Verksamhetsplan 2018 för Kungsholmens gy - engelska sektionen

Transkript

1 Kungsholmens gy - engelska sektionen Tjänsteutlåtande Dnr: /1 Sid 1 (18) Handläggare Lesley Brunnman Telefon: Till Kungsholmens gy - engelska sektionen Verksamhetsplan 2018 för Kungsholmens gy - engelska sektionen Förslag till beslut Kungsholmens gy - engelska sektionen Stockholm lesley.brunnman@stockholm.se stockholm.se

2 Sid 2 (18) Innehållsförteckning Inledning... 3 Prioriterade åtgärder för utveckling Ett Stockholm som håller samman Alla barn i Stockholm har goda och jämlika uppväxtvillkor Alla stockholmare har nära till kultur och eget skapande Ett ekonomiskt hållbart Stockholm Stockholm är en världsledande kunskapsregion Ett demokratiskt hållbart Stockholm Stockholms stad är en bra arbetsgivare med goda arbetsvillkor Stockholm är en stad som lever upp till mänskliga rättigheter och är fritt från diskriminering...16 av ekonomi Budget Övrigt Bilagor Bilaga 1: 2018 Internbudget Ansv

3 Sid 3 (18) Inledning Inledning The school's vision is "Education and Culture for an Active Influence in a Globalised World". Our students are influenced by their experiences here at Kungsholmen where they meet an intellectual level which stimulates and develops their awarenesss about their own learning and knowledge about the world around them. They learn to think independently, to be critical and to reflect. They learn to see things from a scientific perspective, a social science perspective and from a humanities perspective and they can see how the different perpsectives enrich each other. They also understand that learning takes place throughout life and covers all areas of life. The students and teachers work hard to achieve good results in the Swedish curriculum programmes and also to fulfil the wider aspects of the school's Vision regarding making an active influence in a globalised world. Many of our students travel with school and experience life in other parts of the world which also widens their perspective on their own lives. The Student Union plays an important role in school life and we have around 50 active student clubs and associations. These associations offer a dimension to school life where the students gain an understanding of how democracies work. The Student Union is also a voice in our development work and in the School Conference. We welcome the involvement of our students in making the school experience richer for many of our students. Our students are also actively involved in making a difference where they can and examples of this can be found in the fund-raising activities organised by the Zambia group, the Indian Initiative and the Guate group. All of these student associations work to raise funds to finance school studies for youngsters in the respective countries. Many of our students continue to show commitment to trying to make a difference for others. Our work teams are working together with the Student Health team in a more systematic way and are concentrating more on working in a preventative way and being more aware of the students who could be at risk and providing support. The fourth year of our Professional Development initiatives, regarding developing a more scientifically researched and proven experience insight into the work as a teacher is under way. for the last two years the Professional Development initiatives have resulted in an excellent day in June where teachers shared the results of their findings with colleagues in our "Kungsholmens Academy". This is a very positive way to end the Spring term and we plan to have a similar event this June. Organisation The school has three sections, The International Section where all students are taught in English, the Swedish Section and the Choir Section. All of the sections include Natural Science and Social Science programmes. We also have the Humanities programme in the Swedish Section. We also have three groups of language introduction where one group is studying based on English at the same time as they are learning Swedish. This is the only group of its kind in Sweden. Our International Section work teams have been reorganised and are now organised based on the year groups. They remain a mixture of teachers who teach on the Natural Science

4 Sid 4 (18) programme and the Social Science programme. The teams are working on the prioritised areas in the work plan in a more systematic way and we see that the results have begun to show in the 2nd year survey. Work on this report This Work Plan for 2018 has been compiled by the work teams considering how they will work with the goals and commitments and then reporting them through the Development Leaders. Prioriterade åtgärder för utveckling Our prioritised areas for school development are: 1. Collaboration promoting a sustainable learning environment helping students to explore a larger field of knowledge and develop an increasingly scientific approach. 2. The school is an inclusive organization characterized by learning where staff learn from each other and their experiences in order to systematically develop teaching and other activities. 3. Digitalization and ICT are tools used to promote student learning and efficient communication. KF:s inriktningsmål: 1. Ett Stockholm som håller samman KF:s mål för verksamhetsområdet: 1.1 Alla barn i Stockholm har goda och jämlika uppväxtvillkor Indikator Årsmål KF:s årsmål Periodicitet Andel gymnasieelever som slutfört utbildningen inom tre år 85 74% År Nämndmål: Alla elever utvecklas och når målen för sin utbildning Lärare har höga förväntningar på eleverna. Utbildning och undervisning utgår alltid från läroplanernas mål och kunskapskrav respektive examensmålen och ämnesplanernas kunskapskrav samt från vetenskaplig grund och beprövad erfarenhet. Alla lärare är engagerade och kompetenta, och planerar undervisningen gemensamt. Eleverna får i förväg veta vilka mål de arbetar mot, är delaktiga i planeringen av hur undervisningen ska genomföras och vilka olika former för redovisning och bedömning som kommer att användas. Återkopplingen till eleverna är en central del i undervisningen. Bedömning i formativt syfte,

5 Sid 5 (18) med avsikten att stärka elevens lärande, används både för att synliggöra och stödja elevernas kunskapsutveckling samt för att kontinuerligt bedöma, utveckla och förbättra undervisningen. Kvalitativa analyser av resultat genomförs på alla nivåer för att utveckla verksamheten. Indikator Årsmål KF:s årsmål Periodicitet Andel gymnasieelever med examensbevis, oavsett studielängd 96 % År Andel gymnasieelever med minst betyg E i samtliga kurser i examensbevisen 92 % År Andel legitimerade lärare i gymnasieskolan 85 % År COMMITMENT: Kungsholmens gymnasium/stockholms musikgymnasium develop teaching and learning based on scientific evidence and proven experience. Expected Result The teaching and learning develops continuously due to the systematic studies of teaching practice and collegial learning. Activities Each teacher will participate in sharing their own experience of Professional Development this academic year with colleagues in June They will also have written a paper or their own reflections regarding their Learning and impact on their teaching practice due to their involvement in Professional Development. They will present the work they have done in small Groups looking at an area of teaching practice and relating it to the research theory they have studied in this connection. Some teachers are studying University Courses to become qualified to teach Swedish as a second language with the support of Lärarlyft II. Some teachers will participate in research related to their own practice together with colleagues during the academic year 2017/18. The teachers of Mathematics continue to work with the Maths lift during the spring term of 2018 and have been wroking with programming in preparation for the introduction of programming in maths Courses from autumn Läslyftet will start in autumn Subject cooperation within the work teams. Use of Resources 14 Lecturers and First Teachers and around 50 hours of Professional Development time per teacher during 2017/18. Teachers of Mathematics will use 90 minutes every other week of Professional Development time for joint planning and discussions around lessons which have taken place in the Spring term Teachers studying Swedish as a second language are studying 50 % and have a reduced

6 Sid 6 (18) workload with around 20 %. They are using their Professional Development time for their University studies. Läslyftet will be timetabled in a similar way to the maths lift from autumn 2018 and will be supported by two supervisors. Time for subject meetings and Team meetings. Evaluation This will be discussed in the Development talks with the Head Teacher and the results in June will build the basis for Professional Development in the next academic year. Results from each Group are presented in Kungsholmens Academy in June COMMITMENT: Kungsholmens gymnasium/stockholms musikgymnasium improves the implementation of and knowledge of digital Tools and Resources so that they will become a natural part of the student learning Expected Result IT is an integrated tool for learning and administration. Personnel and students feel confident and secure in the use of digital solutions, where those are available, and are curious regarding new programmes and applications for the benefit of learning and other activities at the school. The school has a good organisation for the implementation of GSIT2.0. Activities: Sharing knowledge within work teams and subject Groups. Team meetings and subject meetings have a standard Point on the agenda where colleagues share how to improve teaching with digital tools. Use of the Knowledge matrices - a programme which increases students self reflection, if used properly. Students can be helped to recognise about their areas of improvement required. Tn example of a programme which makes teachers' work more effective at the same time as it gives great pedagogic benefits. Use of Digiexam for examinations. Focus on ICT in the subject Group for mathematics. Inspirational teachers at the school assist in the transition from Fronter to Office 365. The school has a pilot study with a LMS (Learning Management System). Systematic repair of IT Equipment (projectors, cables, microphones etc). Participation in ITKP meetings in preparation for the transition to GSIT 2.0 and reports to the Management team. All personnel at school are kept informed about disturbances in the service, news and updates that affect their working day or school day.

7 Sid 7 (18) Resources: Professional development time Strengthening of competence in IT administration and support in the school Evaluation: Reflection about how IT is used and positively affects the Learning process. Course evaluations which include a question regarding the use of IT in teaching. COMMITMENT: Students within the International Section have the opportunity to participate in an International project together with schools from other countries. Expected Result: Students and teachers have the opportunity to participate in the Erasmus+ project about strengthening enquiry based learning in both students and teachers. Partner schools in Spain, Italy, the Netherlands and Germany. Students and teachers have the opportunity to participate in the Erasmus+ Project about Economic Models and Sustainability. Partner schools in France, Belgium, Italy, United Kingdom and Spain. Students of step 4 languages have the opportunity to travel to Spain, France or Germany on an exchange visit. Students in 3rd year specialisation courses have the opportunity to travel to Zambia, Guatemala, or India to conduct investigations relevant to their chosen area of research in connection with their Diploma Project (gymnasiearbete). Students participating in any exchange gain cultural understanding and awareness of education in different countries. Other types of international cooperation projects will also be developed where travel is not necessarily involved. Activities - Teachers and students work with the various projects in lessons as appropriate to each project and prepare for the travel and participation in seminars or presentations during the study visits. - Students live in families during the visits and thus have an experience of family life in the other country. - 3rd year students use the research done during their travel in their Specialisation course and in the Diploma Project. - Teachers inform colleagues which students will be travelling so that the students can be given questions to work on during the travel which are relevant to other courses than the language courses. This is then followed up after the students return.

8 Sid 8 (18) Use of Resources EU funding has been granted to pay for the Teacher and student travel in the Erasmus+ projects. Time for the Teachers and students in planning and participating in the travel. School funding of around 1500 kr/student is used to subsidise the cost of travel with language exchange trips and other travel which has not received financing from another source. Students travelling to Zambia, India and Guatemala receive higher funding from the school and apply for funding from other sources too. Evaluation The Erasmus project has meetings with participants at the end of the project to evaluate the project. In language groups the exchanges are evaluated with regard to the language aspects which have been developed due to participation in the travel and have begun to be developed with regard to increases in student knowledge of other social or political factors. COMMITMENT: The International Section Teachers will focus on Course planning and Work Schedules for classes which give the students and Teachers a balanced workload. Expected Result: That Course Plans and Work Schedules are available on our LMS (Learning Management System) Fronter or Office 365 and have been discussed with colleagues so that the workload for Teachers and Students is evenly spread over the school year. Activities - The Teachers publish Course Plans on Fronter/Office 365 for each class. - The development of a common document is established and in use in 1st and 2nd year teams. - The Teams discuss the Workload Schedule for each class and Development Leaders publish this on Fronter. - All Teachers observe the Workload Schedule and do not make changes without consulting the class and colleagues. NSE17 (1st year team) There needs to be a link between the digital classrooms and the calendar/planning tool in our new platform in order to make the visible planning easier and more accessible for everyone and simplify co-operation between teachers as well as helping the students planning their work. We would like to open up a discussion on how we look at assessments and dates set for them

9 Sid 9 (18) among teachers. To visualise our planning we are using the whiteboard in our work room to show our course planners. We thereby wish to increase the opportunities for co-operating and helping our students with their planning. It is visible for all teachers what is taking place in what part of the course and should lead to more interaction since the board is in the room and we can t hide from it. NSE16 (2nd year team): We are now using a common document with dates and all classes visible, editable only by team leaders, and this has resulted in less moving around of assessments and E-blocks. We still however see problems that the student workload is also affected by smaller tasks and nonassessments, and the common document lacks information about the overall course structure. Significant progress has been made, but more steps need to be taken. -Teachers publish course plans on Fronter: This needs to continue. Some courses are still missing published plans according to students, and course plans should be visible to other teachers. With a new learning platform we need to find a suitable solution for the course plan problem. -Developing a common document: Fully implemented and is used for the International Section work teams. We need to work with a way to get more of the course plan content and the homework into a common structure, not just the major assessments and E-blocks. -Teams discuss workload schedule for each class: Discussions are taking place in the team but also needs to be discussed with the other teachers teaching a given class. For the coming year we need to set aside meeting time for those classoriented pedagogical groups regularly. -Teachers observe the workload schedule: This has improved greatly from last year but still needs to be emphasized. -Work on the development for a structure for keeping track of student workload in general, potentially together with the students themselves Use of Resources Time for each Teacher in Course Planning. A normal part of the job. Time to discuss with colleagues in Team meetings - and visit colleagues lessons. Participate in joint projects together with colleagues. Developing more common course plans to reduce workload. This can be made easier with a new LMS. Evaluation The workload for students and teachers is more evenly spread over the school year. The stress related to too many tasks or marking should be reduced. Discussions with Teachers after lesson visits, in Employee development reviews and in the

10 Sid 10 (18) Employee Survey questions relating to stress, work environment and lifestyle. Student survey relating to work environment. Class Conferences and work team meetings where teachers discuss student issues. EHT arbetar hälsofrämjande utifrån elevernas behov av att minska upplevelsen av stress för ett hållbart lärande Minskad upplevelse av stress, resurser att hantera egen stress Psyko-edukativa föreläsningar i åk1 och 2 om stress och stresshantering, känslor, sömn och studieteknik för att eleverna ska ges strategier att hantera sin egen situation. Erbjuda Yogapass en gång i veckan. Verka för att diskussioner/åtgärder hålls levande i PLG, arbetslag och på klasskonferenser för att organisera skolverksamheten utifrån ovanstående t ex arbetsbelastning, examinationsplanering, stöttning med studiestrategier och -planering. Inleda ett samarbete med elevkåren, när ny styrelse är vald, kring hälsofrämjande arbete utifrån stress. EHT ingår i forskningsprojektet Hållbart lärande. Lektionstid, arbetslagsmöten, möten med pedagogiska ledningsgruppen (PLG) samt klasskonferenser Skolsköterskornas hälsosamtal, avvecklingssamtalen i åk 3, utvärderingsdagarna i juni. EHT fångar upp signaler på ohälsa och inlärningssvårigheter i samverkan med lärarna på ett tidigt stadium för att alla elever ska kunna lyckas med sin skolgång utifrån sina förutsättningar Alla elever tar gymnasieexamen och blir behöriga till högre studier. Alla elever i behov av stöd får det. EHT agerar omedelbart när signaler om t ex utanförskap, inlärningssvårigheter, diagnosresultat, psykisk ohälsa ges så att det utreds vidare. Fortsatt implementering av Elevhälsoplanen. Bevaka att utredning görs som underlag för beslut när sådant krävs. EHT agerar tidigt när dålig trivsel i klasser signaleras.

11 Sid 11 (18) EHT möten, klasskonferenser, arbetslagsmöten Betygsstatistik/ studiebevis statistik. Utvärderingsdagarna i juni. Nämndmål: Alla elever har en god lärmiljö Alla elever känner sig trygga i skolan. Skolan erbjuder en god lärmiljö där bemötande och stöd ger eleverna förutsättningar att fokusera på utbildning och arbetsuppgifter. Det finns tydliga och kända rutiner på skolan för hur man ska hantera olika situationer, exempelvis frånvaro och olika former av kränkningar. Medvetenheten om den fysiska miljöns betydelse för en trygg och kunskapsstödjande arbetsmiljö är hög. Skolan har god samverkan med vårdnadshavare samt socialtjänst, polis och andra relevanta aktörer. Kommentar This year we are going to develop our routines for following up student absences. We will work with the mentors and the EHT routines to ensure that we have better contact and follow-up of students who are missing lessons. Indikator Årsmål KF:s årsmål Periodicitet Andel gymnasieelever nöjda med - Det är arbetsro på mina lektioner 75 % År Andel gymnasieelever nöjda med - Möjlighet att känna sig trygg i skolan 100 % År Total frånvaro i gymnasieskolan 8 % År EHT utvecklar underlag för det proaktiva arbetet i klasser i samverkan med lärarna för en förbättrad psyko-social miljö Färre skolbyten i åk 1 samt färre klasser i behov av insatser Utarbeta förslag/tips för mentorer att använda sig av under introduktionsperioden i åk 1. Verka för att mentorspärmen används. Medverka i Värdegrundsgruppen för att utveckla skolans värdegrundsarbete inkl arbetet med normmedvetenhet. Arbetslagstid, PLG samt lärararbetslag

12 Sid 12 (18) Statistik avs antal samt orsak till skolbyten åk 1, utvärderingsdagarna juni 2018 och Nämndmål: Alla elever har inflytande över, förståelse för och tar ansvar för sitt eget lärande utifrån sina förutsättningar Med ökad ålder ökar elevers delaktighet i planering och uppföljning. Eleverna får genom detta en god kännedom om sin prestationsförmåga i förhållande till målen, vilket leder till att eleverna utvecklar en positiv attityd till lärande och ser sin egen ansträngning som betydelsefull. Arbetet för att eleverna ska förstå progressionen i lärandet synliggörs i lärandemiljön genom exempelvis kontinuerlig feedback från lärarna och andra bedömningsunderlag. Indikator Årsmål KF:s årsmål Periodicitet Andel gymnasieelever nöjda med - Hur deras lärare informerar om vad som krävs för att uppnå de olika betygen Andel gymnasieelever nöjda med - Hur deras lärare under kursens gång informerar om hur man ligger till Andel gymnasieelever nöjda med - Jag får vara med och påverka hur vi arbetar under lektionerna 60 % År 60 % År 60 % År COMMITMENT: The Teachers' teams focus on developing formative ways of working which gives students more information about how they need to work to achieve their own goals with their studies. Expected Result Students have a better understanding of how to develop their own learning. Teachers have a better understanding of how they can influence the students' learning. Students understand that a healthy attitude regarding success should be more focused on effort put into work and Learning rather than simply on the grade achieved at the end of the courses. Activities - Work on study skills in the introduction period for 1st year students and throughout the courses in different subject areas. - Continuous work in teams and subject groups with formative ways of working where teachers discuss and develop successful strategies for working with students. - Working with attitudes and challenging norms regarding success. Teaching that trial and error can be a very positive way to work and effort contirubuted should also be in focus. NSE17

13 Sid 13 (18) Teachers of different courses have different ways of giving feedback to pupils. We would like to have a presentation/powerpoint for all first years so that the pupils are aware of the different ways they might receive feedback. That presentation would also serve a purpose so teachers have a common language when communicating with the pupils When? Throughout the course, ongoing process. We see a need for transparency for both pupils and mentors. We would like to use the document used by the ENSB team last year in order to help the pupils to summarise their formative feedback received from the course teachers and possibly find skills that are common for more than one subject to work/rely on. Link to Development talks: focus on skills, try not to be too subject specific or subject focused in the development talk, so that pupils can focus on strengths and weaknesses. We have an aim of putting together a role play development talk to help us have a more common understanding of what a development talk can/should be and to discuss format and limits etc. The skills that we have PRIORTISED in our progression should be in focus during Development talks. NSE16 Team meeting time will be set aside for sharing good digital practice. There is a desire and will to learn more about how digital tools can help with feedback (such as Digiexam) and to work with the new platform. Assessment strategies such rubrics/matrices to be streamlined in order to develop more of a common ground on formative ways of working. This can be connected to the use of digital tools. Use of Resources Time for meetings in Teams and Subject groups Time for talks with students Time for Learning to use feedback using digital Tools in Fronter/Digiexam or the new LMS Time for Classroom visits and more collegial learning Evaluation Course evaluation results Results in the 2nd year student survey to the questions in this area Development talks with students and with Teachers

14 Sid 14 (18) KF:s mål för verksamhetsområdet: 1.6 Alla stockholmare har nära till kultur och eget skapande Nämndmål: Eleverna upplever och deltar i kulturlivet Alla elever får ta del av professionella kulturupplevelser. Kultur, estetiska lärprocesser och eget kreativt skapande är en integrerad del i lärandet. Kommentar Our students have the opportunity to participate in a wide variety of cultural activities in Stockholm. This can be in the form of study visits to museums, cinema visits, theatre visits or concerts both in school and in the City of Stockholm. In the International Section all 1st year students are involved in a theatre production "Shakespeare Day" and in 2nd year the students present a theatre production that they write and perform during "Drama Day". Indikator Årsmål KF:s årsmål Periodicitet Andel gymnasieelever nöjda med - Jag är nöjd med de kulturupplevelser som jag får ta del av i skolan (t.ex. författarbesök, teater, konserter och museibesök). 85 % År KF:s inriktningsmål: 3. Ett ekonomiskt hållbart Stockholm KF:s mål för verksamhetsområdet: 3.1 Stockholm är en världsledande kunskapsregion Nämndmål: Alla elever har kontakt med högskolor, branscher, näringsliv och andra aktörer Alla elever ska under sin utbildning ha kontakter med högskola, branscher eller näringsliv utifrån utbildningens innehåll och mål. Eleverna ska därigenom ges möjlighet till kunskap, inspiration och underlag inför framtida studier och yrkesval. Aktivitet Startdatum Slutdatum Gymnasieskolorna ska i tertialrapport 2 redovisa samarbeten/kontakter med högskolor, branscher, näringsliv och andra aktörer

15 Sid 15 (18) COMMITMENT: Students have Contact with Universities, the business world and other relevant bodies to broaden understanding of the world outside of school Expected Result: Students will show a greater understanding for the wide range of studies and careers that are available to them This is a natural part of many Courses and includes a variety of study visits for all students in various Courses. In addition we use: Mentors time - for information re applying to Universitites and for Careers information E-blocks used for Careers day (2nd year students) where a variety of business people talk about their work for students Course time for study visits to Universities in E-block or other relevant study visits SACO fair (all 3rd year students) Information from Universities and Higher Education colleges on a regular basis Mentors time E-blocks Study visits Lunch times Course time 2nd year Survey 3rd year Evaluation talks KF:s inriktningsmål: 4. Ett demokratiskt hållbart Stockholm KF:s mål för verksamhetsområdet: 4.2 Stockholms stad är en bra arbetsgivare med goda arbetsvillkor Kungsholmens gymnasium/stockholms musikgymnasium is an attractive place to work. We have a good level of interest when we advertise posts and the Active cooperation index is slightly higher than that for the City as a whole. We also have low levels of sickness. We have professional development where teachers are able to choose an area of interest to investigate. We expect members of staff to use the Keep fit time every week and contribute to Health expenses with 1000 kr per year. We are working with Feelgood to clarify the Personnel Policy for the City and work with

16 Sid 16 (18) improving the work environment between colleagues in school. Indikator Årsmål KF:s årsmål Periodicitet Aktivt Medskapandeindex År Sjukfrånvaro 2,5 % tas fram av nämnden Sjukfrånvaro dag ,7 % tas fram av nämnden Tertial Tertial KF:s mål för verksamhetsområdet: 4.3 Stockholm är en stad som lever upp till mänskliga rättigheter och är fritt från diskriminering Nämndmål: I samtliga verksamheter integreras mångfaldsperspektiv Mångfaldsperspektivet är integrerat i det ordinarie arbetet. Personalen har kunskap om mänskliga rättigheter, antirasism, extremism och normkritisk pedagogik. Alla elever och all personal garanteras lika rättigheter och möjligheter. Skolan förmedlar de demokratiska värdena och mänskliga rättigheterna. Främlingsfientlighet, rasism och extremism motarbetas. Skolan förebygger kränkningar, diskriminering och trakasserier genom regelbunden kartläggning av verksamheten tillsammans med elever. görs utifrån det stöd som finns framtaget. Eleverna har inflytande i arbetet samt känner till sina rättigheter i enlighet med FN:s deklaration om de mänskliga rättigheterna. Indikator Årsmål KF:s årsmål Periodicitet Andel elever i årskurs 2 på gymnasiet, som inte har utsatts för kränkande behandling eller trakasserier 95 % År COMMITMENT:Every Student's and Teacher's awareness regarding Equality, Gender and Diversity will be developed. Expected Results Diversity is integrated into the regular working situations. Staff have knowledge of human rights, anti-racism, extremism and norm-critical pedagogy. All students and all staff are guaranteed the same rights and opportunities. The school conveys democratic values and human rights. Xenophobia, racism and extremism is actively discouraged. The school will prevent abuses, discrimination and harassment through regular surveys together with students. Students have influence in the work and are aware of their rights under the UN Declaration of Human Rights.

17 Sid 17 (18) SPRI: Students will become more aware of Equality, Gender and Diversity issues within Swedish society, the school and in regards to themselves and respect for others. Activities Professional Development in this area is continuing this year and all members of staff are becoming more aware of how they can work in the classroom with these issues. The Equality Plan is used in Mentor's time to highlight the responsibilities of every person within the school to ensure that everyone is accepted as they are. Group work for 1st year students in the E-block time (an afternoon each week for cross curricular activities) where students work across the International Section. Team building at the beginning of term and throughout the term in Mentors' times. Gender, equality and diversity issues are discussed in lessons on a regular basis. Involvement in the activities organised by the Student Union. One of the Groups working with professional development is developing strategies in this area and this can be shared with colleagues. The formation of a Values Group in school which will concentrate on updating the Equality Plan and work with ensring that issues relating to norms will be highlighted more in the everyday work in school. Presentations by speakers for students and teachers and work in mentors time to discuss issues. Within Courses teachers will work with norm awareness on a continuous basis. SPRI: The Equality Plan is used in Mentor's time to highlight the responsibilities of every person within the school to ensure that everyone is accepted as they are. Gender, equality and diversity issues are discussed in lessons on a regular basis. Use of Resources Mentor's time, lesson time, discussions, meetings and presentations during E-block involving several classes across the school External speakers presenting to the students and to all members of staff Time for meetings with staff and students Three teachers have time for working with ideas to promote awareness in this area with all students SPRI: Mentor and subject meetings. Health check meeting. Evaluation Results from Student Work Environment Survey

18 Sid 18 (18) av ekonomi Budget 2018 Our budget for the year is affected by the renovation of the school kitchen and the increased cost for food that this incurs. We also have a few classes which are not full and this affects the income but overall we have high retention of students in our classes. This gives a good basis on which to expect to keep a budget in balance. The social economic funding is mostly used to allow the language introduction students to be taught in smaller groups and also to retain the level of staffing within the Student Health Team to give those students the support they require. The investment budget will be used to renovate the school according to student needs. We will also continue to create study places for the students in the corridors. Övrigt