Sheffield School Sheffield School Charter

Transcription

1 Sheffield School

2 Introduction This charter was developed during 2006 by the Sheffield School Council. The Council has sought to integrate the curriculum and management frameworks of the Education Department with long held community values and beliefs as expressed in previous versions of the charter. This charter is the Council s core policy document expressing the central values, purposes and priorities of the school community. It provides the basis for all operations of the school community including policy, planning, implementation, and accountability processes. Our educational environment Sheffield School, the learning centre for the Kentish community, is a place where people of all ages can learn and develop the skills necessary for success in the twenty first century. Comprising K to 10 classes, Vocational Education Training for year 11 and beyond, community learning through the Community Learning Centre (On Line Access Centre and Library), Sheffield School is a complex organisation facilitating life long learning. Learning is highly valued in our school and is characterised by trust, openness, honesty and innovation. Our curriculum is underpinned by the values and purposes of Tasmania s Curriculum Framework. Information Communication Technologies and Thinking are fundamental to all curriculum components, and on-line learning is an increasingly important mode of learning for all. As a community of learners our students, parents, teachers, ancillary staff and community members all have significant roles to play in shaping our physical, social and learning environments. They enact the rights, rules and responsibilities that are essential to maintaining quality relationships and our Supportive School Environment. Our educational environment includes physical and human resources of the wider community. In shaping our curriculum and learning to the Sheffield context, these community links are crucial and will continue to grow. Our community The Sheffield community is located in a scenic rural area characterised by rolling farmlands and forests framed by the backdrop of Mount Roland and the Mersey and Forth river valleys. The Sheffield area comprised the southern part of the domain of the Punnilerpanner people based at Port Sorell. Government Surveyor Nathaniel Liscombe Kentish discovered the district in 1842 however trappers, explorers, cattlemen and prospectors had frequented the area earlier. The district was first settled by Europeans in the late 1850's and 60's and the first Sheffield school commenced in 1867.

3 The town of Sheffield is surrounded by a number of small communities. Some of their names, e.g. Paradise, Beulah, Garden of Eden and The Promised Land, are indicative of the scenic nature of the area and the hopes of the early European settlers many of whom had a strong Christian faith. For much of the past 150 years, the predominant activity of the region has been agricultural with mining, trapping and timber industries. Over the past 50 years, with the advent of hydro-electric development there have been changes in the method of farming as to become more intensive, with an emphasis of dairying and vegetables for processing. Tourism, horticulture and grazing have been established. A trend has now developed for people to reside in Kentish for the lifestyle and to work on a daily basis in other areas. The development of the murals depicting the history of the town and region has had a major impact on the community particularly in attracting tourists. Sheffield is the gateway to the Cradle Mountain World Heritage Area and a number of wilderness areas made accessible through the Mersey-Forth Hydro Electric scheme. The construction of the road to the West Coast in the 1980 s has changed the pattern of the movement of tourists and commercial traders between Launceston and the West Coast. The population is characterised by relatively higher rates of home ownership, lower incomes, higher birth rate, and a higher rate of welfare benefit recipients in relation to state averages. This has been a trend that commenced during the 1970 s. Over 50% of the current population were not born or resided in this district 10 years ago. Sheffield is the centre of the Kentish Municipality and is the administration centre of local Government for the municipality. Our school The school is located on three sites with excellent facilities overall. The Early Childhood campus caters for K-2 in a unique child-friendly environment. While this campus is much loved in the community, it has some significant facility and staff support limitations. The School Council has a current policy of relocating the Early Childhood campus to the main site through the construction of a purpose built early childhood educational facility. The main campus, covering Primary, Secondary and VET, has benefited from the addition of the Recreation and Related Arts Centre completed in 2000, and the redevelopment of technology areas and a Community Learning Centre in The school has an ongoing commitment to maintain facilities to their current high standard. The curriculum follows the state and national guidelines to ensure that our students receive an education equal to the best in Australia. The school highly values innovation in teaching and learning and is committed to staying on the front line of implementing positive change. The School's Agriculture Centre continues to provide an excellent base for the development of the

4 Agricultural curriculum and a range of related interests including cattle handling and the annual school show for which the school receives state-wide recognition. Our curriculum is based on Tasmania s Curriculum Framework, set in the context of the Sheffield community, so as to ensure that our students receive an education equal to the best in the state. The school is accountable at State and Federal level through reporting on student achievements. Monitoring and targets for improvement are negotiated between the teaching staff and the School Council. Our teaching staff is a strong, experienced and innovative team who are committed to the development of high quality teaching and learning programs, and to the academic, personal and social development of children. The school has an active School Council that participates fully in setting direction and policies for the school community as expressed in this charter. Because of this the school is well placed to embrace the opportunities and responsibilities that are incumbent in the Departmental restructure, Placing Students At The Centre. Parents and the community are supportive of the school. Parent participation in school activities is high, especially in the early childhood area. Our students Our students range in age from 4 to 80 including increasing numbers of adult learners participating in VET or accessing online learning through the skills centre. Most of our students are typically open, contented, friendly, caring, considerate and exhibit the benefits of relatively high levels of freedom outside of school life. They expect to gain academic success and this expectation is usually supported by the home. A small number of students with high needs in learning or behaviour are supported through the school or the Latrobe Kentish cluster. Traditionally, our students have had locally focused interests, however, this is changing with increased access to activities and interests in the coastal commercial centres. Many students now regularly participate in sport and cultural activities in the Devonport area. Internet technology provides access for children to interact across geographic boundaries. The school educational needs index is 53.8 which is slightly below the state average. It has decreased in recent years from % of students qualify for the student assistance scheme and this percentage is decreasing. Aboriginal students make up 8% of the school population. 92% of students proceed to education, training or directly to the workforce beyond Grade 10. A number of students from outside our community choose to attend this school. Retention rates from grade 6 7, are good. Due to the nature of our area, most students (80%) travel to school by bus.

5 Resilience Integrity Core Values We are committed to building each person s sense of identity and self worth. We nurture optimism, perseverance and well-being. We value honesty, consistency, justice, forgiveness and compassion in our dealings with each other. Achievement Responsibility We are committed to discovering, with each person, their areas of gift and ability. We seek to nurture enjoyment and pride in personal achievement. We value interdependence, commitment to each other, and accountability for our actions. Connectedness We are committed to creating community through acceptance, understanding, care, co-operation, friendship and sharing. Creativity We value originality and innovation in engaging and interpreting life and the world around us. Equity We value and celebrate the uniqueness of each individual and believe everyone can learn.

6 Mission We nurture an enjoyment of and capacity for lifelong learning Vision We look forward to providing responsive and innovative education to the whole community

7 Our priorities for student learning Sheffield School's priorities for student learning are derived from the goals and purposes of Tasmania s curriculum framework. Purposes Our purposes are that students learn how to Goals Our goals are that each student at Sheffield School will be able to Priorities Our priorities for student learning at Sheffield School are Learn create, communicate and convey ideas clearly and confidently becoming literate becoming numerate being able to acquire, process and communicate information Think, know and understand reason, question, make decisions and solve complex problems understand science and technology and make thoughtful decisions about their application developing the ability to reason and think reflectively learning to question and challenge thoughtfully developing the ability to discern knowing the heritage stories behind the most significant Sheffield murals gaining an appreciation of our environmental heritage including wilderness, forestry and farming Live full healthy lives and Create purposeful futures Act ethically and Relate, participate and care have positive self esteem and a vision for themselves and their future be well prepared to participate actively in our democratic society setting and achieving personal goals, for example climb Mt Roland, play in a band, show a heifer, or paint a mural treating self with respect valuing personal health and wellbeing developing a balanced personality including mental, physical, emotional, social and spiritual growth identifying an area of individual achievement developing an ethical framework to guide actions understanding and respecting the rights and responsibilities of others developing co-operative teamwork skills maintaining healthy interpersonal relationships possessing a sense of community having a sense of contributing to society through the achievement of social goals