Arbetsplan. Inledning UTBILDNINGSNÄMNDEN

Transcription

1 UTBILDNINGSNÄMNDEN KUNGSHOLMENS G Y - ENGELSKA SEKTIONEN TJÄNSTEUTLÅTANDE DNR 13-01/12 SID 1 (9) Handläggare: Lesley Brunnman Telefon: Arbetsplan Inledning Introduction The school's vision is "Education and culture for an active influence in a globalized world". Our students are influenced by the knowledge they acquire. They have the ability to think independently and critically and can reflect. Our students can also interpret issues from social science, scientific and humanities perspectives, and they know that the different perspectives enrich each other. Our students know that education is both lifelong and will cover all areas of life. Our students go out into the world with the knowledge and tools to actively influence developments in society in a sustainable direction. They understand how their own and others' actions are important in a global context. We offer an environment with young people and staff from diverse backgrounds and work with an intercultural approach, which contributes to an understanding for the significance of diversity. Many of our students choose to study abroad after upper secondary school and the school is actively involved in the application process to universities abroad by providing references and support around the writing of personal statements. Our students are so sought after that prominent British and American universities come to market their courses at Kungsholmen. The school's unique competence in the application process contributes to as many as a third of our students being offered a place at a university abroad. We have well-established partnerships with schools in France, Italy, Spain and Germany and students are encouraged to participate in study visits to help with the development of their language studies. We have Comenius projects (EU funded) in the school together with partner schools in France, Belgium and England. We also cooperate with three schools in Zambia in the Global Health/Sustainable Development Course. A new contact with schools in Guatemala is being developed. IB students participate in an exchange with an IB school in Poland. Our 3rd year Humanities students undertake a trip to Rome. Our music students participate in international choir competitions annually with great success. In other international contexts our students are also successful. An example of this is that our students represented Sweden in a session of the European Youth Parliament in Munich earlier this year.

2 SID 2 (9) Our staff regularly participate in international conferences and skills development organised by IB and other organizations. We also host a large number of visitors from other countries. This gives us opportunities to make new contacts and learn more about educational developments in other countries. The language of instruction for almost half of the students in the school is English and due to the high level of skills of English among our teachers, students other than those in the International Section can also be offered some instruction in English. The school has strengthened the links with KTH, KI and Stockholm University during this year and more students than ever have been involved in activities or projects with these institutions. Kungsholmen s gymnasium has over forty active student associations such as Amnesty International, Henry's friends (The Red Cross), Zambia Group, Kungsholmen s Debating Society, Kzine (our digital student newspaper) and Femmetopia. Many groups have teachers as mentors. These associations create added value both for the school and for the individual students involved. They learn a democratic approach and reinforce the possibility to influence development in different areas even outside of school. Kungsholmen s Gymnasium has a unique mix of programmes which all contribute in different ways to our school spirit, one of the key factors for our success. We have the Natural Science programme and the Social Science programme in English and Swedish, and also with the Choir specialisation, the Humanities programme and International Baccalaureate IB Diploma programme - a unique mix. We are committed to creating the best conditions for active learning. Our students influence their study situation in the various courses, through regular class meetings, course evaluations and the School Conference. The introduction of 1:1 computers in the current school year will bring many changes in practice in the classroom teaching and in the way students tackle school work. A good deal of staff development in this area is also necessary to ensure that the new resources are used in challenging ways. The Student Union has a strong position in the school and is actively involved in engaging students in extra-curricular activities. More recently they have also shown an interest in being involved with the development work around students studies too. The school is organized in three units, the International Section, the Swedish Section and the Music Section. The International Section consists of three teams with six classes and ten teachers in each of the teams for Natural and Social Science Programmes, the IB team has three classes and eight teachers. The composition is interdisciplinary with both Natural Science and Social Science specialists being represented in all teams. Åtgärder för utveckling

3 SID 3 (9) Prioritised areas for development Based on the school's vision and an analysis of the results for the school, we have identified four areas of development. These areas are still in focus for the third year During this year we will begin to work with the plan for the next three years from 2014 to We want to be a learning organization, where the staff learn from each other and from their experiences in order to systematically develop teaching and other activities. 2. We want to continue the work already initialised to create a more holistic view for the students around their education. 3. We want to improve the quality of formative ways of working and focusing on learning. 4. We want to refine, develop and raise awareness of the school's international work. Mål/Åtaganden Normer och värden Samtliga elever i stadens kommunala skolor möter dagligen en god fysisk och psykosocial arbetsmiljö Indikator Andel gymnasieelever som enligt gymnasieundersökningen är nöjda med Det är arbetsro på mina lektioner Andel nöjda elever i gymnasieundersökningen år 2 avseende möjlighet att känna sig trygg i skolan Årsmål Period 75 % % 2014 Ogiltig frånvaro i gymnasieskolan 3 % 2014 COMMITMENT:The school management, student health team and teachers work together to create a work environment that promotes learning. - Work on study skills in introduction period in 1st year and throughout the student's studies in different subject areas - Lecture on how to prevent stress for students in 1st year - Continuous work with formative ways of working

4 SID 4 (9) - Regular surveys of students regarding the psychosocial work environment - The student health team and the work teams develop preventative information on health issues for students - A Mentor's folder has been developed so that classes work more systematically with a wider range of issues relating to the work environment during mentor's time every week - Mentors follow up on student's absence and have a dialogue with those students who miss school around the reasons for this. Absence Statistics 2nd year student survey Results from the school's survey of psychosocial work environment Kunskap/Bedömning och betyg Samtliga elever i stadens kommunala skolor ska ges förutsättningar att utvecklas så långt som möjligt utifrån läroplansmålen Indikator Årsmål Period Andel gymnasieelever med godkänt i alla kurser i slutbetyget 94 % 2014 Genomsnittlig betygspoäng för elever med slutbetyg (ej IV) 18 Poäng 2014 COMMITMENT:Teachers work together systematically to develop teaching methods. Based on scientific evidence and proven experience, teachers formulate their own educational ethos based on the school's vision. - Establishing the school's vision through information and discussions with staff and pupils. - Teachers in teams discuss their own teaching with colleagues in order to develop their approach to working with student learning. - Exchange of experience in school where teachers participating in professional development communicate acquired knowledge to each other in team meetings or in subject meetings or in staff development days devoted to this type of activity. - The Head working closer to educational activities through participation in team meetings and subject meetings as well as in learning activities.

5 SID 5 (9) Staff development reviews and 2nd year student survey. COMMITMENT:The whole organization is characterized by learning and an open attitude to change. Staff competence is characterized by creative professionalism. - We have a First teacher working with IT development and he will lead the staff development within this area. - The teachers are becoming more open to learning from each other and share good practice in team times and in subject groups. - The introduction of Specialisation courses where a few teachers are involved in each course has led to more collaboration in this area and a more general opening up of the classroom to colleagues - Collaboration between teachers has taken place more regularly due to E-block, where 3 hours a week is free from normal timetable and a variety of activities take place in that time. - The introduction of 1:1 computers for students will lead to more staff development taking place as teachers develop their skills in using the technology available. Employee development reviews, school heads participating in the subject groups, teams, and other workgroups in school, classroom visits. Students at Kungsholmen's Gymnasium have an overview of large areas of knowledge and develop increasingly scientific ways of working and thinking. - The teams of teachers work from a holistic perspective of learning and collaborate across subject areas. - Development of cross-curricular projects concentrating on the progression of skills required from 1st year to 3rd year so that students will be ready to undertake the Gymnasium thesis by 3rd year. - The introduction of Specialization courses and Gymnasium thesis has meant a number of teachers have been collaborating in new ways and this influences the whole workplace and gives teachers more insight into the activities being

6 SID 6 (9) undetaken by students in other areas. - An increase in the number of collaborations with Stockholm University, KTH and Karolinska Institutet including study visits and other projects gives our students a better insight into more scientific ways of working - We have appointed a First teacher with responsibility for developing holistic ways of working and this too should lead to an increased understanding in this area. The 2nd year survey and course evaluations. of the E-block to be undertaken so that we can measure how successful we have been in this area. Elevens ansvar och inflytande Samtliga elever i stadens kommunala skolor ska ha ett reellt inflytande över, ansvar för och förståelse för sitt eget lärande Indikator Andel elever som är nöjda med hur deras lärare informerar om vad som krävs för att uppnå de olika betygen, enligt gymnasieundersökningen Andel elever som är nöjda med hur deras lärare under kursens gång informerar om hur man ligger till, enligt gymnasieundersökningen Andel elever som är nöjda med Jag får vara med och påverka hur vi arbetar under lektionerna, enligt gymnasieundersökningen Årsmål Period 75 % % % 2014 COMMITMENT:Assessment during the course is a tool for continued learning Work continues around the development of formative ways of working and students are encouraged to be active learners, to do self assessment and peer assessment to gain a better understanding of their own learning. Course evaluations, 2nd year student survey

7 SID 7 (9) COMMITMENT:Students develop an understanding of their own way to learn and have the ability to develop their own learning Work with formative assessment in subject groups and in work teams, staff development in formative assessment, self assessment and peer assessment. Course evaluations, 2nd year student survey COMMITMENT:Teachers give each student continuous information about their developmental needs for success in studies - Work with the development of formative ways of working in subject groups and in work teams - Introduction of lesson studies so that teachers can examine their own practice and learn from self assessment and peer assessment in their own working situation - Review of how we conduct development talks Course evaluations, 2nd year student survey Samverkan a Samverkan med andra aktörer ska öka såväl inom närområdet som internationellt COMMITMENT:Students feel that they have a good understanding of higher education and future employment, through collaboration and information activities that the school offers. - Development of collaboration with KTH and KI and Stockholm University. - E-block means more field trips and more structured contacts with potential employers and other types of study visits can take place. - Study counsellors invite representatives from employers and colleges/universities to meet our students.

8 SID 8 (9) - The introduction of specialization courses and the senior thesis include new contacts to encourage participation from outside parties in the implementation and examination of these courses. - We have appointed a Lector with reponsibility for developing contacts with higher education establishments and this should lead to an increase in the opportunities for our students to have contacts with these establishments. 2nd year student survey of E-block activities b Samverkan med andra aktörer ska öka såväl inom närområdet som internationellt COMMITMENT:Kungsholmens students develop the skills and commitment required to actively influence their own and others' lives. - Participation in the Youth Parliament, the European Youth Parliament, Model UN and other contexts in which students learn how to influence decisions. - Work with student participation at a local level, both in the classroom and through the student body and student associations. - Development of the School Conference so that students are involved in the issues being discussed, not least with the introduction of 1:1 computers - Promotion of international contacts, including new contacts in Guatemala and India - Continued support for the application process for Universities abroad - Ongoing collaboration with universities and colleges being continually developed. - Positive attitude to student-initiated school activities. - All IB Diploma Programme students do the CAS (Community, Action, Service) unit where they must undertake activities where the focus is on serving their community in some way. - Some of the specialisation courses are informing and developing skills within this area. 2nd year student survey and course evaluation regarding student participation. of contacts with Swedish and foreign universities.

9 SID 9 (9) COMMITMENT:Students have knowledge of global relations and sustainable development and to assess events in terms of global and sustainability perspectives - Several of the new Specialisation courses are geared towards global relations and sustainable development and students will be undertaking research in these areas. - The international character of the school and in particular the International Section means that we have many international contacts and projects which we continue to support and develop. - Sustainable development and the effects of globalization are discussed in the relevant parts of the courses in the various programs offered by the school. discussions with 3rd year students. of the international contacts in which the school participates. Resursanvändning Övrigt Bilagor