School Strategic Plan 8807 Brunswick Secondary College ... School/Documents/8807...School Strategic Plan 8807 Brunswick Secondary College 2015 - 2018 . 8807 Brunswick Secondary College

8807 Brunswick Secondary College – Strategic Plan 2015 1

School Strategic Plan 8807 Brunswick Secondary College 2015 - 2018

8807 Brunswick Secondary College – Strategic Plan 2015 2

Endorsements

Endorsement by

School Principal

Signed: … …………………………………….

Name: Vivienne Tellefson

Date: 6.12.2014

Endorsement by

School Council

Signed: ……………………………………….

Name: Adam Ramage

Date: 6.12.2014

School Council President’s endorsement represents endorsement of School Strategic

Plan by School Council

Endorsement by the

delegate of the

Secretary

Signed……………………………………….

Name: Margaret Bainbridge

Date: ……………………………………………

Brunswick Secondary College

School Strategic Plan 2015

8807 Brunswick Secondary College – School Strategic Plan 2015 3

School Profile

Purpose

The concept of a vision for a school has been demonstrated to be an essential characteristic in the school improvement and effectiveness research over several decades and across a wide range of education systems. Such a statement provides a foundation for the school’s strategic planning decisions and for ongoing performance against the school’s stated objectives and values. Regulatory context

In order to be registered, all Victorian schools must meet a set of minimum standards, which are regulated by the VRQA. Under the VRQA’s School Governance standard, “a school must have a clear statement of its philosophy”. The statement is expected to cover the school’s vision, values, mission or objectives, including an explanation of how the school’s philosophy is enacted and articulated to staff, students, parents, guardians and the school community.

Purpose

At Brunswick Secondary College we provide an environment that promotes the personal growth and learning of all our students. We challenge and encourage all our students to realise their individual potential. We are committed to the development of young people who live successful and constructive lives, with positive personal values and a strong sense of community. In achieving our vision BSC will reflect the aspirations of our community, providing opportunities for our students to become leaders in their world. Our core school goal is for students to achieve or exceed expected progress. We therefore have high expectations of all students, and measure our success in relation to learner progress rather than by absolute measures alone.

Values Our school fosters a culture that promotes the values of teamwork, persistence, responsibility, achievement and excellence founded on the core value of respect. We are committed to developing a strong and inclusive sense of community, celebrating and cultivating a deep respect for diversity of people, culture and opportunity.

Environmental Context BSC is a vibrant, co-educational, inner city Year 7-12 school. Its enrolment of 960 students genuinely reflects both the multiculturalism and recent gentrification of the communities of Brunswick and Coburg. The school is proudly diverse, with students from fifty different cultural backgrounds and families distributed evenly among the four categories of socio-economic bands as measured by the ICSEA. In 2014, the SFO was 0.483.

Our teachers are our greatest asset. The vibrancy of our programs attracts highly qualified and aspiring new teachers to our school. These graduates are fortunate to be mentored by a core of experienced teachers who have been responsible for the school's significant growth and success over the past decade. Teachers are committed to ongoing learning. There is strong participation in professional learning including Bastow Institute of Educational Leadership courses.

BSC offers a SEALP Program for highly capable students who need extra challenge and a VCAL stream for students who prefer a more applied learning pathway. It has an increasing number of international students, an English Language Centre, a Chinese Specialism and draw-card Performing Arts program.

BSC is committed to the totality of the educational experience, believing that a full and rewarding education must have the following three elements working together.

1. Academic Learning

2. Social and Emotional Learning

3. Extension, Enrichment and Student Leadership




The college offers a comprehensive, discipline-based curriculum centered on Victorian Essential Learning Standards in line with the Australian Curriculum (AusVELS). The academic curriculum is supported by a staged and cohesive social and emotional curriculum, targeting specifically the needs of students at different stages of adolescence and supporting the everyday teaching of wellbeing and resilience that occurs in all classrooms. BSC offers a choice of two languages to VCE level, Italian and Chinese. It has a draw-card Performing Arts program, offering music, dance and drama through to VCE.

BSC seeks, develops and implements best practice curriculum and pedagogy, continually improving both the content and methodology of teaching. It adopts pedagogical practices that have been shown to have significant positive impact on student outcomes. A current example is Literacy for Learning, where the language and literacy of subject domains is taught explicitly to students. This approach has been used successfully in other states and also internationally, and supports students to understand how meaning is made in different disciplines. The DET New Pedagogies, Deep Learning global project is another example. It is focused on the authentic integration of ICT to extend students.

The college offers an extensive co-curricular program in which students pursue their own interests and aspirations. A valuable extension to our academic curriculum, it provides an opportunity for unbounded learning and a way that students can meet like-minded peers within and across year levels. There is a broad variety of around 50 different co-curricular activities, some of which offer study support, and others enrichment.

Student voice within the curriculum is important and valued. The college conducts bi-annual surveys in which all teachers receive individual feedback from every student they teach. Staff use this feedback to inform their individual professional learning goals. An emphasis on positive relationships and community supports our high academic standards. We are known as a caring community where students feel connected to their teachers and peers. Success is measured by the learning progress made by each student and there are diverse opportunities for parental involvement.

The school is in need of a major refurbishment and has a master plan currently in the system. It will soon commence building a School Council funded double court gymnasium. The longer term plan is to convert the current gymnasium into a performing arts centre.

The Central Teaching Unit, located off site, is an alternative setting that provides an intensive program for students from northern and western suburbs who are at risk of disengaging from school. The Croxton Special School has a room on site, its students participating in selected BSC subjects including PE, Food, Drama and Art.

The school strives to help our students achieve their best possible results and, more broadly, graduate with the skills, choices and strong personal values needed to live successful and fulfilling lives. The majority of students receive their first or second preference of tertiary offer.

Service Standards Service standards General:

- The school commits to the active sharing of its vision and goals to ensure engagement in the school’s strategic plan and to maintain an inclusive, vibrant and welcoming school community

- The school fosters close links with parents and the broader school community through its commitment to regular communication and openness to feedback

- The school commits to maximizing the achievement and growth in each child, in their academic, social and emotional and co-curricular learning, and in the development of character

- The school provides an inclusive and engaging learning environment to support all students to feel welcome, safe and valued and to enhance wellbeing, resilience and learner confidence.

- The school is committed to teaching students at their point of need and providing quality and timely feedback on academic progress and work practices




- The school is committed to the continued professional learning and capacity building of all staff

- The school provides diverse opportunities for student voice, leadership and agency, and uses an Appreciative Inquiry Model to develop the strengths of individuals and the culture of the school as a whole

Service Standards Specific:

- The school will respond to communication by parents in a timely manner

- Parents will be engaged regularly in their child’s education including when there are issues around behaviour or learning progress

- All teachers will provide timely and targeted feedback to students on their work

- The school commits to building quality and consistent practice among all staff

- All members of the school community, parents, teachers, Education Support staff and students are expected to observe the DET Dignity and Respect statement and to support school goals




Strategic Direction

Goals Targets Key Improvement

Strategies

Achievement

Achievement refers to both the absolute levels of learning attainment and growth in student learning that schools strive to support. While recognising that literacy and numeracy are essential foundations for students’ success, achievement outcomes encompass a broader view of learning, spanning the full range of curriculum domains, as well as students’ co-curricular achievements. (Principal)

To develop self-motivated learners who achieve learning growth that is at, or exceeds, expected progress To improve student achievement in VCE and VCAL

Increase high growth on NAPLAN relative growth assessments to at least 25% in Numeracy and Literacy Increase the percentage in above expected AusVELS levels to 25% All teachers assess accurately against AusVELS using multiple sources of assessment Maintain a VCE all study score of at least 31 Increase percentage of VCE scores over 40 from 5.4% to above state average, 6% Attitudes to School Survey - Student Motivation 4.30.to 4.40

- Teacher Effectiveness 3.74 to 3.80 - Percentage of students completing

VCAL UOC to be at least 75%

Adopt an agreed instructional model Develop and implement a consistent approach to teaching literacy and numeracy Develop and embed consistent assessment practices to inform planning for explicit and differentiated teaching Build the school’s capacity for strong and distributed instructional leadership and professional accountability Strengthen practices that support senior students to improve VCE and VCAL outcomes




Engagement

Engagement refers to the extent to which students feel connected to and engaged in their learning and with the broader school community. Engagement spans students’ motivation to learn, as well as their active involvement in learning. Engagement also refers to students engagement as they make critical transitions through school and beyond into further education and work. (Assistant Principal)

To enhance student engagement in their learning through the provision of successful pathways and a curriculum designed to stimulate and challenge all students

Decrease mean 7-12 average yearly absence from 15.44 to 15 days Attitudes to School Survey - School Connectedness 3.62 to 3.70 - Stimulating Learning 3.24 to 3.30 - Learning Confidence 3.79 to 3.85 School assessed work practices. - At least 3.5 at Year 7-10

- At least 3.7 at Year 11- 12 Student feedback to teachers 4.2 to 4.5 Maintain education and training destinations for students leaving school at above state average

Refine and embed consistent management practices to improve engagement, attendance and student work practices Strengthen pathway provision, career support and transition between year levels Expand and refine student voice and feedback on their learning progress Evaluate and refine an inclusive co-curricular provision

Wellbeing

Students’ health, safety and wellbeing are essential to learning and development. An inclusive, safe, orderly and stimulating environment for learning is critical to achieving and sustaining students’ positive learning experiences. (Assistant Principal)

To enhance student wellbeing and resilience in an inclusive, respectful and stimulating learning community

Attitudes to School Survey - Safety 4.23 to 4.5 - Student Distress 5 to 5.2 - Classroom behaviour 2.97 to 3.3 Improvement of 5% on school based bullying prevention survey data (New survey 2014) Parent Opinion - Social Skills – Maintain at 5.7

Strengthen student leadership and student voice. Enhance the college’s approach to building student resilience and identifying and responding to the needs of specific year levels, groups, and individual students




Productivity

Productivity refers to the effective allocation and use of resources, supported by evidence and adapted to the unique contexts of each school. (Principal)

To allocate all resources (human, financial, time, space and materials) to optimise learning outcomes for students.

Parent Opinion Survey - General satisfaction to exceed 5. 7

(5.46 in 2013) - School Improvement to exceed 5.7

(5.5 in 2013) on Staff Survey McREL Survey to be at 67th percentile for all school climate and Professional Learning measures Literacy and Numeracy - At or above state average for each

NAPLAN domain

Annually review the allocation of resources (professional learning, e-learning, targeted programs) and their impact on the broad range of student achievement: - refine and implement

recommendations - conduct program reviews and 4

yearly Learning Review- - embed sustainability processes

across all areas of the school - evaluate and refine CLT and

SIT team participation - strengthen Performing Arts and

China priority




School Strategic Plan 2014- 2017: Indicative Planner

Purpose: the purpose of the indicative planner is to assist the school to prioritise key improvement strategies to support resource allocation and to describe the changes in

practice and behavior that might be observable at the school if the key improvement strategies are being implemented as intended.

Key Improvement Strategies

Actions

Achievement Milestone

Actions are the specific activities to be undertaken in each year to progress the key improvement strategies. There may be more than one action for each strategy. Schools will choose to describe actions with different levels of detail.

Achievement milestones are markers of success. They are useful in demonstrating whether the strategies and actions have been successful. Achievement milestones often reflect observable changes in practice or behaviour. To simplify and focus the school’s monitoring of progress, only a limited number of achievement milestones should be set.

Achievement

To develop an agreed approach to teaching and learning including consistent pedagogies for teaching literacy in the curriculum

Year 1 Research DET instructional models and engage curriculum committee and staff in evaluating according to context

Develop, with student leaders and focus groups, a schedule and process for strengthening student voice in learning

Train English, Humanities, Maths, Science HOLs in accredited S.A. Language and Literacy course.

HOLs train and support Learning Area staff

Continue RR&T program, internal professional learning and peer observations

Develop a Mathematics Action Plan that focusses on Number

An agreed approach to teaching and learning is documented and supported by a PLP and literacy plan

There is evidence of student voice in learning (e.g. goal setting, using learning intentions and success criteria in all learning areas)

Training completed

Professional learning sessions including classroom observations are ongoing RR&T practices are evident in Year 7-9 Science, English and History classes

Implementation of Mathematics Action Plan in targeted levels




Develop and embed consistent assessment practices to inform planning for explicit and differentiated teaching.

Implement the DET NPDL Project

Develop and document whole school curriculum scope and sequence for AusVELS including

general capabilities

Use meeting schedule for team-based curriculum planning and assessment

Document and embed assessment schedule that includes formative and summative practices

Use data to identify student learning needs and target these in curriculum development

Use Learning Area meeting time to analyse student work and plan differentiated curriculum to suit student needs

Use moderation to ensure there is consistency in assessment

Pilot SOLO taxonomy through NPDL and trialling by curriculum leaders

Teachers in targeted units use 1:1 devices effectively to differentiate learning and assessment

Scope and sequence published on website Curriculum planning template with above and below expected level used in all learning areas

Evidence of learner progress in semester reports Teachers assess reliably against AusVELS

There is a documented data plan linked to the assessment schedule

Learning Area teams demonstrate use of individual student and cohort data to differentiate and plan assessment tasks

Assessments are accurate and based on multiple evidence

In VCE the difference between average internal score and Study Score is within 10 percent

Professional learning in SOLO provided Targeted units use SOLO to differentiate learning




Build the school’s capacity for strong and distributed instructional leadership and professional accountability Strengthen practices that support senior students to improve VCE and VCAL outcomes.

Develop PDP and professional learning goals targeted to student improvement and school priorities

Identify professional learning needs around assessment practices and provide opportunities for these to be met

Allocate Key Responsibility Areas connected to Performance and Development

Strengthen applied and vocational learning within the VCAL Program

Create structures to monitor that VCE students demonstrate or exceed expected progress

All performance and development plans are linked to school priorities and demonstrate responsiveness to student and peer feedback Professional learning on assessment and differentiation provided

Key responsibility areas are published and expressed as SMART goals All staff are clear about their own and others role and responsibilities

All VCAL students have a structured work placement

Carmel Richardson graph shows continued reduction of students in the high ability/ low achievement quadrant The ATAR graph continues to show a ‘shifting of the achievement curve’ and a reduced tail of ATARs below 50

Year 2 Continue RR&T program through internal professional learning and peer observations (ongoing)

Training in targeted subjects completed Teachers have received feedback Student groups can use RR&T without teacher




Implement instructional model

Ensure classroom teaching continues to reflect scope and sequence documents and key skills are built and extended

Extend scope and sequence to cover all subjects

Provide staff Professional Learning in use of SOLO taxonomy

Extend BSC whole school language and Literacy for Learning Plan across all learning areas

Embed explicit teaching of Language and Literacy in at Year 7-9

Develop a Numeracy Intervention Program for students low in number

PDPs demonstrates understanding and uptake of instructional model Instructional model used in targeted units in all learning areas Solid examples of purposeful teaching of skills evident in classroom observation and PDP Professional learning on model delivered Annotated samples show evidence of rigour

Clear skills continuum from Year 7-12

Connections across domains identified and utilised

Professional learning delivered All teachers teach language and meaning making explicitly for their domain

Students and teachers use a common metalanguage Individual learning goals set and measured for participating students




Year 3 Update scope and sequence for all subjects

Review Scope and Sequence documents as part of four yearly Learning Review

Embed explicit teaching of Language and Literacy at Year 10

An agreed approach to teaching and learning is documented and supported by a professional learning plan and literacy plan

Develop a Numeracy within the Curriculum plan

Review Reciprocal Reading and Teaching program and Language and Literacy for Learning training

PDP demonstrate that Scope and Sequence accurately reflect the taught curriculum

Review completed Students and teachers at Year 10 use VCE metalanguage for their domain

All staff have ongoing professional learning in the instructional model and literacy plan

Evidence that all learning areas have input and ownership

Review completed and recommendations implemented

Year 4 Conduct SSE

Review completed Review demonstrates high levels of community engagement

Engagement

Refine and embed consistent management practices to improve attendance and student work practices. Evaluate and refine an inclusive co-curricular provision.

Year 1 Develop consistent approach to monitoring and respond to attendance concerns 7-12 with focus on at risk/special needs students: Koori, OOHC, EAL & International students

Documented & implemented approach to monitoring attendance and ILPS Year 7-12




Strengthen pathway provision, career support and transition between year levels

Develop use of Compass attendance & other information by parents to monitor student attendance & performance

Consult with student leadership re reasons for non-attendance & strategies to encourage & improve attendance

Maintain focus on WP 6 ( meeting deadlines) which remains weakest

Investigate using process for students to earn House points for high WP

Revisit & further clarify WP definitions for teachers and students

Provide ongoing career & subject information and counselling through –COGS sessions, Subject Expos, Parent Information Nights, targeted Parent Careers Information Sessions

Ensure every Year 10 student makes fully informed pathway & subject choices through individual counselling sessions using report information, teacher recommendations & ability data.

Increase in online approvals Decrease in number of days of unapproved absence

Student leaders convey importance of attendance to student body Year 7-12 Greater teacher use of Redemption Process Year 7-10 – higher student attendance

Improvement WP 6 at all year levels Data shows increased consistency in teacher assessment of WPs.

Reduction in subject changes during ‘Headstart’ VCE/VCAL 2015’ & in Semester 1 2015

Year 9 and 10 teachers have developed and implemented Year 9>10 transition strategies




Engage HOLs in developing Year 9>10 transition program

Student survey on Year 9 -10 transition completed

Meet with parents and students in Year 9 identified as potentially suited to VCAL pathway

Enhance end year program for all students

Evaluate & refine induction processes for new students entering other than Year 7

Investigate MIPS online

Encourage higher % Year 12 students sign for VASS tracking

Enhance Co-curricular Program (CCP) to encourage greater student participation & ownership

Survey classes re satisfaction with CCP and suggestions for future activities

Teachers, students and parents are clear of the purpose and expectation of program

Student and teacher feedback on Year 9>10 transition is used to enhance future programs Year 10 VCAL class operates from start year

Increased attendance Increased completion of holiday homework

Research ‘Welcome Booklets’ at other schools. Review processes & packages sent to families Timeline and implementation plan developed

Increased % of student sign up

All students enrolled and attend CCP CCP responsibility is included as part of PDP Students in CCP programs present at COGS Program reviewed in light of recommendations




Year 2 Increase focus on VCE 95% attendance requirement – develop process & consistency of follow-up

Extend 95% attendance to VCAL

Consistently reinforce usefulness of Compass for parents through Newsfeed. Term newsletter, Information packs, Parent information Nights, Report Follow-up & other parent meetings

Refine and establish sound Headstart programs

Develop sequenced planning for careers & pathways in COGS

Develop student ownership of Co-curricular Programs

All students to meet 95% attendance requirement Parents consistently use Compass to monitor attendance & preapprove absence Improved attendance in VCAL Students, parents and teachers can articulate the school expectations regarding attendance

Student feedback on Headstart indicates higher level of satisfaction & increased level of HW completion. COGS scope & sequence complete Student leadership & SRC involved in development and promotion of CCP

Year 3 Focus on identified students/families who have not responding to year 1 & 2 strategies

Investigate Year 7 – 12 end of year transition and lead up programs

Improved attendance for students from identified families

Documented transition for each level of schooling




Established and sequenced planning of Careers delivery through COGS

Increase student responsibility in development and implementation of CCPs

Documented COGS curriculum includes Careers plan

CCP reflective of student voice

Year 4 Implement SSE

SSE demonstrates:- - Strong school community engagement - Rigorous analysis of data and strategies - Openness to learning

Wellbeing

Strengthen student leadership and student voice. .

Enhance the college’s approach to building student resilience and identifying and responding to the needs of specific groups or individual students.

Year 1 Enhance student leadership through the continuation of a range of specialist captains who promote and lead initiatives

Enhance leadership training (focus on developing confidence, cooperation between students, goal setting and evaluation of new projects) through inclusion in documented SRC camp curriculum

Continue to broaden student leadership and voice across the college by ensuring that whole school activities are influenced and run by the students

Strengthen student involvement in Positive Psychology

Clear role descriptions and accountabilities for specialist captains

Student Leadership camp goals are implemented and monitored throughout year. Increased number of students involved in the presenting of new initiatives

Expanded leadership opportunities for students not in formal roles Increased number of student-involved initiatives

Focus through COGS




Clearly define staff roles for supporting students with specific learning needs e.g. Koorie, OOHC, disadvantaged, PSD and International Students

Staff are informed about students in the above categories and are supported to provide the optimum learning environment for the identified students

Support student resilience through consistent and predictable student management practices

Draw on established evidence-based curriculum resources developed by DET – Building Resilience, Bully Stoppers, Catching On, Safe Minds and Respectful Relationships.

Completion and ongoing monitoring of KELPs Allocation of mentors for OOHC students Job descriptions clearly state KRAs SSG meetings run and documented as per DET guidelines.

ILPs designed for all students with individual needs and the plan, process and successful strategies are communicated to staff Improve profile for International Students through greater inclusion in whole school activities Completed scope and sequence chart for COGS showing resources drawn from DET

Work with teachers to provide support and differentiation for students disengaging in classroom. Student management practices documented and reinforced through COGS and staff meetings Professional learning for new staff in whole school behaviour management approach (Ramon Lewis) Audit of class removals completed Increase in student feedback to teachers Item – “My teacher creates a positive learning environment”

Bully Prevention survey data used to plan COGS curriculum and interventions




Expanded involvement as an e-smart school and enhanced use of available resources

Use the Bully Stopper grant to develop a program to build resilience and reduce the incidents of bullying

Positive internal and external evaluations of program e-smart report card shows improvement

Positive internal and external evaluation

Year 2 Assess implementation of formal documented SRC and less formal broader leadership uptake

Broaden student contribution to and responsibility for whole school activities

Implement and evaluate Bully Stopper Program

Review impact of Positive Psychology on the school’s approach to student resilience

Review implementation and communication of student management practices

Audit to show that all DET guidelines are being implemented

Increase in student presenters and involvement in external leadership opportunities

Anti-bullying program recommendation adopted Clear and shared plan for further development of Positive Psychology practices developed

Clear centrally housed documentation Staff handbook and SharePoint house all key information regarding student management and support for students with special needs

Audit shows that processes and guidelines are followed All stakeholders actively involved Gaps identified and redressed, strengths further developed




Train all Year 10 students in Teen Mental Health First Aid and participate in Melbourne University study

Evaluation show increased student knowledge and awareness about mental health

Year 3 Review staff handbook, communication protocols

Review the process and documentation of student leadership provision

Evaluate specialist captain roles

Review COGS

Review the audit of DET guidelines of students with individual needs

Review shows that staff are informed and following agreed school procedures

Creation of a document to identify gaps and to include possible additions and improvements

Revised roles and responsibilities implemented Clarity of roles and responsibilities evident

Updated scope and sequence chart for COGS

Improved handover processes and documentation Improved ILPs and support for teachers

Year 4 Conduct SSE

SSE demonstrates:- Strong school community engagement Rigorous analysis of data and strategies Openness to learning

Productivity

Annually review the allocation of resources (professional learning, e-learning, targeted programs) and their impact on the broad range of student achievement:

- refine and implement recommendations - conduct program reviews and 4 yearly

Learning Review

Year 1 Develop an e-learning plan to ensure effective use and uptake of 1:1 devices

Develop a progress plan to develop new pedagogies

Plan for eLearning is documented and shared. Collection of data uses new rubrics




Embed sustainability processes across all areas of the school

Develop partnerships to enhance student learning

Continue to invest in Bastow Professional Learning and evaluate impact of SIT team

Continue to improve and monitor the organisational and teaching climate using CLT, Insight Model

Monitor progress toward sustainability plan and develop a waste management strategy using Sustainability Victoria grant

C

Organise a Performing Arts/Media Review

I

Continue to work with the IED around expanding Chinese Language opportunities

Conduct annual review of resource allocation

Staff implementation of learning from Bastow is evident in SIT and leadership actions Staff and SIT team member evaluation and staff survey data ( at or above 2014 levels) Increased supportive leadership and empathy

Waste management resources purchased and systems in place

Recommendations of review implemented Clear ‘life cycle’ of performing arts offerings from Year 7-12 documented Increase in interdisciplinary Performing Arts electives and events 7-9 Second cohort participate in VYLC Program Other DET Asia initiatives are implemented

Review and budget narratives demonstrate funding targeted to improving student learning outcomes Clear priorities and resourcing strategies are identified




Year 2 Conduct a VCAL Review

Conduct a COGS Review

Continue to provide current and relevant professional development for eLearning.


VCAL and COGS Reviews engage student, teacher and parents perspectives Plan to implement recommendations in place for following year Curriculum documentation reflects commitment to authentic integration of ICT

Review completed Clear priorities and resourcing strategies are identified

Year 3 Conduct four yearly Learning Review

Conduct final evaluation of New Pedagogies project.


Learning Review recommendations are in place for implementation the following year e- learning plan revised in view of NPDL Authentic challenging assessment embedded within Curriculum that integrates ICT. Review and budget narratives demonstrate targeted funding has improved student learning outcomes

Year 4 Conduct SSE

SSE is informed by community engagement, data, educational research and DET policy




STRATEGIC PLAN – REFERENCES

Whole School

Literacy Plan

Explanation

To be literate is to understand the patterns of communication within a given situation. Literacy teaching is concerned with empowering students with the knowledge,

skills and frameworks for decoding, reproducing and extending these patterns so they can effectively contribute to and interact within society. Based on the Functional

Model of language, Systemic Functional Linguistics, and the Language for Learning program; the Brunswick Secondary College Whole School Literacy Plan will build

staff capacity to deliver a common metalanguage for explicit literacy teaching to all students across faculties. Research shows that schools who work with a shared

understanding of language in combination with a common metalinguistic approach can improve student outcomes.

Whole School

Numeracy Plan

Explanation

To be numerate is to use mathematics effectively in everyday situations. A deep understanding of number is fundamental to the development of mathematical skills

and concepts. Numeracy was identified as an immediate priority within the School Self Evaluation and Peer Review. In the first year of the Whole School Numeracy

Action Plan, the focus is on Number. In Year 2, it is on developing a Numeracy Intervention Program for students low in Number and in Year 3, developing a

Numeracy within the Curriculum Plan. The School Self Evaluation that occurs in Year 4 will further refine the plan. There is a strong connection between the Whole

School Literacy and Numeracy Plans. All Mathematics staff have had training in teaching meaning making n Mathematics through the Language and Literacy

Professional Learning Program. The Whole School Numeracy Plan, like the Whole School Literacy Plan, is based on the Functional Model of language, Systemic

Functional Linguistics, the grammar on which the Australian Curriculum is based.

AusVELS Australian Victorian Essential Learning Standards

ATAR Australian Tertiary Admission Rank

BSC Brunswick Secondary College

CCP Co-curricular Program

CLT Curriculum Learning Team

COGS Program Community, Opportunity, Growth, Success Program

Compass Compass School Manager - school communication software system

DET (formerly

DEECD)

Department of Education & Training (formerly Department of Education and Early Childhood Development)

EAL English as an Additional Language

Headstart Headstart program - an orientation program for Year 10 into Year 11, Year 11 into 12 students

HOL Head of Learning

ICSEA Index of Community Socio-educational Advantage

ICT Information and communication technologies

IED International Education Division

ILPS Individual Learning Plans

KELPs Koorie Education Learning Plans




KRA Key Responsibility Area

LA Learning assessment

LFL Literacy for Learning

McREL Survey School Staff Survey: staff are encouraged to share their opinion on aspects of their school that make a difference to student outcomes. All staff members, including

leaders, teaching and non-teaching staff, full and part-time, have the opportunity to participate. In 2014, this survey replaced the previous DEECD Staff Opinion

Survey.

MIPS Managed Individual Pathways

NAPLAN National Assessment Program – Literacy and Numeracy

NPDL New Pedagogies. Deep Learning is a global partnership aiming to implement deep learning goals across whole education systems that are enabled by new

pedagogies and accelerated by technology. Through the partnership, students and teachers from 10 countries across the globe are engaged in deeper level learning.

OOHC Out of Home Care

PDP Performance Development Process

PLP Professional Learning Plan

PSD Program for Students with Disabilities

RR&T Reciprocal Reading and Teaching -Reciprocal teaching refers to an instructional activity that takes place in the form of a dialogue between teachers and students

regarding segments of text. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and

students take turns assuming the role of teacher in leading this dialogue. It was developed by Palinscar and Brown in 1986 and has an effect size of 0.74

SEALP Select Entry Accelerated Learning Program

SIT School Improvement Team – a team elected by staff to work on staff identified school improvement projects

SOLO Structure of Observed Learning Outcomes is a model of learning that helps develop a common understanding & language of learning that helps teachers (and

students) understand the learning process. • This model describes levels of increasing complexity in the understanding of subjects. • The complexity grows from surface to deeper conceptual understanding through the SOLO levels. • It was developed by John B. Biggs and K. Collis (1982)

SRC Student Representative Council

SSE School Self Evaluation

SV Sustainability Victoria

UOC Understanding of Competence

VCAL Victorian Certificate of Applied Learning

VET Vocational Education and Training

VCE Victorian Certificate of Education

VRQA Victorian Registration and Qualifications Authority

VYLC Victorian Young Leaders to China -a six week Year 9 Immersion Program to China organized and subsidised by the Department of Education and Training

WP Work Practices. BSC has a strong focus on work practices. There are eight common work practices from Year 7-12 that are measured four times each year.