The Kaleen High school plan 2009-2013 articulates the major priorities for improvement across the four domains of school improvement (teaching and learning, leading and managing, student environment and community involvement) as articulated within the ACT's School Improvement Framework.
The priorities within the school plan have been identified through self-assessment and also incorporate recommendations from the external validation panel report.
They will be the major focus for improvement for the school across its next four year cycle of review. The plan was developed in 2009, with a number of initiatives being implemented in that year.
Annual operating plans will be developed ensuring the school provides the necessary support and educational programs to meet the needs of our students whilst addressing the priorities.
School purpose and vision
Kaleen High School's purpose is to provide a flexible and caring environment for its students, recognising and promoting partnership between home and school. The school actively promotes the importance of the core learning areas of Literacy and Numeracy.
The schools vision is articulated through its motto "Respect - Diligence - Commitment "
School profile
Kaleen High School was founded in 1978. Kaleen High School is for children aged between 11 and 16 years providing an educational program for students from year 7 to year 10 in mainstream classes and two Learning Support Units (LSU) for students with Autism Spectrum Disorder.
In 2009, Kaleen High School had 211 students with approximately one percent of the student population being recognised as having Indigenous heritage. Class sizes were kept small to assist teachers in presenting the most appropriate program and in meeting individual student needs.
In 2009, Kaleen High School had approximately 20 percent of the student population identified as having special needs. Kaleen High School provides inclusive programs and many of our special needs students are integrated into the mainstream classrooms to further develop their social and academic skills.
UC High School Kaleen is a fully accessible and inclusive school that caters for a diverse group of students. The Disability Discrimination Act (1991) and the Disability Standards for Education (2005) inform and guide our practices.
Students of all abilities are welcome and we are committed to the ongoing development and maintenance of a curriculum and a community that is accessible and reflects the curriculum renewal process.
We actively promote and deliver evidence based Professional Learning opportunities for all staff members and we strive to achieve good practice in this area. Inclusive Technology is used increasingly to ensure that students have access to the curriculum.
The Individual learning Plan (ILP) process is embedded in our practice and we highly value a student and family centered approach. ILP teams work collaboratively to establish goals, plan interventions and achieve identified learning outcomes. Regular reviews are an important part of this process. All students with disabilities are actively encouraged to be involved in this process and are encouraged to access selected mainstream classes according to ILP goals.
At UC High School Kaleen we have a dedicated teacher who coordinates a range of enrichment programs to offer a unique approach which is both rigorous and relevant for students who identify as academically gifted and talented. Some general characteristics of gifted and talented children are listed below.
excellent memory
creative or imaginative, e.g. produces many ideas or is highly original
independent - may prefer to work alone
keen sense of humour
highly motivated, particularly in self-selected tasks
unusual or advanced interests
exceptional critical thinking skills or problem-solving ability
superior leadership and interpersonal skills
frequently asks in-depth, probing questions
high degree of social responsibility or moral reasoning
large, advanced vocabulary
superior insight and the ability to draw inferences or is intuitive
advanced reader either in English or in the home language.
learns rapidly and quickly grasps new concepts
Without adequate provision such students can readily become disenchanted with the education system, under-perform or even switch off completely. Stretching and challenging the most able students is a priority for us. We recognise that it is vital that students are stretched intellectually and also that the extension activity contributes to their own personal development. We aim to help them become empowered to think clearly, creatively and independently to think systematically and rigorously about relevant modern day issues and to identify assumptions and distinguish between good and poor arguments. We have an Executive Teacher and the School Librarian who specifically support these students.
Activities include:
Tournament of the Minds
Small ongoing Individual Enrichment groups and specific programs
University of Canberra Accelerated Learning Program
Challenging work experience options
Development of ILP’s (Individual Learning Plan)
Flexibility in program delivery to the meet the individual needs of students
Leadership opportunities
Negotiated extension work in classes
师生比：1:11国际学生比例：1:8本科生数：7,274人 男女比：34:66在校学生数：1,050研究生数：11,072人
1、斯克兰顿大学（美国斯克兰顿大学，The University of Scranton）连续被《美国新闻与世界报道》为北部十佳研究生学位大学，而其所在区域是这项调查最大也是最具竞争力的区域。
2、毕业生就业率高达95%，毕业生们在毕业六个月内就找到了工作或成功深造。
3、在过去的里，《普林斯顿评论》一直将斯克兰顿大学列入美国最佳大学的行列。同时，大学还被其评选为2015年20大最佳运营大学之一。
护理,职业疗法,工商管理,电气工程,化学科学,经济学,会计学,教育,人类学,电子商务,社会学,工商管理学,国际贸易
斯坦福大学位于美国加州旧金山湾区南部的帕拉阿图市，临近世界著名高科技园区硅谷，苹果、谷歌和惠普等企业的总部就在学校不远处。
为学生们提供学士学位、硕士学位以及博士学位，专业设置广泛，开设的主要专业包括：美洲研究、人类学、亚洲语言、生物科学、化学、古典文学、交流学、比较文学、戏剧、地球科学、亚洲研究、工程、经济学、英语、历史、国际关系、数学、音乐、哲学、心理学、宗教研究、象征系统学、计算机科学、化学工程、土木工程、电气工程、机械工程学、工程物理学、环境工程、生物工程、计算机系统工程 、产品设计、城市研究、建筑设计、数学及计算机科学、航空航天、能源资源工程、管理学与工程、材料科学与工程、生物力学工程、地质工程学与水文学等等
所有的斯坦福一年级生均需留校住宿，他们亦获得未来四年的宿位保证。
当中有89%的本科生获分配校园内的宿位。
根据斯坦福房屋分配办公室提供的资料，校方为这些住宿学生提供了80种的住宿形式，包括宿舍、合作社、联排式住宅、兄弟和姊妹会等。
