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Faith - Inaburra School

KnowledgeAt Inaburra we enrol students from the broad spectrumof academic ability levels and measure our achievementaccording to the progress each student makes.Over the next five years a national curriculum will bedeveloped in Australia. This is an opportunity for us as aschool. Inaburra currently teaches the NSW Board of Studiescurriculum from Kindergarten through to Year 12. We arecommitted to the introduction of this program and will adaptthis strategic plan to accommodate it.A Dedicated andKnowledgeableTeaching StaffWe believe the keys to successful learning are the quality of theteaching and the teacher-student relationship. Teachers arecharged with the responsibility of developing a positive classroomclimate, connecting their subject matter with the real world,differentiating learning according to student need, and becomingan expert in their field/s. Inaburra believes that “assessmentfor learning” strategies are essential to enable individual studentsto improve.Over the next five years Inaburra will seek to assist its teachers toteach well by:• Initiating a program of mentoring of less experienced byexperienced teachers that will include classroom visits,feedback and goal setting.• Using the Institute of Teachers material to identify excellentpractices in teaching and developing a plan to rewardexcellent teachers.• Promoting professional development in quality teachingand learning, assessment for learning and subject teachingto HSC level.• Including professional development on adding value to eachchild’s learning.• Pursuing professional development in the use of newtechnologies and in the best use of NAPLAN test results toimprove learning.• Including professional development in extending studentthinking, writing, reading, listening, and speaking.• Continuing the use and development of the InaburraProfessional Practice Manual. This document summarises ourteaching practices and is provided for all Inaburra teachers.Ongoing Work inAcademic ProgramsCurriculumOver the next five years the knowledge base in subjectssuch as Science and Economics will change. Curriculumdevelopment is essential if schools are to deliver relevantprograms in a changing world. We need to not only keep upto date, but engage with the ideas underlying societal change.Across the school we wish to:• Interact with and adapt to the National Curriculum. ThisFederal Government initiative will impact K-12 classes from2011. It is currently in the consultation phase, but will altereducation across Australia.• Review curricula to ensure current practices are high qualityand current.• Continue partnership with Dr Lloyd Dawe to assist Inaburrato strengthen our program of understanding Mathematics.Dr Dawe will continue as our Mathematician in Residence.• Enable students to select high quality reading materialthrough the development of cross-curricular reading guidesfor each age group.• Conduct a high quality writing competition in the JuniorSchool, connecting to skills that have been identified inscope and sequence documents.• Develop Inaburra standards in writing for each stageof learning.• Embed the thinking processes inherent in debating in Englishclasses from Year 5.• Develop debating and public speaking as specialist areas.3


ExaminationsSupport for HSC students is important. The HSC is a pathway tofurther study and students require support as they prepare for it.To attain these goals we seek to:• Review our study program to provide focus at key points inthe HSC. Based on the success of the recently introduced‘HSC Study Camp’ and Year 11 ‘Enrichment Week’, Inaburrawill review its program that teaches students how to studyand how to keep a study-life balance.• Extend our careers program to include a skill-mappingexercise for students in Year 10 who are selecting subjects.• Introduce surveys of students at key points in the Seniorschool to provide indicators of our success in enablingstudents to learn how to study successfully.• Move the ‘Surviving the HSC’ Parent-information Night toTerm 4 of Year 11 to coincide with the commencement ofHSC studies.• Working closely with library staff to extend and develop a widereading program for Middle School students; embed widereading in class based assessment; set up ‘literature circles’on Moodle.• Launching a ‘Book Club’ to meet at lunch times, beginningwith Year 7. The purpose is to discuss and recommend booksto each other.Assessment for learningContinue to build a culture that recognises assessment as anopportunity to extend and clarify learning through:• Sourcing best teaching and assessment practices to fosterprofessional development – assessment for learning.• Encouraging a culture of drafting and feedback at all levels inthe school.• Building reflection time into assessment and feedback processes.Each subject area has its own priorities. These are noted below:EnglishLiteracy DevelopmentContinue to build the skills of print, visual media and criticalliteracy through:• Reviewing grammar and punctuation programs with theuse of Moodle for Middle School students who lack thesetechnical skills.• Analysis of the recently introduced NAPLAN (the nationalliteracy and numeracy tests held in Years 3, 5, 7 and 9)results to improve understanding of student progress.• Developing students understanding and use ofmetalanguage associated with assessment and analysis oftexts – students’ glossary, posters on walls, acronyms such asMESL (Make a point, Explain the point, Support the point,Link the point), PACT (In analysis, write about the purpose ofthe text, its audience, its context and its techniques).4


ScienceCreative WritingContinue to develop the skills of excellent creative writing andfoster a passion for creative writing in gifted students through:• Promoting entry into creative writing competitions.• Developing an annual journal of creative writing.Public Speaking and DebatingContinue to develop student engagement with public speakingand debating via:• Encouraging students gifted in these areas to pursue theirtalent by a criterion referenced selection process.• Establishing a structure within school hours that providestime, instruction and mentoring for these skills.• Running regular workshops with experts in these fields todevelop skills.• Increasing access to computers for writingMathematics• Implementing new Board of Studies Stage 6 (Year 12) courses.• Reviewing our Year 7 program to include introduction ofmathematics technology.• Increasing the academic rigour of advanced classes in Years7-10. This will include introduction of stimulating anddemanding thinking in these years. We will focus on the ideaof thinking mathematically. Our aim is to have increasednumbers of students coping well with higher levels ofmathematics.• Use of Mathletics and other software to improve studentrevision and understanding in Years 7-10.• Introduction of graphics calculators for the Year 11Mathematics General course.• Support of the Gifted and Talented and Support programsfor Mathematics.• Increasing access to computers for Mathletics• Reviewing staff development to include time to reflectupon practice.• Developing Moodle based resources for Years 7-12(i.e. self-help computer-based learning resources).• Examining practical lesson scope and sequence documents toensure we provide a challenging hands-on program that willmeet the needs of the National Curriculum.• Development of cross curricula projects:- Aquaponics project with TAS and Geography(an environmental-awareness project that grows fishand plants).- Cross faculty excursions such as Science/HSIE excursionto study coastal biology and geography,field excursions to the Royal National Park.• Consolidation and further integration of technology intothe Science programs.• Increasing significantly the number of geology specimensincluding fossils, rocks and minerals.Technology and Applied Studies• Development of Moodle based resources in Stage 6 Designand Technology and Community and Family Studies.• Creating improved student work display areas in the Textilesand workshop areas.• Building on our success as the Engineering School of theYear (2008) through expansion of the Engineering Studiesresources and creation of an active experimentation areawhere students could explore the theoretical concepts theyare learning through use of an improved scientific method.• Further development of the Technology Mandatorycurriculum to create a common set of processes andexpectations throughout the 6 units of work.• Further development of the biofuels focus in 9/10 Auto/Metal.• Implementation of the new Board of Studies Stage 6 Designand Technology and Textiles and Design Courses.• Review of Engineering Studies to identify points fordevelopment of further mathematical skills in Stage 6students.5


A Vibrant Junior SchoolIn education a good start is very important. We are seeking themeans to enable young children to love learning. To achieve ourgoal, the following is planned:Christian Education• Continuation of lunchtime groups.• Introduction of parent prayer group.• Review of devotional material.• Ongoing connection with The Bible Society.Develop Literacy• Evaluating and renewing reading resources in K-2and Years 3-6.• Reviewing the use of our teachers’ aides in K-2.• Continuing to develop our THRASS program throughprofessional development, parent involvement andaddition of resources.• Beginning a program of demonstration lessons in K-6.• Reviewing the effectiveness of our differentiation program.• Applying to hold Gala Debating Days and focusing onenhancing thinking skills connected to debating.• Implementing the whole school literacy assessmentframework.Develop Numeracy• Evaluating and renewing numeracy resources.• Increasing involvement in Maths Olympiad.• Implementing Mathletics.• Introducing graded Mathematics groups in each cohort.• Adding small sets of laptops for Mathletics use in classes.• Reintroducing Count Me In program.• Implementing the whole school numeracy assessmentframework.Academic & Creative Arts• Upgrading Science equipment.• Investigating implementation of Jason Project(an advanced thinking skills program in Science).• Upgrading sports equipment.• Extending computer studies program.• Reviewing tracking program for students.• Including an additional review of student progress forstudents with particular learning needs.• Reviewing Gifted & Talented program.• Introduction of a biennial production.• Introducing a Chamber Orchestra (see Music).Facilities• Review of playground to coincide with the building ofPerforming Arts Centre.• Place Junior School Canteen in Performing Arts Centre.• Use of Performing Arts Centre for all arts programs.• Introduction of separate K-2 and Years 3-6 play times.6


Bilingualism in MandarinMandarin is the primary language other than Englishstudied at Inaburra. Our goal in this area is to provide theopportunity for students to become bilingual. In order toachieve this aim we believe that we need to provide anopportunity for younger students, staff and parents to studyMandarin by:• Providing optional Mandarin classes for teachers andparents.• Planning the development of the Chinese room tocoincide with the opening of the proposed newPerforming Arts Centre so that it becomes a specialistfacility.• Creating a second Chinese classroom.• Addition of a Chinese façade to make the subject morevisually prominent.• Addition of Chinese Garden in the proximity of theChinese rooms.• Adding Mandarin characters to all objects in the JuniorSchool.• Introducing a program for educating staff members onan ongoing basis in Chinese culture and language.- Teachers who are learning Mandarin in school willhave study tours available to them.- Free lessons in Mandarin for teachers on a weeklybasis.• A program will be initiated enabling parents to learnMandarin alongside their children.AssessmentThe development of an effective, easy to produce and easyto read reporting system for K-12 is a priority. We havealready launched a new system. Success criteria for thesereports are:• A system that communicates clearly and effectively- Curricula studied.- Progress against criteria.- Attitude to learning.- Marks and/or Grades.- Rank (Senior School).- Comment on progress.- Welfare based holistic comment.- A professional presentation.Excellence in assessment has the following priorities:• A regular and even spread of homework, providingpreparation, challenge and revision in the Junior andMiddle years.• Development of skills in examinations and assignmentswith a clear framework for developing studentindependence as the Senior years approach.• Clearly enunciated and taught scaffolds for text typesand calculation frames in the Junior and Middle years,with a program of gradual independence and focuson extension programs as the Senior years approach.Assessment programs to match.• A focus on the provision of feedback as the key strategyin pre-assessment marking.7


Global EducationThis program seeks to empower students to engage inreciprocal relationships with others overseas and at home. Itaims to build a desire to fulfil Jesus’ command to love Godand to love one’s neighbour as oneself. Our neighbour isanyone in need. It develops the individual student’s ethicaland moral response such that they will understand themselvesto exist as personal, volitional, ethical, rational and spiritualbeings rather than as the result of random material processes.The Christian gospel underpins global education in that itengages students in asking the questions for which Christiantheology provides answers. Over the next five years Inaburraaims to:• Form reciprocal relationships with schools in NorthernQueensland, The Pacific Rim, China, Tanzania, Vietnamand Rwanda.• From Kindergarten, Junior School Assemblies andcurricula will be used to engage students in GlobalEducation.• Send Year 10 students each year to serve communitiesin Sydney (with our partner, The Spastic Centre), ThePacific Rim, China, Tanzania, Vietnam and Rwanda.• In partnership with Morling College and in directcompetition with ‘Schoolies’ week, offer post HSC tripsto partner communities.• Link Global Education outcomes to the curriculum.LibraryThe library is arguably the most important location in the school.It houses the widest range of specifically selected resources and itprovides excellent opportunities for the extension and enrichmentof students.The current focus of our Junior and Senior Libraries is twofold.The first key focus is to develop skills in the field of informationliteracy. This includes producing and maintaining a physical spacewhere students have access to a vast array of print and electronicmedia. It also means enhancing access to electronic media athome. A vital component is the explicit teaching of how tocollect, synthesise, present and evaluate information.Our second focus area is student literacy, in particular reading.In collaboration with the English staff we will seek to:• Monitor student reading.• Further increase the number of students, reading and thebreadth of reading done by each student by connectingstudents with suitable texts.• Create Inaburra reading blogs to be an embedded practicethroughout schooling.In order to deliver the full range of film, documentaries andvisual images to classrooms via the smartboard program, we willpurchase and utilise a Clickview type film and video system. Stafftraining is required. This provides easy access to visual mediathroughout the school.• Fundraise to enable student education in partner schoolsto thrive.• Empower students to be the ‘gift givers’ and ‘giftreceivers’.• Develop Middle and Senior assembly programs thatexplore global education themes.• Continue our relationships with the Katoke Trust,Tanzania; Fruits of Hope School, Rwanda; and ChristianSurfers, Bali.Academic Support Services8


Extending and EnrichingStudentsInaburra seeks to cater for both the very able and studentswho find aspects of learning difficult. With the help of aspecialist teacher, the focus to date has been on extension andenrichment in literacy, numeracy, creative and critical thinking; thedevelopment of a rich creative and performing arts program, andprovision of a vibrant extra-curricular program. Underpinning thisis differentiation in the classroom. We will shift the focus by:• Creating a specialist Gifted & Talented class in Years 2-6 tooperate for part of each week.• Utilising the skills of the G & T teacher alongside classroomteachers in the Junior School.• Introducing a workshop program for students to enrich andextend their learning.• Using NAPLAN to identify students with literacy andnumeracy needs and target these needs.• Skilling teachers in how to assist students with a variety oflearning difficulties.• Maintaining allocation of a specialist learning supportteacher for each section of the school.• Extending the teaching of THRASS methods(see www.thrass.co.uk) to all Junior School teachers.Creative and Performing ArtsThe Creative and Performing Arts are central to Inaburra.We believe in active learning, that is, that students need to beplaced in positions of responsibility and given tasks if they are toengage fully with the learning process. Learning is something aperson does, not something that is done to them.As part of enhancing Creative and Performing Arts as a centralgoal of our school, we have initiated preliminary planningand design of a Performing Arts Centre that will permit us todevelop these student skill sets on campus. Performing Arts willbe a high priority over the next five years and in order for thisobjective to be achieved new facilities and resources will need tobe developed to meet the demand of students, parents and ourbroader community stakeholders.Conceptually, a purpose built Creative and Performing ArtsCentre would:• Accommodate a 650 seat theatre, multiple music rooms,drama room, media suites, art rooms, green room / dancestudio, and front of house facilities such as a foyer, eatery/canteen, office space, staff room, peripatetic rooms andpotentially trade training facilities.• Provide a facility that could enable students to excel in thearts. In addition to the current program Inaburra will seekto cultivate:- A Chamber Orchestra, commencing with a violin andcello program in Year 1.- A specialist theatre program focusing on dramaticproductions.- A specialist film program promoting film skills.- An Art Gallery displaying student works as acontinuation of the “Let the walls speak” program.Our well developed program in this area continues tofunction in the interim, with the chamber orchestra programcommencing in 2009.9


MusicMusic is a primary focus at Inaburra School. In line withthe importance of Music to faith and worship, Inaburra is aleading Music School in Southern Sydney. Particular designconsiderations for the Creative and Performing Arts Centrewould include:• Acoustic treatments to suit music performances.• Specific facilities to house a specialist band room, generalclassroom, computer suite for teaching Music, as well asother classroom facilities to teach strings, a recording studio,peripatetic rooms, storage facilities and other support spaces.As noted above, we will commence in 2009 to build a ChamberOrchestra program in the Junior School with the goal of having itfully operational within five years. We aim to:• Employ a part-time teacher in 2009 with a specialisation instrings.• Purchased in 2009 violins and cellos, using grant monies.• Increase the number of peripatetic violin teachers to two,and introducing a cello peripatetic teacher in 2009.• Start a beginner’s chamber orchestra with current stringsplayers and Year 1 students.This means that the Music Program at Inaburra will have thefollowing final structure:• Three specific teaching areas- Bands- Voice- StringsIn each area we will seek to:• Identify on the school calendar each year a specialistvisiting concert in each area (Band/Voice/Chamber),to be held at Inaburra.• Attain and promote excellence in this field.10


SportInaburra promotes three frameworks for healthy bodies.We have curricula in the areas of PDHPE and Sports Studies.The majority of our Year 7-10 students compete in interschoolsport on a weekly basis. Students with particularskills and stamina have the opportunity to representthrough to national level. We currently have studentsin the school who represent Australia. We aim to haveopportunities for each student and for the very able.Sport for Each StudentIn 2007 Inaburra joined the Sutherland Shire Catholic CollegesCompetition as an associate member in order to allow theschool to have Friday competitive sport for students inYears 7-10. In order to further the development of Friday Sportso that Inaburra students are competitively engaged and aredeveloping school spirit we have set a standard that we are:• Playing in a sporting manner.• Competitive in all games.• Developing a culture that enjoys winning and respectslosing.• Celebrating achievement.In order to embed these values, Inaburra is:• Creating and establishing protocols for Inaburra studentparticipation in sport.• Employing specialist ex-Inaburra students to coach teams.• Utilising teachers with a special interest in sport to coachteams.• Developing a banner system in the Gymnasium so that thereare distinct times when banners are raised and celebrated onthe calendar.• Tracking success rates of teams and identifying teams thathave a pattern of low achievement.• Rostering a PDHPE teacher to specifically work with lowachieving teams and/or with teams that could, with targetedassistance, achieve greater success.• Reviewing and developing the Junior School SportingProgram with the aim of including Year 6 students in Fridaycompetitive sport.• Reviewing and developing the Junior School HealthEducation Program.Sports for the Very AbleInaburra students have the opportunity to compete againststudents from all Christian schools, as well as against otherindependent and state schools in competitions that engagestudents across NSW. In order to assist our elite athletes toachieve excellence, and to extend their abilities, Inaburra is:• Introducing coaching in athletics.• Promoting excellence through the assembly andbanner system.• Utilising new facilities for training.• Celebrating success on the website and in the newsletter.• Celebrating achievement, effort, team spirit andcommitment at assemblies, in the newsletter, on thewebsite and in casual conversation.• Reviewing protocols for recognition of sportingachievements.11


FoundationMost of us enjoy connecting with our friends at school.The Inaburra Board will re-establish the Foundation Boardto investigate ways to allow past students to maintain theirconnection with Inaburra School. Priorities include:• Establishment of an Alumni.• Establishment of regular reunions for past students.• Making the Alumni aware of plans for special projectssuch as the proposed Performing Arts Centre.Classroom Climate:Interiors & TechnologyThe interior of a classroom and available technology is animportant building block for learning.We will further this area by:• Continuing to upgrade and refresh the walls as part of the“Let the walls speak” program. The walls will be decoratedwith student art work, poetry, teaching and welfare aids.The school will be maintained to an excellent level, and willhave a ‘no tolerance, no glory’ graffiti policy.• Continuing to roll out computers in order to keep ourtechnology in excellent working order. It is Inaburra policyto limit the suppliers to those approved by the TechnologyDirector.• Placing smartboards in each room except those which donot suit them (e.g. woodwork).• Utilising government grants to place six sets of laptops inrooms for use by students and staff.• Upgrading TAS and Creative Arts facilities to suit curriculumdevelopments.12


LoveWhat is a ‘Community of Care’?A healthy school has a positive classroom climate.School tone underpins classroom climate.Inaburra aims to create a culture within our community thatvalues respect for others and taking responsibility for oneself.Valuing RespectEach family has its own dynamic culture. Factors such asreligious beliefs, birth order, gender, family history, culturalheritage, economic background and genetic make-up allinfluence who we are as individuals. At Inaburra each personis understood to be “made in the image of God”. This meansthat each member of the community has an inherent dignityand value given to them by God. This value is not a commodityor a right: it cannot be bought or sold or demanded. It is a gift.It means that students at Inaburra need to be understood aspeople who long for personal security and significance,for their intellect, personal volition or “will”, emotions andphysical needs.As a community it is incumbent upon each of us to respectdifferent ways that people gain personal security andsignificance (e.g. sport, cultural pursuits, dance, drama, chess,and hobbies), their different intellectual positions, their choicesand their emotional responses. It is also important for us to learnto respect the influences that made us who we are.The process of learning also involves having one’s assumptionschallenged. A positive classroom and school climate is onethat is exciting and enriching, with high expectations.Thus, whilst it is essential that Inaburra is a safe environment,it should also be an intellectually stimulating one. Learningdoesn’t occur without a sense of challenge. Students learn tobecome confident and resilient when they face challenges andovercome them.At Inaburra we seek to enable students to learn about eachother, and on the basis of the knowledge gained to respectboth similarities and differences. We seek to enable them tounderstand that our knowledge of other people is limited andthat we should be slow to make judgements about them. Evenwhen we do know them and we disagree with them, we canrespect that their choices are based on the types of complexinteractions noted above.In order to further develop a school that values respect over thenext five years we will seek to:• Three Directors of Welfare are responsible to ensurestudents are secure and significant. Each has one sectionof the school that is his/her responsibility: Junior, Middleand Senior sections. They have, as a primary aspect oftheir role description, the development of strategies thatbuild student respect for adults, teenagers, and children;for developing Christian understandings of how welfareshould operate in the school; and for constructing,overseeing and evaluating the welfare program. Theyare responsible to the Principal and they work with theassistance of the welfare team and staff.• The key role for the welfare team is to positively promoteChristian values throughout the school. In particular theyaim to promote respect and responsibility.Respect should be shown to:1. Others2. Self3. Learning and Ideas4. Property5. Positions of Authority6. EnvironmentBy Respect we mean the ‘Choose Respect’ statements:1. Treat others with Respect, no matter how theytreat you.2. Treat yourself with Respect.3. Forgive others who do not treat you with Respect.4. Apologise when you do not treat others with Respect.5. Resist your natural desire to pay back or take revenge.6. Support others who are not treated with Respect.7. Ask for support when others do not treat youwith Respect.• Make respect a basis for our social structure.13


• The section of the timetable over which the welfare teamhas direct program-related influence is the EC/HomeGroup/Roll Call time.The plan for the next five years for EC/Home Group reliesupon us:- Establishing best practice criteria for teachers runningEC groups.- Focusing our practices in EC on engaging students andteachers in areas of mutual service/interest towards aproject that has a presentation aspect (e.g. robotics,electronics, coffee-making, aged care visitation,engaging with students in a developing nation).• Welfare has an interest in every aspect of the school program.In order to further Inaburra’s belief that the creation ofaesthetic and orderly spaces assists students to enjoy sport,play and exercise, and to act respectfully towards each other,over the next five years we will be:- Developing Bodalla Crescent Playground in order that it has: Five distinct play spaces for active play (three all purposecourts, basketball court, cricket nets). Creating a distinctive avenue for student entry;numerous passive spaces that are built on the idea thatgathering in circles helps students to relate better to oneanother (round tables in the canteen and outdoor area).- Developing EC classes according to the aforementionedcriteria but to focus more on single year programs.- Establishing a Home Group program that activelyengages students in reflection upon the relationshipbetween beliefs and life choices (e.g. body image, drugsand alcohol awareness, friendships).- Underpinning EC/Home Group with the principles ofmutual respect via continued professional developmentof staff towards this ethos.- Actively building an awareness of welfare issues with theparent body via strategies including:P & F meetings.Special Guests.Literature.Website/newsletter communication.- Holding an annual ‘Drugs and Alcohol’ summit with theMiddle/Senior School.- Connecting with the ‘No Way to Drugs’ campaign.16


Increasing the amount of covered space to protectstudents during wet weather (Canteen enclosure andextension, covered stairways).Creating adequate area for ad hoc play (e.g. handball).Constructing an orderly system for allowing studentsto pursue different interests.• Welfare also has a preventive role. Ensuring bullying does notoccur is an important focus for the welfare team. To achievethis we will continue to be:- Promoting the anti-bullying policy to all new enrolees.- Differentiating between conflict and bullying in ourcommunication about this topic.- Developing walkways from the Middle/Senior School tothe Billa Road entrance that enable ease of movementand maintain the aesthetic of the school.- Promoting the anti-bullying policy via creative means, usingstudent leaders and initiatives on at least three occasionseach year, one of which is towards Year 7, the other two ofwhich are for K-12.- Enacting the bullying policy in all cases of bullying.• Child Protection, Procedural Fairness and Risk Management areessential aspects of school life.- The welfare team is responsible to the Principal for all aspectsof child protection that relate to the daily life of the school.These include supervision of playground duty rosters,supervision of en mass student or change to proceduresmovement and oversight of student safety as it relates tohuman interaction. The Bursar is responsible for ensuring alllegalities regarding staff employment are undertaken. TheDirector of Operations is responsible for bus exit procedures.- Procedural Fairness is the basis of our discipline code forstudents and our staff interactions. All significant allegationsrequire procedural fairness rules to be applied.- Risk Management as it relates to property is the responsibilityof the OH&S committee, reporting to Senior Executive.- Over the next five years Inaburra will continue to in-servicestaff on changes to laws as they relate to these areas.15


• Support Services provide a one to one welfare response.At Inaburra they include counsellors, chaplains andteachers’ aides. Over the next five years Inaburra will be:DEVELOPMENT PROPOSED FORTHE NEXT 5 YEARS- In discussion with families, continuing to providesupport services to students in need.BUILDINGSOPEN SPACE- In the absence of government funding, reviewing,with the Steve Waugh Foundation, the place ofstudents with disability in the Junior School to ensureprograms are suitable to need.- As part of Global Education, partner with the SpasticCentre, in seeking to develop empathy in studentsfor those with special needs. This includes:CAR PARKING8PlayingField7PlayingAreasSTAGGERED BUS PARKING12PlayingAreas38PlayingFieldProposedPerformingArts Centre401518ExistingPublicBus StopExistingPedestrianCrossingVehicledrop offpick upDevelopment of a Year 6 program.Development of a Year 10 program.The Role of the P & FThe support of the P & F is vital to the school. It hassuccessfully supported the development of the schoolcanteen, the electronic smartboard program and otherinitiatives over the past few years. In this plan, it will seek tosupport the school by:• Maintaining its current program of support, includingthe Fete and Open Day, Spring Luncheon, and variousother fundraising events.• Introducing new social activities for families.• Developing the means of supporting global educationand representative sport/cultural activities in order toassist students to participate in these events.• Promoting school and P & F activities.• Engaging parents in a creative and constructiveP & F program.• Completing the plan to place a smartboard ineach room.16


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A Project of Menai Baptist ChurchA Project of Menai Baptist ChurchINABURRA SCHOOLBilla Road, Bangor 2234PO Box 3066, Bangor NSW 2234T 9543 2533 F 9543 7514E school@inaburra.nsw.edu.auW www.inaburra.nsw.edu.auINABURRA SCHOOLA Learning Community

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