School plan 2015-2017Bega High School 8165

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School background 2015–2017

School vision statement School context School planning process

Bega High School is committed to providing excellence ineducation which prepares all students to contributepositively to society. The school, as part of its community,will prepare students to be:

• Skilled lifelong learners who are self–disciplined andself–motivated learners.

• Balanced in their lives and people who value theirphysical, social, spiritual and emotional well–being.

• Problem solvers and decision makers in relation to allaspects of their lives who have the capacity to copewith, adapt to, and initiate positive change.

• Responsible and compassionate citizens who areaware of their individual responsibilities within thecommunity. They will be respectful of others and areable to contribute to the local, Australian andworldwide communities in a positive way.

• Self–confident and resilient people who can recogniseand value their own strengths and skills, allowing themto participate to the best of their ability.

• Valued group participants and community memberswho can communicate effectively and workcooperatively with others. Our school valuesachievement through:

Responsibility for learning, behaviour and our environment

Respect for oneself, others and property

Effort through being positive, resourceful and persistent.

Bega High School is a comprehensive rural high school onthe far south coast of NSW. Situated fifty kilometres fromthe nearest government secondary school, the school’sgeographical drawing area ranges from Tathra (15kilometres to the east), Cobargo (40 kilometres to thenorth), through to Wolumla (20 kilometres to the south) andBemboka (40 kilometres to the west). In 2015 theenrolment was 875 students and 825 in 2016, including10% Aboriginal students. 

The school has developed a curriculum directed at servingthe diverse needs of students and is committed to providingexcellence in education which prepares all students tocontribute responsibly to a changing world. It hasestablished a reputation in academic excellence, thecreative and performing arts, sport, vocational educationand broad general education. A Special Education facultycomprises multi–categorical, emotional disturbance,moderate intellectual disability, mild intellectual disabilityand severe intellectual disability classes. In 2009 a TradeTraining Centre was built to enable Bega High School andEden Marine High School students to attain certificate leveltraining without leaving the area. The focus in vocationaleducation is the delivery of construction, primary industriesand metals and engineering. Infrastructure and equipmentsupplied support the delivery of vocational educationcompetencies by accredited teachers and trainers.

The school enjoys and fosters positive relationships with itslocal community to maximise learning opportunities for itsstudents in its partnerships with University of Wollongong,local commercial enterprises, Illawarra TAFE andnon–government organisations. Bega High School is aproud and active member of the Sapphire Coast LearningCommunity comprising two high schools and thirteenprimary schools located between Cobargo to the north,west to Bemboka, and south to Eden.

School practices and school directions for the planningcycle 2015 – 2017 are based on consultation with students,community members and staff through surveys and variousforums. Directions and processes were also developed asa result of meetings, feedback in conversations withstudents and parents, and the analysis of school data,external data and School Excellence Framework reports.

Ongoing input and evaluation will occur throughsubmissions from, discussions with and surveys of variouscommunity and school teams. Consultation will occur withstaff, student and community groups, and feedback soughtthroughout the year. School committees (such as theFinance Team and the Learning and Support/Equity Team,the Bega High School P & C Association, the BegaAboriginal Education Consultative Group (AECG), theschool’s Junior AECG and student leaders will provideperspectives and input for decision–making. Communityinput from other representative groups, businessorganisations and support agencies is sourced fromdiscussions, correspondence to the school, at meetingsorganised by the school and at community meetings.

Collection and analysis of benchmark data such asNational Assessment Program – Literacy and Numeracy(NAPLAN), Higher School Certificate (HSC) results,student engagement levels, retention rates and studentcompletion rates to year 10 and year 12 inform thedevelopment of strategic directions and the processes andproducts for achieving improvement measures. 

The 2015–2017 Strategic Plan for Bega High School alignswith The Public Schools NSW Priorities – Creating FuturesTogether 2015–2017, DoE 5 Year Strategic Plan2012–2017, identified Premier’s Priorities, NSW 2021, theDoE School Excellence Framework, The Far South Coast(FSC) Network Strategic Plan 2015–2017 and the SapphireCoast Learning Community (SCLC) Strategic Plan

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School strategic directions 2015–2017

STRATEGICDIRECTION 1

Student and communitywellbeing achieved through

connected, engaging learningthat cultivates confidence,

creativity and resilience

STRATEGICDIRECTION 2

Quality teaching and learningfeaturing in a high performing

school community that isinclusive, informed and

engaged

STRATEGICDIRECTION 3

Dynamic leadership andconsistently high standard

educational practices sustainedby proactive community

partnerships

Purpose:

Bega High School creates resilient life–long learners.Sustained and relevant academic, cultural and personalsuccess for every student is attained through diverse andpersonalised learning experiences.

Purpose:

Quality teaching and productive partnerships enable everystudent to be actively engaged in meaningful andchallenging learning experiences so that all students reachtheir full potential in all facets of life.

Purpose:

Leading in an educational context means that Bega HighSchool is committed to forging strong relationships withinthe wider community. A positive culture, fostered byinnovative leadership empowers and engages teachers,students and the community.

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Strategic Direction 1: Student and community wellbeing achieved throughconnected, engaging learning that cultivates confidence, creativity and resilience

Purpose

Bega High School creates resilient life–longlearners. Sustained and relevant academic,cultural and personal success for everystudent is attained through diverse andpersonalised learning experiences.

Improvement Measures

• 20% increase in the numbers ofstudents at/above national minimumstandard in Year 9 NAPLAN Literacy

• 15% increase in the numbers ofstudents at or above national minimumstandard in Year 9 NAPLAN Numeracy

• 10% increase in the number of studentswith two or more Band 5–6 results atHSC

• Student retention rate increased to 65%

People

Students

• recognise strategies and experiencesfor enhancing their capability to belife–long learners

• access relevant and real–world coursesbased on current syllabuses

• engage in a safe and positive learningenvironment and access appropriateexperiences and learning technologies

• take responsibility for their learning andsupport the learning of others.

Parents/Carers

• have an understanding of what theirchildren are learning

• participate in learning reviews in thedevelopment of students' personalisedlearning programs

• receive regular information aboutstudents to support stage progressionand access to appropriate credentials

• engage with evaluation, planning andresourcing strategies to support studentlearning outcomes.

Staff

• develop capacity to deliverbest–practice, evidence–based teachingand learning

• adjust teaching and learning strategies,including assessment, to supportstudent engagement, attainment andlearning needs

• engage in professional learning forimplementing the school's PBL strategyas part of the wellbeing framework.

Processes

• Learning and Support / Equity Teamleads the revision, development andimplementation of policies, programsand processes to identify, address andmonitor student learning needs.

• MultiLit is implemented and adequatelystaffed.

• Identification and provision ofprofessional learning and teaching andlearning resources; strategies andresources used to embed literacy andnumeracy skills across thecurriculum and in life–long learning

Evaluation Plan

• Recorded referrals and studentinterventions and adjustments evidenceof L&S team function

• DDA and DoE requirements reflected inschool protocols, processes anddocumentation

• Stage 3 and 4 shared curriculumstrategy developed and implementedacross Bega CoS in 2016

• Analysis of stage, group and individualNAPLAN results for 2016

• Financial reporting of the applicationof funding for training in specificstrategies and initiatives

• FSCN KLA Network evaluations

• Tell Them From Me survey analysis –students, staff and parents

Practices and Products

Practices

• Information to support students’successful transitions at key stages iscollected, analysed and strategicallyapplied.

• Engagement in learning alliances withother schools and collaboration withorganisations to enhance curriculumprovisions and delivery is strategicallyscheduled.

• Relevant data used to inform choice ofstrategies and initiatives to enhancelearning outcomes.

Products

• School programs address the needs ofidentified student groups (e.g. Aboriginalstudents, gifted students, students withdisability and students for whom Englishis a second language).

• Extra–curricular learning opportunitiesare meaningful, support studentdevelopment, and clearly aligned withthe school’s vision, values and priorities– respect, effort, responsibility andachievement.

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Strategic Direction 2: Quality teaching and learning featuring in a high performingschool community that is inclusive, informed and engaged

Purpose

Quality teaching and productivepartnerships enable every student to beactively engaged in meaningful andchallenging learning experiences so that allstudents reach their full potential in allfacets of life.

Improvement Measures

• All BHS stakeholders reportunderstanding of the range of optionsavailable for meeting BOSTES / NESArequirements and achieving a HSC orequivalent.

• All teachers understand and applyprofessional standards and curriculumrequirements in planning and deliveringquality teaching and learning programs.

People

Students

• engage with an expansive curriculumthat incorporates literacy and numeracyskills in context, and is based on NSWBOSTES syllabuses

• achieve accreditation and certificationbased on negotiated learning pathwaysand personal learning plans

• engage in academic, cultural andsporting experiences throughoutsecondary education

Parents/Carers

• build understanding of schoolcurriculum options and BOSTESaccreditation requirements

• engage in a range of activities tosupport student learning

• collaborate on decisions about schoolpolicies, school directions and studentlearning outcomes and achievement

Staff

• collaborate on developing andimplementing high quality teaching andlearning programs to enhance studentlearning outcomes and achievement ofrelevant credentials

• build capacity to present evidence oftheir performance at proficient or higherlevels of professional standards

• plan and apply professional learningfocused on improving performance andstudent learning outcomes.

Leaders

• leaders will build capacity of individuals

Processes

• Implement Performance andDevelopment Frameworks for all staff,using Performance and DevelopmentPlans.

• Identify, communicate and applyaccreditation processes and supportmechanisms for all teachers – graduate,proficient, highly accomplished andlead.

• Plan and implement elements ofPositive Behaviour for Learning (PBL),with support from DoE WellbeingAssistant Principal.

Evaluation Plan

• Analysis of learning and managementdata from electronic database

• PBL survey – students and community

• PDPs developed by all teachers

• Curriculum Review Team – processesdetermined and implemented for 2017setup

• Financial reporting of fundingprofessional learning – schooldirections, personal professional plans,teaching and learning processes

Practices and Products

Practices

• Teachers actively plan and review theirown professional development toimprove performance.

• Staff confidently provide and receiveprofessional feedback from peers,supervisors and students to improvepractice and student outcomes.

• Data analysis: NAPLAN, PlanningLiteracy and Numeracy (PLAN) and theliteracy and numeracy continuums,Business Intelligence – appropriateresourcing provided and accessed.

Products

• All teachers understand and applyprofessional standards and curriculumrequirements in planning and deliveringquality teaching and learning programs.

• Staff attainment of professional learninggoals and accreditation are part of theschool’s performance and developmentprocesses.

• School–wide and/or networkrelationships provide mentoring andcoaching support to ensure the ongoingdevelopment of all staff.

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Strategic Direction 2: Quality teaching and learning featuring in a high performingschool community that is inclusive, informed and engaged

People

and groups by engaging EducationalServices and community partners indeveloping and maintaining a culture offuture–focussed learning.

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Strategic Direction 3: Dynamic leadership and consistently high standardeducational practices sustained by proactive community partnerships

Purpose

Leading in an educational context meansthat Bega High School is committed toforging strong relationships within the widercommunity. A positive culture, fostered byinnovative leadership empowers andengages teachers, students and thecommunity.

Improvement Measures

• Greater engagement of students asmeasured by attendance rates at orabove state average, retention rates ator above state levels, decreased longsuspension rates.

• The number of teachers planning andpursuing accreditation at higher levelsincreasing each year from the beginningof 2016.

People

Students

• take responsibility for their learning andarticulate learning goals

• support the learning of others

• demonstrate understanding of thecorrelation between achievement andrespect, responsibility and effort

• build and demonstrate leadershipcapacity in the school context.

Parents/Carers

• engage in processes to support studentlearning and achievement

• access their children’s learning andachievement processes and data

• increase capacity to participate insetting school directions and developingschoolpolicies

Staff

• identify processes and learningfor professional accreditation andregistration

• build capacity through a focus onapplying relevant standards – AustralianProfessional Standards for Teachers;the Australian Principal Standard

• demonstrate educational leadershipacross the school, in the educationalcommunity and the local community.

Leaders

• engage with professional networks inbuilding individual and group capacityfor delivering quality teaching andlearning.

Processes

• Analysis and use of School ExcellenceFramework, the Performance andDevelopment Framework and SchoolFinance Report to inform planning anddelivery of curriculum and qualitylearning activities.

• Partnerships identified, developed andmade integral to the school’sengagement with parents and thebroader community.

• Student leadership structures andprocesses developed by students andstaff to meet identified needs andpriorities.

Evaluation Plan

• Completion of PDF training – allteachers implement processes

• Recording and storage of PDPs by allteachers

• Evaluation and analysis of informationrelated to FSCN KLA SDD T3, 2016

• School teams document strategies andprocesses – available to allstakeholders

• Student leadership planning andstructures implemented – studentrepresentatives and Junior AECGactivities

   

Practices and Products

Practices

• PDF and PDPs implemented – staffactively engage with coaching andmentoring processes to enhanceprofessional learning and achievementof professional and school goals.

• The diversity of student, staff andcommunity achievements is regularlyacknowledged and celebrated.

• Strategic financial management is usedto gain efficiencies and to maximiseresources available to implement theschool plan.

Products

• Junior Aboriginal EducationConsultative Group – structures andprocesses in place to build leadershipcapacity of members; mentoring byAECG members, DoE personnel andcommunity elders.

• Collaborative partnerships between theschool and tertiary institutions, businessand commercial enterprises, communitygroups serve to support and enhancestudent and staff learning andengagement.

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