# data[].attributes.body
What practices may need to be introduced, strengthened or adapted?
Inclusion of cultural leaders (e.g. from local religious organisations) as part of diversity building and tolerance within the groups at the College (e.g. religious leaders on positive inclusion of trans students)
Further inclusion of students and teachers in relationships with other schools

# data[].attributes.body
What practices were identified as strength and what was the impact of them?
Leaders ensure student have ongoing relationships
Leaders and teachers build collaborative relationships
Leadership guidance and resources on communicating high expectations to families- growth centred data and celebration
Staff establish and sustain culturally respectful partnerships- inclusion of Big Sister, Man Cave, etc.
Evaluation of lateness and attendance

# data[].attributes.headline
3. Areas of Growth: practices which were identified as areas of growth. 

# data[].attributes.subject
3. Areas of Growth: practices which were identified as areas of growth. 

# data[].attributes.body
To grow the way our leaders actively evaluate, update and make explicit the policies and practices that promote inclusion, positive behaviour and a safe environment we could introduce culturally inclusive activities/ events such as Harmony Day, International Day, IDOHOBIT Day. Also, including students and their traditions within their cultures and communities such as presenting the HUKA, Dancing their cultures which could provide further opportunities to connect with outside community partners and representatives at our school. This will give sense of pride, connecting with their wellbeing and building a positive teacher-student rapport too.

# data[].attributes.headline
What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators?

# data[].attributes.subject
What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators?

# data[].attributes.body
The open communication with families have had an impact is that our parents are involved in their students learning and feel they are about to approach the school for support.

# data[].attributes.body
What learning and wellbeing outcomes/experiences informed your assessment?
Mentor group, student service, YLLs
ATSS survey- connectedness to school  15% higher than similar schools
Communication channels- Compass, Instagram, FB
Staff Opinion Survey- Parent and Community Involvement only 1% non-positive
Parent-Teacher Interview Attendance
Data provided to parents that emphasises growth
Student Value Award sharing
Expectations of communication for Mentor Teachers
School Staff Survey- School Leadership- Parent Involvement 93% positive
Chronicle listings for diversity/tolerance issues
ATSS Sense of Inclusion- 88% positive
Processes for planned absence and lateness- high expectation communicated

# data[].attributes.body
What learning and wellbeing informed assessment:

The staff induction process in communicating vision and values

Establishment of structures and processes

School Staff Survey- School Leadership 20% higher than similar schools and 30% higher than the state

Lack of student-led forums

Student speeches for captain roles

Nature of task design being not open-ended

Some but not consistent use of goal-setting, reflection, peer-feedback, etc. to lead to independent problem solving

# data[].attributes.headline
2. Areas of Strengths: practices which were identified as areas of strengths. 

# data[].attributes.subject
2. Areas of Strengths: practices which were identified as areas of strengths. 

# data[].attributes.body
Leaders and teachers integrate evidence based academic, wellbeing and behaviour support such as pre-testing, pivot surveys, Naplan, PAT testing to ensure modifications are made where needed allowing all students to grow as learners.

SSG meetings, IEP Meetings support the our strength of meeting students diverse needs in a timely manner in collaboration with families and carers to ensure students are supported in their learning and wellbeing needs.

Leaders work with area multidisciplinary team experts regularly to complete a cohort-specific inclusive climate assessment to identify opportunities. For example: Our partnership with Yamaha helped to develop curriculum throughout the Performing Arts Department including an instrumental curriculum, classroom curriculum, student learning assessments identifying opportunities for inclusion and enhancing the whole school culture.

# data[].attributes.headline
What learning and wellbeing outcome/ experience and why?

# data[].attributes.subject
What learning and wellbeing outcome/ experience and why?

# data[].attributes.body
Staff survey backs up our decisions.
Changes have occurred on the ground that leadership is listening to staff by changing the process around assessments.
Modification of work was identified as a need and leadership took this on board and encouraged the school cluster to implement into the curriculum. There is no imbalance among the staff when it comes to experience and knowledge and how it is shared

# data[].attributes.body
What practices may need to be introduced, strengthened or adapted?
Include students in planning of further curriculum as the school grows- e.g. a student voice afternoon
Consistent goal setting and review that is linked to feedback and self-assessment
Open-ended tasks are more Year 9 appropriate than the Year Levels we currently have

# data[].attributes.body
What practice were identified as areas of strength and what was the impact of these practices?
School Leadership
Student Leadership
Established processes and policies; handbook and induction

# data[].attributes.headline
1. The Learning and Wellbeing outcomes/ experiences informing our assessment

# data[].attributes.subject
1. The Learning and Wellbeing outcomes/ experiences informing our assessment

# data[].attributes.body
Support and resources from our student services team such as student IEP, DLP, Student Safety Plans, Crisis plan, Behaviour Support plans, Cognitive Assessments and student snapshots inform our student learning outcomes / experiences with our assessment practice.

This enables teachers to modify content, product and teaching for students accordingly. For example, a modified rubric and CAT to ensure all students achieve success and grow as learners.

Attitudes to School Survey Data: Effective teaching practice for cognitive engagement for students in Year 7 to 9 shows our school is sitting at 67%, the state is at 50% and similar schools are at 57%. Therefore, GSC is currently sitting above  both the state and similar schools average.

Attitudes to School Survey Data: Physical and mental health for students in Year 7 to 9 shows our school is sitting at 66%, compared to similar schools and state at 58%. This indicates that at GSC we are not only providing services to respond to mental health needs but also provide a safe physical learning environment.

# data[].attributes.headline
Practices to be introduced for improvement of leadership are:

# data[].attributes.subject
Practices to be introduced for improvement of leadership are:

# data[].attributes.body
Student Principal advisory committee.
School Improvement Team (if we have one who are the members)
For leadership to look at the rating of flexibility of the staff survey around leadership.

# data[].attributes.headline
????1. Support and resources from our student services team such as student IEP, DLP, Student Safety Plans, Crisis plan, Behaviour Support plans, Cognitive Assessments and student snapshots inform our student learning outcomes / experiences with our assessment practice. 

# data[].attributes.subject
????1. Support and resources from our student services team such as student IEP, DLP, Student Safety Plans, Crisis plan, Behaviour Support plans, Cognitive Assessments and student snapshots inform our student learning outcomes / experiences with our assessment practice. 

# data[].attributes.body
This enables teachers to modify content, product and teaching for students accordingly. For example, a modified rubric and CAT to ensure all students achieve success and grow as learners.

# data[].attributes.body
What learning and wellbeing informed assessment:

The staff induction process in communicating vision and values

Establishment of structures and processes

School Staff Survey- School Leadership 20% higher than similar schools and 30% higher than the state

Lack of student-led forums

Student speeches for captain roles

Nature of task design being not open-ended

Some but not consistent use of goal-setting, reflection, peer-feedback, etc. to lead to independent problem solving

# data[].attributes.headline
•	What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.subject
•	What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
•	What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators? 

# data[].attributes.subject
•	What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators? 

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
•	What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.subject
•	What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
•	What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.subject
•	What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
•	What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators? 

# data[].attributes.subject
•	What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators? 

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
•	What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.subject
•	What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
•	What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.subject
•	What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.subject
What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.body
The use of the assessment cycle, PAT data, and NAPLAN make up the core work of teachers at this school. These practices are  the most relevant to mapping student growth and support teachers to understand the needs of individual students.
IEPs, and DLPs, Growth Maths and English all aid staff in support this learning and growth of students who have greater needs.
Regular engagement with both positive and negative learning growth and behaviour enable staff to keep track of all students and support where required.

# data[].attributes.headline
What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators?

# data[].attributes.subject
What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators?

# data[].attributes.body
The practices that we identified as strengths were related to individual staff's assessment of data, student growth, voice, wellbeing and connectedness to school. As a result, students have clear understanding of the expectations of behaviour and assessment protocol. Students are capable of tracking their own growth and can plan for future learning. Students are comfortable in checking in with teachers about their wellbeing concerns. The compass chronicles enable all staff to be across student concerns in order to effectively support them in and out of the classroom.

# data[].attributes.headline
•	What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators? 

# data[].attributes.subject
•	What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators? 

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
•	What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.subject
•	What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
1 What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.subject
1 What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.body
72% of students (ATTS) see that there is differentiated learning challenge in class
82 % of staff indentify strong collaboration between peers and visibility of leaders
54% of students indicated recognition of student voice in learning so it is an area for growth
82% of staff support growth and learning of whole school learning
High percentage (91%) of staff see the link between engagement and teaching and learning.

# data[].attributes.headline
•	What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators? 

# data[].attributes.subject
•	What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators? 

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
2. What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators?

# data[].attributes.subject
2. What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators?

# data[].attributes.body
Differentiation- DLP development, Modification (IEP) and developmental continuum
Tiered approach exits but needs to be further strengthened and developed.
Practices in place such as learning walks and peer observations that focus on LEARN Instructional model (HITS)
Student Mentor Program to develop emotional resilience and wellbeing, develop learning goals
Evauating learning programs - DLP, Enhancement, Student learning progress, patterns of behaviour
Student Mentor Program to develop emotional resilience and wellbeing, develop learning goals
Practices in place to reward learning growth, monitor wellbeing in Compass Chronicle

# data[].attributes.headline
•	What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.subject
•	What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
•	What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.subject
•	What learning and wellbeing outcomes/experiences informed your assessment and why? (i.e. what levels of attainment/growth/quality were identified in the indicators as most relevant to practices in this core element)

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
•	What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.subject
•	What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
•	What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.subject
•	What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
•	What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators? 

# data[].attributes.subject
•	What practices were identified as areas of strength and what was the impact of these practices on improving learning and wellbeing outcomes or indicators? 

# data[].attributes.body
Double click and type your responses here - make sure you click "update" to save

# data[].attributes.headline
3. What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.subject
3. What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.body
Continuing to strengthen student agency in teaching and learning.
Continuing to apply consistent practices in monitoring learning and wellbeing via Compass, and then evaluating that data.
Continue to develop innovative, best practices in T & L that challenges and engages students
Continue to develop innovative, best practices in T & L that challenges and engages students

# data[].attributes.headline
What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.subject
What practices may need to be introduced, strengthened, or adapted to enhance effectiveness in impacting learning and wellbeing outcomes/experiences, including how these connect to improving learning and wellbeing outcomes or indicators?

# data[].attributes.body
We could improve through establishing more consistent protocols for collaboration within teams through creating time to meet regularly. This would help staff to create action plans together that support staff and students to pursue learning and wellbeing growth. We would then be able to create greater consistency across classrooms.