Annual Development Plan

Purpose Statement

At Discovery College, our core business is “Improving Student Outcomes”.

The Annual Plan defines our aspiration and key priorities in order to help us achieve our Vision. The value of the Annual Plan in “improving student outcomes” is defined through interpreting our Vision Statement in the following way:

Grow… Engage in opportunities for improving learning.

Discover… The power of people, connections and collaboration.

Dream… Provide the best possible learning for all.

Driving Concepts

The following concepts will underpin our behaviours, in that we:

  • Believe that we have each other’s best interests at heart (Trust)
  • Provide autonomy for people to act (Empower)
  • Create value by implementing new ideas (Innovate)
  • Create and maintain the conditions under which people and environments can exist in productive harmony (Sustainability)
  • Value the importance of sharing educational responsibilities for students (Share responsibility)
  • Feel a sense of belonging, purpose and fulfillment (Inclusion)
  • Have positive relationships at the heart of learning and well-being (Quality Relationships)
  • Have the ability of people to work together for common purposes in groups and organisations (Collaborate)
  • Support decisions with evidence (Evidence-based)

Key College Priorities for 2015-16

  1. Learners & Learning
    • Visible Learning
    • Digital Acceleration
    • Alignment & Review of Curriculum
  2. Professional Learning
    • Professional Learning Pathways and Teacher Inquiries
  3. Wellbeing
    • Deepen and share understanding of flourishing communities

Other Annual Plan targets, College and/or sector, may be developed that don’t naturally fit within the Key Priorities, however, time and resourcing will be predominantly focused on the five priorities above.


Learners and Learning

Excite a passion for all learners to strive for enduring excellence.



How will we get there?

Professional Learning

Success criteria

Monitoring our progress

Visible Learning is teachers seeing learning through the eyes of their students and students seeing themselves as their own teachers

By June 2016, all learners can articulate:

  • What they are learning…
  • Where they are at…
  • Their next steps…

Collect baseline data around:

  • understanding of visible learning
  • current assessment practices
  • how student voice can be used to inform practice

Based on above:

  • Plan appropriate professional development opportunities.
  • Build and embed a shared understanding and set of expectations in relation to effective assessment practices.

Professional learning pathways in both Primary and Secondary

Utilise internal expertise

Supporting external opportunities – workshops, conferences, etc

Dylan Williams on formative assessment


  • can articulate/explain their learning intention/goal (What)
  • understand the progression of learning and where they are in relation to the goal (Where)
  • understand where and how to make further progress (Next steps)


  • can provide evidence of assessment ‘for’, ‘of’ and ‘as’ learning and resulting improvement in student outcomes
  • use student voice to inform teacher practice and programmes of learning

Senior and Middle Leaders:

  • use student and staff voice to inform leadership practice


CIS/WASC Recommendations:

  • The school develops a consistent, school-wide understanding and practice of formative assessments in order to modify teaching and to improve learning.
  • The school further systematises its methods for comparing and analysing student achievement data.

Digital Acceleration

By December 2015 Review completed and shared with college.

By June 2016

Strategic direction agreed upon based on review outcomes.

Complete review started last year around current practice around integration of ICT into learning

Regular staff feedback throughout review

Develop a plan based on review recommendations

All staff to share approaches that enhance learning through digital technologies. An agreed strategic plan for digital acceleration and connected learning that will inform future steps, based on review.


2014-15 DC Digital Acceleration Review working party recommendations & staff voice from Annual Plan review sessions.

Alignment & Review of Curriculum

By December 2015, the plan and associated process/cycle will be completed

From January to June 2016 – Implement review cycle

Develop a formal plan that clearly shows the what, who,when and accountability for:

  • Curriculum Design and review
  • Vertical curriculum articulation across programmes
  • Transition between programmes

Plan, process and timeline developed (2015-18)

Implement first phase of review  cycle


CIS/WASC Recommendations:

  • The school develops an overarching Curriculum Plan that includes a process and timeline for reviewing its curriculum on a regular basis 
  • The school develops a comprehensive, school-wide Teaching and Learning Policy that explicitly defines/articulates quality learning practices 
  • The school develops a clear designation of responsibility for overseeing school-wide curriculum articulation and review.
  • The school ensures more regular opportunities be made available to build vertical curriculum articulation strands

Professional Learning

To build a culture of professional learning that is:

  • collaborative – sharing and critically interrogating practice in an ongoing, reflective, and growth-promoting way
  • autonomous – opportunities to determine what you do, how you do it and who you do it with
  • rigorous – asking challenging questions of and providing feedback for each other
  • evidence-based – using student achievement data to inform next steps



How will we get there?

Professional Learning

Success criteria

Monitoring our progress

By June 2016…

To embed evidence collection, analysis and sharing of practice within professional learning pathways.

Embed Personal Learning Pathways (Primary) and Teacher Inquiries (Secondary).

Resourced with time and budgets allocated by sectors

Capturing learning through the DC Professional Learning Google Community

• Coaching/mentoring

• Evidence Collection and Analysis

• Increased opportunities to share practice

Staff share their professional learning, including

  • the evidence they have collected to show improved student learning
  • the evidence they have of changed teacher practice

By June 2016…

Build the capacity of staff to ask challenging questions and provide feedback to support each others’ learning

Build capacity of all staff to use the 4Cs (clarifying, collaborating, consulting, coaching)  effectively and skillfully.

Resourced with finance from whole-school and sector budgets

Skill development in using the 4Cs….clarifying, collaborating, consulting, coaching (all staff)

Effective feedback strategies (all staff)

Staff ask challenging questions of, and provide feedback for,  each other (rigorous)

Staff use student achievement data to inform next steps (evidence-based)

Staff share and critically interrogate practice in an ongoing, reflective, inclusive learning-oriented and growth-promoting way (collaborative/ rigorous)


Through Positive Psychology, to foster a flourishing community to strengthen wellbeing and achievement




How will we get there?

Professional Learning

Success criteria

Monitoring our progress

Deepen our understandings of how a flourishing community contributes to wellbeing and achievement

Developing and implementing Action Plans for the Lead Team that include:

  • Staff Learning
  • Student Learning
  • Parent Learning
  • Community

Utilise a range of strategies that promote awareness, understanding and sharing of Flourishing, including:

  • Staff workshops (formal & informal/compulsory & choice)
  • google community
  • Student Wellbeing approaches & programmes across the college
  • DC practices e.g. meeting starters, kindness, gratitude, etc
  • Parent workshops
  • Hard and soft communications

Exploring other practice e.g. CIS

Professional reading

Sharing of good practice/ evidence at DC, including opportunities for constructive feedback

Gathering examples of staff and student work around Flourishing

A shared understanding of a flourishing community is developed

Members from across our community can articulate the connection between flourishing and wellbeing/achievement

All staff to experiment with, integrate and share approaches that enhance wellbeing and achievement

Sharing of practice through a range of appropriate forums, including:

  • Team and Department meetings
  • Parent meetings
  • Flourishing google community
  • Ding! Bulletin
  • Explorer
  • Staff notices

Financial and Property Needs​

Discovery College:

  • Achieves a balanced operational budget, including the ability to repay the DOA
  • Generates sufficient income to cater for both annual and long term capital needs
  • Has an approved Master Plan for current and future property needs.



How will we get there?

Professional Learning

Success criteria

Monitoring our progress

Maintaining budgeted enrolment figures

Guiding Coalition

ESL, Finance & Property sub-committee and Principal



Implementation of the 50 year Maintenance Plan


Incorporation of revised figures (if accepted) into long term budgets

A Short and Long-term Master Property Plan will be developed.

Guiding Coalition

ESL, Finance & Property sub-committee and Principal


Short and long-term Master Property Plan developed for College

Y5/6 area developed

Rooming for secondary

Provision for senior exams


CIS/WASC Recommendations:

  • The governing bodies strategically collaborate to sustain the current development and communication of plans for long-term financial sustainability that focus on supporting the Vision of the school.