Annual Implementation Plan 2015
Kings Park Primary School
5236
Based on Strategic Plan developed for 2013-2016
Endorsement by School
Principal
Endorsement by School Council
(Principal’s signature)
Signe
Name: Douglas Conway
Date: 17th November 2014
Signed:
Name: Tammie Pannell
Date: 17th November 2014
(School Council President’s signature)
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Strategic Intent
Goals
Student Learning
Student Engagement and
Wellbeing
To provide students with a
comprehensive and engaging teaching
and learning program that will improve
their ability to apply relevant skills,
knowledge and understanding to real
world situations.
To ensure students feel safe, happy and
stimulated and develop resilience and
self-esteem.
Targets
By 2016, 95% of deemed capable
students to be at or above the expected
AUSVELS level in reading and viewing,
writing, speaking & listening, number
and algebra, measurement and
geometry and statistics and probability.
85 % of all deemed capable Prep to Year 6
students achieving at or above the expected
AUSVELS level in number and algebra,
measurement and geometry and statistics and
probability
To improve student safety variable from
4.36 to above 6.00 on the Parent
Opinion Survey.
To improve class behaviour variable on
both Staff (17.7- 10.00) and Parent
Opinion Surveys (3.96 to above 6.00).
To maintain a high level of student safety so that
the variable on the Parent Opinion Survey is 6.00
or above.
To continue to improve class behaviour so that
the variable on both Staff and Parent Opinion
Surveys is 6.00 or above.
To continue to develop students social skills so
that the variable on the Parent Opinion Survey is
above 6.00 or above
To improve social skills variable from
5.93 to above 6.00 on the Parent
Opinion Survey
To achieve Resource Smart 5 star
accreditation
Student Pathways and
Transitions
To ensure students make a smooth
transition from preschool to school and
from year 6 to year 7 at secondary
school
One Year Targets
To improve parent satisfaction with the
quality of transition programs from 5.93
to at least 6.00
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To complete the energy resource module
To develop transitions so that the variable in the
Parent Opinion survey is 0.60 or above
To implement a Transition Program for all year
levels.
Implementation
Who
What
Key Improvement Strategies
and Significant Projects
Student Learning: The school will continue to focus
on improving teacher practice
and lifting student learning
outcomes. In 2015 our focus will
be to continue the effective
implementation of instructional
‘high yield strategies’ such as
consolidating student learning
through modeling and practice
and the provision of timely
feedback. These stategies have a
high “probability” of enhancing
student achievement.
Literacy & Numeracy
Enhance teacher instructional
practice to develop and improve
the teaching of Numeracy from
Prep to Year 6.
Enhance teacher instructional
practice to develop and improve
the teaching of Listening and
Speaking from Prep to Year 6.
To continue/expand one to one
(e-tablet) ICT program for year 5
& 6 students in 2015
(Actions)
the activities and programs required
to progress the key improvement
strategies
 Continued participation in
Professional
Learning
program led by renowned
educationalist Jane Pollock to
use the schema GANAG
(Goal,
Access
prior
knowledge, New information,
apply thinking/practice & Goal
review) to improve teacher
practice and student learning
outcomes.
Through
the
GANAG model students learn
to apply the (9) high-yield
learning strategies.
 Build staff capacity through
professional development,
reading, conferencing,
coaching and modelling to
provide students with targeted
feedback
 Build staff capacity to use data
to inform teaching at point of
need.
 Refine staff understanding of
student learning intentions &
success criteria.
 Continue to research and in
corporate ICT as a learning
tool in the Prep –Y6 teaching
and learning program
How
(Resources)
the budget, equipment, IT,
learning time, learning space
SRP: The funds available to the
school in the Student
Resource Package are
used effectively to obtain
the best possible standard
of learning outcomes for
KPPS students. In
particular PLT Leaders
and ESO’s work with
students and teachers to
improve both Literacy
Numeracy student
achievements.
SRP Equity total:
$1,098,417.
Low SES School
Communities: Building leadership and
teacher capacity: Improved
monitoring of literacy &
numeracy information: Class teaching and
timely intervention to
assist all students to
achieve their best at or
above the expected
AusVELS Literacy and
Numeracy standards.
Strategy
Classroom visits/team
teaching by PLT leaders.
Total $264,151
the individuals or teams
responsible for
implementation
When
Achievement milestones
changes in practice or behaviours
the date, week, month or
term
for completion
Terms 1-4 On going 2015
Professional Learning
Leaders P-2, Y3-4 & Y5-6.
School Leadership Team: Principal, Assistant
Principal, Professional 
Learning & Year Level
Team Leaders.
School based Numeracy,
Literacy & Inquiry coaches
Teaching Team Year
Level Leaders
Class teachers
Education support staff
Parent helpers
Literacy
 Teaching teams have developed SMART goals
to ensure that 75% of students deemed capable
reach ‘at or expected’ levels in Listening and
Speaking.
Teaching teams have developed SMART goals
to ensure that 75% of students deemed capable
reach ‘at or expected’ levels Writing.
Numeracy
 Teaching teams have developed SMART goals
to ensure that 75% of students deemed capable
reach ‘at or expected’ levels.
 Teaching teams set AusVELS SMART Goal
using year level data and set achievement
expectations for each student a minimum of 2
levels above their current level with 60% of
students achieving this goal.
 Assessment criteria and schedules developed
at each year level for Speaking and Listening.
 PLTs have processes in place for moderation
and all student assessments are differentiated.
 Staff engaged in professional development,
reading, coaching and modelling around explicit
feedback for students.
 Year 5 &6 students using eTablets in one to one
program in multiple curriculum areas to
enhance student learning.
 Staff have engaged in professional development
& reading related to the use of ICT technologies.
.
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Who
What
Key Improvement Strategies
and Significant Projects
Student Engagement and
Wellbeing
To incorporate into the recess
breaks a greater range of play
activities to productively engage
students
(Actions)
How
(Resources)
the activities and programs required
to progress the key improvement
strategies
the budget, equipment, IT,
learning time, learning space

School Yard
Gym
Art room
Multi media centre
LOTE room
“Manabiya” (Learning
Centre)
Classrooms

Provide students with a
greater range and choice of
recess break activities
Involvement of JSC and
KPPS communities in
developing and conducting
activities
the individuals or teams
responsible for
implementation
When
Achievement milestones
changes in practice or behaviours
the date, week, month or
term
for completion
Terms 1-4 On going 2015
Professional Learning
Leaders
School Leadership
Teaching Team Year
Level Leaders
Class teachers
Education support staff
 Regular participation by students in the range of
play activities offered during recess breaks.
 Positive behaviours displayed by students
during recess breaks
 Reduction in the number of incidents reported
during recess breaks
 Improvement in the student survey results
Student Pathways and
Transitions
Enabling and strengthening the
capacity of families to be
engaged in learning.
 Visits to local kindergartens
by Early Years Lit Program
Leader
 Promotion of Learning B4
School Program and Kings
Park Kindergarten to School
Transition Program.
 Junior teachers participate in
the Kings Park Kindergarten
to School Transition Program.
Strategy: -Learning B4 School
Program
-Partnership program with
the local Kindergarten
Kings Park Kindergarten
-Transition to school
program
-Parents in kitchen
garden/cooking program
 Parent as Helpers training
sessions offered during term
1 of the school year.
 Open days organised
throughout the year.
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Terms 1-4 On going
School Leadership Team
Asst. Principal – Student
Services
Leading Teacher – Early
Years Lit Program Leader
PL Learning Team
Education support staff
Multi- Cultural Aide
Program Aide
 Positive support for programs verified through
evaluations completed by parents and Junior
staff.
No. 5236
Kings Park Primary School
National Smarter Schools Partnerships
Name of National Partnership
Low Socio-Economic Status School Communities
Allocation
$264,151
Name of Initiative and activity
Building leadership capacity (Training school based coaches)
Building teacher capacity (School based support/coaching) (Participation in professional learning activities)
Targeted Peer Observations (Teachers observing and learning from the exemplary practice of other teachers)
These initiatives have been integrated into
the preceding sections of the AIP.
Class teaching and timely intervention to assist all students to achieve their best at or above the expected AusVELS
Literacy and Numeracy standards.
Enabling and strengthening the capacity of families to be engaged in learning
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