RCC-SEMP Builderx

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Education for
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School Environmental Management Plan (SEMP)

Working Document Guide



This guide mirrors the current SEMP builder on the Queensland
Government’s Sustainable Schools website
:
http://www.sustainableschools.qld.edu.au/Default.aspx?tabid=84
. It
should not replace the official website’s builder, but instead be used
as a guide to assist you with the waste
m
inimis
ation
component of
SEMP
. It will also allow you to discuss key components of your SEMP
in a group without having to have all teachers in front of a computer
and online.
For further assistance you can contact your local
Education Officer (Resources an
d Waste) at Redland City Council:


Claire Boyce

BA BEd (Sec)

Education Officer
-

Resources and Waste

Waste Operations

Redland City Council



E:
claire.boyce@redland.qld.gov.au

W:

www.redland.qld.gov.au

P:
07 3829 8952


M:
0417 739 101
F:
07 3829 8343


PO Box 21, Cleveland Queensland, 4163


Redland City Council

is in the process of developing a
‘S
chool waste
minimis
ation guide


for schools. This
document will outline all the practical advice from infrastructure and planning for waste disposal, through to
lessons, activities and mini units of work that can assist your school in helping to roll out this waste
minimisation plan thr
oughout the school. Get on
Claire’s

mailing list to stay tuned!




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Overview


School communities can undertake a range of activities and consultations to identify environmental priority areas,
review current teaching programs for environmental content, eng
age the students in developing the SEMP, and invite
the community into the process.


What is a SEMP?


A School Environment Management Plan (SEMP) is a document that sets out the school community's intentions in
regard to environmental education and environmental management. It represents an agreement to work together across
the whole school.


A SEMP will
help to integrate environmental considerations into whole
-
school planning. It will help to implement
changes to school culture and everyday practices and to apply the principles of ecologically sustainable development
across all school activities.


The step
-
by
-
step process of creating a SEMP consists of:



reviewing your school’s current priorities



determining which environmental issues your SEMP will address



writing up action plans to address these issues across the five focus areas



developing a m
onitoring and evaluation strategy to track progress.


Standard practice


School environmental planning conforms with trends in industry and government in which environmental management
systems (EMS) are increasingly being introduced in accordance with th
e International Standard ISO 14001. The
Standard requires industry and government organisations to adopt sustainable practices at a local level. This
International Standard is accepted throughout Australia and is endorsed by most QLD government departments
. Local
government has also implemented environmental planning and reporting through 'state of the environment' reports.


Environmental Education for Sustainability in Queensland


"There can be few more pressing and critical goals for the future of humank
ind than to ensure steady improvement in
the quality of life for this and future generations, in a way that respects our common heritage
-

the planet we live on."
(UNESCO)


Environmental education for sustainability has been a feature of Education Queensl
and schools for more than 30 years.
In many schools it has been creatively incorporated into the curriculum in each phase of learning, and is also reflected
in the school's facilities and in the actions of its teachers.


For key documents link to :
http://education.qld.gov.au/curriculum/learning/sustainability.html



Developing a SEMP in Catholic schools helps to implement the ecological vision statement for Catholic school
s On Holy
Ground. This aims to embed ecological values into school programs and practices.


This document encourages Catholic schools to develop school policy and planning through the following:




an ecological vision


the religious dimension



teaching and learning



management of resources



networking, partnership and community involvement



management of school grounds.


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http://www.onholyground.edu.au/


http://www.catholicearthcare.org.au/resources.html


SEMP Tool Focus Areas


The SEMP Tool on this website provides schools with the choice of the following focus areas:




teaching and learning

resources on environmental education for sustainability



resource management for water conservation, waste minimisation and energy efficiency



p
lanning for biodiversity and school grounds improvement



whole
-
school governance for sustainability



partnerships between the school and its community.


Successful SEMPs


The most successful SEMPs involve the entire community and having a long
-
term vision which everyone can work
towards and contribute to.

A key element of being a successful sustainable school is developing a structured approach.


Wherever your school is on its sustainability journey, planning is an essential place to start.


How to get started:




build your environment team:
http://www.sustainableschools.qld.edu.au/Default.aspx?tabid=169&language=en
-
AU




develop your vision:
http://www.sustainableschools.qld.edu.au/Default.aspx?tabid=114&language=en
-
AU




integrate your vision into your curriculum.


Get inspired
:
Check out these great SEMPs
:



Field of Mars

Environmental Education Centre:
http://www.sustainableschools.qld.edu.au/Portals/0/Content/Downloads/20090825fieldofmars.pdf




Illawarra

Environmental Education Centre:
http://www.sustainableschools.qld.edu.au/Portals/0/Content/Downloads/20090825illawarra.pdf




North Sydney Boys High School
:
http://www.sustainableschools.qld.edu.au/Portals/0/Content/Downloads/2008nsbhs.pdf





All Saints Catholic Primary School
:
http://www.sustainableschools.qld.edu.au/Portals/0/Content/Downloads/allsaintssemp.pdf





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Step 1
-

Planning Period


1. Planning period


1.1 SEMP type


Your school may have a number of
SEMPs at any one time.


Give each plan a name which describes their purpose and
they will be listed here.


For example, your school may have trial SEMPs to practice with during training sessions,
official working documents which capture your thoughts in dr
aft form, as well as the final official document for any given
year or planning period.


1.2 Plan Start


Deciding on the plan’s timeframe.

It is important to keep actions in the plan achievable and setting a realistic time frame
helps.
W
e recommend your

SEMP be developed for three years, reviewed annually. Shorter term goals and actions can
be set, reviewed and celebrated


1.3 SEMP description


The text in this box will not be displayed in your SEMP document. Use this section to describe any details a
bout this
SEMP for example: April PD Trial SEMP.


1.4 Plans written by / Authors:


Who wrote this School Environmental Management Plan?

While one person may take responsibility for writing this online, there may be many people in the school community
who
contribute ideas and activities. It is important to acknowledge everyone involved.



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Step 2
-

Principal's Statement


2. Principal's Statement


2.1 Introduction or opening statement:


Introducto
ry statement from the Principal:
The Principal’s
statement appears on page 2 of the SEMP. It is an opportunity
for the Principal to review the work done so far on the SEMP and provide comments about the plan, activities or how it
fits into the context of the school.


2.2 Photograph:


Photo of the
Principal
:
‘Include a photo of your principal of the school to be included in the SEMP’


Take the opportunity to include a photo of your principal of the school. The photo should be a jpeg, gif or png file and
up to 4MB in size.




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Step 3
-

About Your Sch
ool


3. School overview


3.1 Vision or mission:


Many schools have a vision or mission statement within their existing planning/
communication

documents such as the
Prospectus/website or Annual Report. Copy and paste existing statements here.


How to develop a vision statement
-

overview


Optimal performance rests on the existence of a powerful shared vision that evolves through wide participation to which
the key leader contributes, but which the use of authority cannot shape.... The test of g
reatness of a dream is that it has
the energy to lift people out of their moribund ways to a level of being and relating from which the future can be faced
with more hope than most of us can summon today.


For more information save and close your SEMP, and

visit here.


3.2 Environmental vision:


School vision and goals for the environment
:
As well as a school vision or mission statement it is useful to have a
shared environmental vision as it will help prioritise and focus your school's activities. The m
any individuals that make
up your school will have a personal environmental vision for themselves, their own local environment and possibly for
their school and the global environment. Bringing these together forms the basis for a collective vision, some a
s simple
as "Our school will promote environmental responsibility and action in students".


Visit the Resource Centre for

information on how to d
eveloping a

Vision Statement
’.


3.3 School profile and background:


School profile and background: Describe

your school's history and current priorities. Each school is unique. In this
section you could provide an overview of the school's history, identify what is important to the school community and
some of the more general issues that the school is dealing w
ith. This will provide background for environmental
education activities.


3.4 School logo:


School Logo or School Photo: Include your school's logo and a photo that represents your school for the front page of
the SEMP.


This is a planning document for your school and the school logo helps to identify it as such. Choose a photo that
represents the school well, it could be of the front of the school, a special building in the school, some students or a
location that links s
trongly to the school.


The photo should be a jpeg, gif or png file and up to 4MB in size.


3.5 School photo:


School Logo or School Photo: Include your school's logo and a photo that represents your school for the front page of
the SEMP.


This is a planning document for your school and the school logo helps to identify it as such. Choose a photo that
represents the school well, it could be of the front of the school, a special building in the school, some students or a
location that links s
trongly to the school. The photo should be a jpeg, gif or png file and up to 4MB in size.



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Step 4
-

About Your Local Area


4. About your environment


4.1 Describe your environment:


Your school is part of the local and regional environment. The broader

school community may focus on particular issues such
as salinity, local biodiversity, development issues, and water. Build a picture of the local area to help contextualise the s
chool
and community's vision and environmental goals.


You can find informati
on on your local environment by visiting the websites of:



Your local council/shire:
http://www.lgaq.asn.au

(bottom right hand corner “find your local council”)



Your local Natural Resource Management Group:
http://www.rgc.org.au
(map on right side)



Your local environmental groups.



4.2 Describe the local community:


Who is your school community?


Understanding who is in the local community can assist the school to plan activities that are locally
relevant and supported.
The school, the students, their parents, local residents, government, business and industry are all parts of the local school

community. They can provide ideas and resources, and the school can often assist the community to implemen
t important
local activities.


4.3 Local area photograph:


Include a photograph of your local area.

Does your local area have an iconic image or is there a local landmark important to
the school? Can the council supply an aerial photograph?


Your may wi
sh to include in your SEMP an image that captures the essence of your local area or visually describes the
environmental issues your school is addressing through the SEMP.


The file should be in jpeg,

gif or png

format and

up to 4 mb in size. Use a photo e
diting program to reduce the photo size if
necessary.




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Step 5
-

School Management


5. Management and planning priorities


5.1 What are the pri
orities in your school plan?


School Management and Curriculum Priorities
:
Schools have specific management and
curriculum priorities they seek
to address, often described in the school plan. Linking your SEMP to the strategies or actions in these plans helps to
support both school, curriculum and environmental objectives.


Some examples include:



increasing literacy levels in students



increasing student engagement through student centred projects



extending the educational potential of their school, by developing an outdoor learning space
-

a school planning
and environmental target.



a student we
ll
-
being and literacy exercise that asks students to write about '..the school I'd like..'




5.2 How is the plan integrated within whole school planning? (Choose from list)


An effective SEMP is integrated into other strategic, planning and operation
al aspects of the school.

Some examples of other strategies include:




Links to whole school operational planning



Links to regional education



Links to local government planning



Is integrated with school administration and management procedures



Is
developed in consultation with Parents, Citizens and community


Choose from list:





The school’s strategic management plan



Part of the school annual plan



Reported on in the school annual report



Integrated with relevant school policies



Integrated with
school administration and management procedures



Integrated with curriculum programs



Information provided in the school prospectus



Consultation with Student Representative body



Consultation with Parents and Citizens or Friends organisations



Links to re
gional education and local government planning



Links to extra
-
curricular activities for students



Other, please specify





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Step 6
-

School Team


6. Environmental education team and recent achievements


6.1 What is the nam
e of the environmental team?


Many schools give the school teams a

name, so why not the school's team of environmental leaders? It could be 'Green
Team', 'The Enviro Club' or 'School Enviro Leaders Group'?. Note if there is no name this section will not be visible in
the final SEMP.


6
.2 W
hat is the size of the team?


How many members are in your school's environment team?

Your school's environment team may start small and grow. Some teams grow to a larger size for specific projects.
Sometimes team sizes contract due to other demands wi
thin the school. It is useful to document this as it helps to plan
activities.


6.3 Who are the people involved? (Choose from the list)


Who is involved in your school's environment team? Does your environment team represent the full breadth of the
school community? If there are other participants not listed here select the ‘other’ option from the drop down menu and
type this information in
to the box below.


For specific projects schools often expand the school's environment team. For example including the local Council for
grounds improvement projects.




Teachers



Parents



Parents and Citizens/friends association



Administration and support

staff



Grounds staff



School Principal



Students



Community groups



Community members



Neighbours



Council staff



Elected Student Representative body



Executive staff



Other, please specify



6.4 Team photo:



Your SEMP can help your school to

recognise and celebrate the environment team's efforts. Include a photo of the
team at work on the SEMP or celebrating one of its achievements. Photos on the Sustainable School NSW website
need to comply with parental appr
oval requirements and school policy.

The photo should be in jpeg, gif or png

format and

up to

4 mb in size. Use a photo editing program to reduce the photo
size if necessary.


6.5 Describe the team's focus, structure and meeting information:


Team
Focus and meeting information
:
How does your school's environment team function?




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School environment teams will operate in different ways and involve different people from the schools and community:




How often does your environment team meet?



How does it identify the important issues to discuss?



Do other people attend meetings?



What processes does the team use to plan, investigate, seek approval for or support and implement the actions
of the SEMP?


Your School
Environment Team may wish to e
ngage the wider student population through consultations such as a
Youth Forum
.




6.6 Describe the school's main environmental education achieve
ments:


Environmental Education Achievements thus far
.
For many schools environmental education activities large and small
have been ongoing for a number of years.


These might include:




teaching environmental education



implementing programs such as paper recycling and grounds improvements



undertaking audits



supporting student
-
led environmental initiatives.


Reflecting and recording achievements assist in planning the school's next steps. Communicating and celebrating
achievements so far will also inform the community about your school’s progress and allow the school to reflect, and
feel positive and motivated

about its activities.



6.7 Photo of achievement:


Include a photo of one of your environmental achievements
:
Each time you

reach a milestone of your SEMP or
celebrate an environmental event, take photos to record this achievement.


These photos will help tell your story through this document and to the school and wider community.

The photo should be in jpeg, gif or png

format and up to 4 mb in size.



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Step 7
-

Goals for Five Focus Areas


7. Focus area goals: SEMP Tool on this websi
te provides schools with the choice of the
following areas:


7.1 Goals for Curriculum, Teaching and Learning:


What curriculum goals are supported by the SEMP?

The SEMP is a planning tool to further support curriculum goals for
the school and integrate
sustainability concepts into school programs, lessons and student activities. Consider how
environmental education might fit into existing curriculum goals or write new goals that support environmental learning.
For example:




“There is a greater
understanding and awareness of environmental education opportunities in the curriculum”
;

or




“Environmental education is embedded in the scope and

sequence of literacy programs”;
or



“ Environmental skills development from K
-
6 is sequenced to match student
development”.



7.2 Goals for Management of Resources Energy, Waste and Water:


What resource management goals are supported by the SEMP?

Resource management goals are separated into three
priority areas: energy efficiency, waste minimisation and water

conservation.


Describing the resource management goals enables a school to set realistic targets to reduce resource use through
environmental management and learning activities.

For example:




The school community has a greater understanding of how energy

resources are used in the school; or



Energy resource use with
in the school is reduced by 10%.


Visit the Resource Centre for


Resource Management overview




7.3 Goals for Management of School Grounds including Biodiversity:


What grounds management
goals are supported by the SEMP?


School grounds are sites for learning, biodiversity, playing and many other activities. It is often a challenge to identify
a
goal with so many diverse uses. However a defined, achievable and measurable school grounds goa
l can provide clear
direction for grounds planning and improvements. For example
-





Increase biodiversity and associated learning within the school grounds; or



Create outdoor learning spaces that will support teaching and learning; or



Gain an
understanding of the opportunities for learning in the school grounds



7.4 Goals for Integrated Whole School Planning:


What whole school planning goals are supported by the SEMP?

The SEMP is a plan that can support the overall
strategic planning proc
esses of the school.

By cross referencing whole school goals in the SEMP, the school will
develop a strong rationale for projects and activities and in turn this may help prioritise the actions described in the
SEMP or the School Plan.

For example
-



Sust
ainable High School will be reviewing all Stage 4 & 5 programs in 2007 with the aim of increasing authentic problem
solving using environmental issues and the school as the real life context.




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7.5 Goals for School and Community Partnerships:


What
School & Community Participation goals are supported by the SEMP?

The SEMP will help focus and extend the
relationship and shared projects a school has with its community. These should be contextualised within the
environmental and educational aims of the school.


Having a shared or common understanding of environmenta
l goals will help the school and the wider community in their
individual and shared efforts.


Some work may need to be undertaken between the school and the community in order to fully explore, understand and
articulate these goals. Some current actions
include 'Clean
-
up Australia Day' and 'Tidy Towns'
.
For example


Service Learning
-

Enviro Primary aims to develop a buddy class system for 4 composite classes (Stage 2 & 3). The
buddy classes will focus on a shared project they do in the community. Thes
e projects will include working with the
local Aged Care facility with the Herb Gardening project and Creative Arts presentations, as well as with the planned
'Discovery Forest' in Council Park.







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Step 8
-

Plan Issues and Topics


8. Issues


Individual

Issues and Topics




Issue/Topic:



Description:



Concern:
(Specify:

High
/
Medium
/
Low)



Outcome:



Indicators:



Timeframe:



Category: (Specify
)
:

o

Curriculum

o

Environmental Citizenship

o

Sponsorship
/
Energy Management

o

Waste Management

o

Water Use

o

Transport

o

Purchase of Materials

o

Grounds Management

o

Grounds Planning

o

Biodiversity

o

Grounds Usage

o

Gardening

o

Whole School Planning

o

Student Participation

o

School Community Participation

o

Other



Picture:



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Step 9
-

Strategies and Actions


9. Actions


'Start to develop action

plans'


A strategy is used in this plan to describe a broad approach to an issue. These will not appear in the final report. An
action describes the specific activity that will be undertaken within your school. You are able to add whatever you need
to he
re.


A strategic approach to resolving the issue may require action in more than one focus area such as curriculum, whole
school planning and perhaps grounds. The school is therefore asked to consider strategies and actions for each issue
across the 5 foc
us areas of Curriculum, School Resources, Schools Grounds Management, Whole School Planning and
School Community Participation.


Actions by focus area:


1.

Curriculum, Teaching and Learning

2.

Management of Resources Energy, Waste and Water

3.

Management of Schoo
l Grounds including Biodiversity

4.

Integrated Whole School Planning

5.

School and Community Partnerships



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1.

Curriculum, Teaching and Learning Actions




Strategy

(choose one)
:

o

Review teaching programs

o

Develop and share new teaching programs

o

Implement new
teaching programs

o

Undertake professional development

o

Acquire new teaching resources

o

Collaborate with other schools

o

Participate in local environmental network meetings

o

Include quality teaching elements in new teaching programs

o

Review assessment tasks

o

Establ
ish the school as a learning context

o

Increase collaboration between faculties

o

Integrate environmental education with numeracy, literacy programs

o

Integrate environmental education with all key learning areas

o

Attend special environmental and curriculum event
s

o

Promote student leadership

o

Promote environmental citizenship

o

Other



Action:



Timeframe:



Resources:



Monitoring:



Responsibility:



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2.

Management of Resources Energy, Waste and Water Actions




Strategy

(choose one)
:

o

Raise awareness about energy

o

Audit energy usage

o

Encourage energy saving practices

o

Retrofit energy appliances

o

Use alternate energy

o

Monitor existing energy reduction projects

o

Participate in energy reduction events

o

Raise awareness about water

o

Audit water usage

o

Encourage water saving prac
tices

o

Retrofit water appliances

o

Harvest rainwater

o

Monitor existing water reduction processes

o

Reuse grey water and stormwater

o

Participate in water related events

o

Raise awareness about waste

o

Implement new bin systems

o

Audit waste

o

Participate in waste related
events

o

Increase reuse of materials

o

Recycle organic waste

o

Recycle paper

o

Reuse paper

o

Improve recycling generally

o

Reduce waste from packaging

o

Reduce waste generally

o

Reduce chemical use

o

Monitor existing waste reduction processes

o

Raise awareness about environm
ental purchasing

o

Audit materials purchased and used

o

Buy environmentally friendly products

o

Implement a no waste lunch project

o

Monitor materials use and purchasing

o

Participate in purchasing and materials management events

o

Raise awareness of transport issues

o

Survey transport to school

o

Encourage safe environmentally friendly transport

o

Improve travel & transport to school

o

Monitor existing transport actions

o

Implement the walking bus

o

Implement a safe cycling program

o

Participate in transport events

o

Investigate
walking or public transport options for sport and excursion events

o

Other



Action:



Timeframe:



Resources:



Monitoring:



Responsibility:



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3.

Management of School Grounds Including Biodiversity Actions




Strategy
(choose one)
:


o

Undertake grounds plan
ning

o

Monitor existing grounds projects

o

Raise awareness of grounds issues

o

Change existing grounds management
practices

o

Raise awareness about local biodiversity

o

Conserve existing local biodiversity

o

Increase local biodiversity

o

Monitor local biodiversity

o

Participate in grounds events

o

Beautifying school grounds

o

Develop a wildlife / bushland corridor through the school

o

Implement a permaculture garden

o

Develop a food garden

o

Develop a themed garden (eg a harmony garden, bush food)

o

Maintain existing gardens

o

Rede
velop degraded areas

o

Participate in gardening events

o

Develop outdoor learning areas

o

Develop student areas

o

Reduce stormwater and run off

o

Reduce litter

o

Reduce noise

o

Increase grounds safety

o

Maintain existing areas

o

Participate in stormwater and other special e
vents

o

Other



Action:



Timeframe:



Resources:



Monitoring:



Responsibility:



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4.

Integrated Whole School Planning Actions




Strategy

(choose one)
:


o

Review environmental education related school policies

o

Develop environmental policies for the canteen

o

Develop environmental friendly purchasing policies

o

Develop environmental policies for the grounds & transport

o

Develop procedures for students and staff

o

Use the SEMP to identify annual environmental priorities

o

Integrate the SEMP with the strategic managemen
t plan

o

Integrate the SEMP into the school annual plan

o

Report on achievements in the school annual report

o

Develop information for the school prospectus

o

Seek input from Council or local groups

o

Consult students/Include all staff: teaching, canteen, SASS and
grounds

o

Integrate extra
-
curricular activities for students

o

Integrate into curriculum decision
-
making processes

o

Other



Action:



Timeframe:



Resources:



Monitoring:



R
esponsibility:



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5.

School and Community Partnerships Actions




Strategy

(choose one)
:

o

Promote student leadership

o

Promote environmental citizenship

o

Support all staff to be involved in the SEMP activities

o

Use local information and support resources from community groups

o

Promote the school’s environmental education activities
to community

o

Include the local community in environmental celebration events

o

Participate in local community events

o

Participate in local government programs and events

o

Involve and consult with the student representative body and parent’s body

o

Other



Action:




Timeframe:



Resources:



Monitoring:



Responsibility:


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Step 10
-

Celebrate Progress


10. Plan promotion strategy


Choose one:




Reported in the school annual report



Regular updates in the school newsletter



Stories for local media: newspapers,
television or radio



Relevant displays and events at school



Relevant displays and events at locations outside the school



Showcased on the school website



Awards or badges for those involved



Promoted at school assemblies



Grants and competitions applied for



Other





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Step 11
-

Community and Environment Network


Assisting organisations and contacts:


Contact organisation description




Name: *



Type:


o

Parent
organis
ation

o

Local voluntary community group

o

Local business

o

Local government

o

Government agency

o

Non
-
government organization

o

Tertiary education institution

o

Business

o

Other



Contact details:



Type of assistance:




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Step 12
-

Evaluating School Achievements


Curriculum, Teaching and Learning


'How will your school plan, track and evaluate achievements?'


An evaluation plan identifies the progress towards what you set out to achieve (the goals). The goals identified within
each focus area appear in the Appendix as a table. The table lists the r
elevant strategies that have been identified and
the school can describe achievements and progress. It will assist your school in reporting success.


Focus Area:


Choose from the drop down menu:




Curriculum, Teaching and Learning



Management of Resources Energy,



Waste and Water



Management of School Grounds including Biodiversity



Integrated Whole School Planning



School and Community Partnerships


Goal

-

taken from the schools curriculum goals in Section 6


Strategy

-

selected fro
m a menu of strategies related to the five focus areas in Section 8


Issue / topic

-

identified in Section 7 and linked to the preferred outcome as identified by the school community


Achievement

-

what will the school look for as an indication of succes
s



SEMP Complete


You have completed your SEMP. Click the SEMP builder steps in the left
-
hand menu to review your SEMP, click here
to return to your SEMP list, or click the "View SEMP Report" or "Download SEMP Report" links on the left
-
hand menu to
prev
iew/download your SEMP report.