2026 Annual Implementation Plan Overview

In 2026, we will be focusing on Goals 1 and 3 from our 4-year School Strategic Plan.

Goal 1

Maximise learning growth and achievement

KIS 1b

Build instructional leadership capabilities and role clarity for all leaders.

KIS 1c

Develop knowledge and skills to embed evidence based instructional practices.

Actions

1 Build leadership capability and shared accountability by clarifying individual and collective roles and responsibilities, enabling leaders to contribute effectively to the school’s collective work and be accountable for agreed school-wide objectives and outcomes.

2. Implement consistent, data-informed decision-making and action-planning processes across teams by analysing student learning and wellbeing data to plan, monitor, and adjust teaching and targeted interventions.

Action

1. Commence implementation of the Department’s English Victorian Lesson Plans (VLPs) from Prep to Year 6 by exploring, planning and trialling lessons to build teacher understanding, inform future planning, and establish readiness for consistent delivery.

Tasks

Establish School Improvement Teams (SIT) with broad representation.

Establish T&L and W&E SIT with representation broader than the current leadership team, to strengthen distributed leadership, shared accountability and collective responsibility for the school’s improvement agenda.

Clarify roles, purpose and expectations of SIT membership.

Clarify the purpose, membership and role expectations of each SIT so that members understand their individual and collective responsibilities in contributing to school-wide improvement priorities aligned to the SSP and AIP.

Use of accessible systems to support whole-school data analysis.

Use accessible systems to support the collection and analysis of a range of school-wide data sets, enabling both the T&L SIT and the W&E SIT to identify trends, monitor progress and inform decision-making.

Develop and use Action Plans aligned to SIT purpose.

Support SIT members to develop and use Action Plans that reflect the purpose of their role and align with the school’s improvement agenda, ensuring actions are informed by evidence and reviewed regularly.

Implement consistent meeting structures to support effective decision-making.

Implement consistent and robust meeting structures for SIT meetings that prioritise the use of data and evidence to inform precise action planning, decision-making and monitoring of impact.

Build leadership capability through focused learning walks.

Undertake learning walks focused on the work of the SITs (minimum one learning walk per SIT per term) to build leadership capability, monitor implementation, and strengthen collective understanding of effective practice.

Tasks

Build shared understandings of English VLPs.

Support teachers to explore the Department’s English VLPs through professional learning and collaborative discussions to build shared understanding of lesson structure, instructional intent, and curriculum expectations.

Use trialling to inform collaborative planning.

Use insights gained from trialled English VLPs to inform PLC Inquiries and Collaborative Planning discussions, identifying effective practices, challenges, and consideration for future consistent delivery.

Trial English VLPs in classrooms.

Trial selected English Victorian Lesson Plans across Prep to Year 6, with lesson delivery used as an opportunity for teacher learning, reflection, and feedback rather than full implementation.

Develop a Prep-6 English scope and sequence.

Develop a whole-school English scope and sequence (by curriculum) from Prep to Year 6, informed by the English VLPs, incorporating agreed elements of the two-hour literacy block.

Develop an English assessment schedule.

Develop a whole-school English assessment schedule that incorporates diagnostic, benchmark, formative, and summative assessments to support consistent assessment and inform teaching and planning.

Goal 3

Enhance student wellbeing and connectedness to the school.

KIS 3b

Embed the School Wide Positive Behaviour Support framework across the school community.

KIS 3d

Enhance wellbeing and inclusive practices across the school community

Action

1. Embed Tier 1 School Wide Positive Behaviour Support by consistently delivering, monitoring and evaluating agreed universal practices, with leaders modelling, reinforcing and holding shared expectations, common language and behaviour support systems to account across the school.

Action

Explore and plan for the staged delivery of the school’s Wellbeing and Engagement Framework, led by the Wellbeing SIT, to establish clarity, readiness and shared understanding ahead of the whole-school implementation in 2027.

Tasks

Strengthen leadership oversight of Tier 1 SWPBS.

Strengthen leadership oversight of Tier 1 SWPBS through regular monitoring, feedback and follow-up to ensure consistent implementation of agreed expectations, common language and behaviour support systems.

Embed consistent use of PCMS 1-4.

Embed the consistent day-to-day use of PCMS 1-4 across classrooms and common learning areas, with leaders explicitly reinforcing expectations and addressing variability in practice.

Use behaviour data to monitor Tier 1 impact.

Collect, analyse and use whole-school behaviour data to monitor the impact of Tier 1 SWPBS and PCMS (1-4) practices, identify trends, and inform leadership decision and adjustments to universal supports.

Establish consistent behaviour tracking and definitions.

Establish and maintain consistent definitions and processes for recording minor and major behaviours, ensuring accurate data collection, follow-up and transparency in behaviour support processes.

Support staff wellbeing through clarity and consistency.

Support staff wellbeing by reducing variability and individual burden in behaviour management through clear expectations, consistent systems, and shared Tier 1 approaches across the school.

Tasks

Review and interrogate the newly created Wellbeing and Engagement Framework.

Review and interrogate the newly created Wellbeing and Engagement Framework with the Wellbeing SIT to build shared understanding of its intent, structure and application.

Audit current wellbeing and engagement practices against the framework.

Audit existing wellbeing, engagement and inclusion practices against the Wellbeing and Engagement Framework to identify strengths, duplication and gaps.

Map multi-tiered systems of support within the framework.

Map Tier 1, Tier 2 and Tier 3 wellbeing and engagement support within the Wellbeing and Engagement Framework to identify strengths, duplication and gaps.

Clarify roles, responsibilities and coordination.

Clarify roles and responsibilities with the Wellbeing and Engagement Framework, including coordination between classroom teachers, ES staff, wellbeing staff and leaders.

Plan for staged implementation in 2027.

Use the AERO implementation model to develop a staged implementation plan for the delivery of the Wellbeing and Engagement Framework in 2027, identifying priorities, sequencing, professional learning, and readiness requirements.

Identify measures to monitor future impact and fidelity.

Identify data sources and measures that will be used to monitor the impact and fidelity of the Wellbeing and Engagement Framework once implemented.