The FSHS school plan has been developed in consultation with staff, students, and parents through various focus group activities and a community forum. The initial framework of the plan was developed at the annual executive conference. Parent, student and teacher representatives provided valuable input to the development of the three strategic directions.
faber est quisque fortunae
This motto (each person is a maker of their own destiny) underpins the values and expectations of this great school. Our academically selective school is proudly multicultural; a school which encourages and celebrates diversity, tolerance, acceptance and individuals working together to form a vibrant and questioning community.
The school exit profile articulates the vision for student achievement. Successful Fortians will have:
- maximised their academic potential
- developed individual skills and talents across a variety of areas
- developed learning strategies to equip them to be independent, self-motivated and life-long learners
- developed emotional resilience, self-reliance, interpersonal skills, the capacity to connect to others and leadership potential
- recognised their responsibilities to the wider community
- developed a strong sense of social justice as well as a commitment to fairness and equity.
FSHS School strategic directions 2015 – 2017
STRATEGIC DIRECTION 1 : Effective Learning, Excellent Teaching
To engage Fortians in effective learning, developing teamwork and problem solving so they will become creative, critical, ethical thinkers and leaders of the 21st century.
STRATEGIC DIRECTION 2: Inclusive, positive school culture
To develop the whole school community with a sense of perspective, balance and social justice that enables students to reach their full potential as global citizens.
STRATEGIC DIRECTION 3: Communication
To strengthen communication channels and interaction between all groups within the school community and ensure common understandings and effective contributions.
The 2015-2017 School Plan can be viewed here: