Version 1.10 February 2019 Our Charter
Version 1.10 February 2019
Our Charter
Contents
Our Charter .......................................................................3
Student Experience Roadmap ....................... 4
Our Purpose ....................................................................6
Tomorrow, Today ...................................................7
Our DNA .............................................................................8
Curiosity, Community, Excellence ....................9
Our Aspirations ...........................................................10
Collaborative, challenging and enjoyable learning experiences .........................................11
An innovative approach to curriculum ........ 12
Futures focused capabilities at the forefront of learning .......................................... 13
Opportunities to purposefully connect learning ................................................................14
Access to highly skilled staff who genuinely care .................................................... 15
Quality feedback to enhance learning and growth ...........................................................16
Building sustainable relationships and practices that matter ........................................ 17
Coherence Framework Infographics ...........18
Learning Design .................................................19
Pedagogy ............................................................20
Wellbeing ............................................................. 21
Collaborative Professionalism .......................22
Climate and Culture - The Iceberg .................23
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OurCharter
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OurCharter
Our Charter provides the direction and framework to create the student experience
Our Charter provides the direction and framework to create the student experience. The Charter clearly articulates Our Purpose, the values of Our DNA, and Our Aspirations for the way we work together and what we aim to achieve for teaching and learning at Adelaide Botanic High School. We will focus on ‘living’ our approaches, creating dialogue around these and developing consistent expectations for ourselves and each other.
The Charter continues to describe our approach to designing learning within a coherent framework that encompasses Wellbeing, Learning Design, and Pedagogy, with a commitment by all staff to Collaborative Professionalism in order to achieve this.
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Student Experience Roadmap
CharterWhy?
What?
Coherence
How?
Our Purpose Our DNA
Key Attributes
Our Aspirations
1. Collaborative, challenging & enjoyable learning experiences
2. An innovative approach to curriculum
3. Futures focused capabilities at the forefront of learning
4. Opportunities to purposefully connect learning
5. Access to highly skilled staff who genuinely care
6. Quality feedback to enhance learning and growth
7. Building sustainable relationships and practices that matter
The built form
Technology
Location
Making today’s learning count in tomorrow’s world
CuriosityCommunityExcellence
Learning DesignDeep Skills and Discipline MasteryPurposeful ConnectionsFuture Focused Capabilities Choice and Voice
PedagogyCreativityCollaborationCritical ThinkingGrowth
Wellbeing RelationshipsSocial ResponsibilityIdentityLearner Agency
Collaborative Professionalism Commit to CultureInternal AccountabilityChallenge of PracticeVisibility of Growth
Coherence Framework
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OurPurpose
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Our Purpose
Our students are prepared for the future, equipped with the knowledge, skills and attributes to thrive. Our guiding values of curiosity, community and excellence are the building blocks of our unique DNA.
Making today’s learning count in tomorrow’s world.
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OurDNA
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By building on students’ natural curiosities innovation is inevitable
Curiosity
CommunityInvesting in our people and relationships is a powerful agent for change
ExcellenceEveryone is capable of growth and can be extraordinary
Our DNA 9Adelaide Botanic High SchoolCharter
Our Aspirations
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Collaborative, challenging and enjoyable learning experiences
We aspire to always know our ‘why’ to give meaning to all that we do. The descriptive words; collaborative, challenging, and enjoyable, directly reflect our DNA of Community, Excellence and Curiosity. We are trying to create a sense of the learner experience at Adelaide Botanic High School, and what it feels like to be a part of our school community. Here students and staff can describe their experience, that they feel safe, supported and noticed.
We are creating a place to be.
Always know our ‘why’
Our Aspirations 11Adelaide Botanic High SchoolCharter
Our focus in approaching the mandated Australian Curriculum is to hold tight on the standard and allow for curiosity, creativity and action to influence how we get there. This approach creates co-ownership for staff and students, allowing their passions, involvement in design, and personal experiences to impact teaching and learning. The purpose is to allow curriculum design to be synergetic and evolving based on the skills and interests of the staff and student cohort during a moment in time. If we know the end purpose, then how we get there can be innovative, connect personally and be a meaningful experience resulting in personal growth for both staff and students.
An innovative approach to curriculum
Hold tight on the standard
Our Aspirations 12Adelaide Botanic High SchoolCharter
Our Aspirations
We start to design the learning to achieve the curriculum standard, considering the capabilities that can be developed as part of the experience. The general capabilities, as described in the Australian Curriculum, play a significant role in equipping young people to live and work successfully. We aspire to be responsive to research and monitor our approaches to keep teaching and learning current. By supporting our students to take ownership of, and fully understand, themselves as learners and their capabilities, they can fulfil their social connections, have empathy for others and the world around them.
Futures focused capabilities at the forefront of learning
Supporting our students to take ownership
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Our Aspirations
We are architects of learning, noticing opportunities, taking action, and being entrepreneurial. As a team, we co-construct the learning experience and make purposeful connections- within and across learning areas, to the wider community, industry and events. Deep, real-world learning contributes to creating enduring understandings for our students. The unique environment of our school provides agility in time and space to do things differently.
“It’s a mindset and a given, we are opportunistic” - Alistair Brown, Principal
Opportunities to purposefully connect learning
Creating enduring understandings
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Our Aspirations
We cultivate an ethic of excellence, providing safe learning spaces to take risks, critique our work and go beyond what is expected. Staff are trusted and encouraged to take ownership of their own work and skill development, to develop expertise in contemporary education practices with a headset of always learning and sharing. Our practices cultivate and celebrate students’ unique talents, diversity and purpose. Our students feel comfortable to approach any staff and receive the advice, support and encouragement they need. We come to Adelaide Botanic High School with a sense of care, optimism and pride.
Access to highly skilled staff who genuinely care
Students feel comfortable to approach any staff
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Our Aspirations
‘Hold your ideas lightly’ is one of our favourite metaphors and an important mindset to have when exploring ideas. “When an idea is held lightly and openly in our hands others can access it” (Barrett 2018), to provide critique for improvement. For this reason we aim to provide or seek out feedback early. Our conversations are kind and honest. We talk about and celebrate visible progress. By tracking growth and setting goals, we can achieve what appears beyond our reach.
Quality feedback to enhance learning and growth
Hold your ideas lightly
Tom Barrett 2018, dialogiclearning.com
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Our Aspirations
We talk about ‘synergy’, working together to achieve a whole that is greater than the sum of its parts. For this reason we will invest in and value our school and wider community to build sustainable relationships and practices that matter. Connecting where the relationships enhance our own purpose and values will be the priority. Our actions will focus on our social responsibility as citizens, using our skills to achieve a “greater” purpose, care for the environment and the health and wellbeing of ourselves and others. Together we harness our collective genius.
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Building sustainable relationships and practices that matter
Relationships enhance our own purpose
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CoherenceFramework
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Deep Skill and Discipline Mastery
Purposeful Connections
Learning Design
Future Focused Capabilities
“Design is a plan for arranging elements in such a way as best to
accomplish a particular purpose” Charles Eames
Enables deep exploration of a significant question or problem that transfers across learning areas, into the community and connects with their own lives in a purposeful manner.
Skills
Knowledge
Behaviours
Dispositions
Chosen based on current industry needs, these sit
alongside discipline mastery to future proof
our learners.Our model is rooted in deep mastery of foundational skills and content expertise coupled with support in developing a growth mindset that builds stamina, confidence and resilience over time.
Creativity - Collaboration - Critical Thinking
Empowered by a sense of entrepreneurship, our students will be independent and opportunistic, ever ready to learn and lead.
Responsive
Agile
Expeditionary
Experiential
Unlimited
Conceptual
Choice and Voice
Students move forward based on ‘stage’ not ‘age’ to develop:
Learning is
Giving students choice and voice is the ‘glue’ to connecting all the parts of our approach to learning.
When students are
encouraged to turn
passion into expertise,
they develop a sense
of ownership that
fuels their drive to
grow as learners.
Positioning students at the corner of their
learning builds their independence,
confidence, motivation, and leadership abilities.
Creativity
Inquiry pedagogies
within authentic learning experiences
promoting productive struggle
leading to innovation
Teachers will select pedagogical
approaches from a toolkit of strategies
and practices
Critical Thinking
Growth
Pedagogy
Collaboration
Analysis of data
informing personalisation
guiding differentiation
with continual checking for
understanding to promote Growth
Metacognitive learning strategies
Promoting productive, purposeful and intentional thinking
to develop self - directed learners
A focus on
Collaborative practice
through team teaching and team planning
with individual accountability
Relationships
Wellbeing
Social Responsibility
Care for our environment, the wellbeing of ourselves and others
At Adelaide Botanic High School, everyone can be
We set high standards of ourselves and others, and are taught to build positive mental health habits
Contribute to our community
Balancing our physical, social and emotional needs and applying these in daily
life is fundamental to positive wellbeing
Enhanced wellbeing, sense of connectedness, optimised learning outcomes
Explicit teaching of resilience, social and emotional skills
Responsible digital citizens engaging
safely and responsibly with
the world
Knowledgeable, adaptable and resilient
Ethic of ExcellenceAgency in our own education and lifePositive dispositions and mindsetsResilience, Metagognition, Self - Regulation
Everyone has the right to feel safe and supported and we consider that we all share the responsibility for promoting mental health and wellbeing. We believe in growing a safe, respectful and inclusive school community, and emphasise the importance of educators, parents and students working together to cultivate and celebrate students’ unique talents and diversity, and build lifelong attributes of resilience, balance and purpose.
Identity
Learner Agency
Connected, safe and trusting relationships
Active participants in our own learning
We have the confidence to be ourselves
We promote identity formation
and embrace diversity and individuality
extraordinary
Expert learnersFuture beyond school
Mindset of learning for life
Commit to Culture
Challenge of Practice
Visibility of Growth
Collaborative Professionalism
Internal Accountability
Harness our collective geniusGreat staff are reflective
Allowing staff to shine
Shared understanding of practice in relation to elements of:
Learning Design
Pedagogy
WellbeingImprovement cycle to
critically reflect and identify strengths and opportunities
and to set goals
Creating a safe place
to take risks, be
seen and try
Innovation, Creativity
and Action
Individual responsibility and
collective expectations drive
us to go beyond what is
expectedBeing yourself and knowing that you bring something to develop a personality of learning
Responsive to research, to be leaders in contemporary educational practices
Trust, balance and motivation = professional autonomy
Recognise
Acknowledge
Evaluate
Appreciate
Impact
Contribution
Teamwork
Growth
Knowing our why and the greater purpose
Collaborative Professionalism is about how to collaborate more deeply in ways that achieve greater impact. High trust and high precision are at the heart of Collaborative Professionalism - where educators actively care for and have solidarity with one another as fellow professionals as they pursue their challenging work together in their response to the culture of their students, the society and themselves. (Hargreaves, 2018)
The Iceberg 23
Culture
Culture isthe way staff work together and the set of values, beliefs and aspirations we share
Climate is
Culture and Climate
our PURPOSE
our DNA
our ASPIRATIONS
our KEY ATTRIBUTES
our COHERENCE FRAMEWORK
it is knowing our ‘why’ we do what we do. Which leads us to the what and the how
what we will not relent on!
FUNsense of, positive, happy, productive, movement WELCOMING comfortable, inclusive, care, warmth, prideCOMMUNICATIVEtransparent, open, questioning, critique, oracyPRODUCTIVEchallenged, vibrant, excellence, energetic, reflective COLLABORATIVE teamwork, trust, have a go, us, we, ours, sharingSUPPORTIVEsafe, student centered, shared responsibility, solidarity
our behaviours: what we feel, hear, see, say and do
what happens when no-one is looking
the schools effect on people and the relationships between us
Climate
Our Charter
Adelaide Botanic High School Charter