2024

Mount Isa Cluster​

Barkly Highway State School, Happy Valley State School, Healy State School, Mount Isa Central State School, Townview State School—Project 1,000

Project 1,000 is a significant networking initiative involving schools and community partnerships across Mount Isa. Together Barkly Highway State School, Happy Valley State School, Healy State School, Mount Isa Central State School and Townview State School have embedded strong practices to provide professional capability development and collaboration between teachers and curriculum leaders.

Each school's designated deputy principal works in collaboration across Mount Isa to provide consistent and systematic moderation of the Australian Curriculum, developing successful transition strategies using the decision-making tool and a consistent and collective professional learning plan through the Mount Isa ways of working (English, transitions, reading).

Through regular planned and collaborative communities of practice, the primary schools have lifted the academic and wellbeing outcomes in the early years and strengthened whole-of-town transitions from kindy to prep. The project initially captured 1,000 Kindergarten to Year 2 students over 2 years, which is how they got the name Project 1,000.

Parkhurst State School​

An inquiry approach to outcomes

Parkhurst State School implements a genuine inquiry approach to both pedagogical reform and formative assessment where teachers identify and address the learning needs of the full range of students.

This approach has brought improvement to the school's starting strong outcomes and has seen the school developing a unique process to cater for students moving from a C to A–B performance.

As a result, student academic performance and staff satisfaction have increased at Parkhurst State School. The school staff have developed a collaborative structure that supports future staff growth and development, through incorporating a coaching model delivered by the leadership team.

Manly State School

A structured approach to literacy

Over the last few years, Manly State School on Brisbane's beautiful bayside has been implementing an evidence-informed approach to teach reading and writing.

Their structured literacy approach uses the science of reading as a foundational research base, paired with quality professional development, explicit instruction and ongoing coaching and support for staff.

The school has strategically and systematically built staff capability by providing extensive professional learning and opportunities for collaborative discussions.

Manly State School has a strong culture of a united and committed approach to achieving improved learning and wellbeing outcomes for all students.

The school's structured approach to literacy has brought continued improvement in English and Mathematics, with over 95% of all students achieving A–C in English across Prep–Year 6.

Dakabin State High School

Assessment-literate learners

Dakabin State High School has implemented initiatives that help students see themselves as learners, and school as a place where they belong and can grow as an individual.

The school fosters assessment-literate learners through collaborative assessment of student work moderation junctures and feedback against 4C marking guides, complemented by learning walks and talks and learning walls. An aligned curriculum through intentional pedagogical practices is a key focus area.

Teachers and school leaders cultivate a data-informed culture of learning, enhancing wellbeing, creating an inclusive learning environment and celebrating success. Dakabin State High School excels in classroom profiling, restorative practices and Positive Behaviour for Learning (PBL).

This whole-school approach, centred on understanding each child's progress and needs ensures positive and confident transitions into and through school.

Dakabin State High School's excellence led to its nomination by the Metropolitan North regional director to participate in the Junior Secondary listening and learning tour and to assist with the onboarding of new schools to the FlexiSpace Learning initiative.

Park Ridge State High School

Learning Design, Learning Together and Learning Life

Park Ridge State High School's motto is 'A versatile education for a versatile world' and they are committed to providing responsive education that will see their students thrive in a globally connected world.

Learning design, learning together and learning life is the school's inclusive and outcomes-based approach to teaching and learning, which encourages and supports staff and students to find the artistry of co-design and co-agency to create new ways of knowing and developing through creativity, curiosity, and the pursuit of excellence in all they do.

Through the creation of multiple and authentic learning environments linked to the real world, Park Ridge State High School brings 21st century skills for students, empowering them to adapt and work with new information, develop the soft skills desired in a changing global market, and having the heart of an entrepreneur.

Coolum State High School

Highly successful senior schooling outcomes and meaningful pathways for all students in post compulsory participation phase

Coolum State High School has a strong focus on the mentoring process for individual senior students.

They support positive and confident transitions into and through school by knowing each child, their learning progress and their needs.

Individual students are provided with flexible education and training options that design and deliver meaningful post-secondary pathways.

The Coolum State High School senior schooling team review and analyse student outcomes and work closely with individual students. Every student has a mentor that they meet with regularly so they can be well informed regarding where they are, how they are tracking, and what they need to do to succeed.

Students identified as requiring additional support and intervention are assigned a case manager from the year level team.

Loganlea State High School

Positive engagement leads to outcomes

Loganlea State High School takes pride in its strong sense of community and places great emphasis on supporting the wellbeing needs of all its students. The school is implementing the future pathways project in collaboration with 19 community, trade, services, industry, and university partners to support students' meaningful transitions to a variety of post-school destinations.

This customised, student-centred approach has led to a significant increase in student retention while maintaining a 100% Queensland Certificate of Education (QCE) and Queensland Certificate of Individual Achievement (QCIA) completion rate. Furthermore, their strong efforts across the school have resulted in a 24% increase in the number of students successfully transitioning into further education and employment over the last 4 years.

Cherbourg State School

A place-based approach maximising student engagement and learning

Cherbourg State School has a holistic approach to education. The school prides itself in its effective implementation of co-design, maximising learning time, and sustaining improved student outcomes.

The school places high priority on meeting the individual wellbeing needs of every student to maximise their opportunity to succeed at school.

They have seen improved student outcomes by doing things differently and implementing a variety of student and alternative learning programs as well as collaborations with the community.

These include the Barambah Youth Services Hub and Cherbourg Us Mob radio, the Gundoo Early Years Place, a Buwu Program (Engagement), a Juwanus' Program (for girls), a remote school attendance strategy, Languages and Culture programs, Success Coaches, the Local Community Education Board, Cherbourg Council, Queensland Health, homework club and more.

Students are proud of the programs and speak highly of their involvement in the culture and language revival lessons.

Miallo State School​

Miallo State School—where everyone is a learner

Miallo State School is a family-oriented school located approximately 80 kilometres north of Cairns on the land of the Kuku Yalanji people. We prioritise strong relationships and believe that diversity adds value to our school.

For over 100 years, many generations of families in the local area have attended Miallo State School. The school's reputation in the wider community for providing excellent support for learning and wellbeing has now attracted students from considerable distances. Approximately 60% of students are out-of-catchment, with students travelling from as far as Cairns, Julatten, and over the Daintree River to attend the school.

At Miallo, the principal and school staff work together to identify and address the complex and diverse learning and social-emotional needs of individual students within the classroom and to adjust their learning environment to address those needs. Comprehensive case management support the academic success and well-being of every student.

The school is strategic in providing a range of human and physical resources to students, from assistive technologies and additional support staff time to individualised spaces, programs and activities.

Tara Cluster​​

Glenmorgan State School, Hannaford State School, Meandarra State School, Moonie State School, Tara Shire State College, Teelba State School, The Gums State School, Westmar State School – Leading School Improvement—cross-school moderation practices.

The cluster of 8 primary schools across Tara in Darling Downs South West participating in the leading school improvement project engage in rigorous online moderation practices.

Glenmorgan State School, Hannaford State School, Meandarra State School, Moonie State School, Tara Shire State College, Teelba State School, The Gums State School and Westmar State School work together as a team to articulate protocols and house documents, to engage in conversations around student work and to deliver consistency of teacher judgement against achievement standards.

Strong leadership at each of the schools and at the cluster level supports the 8 schools' improvement through local and connected networks, which in turn benefits all students. The data gathered as part of the project shows that the joint moderation and leadership produced a positive impact on student outcomes at all the participating schools.

This cluster group approach embeds consistent processes and supports the continuity of direction and initiatives, even if changes in leadership occur.