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Copperfield College Strategic Plan 2009-2012 PDF format |
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ANNUAL REPORT
School Overview
Copperfield College is a unique multi campus school located in the North West
of Melbourne. Its origins are in the St Albans subdivision known as Kings
Park and over recent years it has grown with the community to have campuses
at Delahey and at Sydenham.
The 2008 Annual Report document is now available.
Link
to Annual Report document
IMPROVING TEACHING AND LEARNING 7-12
Copperfield
College was established as a single campus college in 1979 at Kings Park.
Major changes to the Kings Park Campus followed after research into Middle
Years. Staff met regularly over an eighteen month period to plan the restructure
of the school. Initially, this involved structural changes to buildings, staff
and student organisation.
Teams of years 7 - 9 students and core staff were created, and buildings were
remodeled to allow each team to have a safe and familiar environment. Students
were connected closely to a team of teachers who would teach them for the
three years that they were at the campus. Team staffrooms, housing teachers
from different faculties, were centrally located within the team area. Staff
interaction became student centered rather than faculty based. This team approach
extends to students belonging to a home group, and creating an identity within
the team.
After the structural changes, attention centered on developing a consistent
student behaviour management system, this was done in consultation with the
students. Relationships were seen as the key to engagement and improving student
outcomes. The next stage focused on curriculum development. Through a process
of professional development, staff now have timetabled planning times to allow
for team planning and authentic integration of skills and content.
Our current focus involves working closely with feeder primary schools to
embed a seamless thinking curriculum from P-12. The experiences at Kings Park
were used to create a 'purpose built' middle years campus at Sydenham. Both
junior campuses work collaboratively to reinforce connectedness with students.
Staff are encouraged to approach learning within a framework of inquiry and
social competencies. Professional development centers on staff continuing
to teach students to articulate their learning.
