aid equipment outdated and not

accessible enough

7.5. cont.

School display plans for emergencies unclear, practice drill non-existent.

Action Plan for Student Well-being

Outcome – that all dimensions rate mostly to always demonstrated.

Staff collaboration -teamwork

Outcome: that staff work in teams, planning their syllabi, sharing resources and consulting about classroom management on regular basis.

Staff will collaborate regularly

Via staff meetings, team meetings At school, via School teacher WIKI,

telephone Additional resources – WIKI Space,

more materials to share, professional development

By when – End of Term 2 2011 for review

Staff Teamwork

Action Plan for dimension in progress

and further development