The Plan Has Been Endorsed and Approved By

BANKSTOWN SENIOR COLLEGE 8381

2012-2014 College Plan

(Revised 20th December 2012)

The Plan has been endorsed and approved by:

Principal: Date: School Education Director: Date:

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 2 Bankstown Senior College Plan 2012-2014

College Vision Senior College empowers a diverse range of students to be active, confident, lifelong learners.

COLLEGE CONTEXT

 The College is situated 24 km south west of the centre of Sydney and a short distance from Bankstown station.  Bankstown Senior College was established in 1991 to provide senior secondary education for students aged fifteen years of age or older. The College is one of only four “stand alone” senior high schools in the NSW public education system.  We cater for students of all ages and abilities. Over ninety per cent of our students come from a non English speaking background.  The College has a strong emphasis on English language acquisition, literacy, numeracy, a vocational focus and the development of technology and information skills across all areas. To assist our students, the College has modified a number of practices found in a “traditional” comprehensive high school including flexible hours of study and a four day school week. Students’ social and emotional growth is fostered by strong student support structures.  It is presumed that students who enrol have made the decision to take responsibility for their own learning and have goals for their future. We realise that students who enrol at the College bring with them skills and knowledge gained formally or informally throughout their life experiences. These factors are taken into account by the teaching staff in their planning for the learning activities that will take place in their lessons. Staff understand that people learn in different ways and therefore require different sorts of instruction to ensure learning takes place.  A full range of academic and vocational subjects are available for students in Years 10-12. In addition the College provides Intensive English courses for full and part time students and mid-year preparation courses.  We enjoy a strong link with the local community. Our facilities are used regularly by local groups.  The College teaching and support staff is committed and dedicated to providing the best educational opportunities for students enrolled in the various programs the College offers.

School Priority Areas:  Literacy and Numeracy  Leadership and Management  Student Engagement and Attainment  Curriculum and Assessment  Cultural Diversity  Community Partnerships

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 3 Priority Area 1: Literacy and Numeracy

Intended Outcomes  Increased levels of literacy and numeracy achievement for all students across the college 2012 - 2014  Improved educational outcomes through targeted strategic early interventions for students experiencing difficulty in literacy and numeracy at key transition points Targets 2012:  Year 10: as measured by BANPLAN, at least 50% of students achieve literacy growth of .4 or more (Hattie effect size)  Year 11: as measured by NAPLAN/BANPLAN, at least 60% of students achieve literacy growth of .4 or more (Hattie effect size)  Year 10: as measured by BANPLAN ,at least 30% of students achieve numeracy growth of .4 or more (Hattie effect size )  Year 11: as measured by NAPLAN/BANPLAN, at least 40% of students achieve numeracy growth of .4 or more (Hattie effect size)  To increase the number of HSC students achieving Band 2 and above by 10% Targets 2013  Year 10: as measured by BANPLAN, at least 50% of students achieve literacy growth of .4 or more (Hattie effect size) as measured by reading and writing tasks.  Year 11: as measured by NAPLAN/BANPLAN, at least 55% of students achieve literacy growth of .4 or more (Hattie effect size)as measured by reading and writing tasks  Year 10: as measured by BANPLAN, at least 50% of students achieve numeracy growth of .4 or more (Hattie effect size )  Year 11: as measured by NAPLAN/BANPLAN, at least 60% of students achieve numeracy growth of .4 or more (Hattie effect size)  To increase the number of HSC students achieving Band 2 and above by 10% Targets 2014  Year 10: as measured by BANPLAN ,at least 60% of students achieve literacy growth of .4 or more (Hattie effect size)  Year 11: as measured by NAPLAN/BANPLAN, at least 70% of students achieve literacy growth of .4 or more (Hattie effect size)  Year 10: as measured by BANPLAN, at least 40% of students achieve numeracy growth of .4 or more (Hattie effect size )  Year 11: as measured by NAPLAN/BANPLAN, at least 50% of students achieve numeracy growth of .4 or more (Hattie effect size)  To increase the number of HSC students achieving Band 2 and above by 10%

Timeframe NP Strategies Indicators Responsibility Low 2012 2013 2014 Reform SES Equity (NP) Provide ALARM & TEER professional  ALARM and TEER strategies are ALARM support learning opportunities for all staff evidenced in programs coordinator,    R4  ALARM and TEER are embedded into HTs classroom practice

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 4 Timeframe NP Strategies Indicators Responsibility Low 2012 2013 2014 Reform SES Equity (NP) ALARM Coordinator continue to build Teachers feel confident and able to deliver ALARM Support teacher confidence and capacity in TEER and ALARM in classrooms Coordinator    R3,R4 the delivery of TEER and ALARM Provide professional learning for ALL All staff have a common understanding Literacy / ESL    staff in teaching grammar explicitly and are confident in teaching grammar Team R4 Deliver consistent explicit teaching of Evident in programs & classroom practice HTs, grammar, (punctuation, text types etc) Improved student outcomes in literacy Classroom    R4 across KLAs skills in grammar teachers Employ extra .2 STLA to provide Increased access to learning and DP, LST targeted support for students improved completion rates   R2;R4 $22 515 experiencing learning difficulties Employ additional SLSO support for Targeted support for students in LST, STLA literacy and numeracy across the classroom    R3 $57 163 College Employ a 0.8 Numeracy Support Improved numeracy results across the Numeracy Teacher to work across faculties and College Support    R4 $67 545 $22 515 in classes Teacher Provide professional learning for ALL All staff have a common understanding DP NP, staff in practical Numeracy strategies and language for numeracy Numeracy Teachers feel confident in delivering Support    R4 Numeracy Teacher, Numeracy Team Employ a 0.4 Literacy Support Improvement in basic literacy and IEC HT IEC Teacher to deliver Key Skills Builder skills of transitioning students  R4 $45 031 program in the IEC

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 5 Priority Area 2: Student Engagement and Attainment

Intended Outcomes  Enhanced wellbeing of our students which promotes student success and recognition of achievement 2012 - 2014  School structures and practices respect and respond to the diverse needs and unique characteristics of every student Targets 2012:  To raise the level of whole day attendance by at least 1%  Implement and embed targeted individual support to enhance educational outcomes  Increase completion rates of all courses across the College by 2%  To increase by 10% the number of IEC students completing their studies at BSC Targets 2013  To raise the level of whole day attendance by at least 2%  To reduce the levels of fractional truancy across the College by 5%  Increase completion rates of all courses across the College by 2%  To increase by 20% the number of IEC students completing their studies at BSC Targets 2014  To raise the level of whole day attendance by at least 2%  Increase completion rates of all courses across the College by 2%  To increase by 20% the number of IEC students completing their studies at BSC

Timeframe NP Strategies Indicators Responsibility Low SES 2012 2013 2014 Reform Equity (NP) Evaluate, modify & implement a  Whole class attendance is improved HT Engagement Mentor program which supports & Student  Students are more engaged in  R3 individual students to address class learning Support attendance issues. Coordinator Evaluate, modify and implement  Orientation program is evaluated Student College Orientation program  Revised program is implemented Engagement   R3 Team Improve the quality of academic Fewer students are accessing DP & Enrolment    R4 counselling inappropriate courses Officer, Careers

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 6 Timeframe NP Strategies Indicators Responsibility Low SES 2012 2013 2014 Reform Equity (NP) Adviser Provide professional learning for all Staff more confident in dealing with Student Support staff in dealing with students who students who have mental health issues Coordinator &  R4 have high mental health needs MindMatters team Evaluate and modify the MindMatters Students support is targeted and Student Support program focussed on individual need Coordinator &  R3 MindMatters Team Employ university undergraduate Students receive support tailored to their DP NP and $50 000 tutors to provide individual tutorial individual learning needs. STLA   R4;R6 support to year 12 students. Provide flexible timetabling to enable Students receive support tailored to their DP, LST students to access appropriate individual learning needs   R3 support in the Learning Centre Provide online literacy and numeracy Students are able to use free time to do STLA, LST resources for use in the Learning individual literacy/numeracy practice.   R3 $10 000 Centre Employ a Head Teacher, Optimise student engagement in HT Engagement Engagement whose role includes learning, as evidenced by improved and Student improving student engagement attendance rates, less fractional truancy Support    R1, R2 $129 556 through development of pedagogy and increased completion rates. Coordinator that is aligned with students needs. Implement a student-run Breakfast Students arrive to first period on time and Student Support Club are better able to access learning Coordinator,    R3;R4 SRC, Year Advisers Provide meaningful educational  Improved attendance rates Senior programs that meet the needs of the Executive, HT  Lessening of welfare referrals    R4 students (eg Rich tasks, Authentic  Lower suspension rates Engagement Projects) Develop and implement process of Higher completion rates for ex-IEC Senior sharing information about student students at the College Executive, HT    R3;R4 learning between IEC and the IEC, Refugee College Co-ordinator

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 7 Timeframe NP Strategies Indicators Responsibility Low SES 2012 2013 2014 Reform Equity (NP) Implement a vocational education Students better informed about future HT IEC, IEC    R3;R4 $30 000 program in the IEC vocational choices staff Providing targeted SASS support to Improvement in whole day and class Principal, SAM implement improved attendance attendance   R3 $34 268 monitoring procedures

Priority Area 3: Cultural Diversity

Intended Outcomes  Increased staff capacity to meet the needs of a significantly culturally diverse and changing school community. 2012 - 2014  Improved collaboration between IEC and BSC to enhance learning outcomes.  Aboriginal students are supported by all staff to become successful learners, confident and creative individuals who are active and informed citizens. Targets 2012:  To raise the exiting level in the ESL scales by 2% for IEC students  To embed ESL strategies in all KLA programs.  To develop an integrated Refugee Transition Program across BSC  To decrease the gap in Literacy & Numeracy between Indigenous & non-Indigenous students. Targets 2013  To raise the exiting level in the ESL scales by 2% for IEC students  To increase the use of ESL pedagogy to 60 % of all classrooms  To decrease the gap in Literacy & Numeracy between Indigenous & non-Indigenous students. Targets 2014  To raise the exiting level in the ESL scales by 2% for IEC students  To increase the use of ESL pedagogy to all classrooms.  To decrease the gap in Literacy & Numeracy between Indigenous & non-Indigenous students.

Timeframe NP Strategies Indicators Responsibility Low SES 2012 2013 2014 Reform Equity (NP) ESL Support Teacher continues to Staff feel supported and confident to ESL Support    R3, R4 build teacher confidence and capacity use ESL strategies in their teaching & Teacher

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 8 Timeframe NP Strategies Indicators Responsibility Low SES 2012 2013 2014 Reform Equity (NP) in the instruction of ESL programming

Extend professional learning for all 100% of staff are TELL trained Senior staff in use of ESL methodologies TELL strategies evident in programs Executive, ESL   R1;R2 TELL strategies embedded in Support classroom practice Teacher Establish a cross-curricular ‘buddy Staff feel more confident to ESL Support program’ to enhance the sharing of demonstrate use of ESL strategies in Teacher   R1 ESL strategies in classrooms their KLA areas. Devise and implement ‘ESL strategy Improved awareness and consistent ESL Support of the Week’ across the College use of ESL strategies in classrooms Teacher   R1 across the College Target students in need of ESL Students are identified and are Enrolment support accessing ESL support across the Officer, HT IEC    R3;R4 College Allocate ESL Team teachers ESL students are supported HT English,    R3;R4 according to identified student needs appropriately Appoint a .4 Refugee Transition Improved access for refugee students Senior Program Coordinator (RTP to a range of appropriate support Executive    R1;R3 Coordinator) programs. Form a discrete class of Refugee Refugee students are supported in all RTP Co- students in Year 10 with an ESL classes. ordinator    R3;R4 teacher attached. Develop program of peer tutoring &/or Mentoring program developed and RTP Co- mentoring in first language implemented for students ordinator, SRC,    R4;R6 CLOs Investigate the purchase and use of Increased measurable growth in LST, STLA MultiLit program to improve ESL Literacy    R4 outcomes Initiate & implement a process where BSC operates as a complete campus, RTP Co-or, IEC/BSC work units developed & without divisions. Lit/ESL Team,    R4 shared HT IEC All ATSI students to have a quality Personal Learning Plans are developed DP, LST, STLA    R4 Personal Learning Plan and evaluated by the LST

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 9 Priority Area 4: Leadership and Management

Intended Outcomes  Strengthened leadership and management capacity of school to drive school improvement 2012 - 2014  Enhanced leadership innovation that makes use of the full range of opportunities that facilitate positive learning cultures across the College Targets 2012:  To build and strengthen leadership capacity across the College.  To increase teacher capacity through professional learning aligned with College Targets.  To ensure that the College TARS/EARS process is explicitly aligned with the NSW Teaching Standards Targets 2013  To continue to strengthen leadership capacity through the enhancement of the Executive Support Program  To build teacher capacity through the implementation of the Collegial Support program  To continue to provide professional learning for staff aligned with College Priorities and Professional Learning Plans. Targets 2014  To build teacher and leadership capacity through the continued implementation of the Collegial Support Program  To continue to provide professional learning for staff aligned with College Targets and Professional Learning Plans.

Timeframe NP Strategies Indicators Responsibility Low SES 2012 2013 2014 Reform Equity (NP) Develop and implement a Collegial  All staff in the program have a PLP Senior Exec    R3 $2 500

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 10 Timeframe NP Strategies Indicators Responsibility Low SES 2012 2013 2014 Reform Equity (NP) Support Program for all staff across which is supported by professional the College learning  Early career teachers are appropriately supported in accreditation and maintenance Review and modify the College Professional learning is aligned to DEC Senior Exec Professional Learning Program to and College targets    R3;R5 enhance opportunities for staff development All staff Professional Learning Plans PLPs with ESL focus submitted to Head Senior Exec,   R5 to include an ESL focus teachers through the TARS process. HTs Employ a consultant to further Executive have increased confidence Senior Exec develop the Executive Support and capability to take on whole-school    R2 $6 000 Program leadership Undertake the ‘Team Leadership for Increased staff participation in College Senior Exec    R5 School Improvement’ program strategic planning Provide appropriate time for staff to Teachers have designated planning & Senior Exec develop programs, to share best sharing opportunities, as monitored $13 470 practice and to undertake through TARS/EARS process    R3, R4 professional learning in & out of (NP2012) school hours Provide casual support for Staff more engaged in hands on Senior Exec, HT professional learning across all professional learning Engagement   R3;R4 $5 000 College priority areas Evaluating and modifying Communication across the College is Senior communication practices across the enhanced and effective Executive, HT school community (newsletters, Admin    R3 Reports, calendar etc) Appoint Deputy Principal, National Professional Learning is strategically Deputy Partnerships to lead professional planned, focussed on explicit learning Principal, development with a focus on high and is aligned to student and staff National    R1, R2 $151 265 expectations to support improved specific needs. Partnerships learning outcomes. Student Learning outcomes are improved Align the TARS/EARS process with All teachers’ efficiency is assessed Senior  R2;R5

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 11 Timeframe NP Strategies Indicators Responsibility Low SES 2012 2013 2014 Reform Equity (NP) National Teaching Standards appropriately in a consistent and Executive effective manner. Provide Professional Learning on Teachers are confident to analyse and DP NP collecting, interpreting and analysing interpret to inform pedagogy and    R5 $2 500 data eg SMART data, RAP data and Situational Analysis is undertaken other relevant data effectively Instigate a process in which staff A whole college conference is held and Senior evaluate National Partnership evaluation of National Partnerships Executive    R5 $2 500 programs and initiatives to inform programs and initiatives is undertaken future planning.

Priority Area 5: Curriculum and Assessment

Intended Outcomes  To provide a broad inclusive relevant curriculum that is aligned with professional learning and student needs 2012 - 2014  Appropriate assessment and reporting practices are embedded in all teaching and learning programs Targets 2012:  Develop differentiated curriculum to suit the 21st Century learner.  Explore & develop a relevant course appropriate to the needs of our Year 10 cohort.  Investigate and explore the Australian Curriculum and how it relates to our College  To develop and implement a consistent approach to assessment and feedback  To embed ICT strategies in programs Targets 2013  Further develop and implement differentiated curriculum to suit the 21st Century learner.  Implement a relevant course appropriate to the needs of our Year 10 cohort.

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 12  Investigate and explore the Australian Curriculum and how it relates to our College  To increase to 50% the number of students receiving consistent feedback about their learning  To increase the use of ICT pedagogy to 60% of all classrooms. Targets 2014  Evaluate & modify differentiated curriculum to suit the 21st Century learner.  Evaluation & modify a relevant course appropriate to the needs of our Year 10 cohort.  Investigate and explore the Australian Curriculum and how it relates to our College  To increase to 100% the number of students receiving consistent feedback about their learning  To increase the use of ICT pedagogy in 100% of all classrooms.

Timeframe NP Strategies Indicators Responsibility Low SES 2012 2013 2014 Reform Equity (NP) Build on and embed differentiated All KLA programs, and classroom DP NP; HT curriculum based on the Pirozzo practice, reflect Pirozzo’s model of Engagement &    R1 model across all KLA’s curriculum differentiation HT’s Provide staff with regular ‘refresher Staff more able and confident in the use DP; HT courses’ in the areas of differentiated of differentiated curriculum and Engagement &   R1 curriculum and assessment assessment. HTs Provide a wide and flexible curriculum All college students needs are Senior Exec, HT that meets the needs of individual considered when developing course Engagement    R3, R4 students. offerings for 2012 & beyond Provide regular updates and Staff are informed with regard to the DP NP appropriate professional learning for Australian Curriculum    R4 staff regarding the development of the Australian Curriculum Develop and implement a grammar Checklist is developed and provided for Literacy/ESL and punctuation checklist to be all staff Team    R4 included in every assessment STLA Implement a whole school feedback Proforma is implemented for Teaching & proforma for Assessment tasks Assessment tasks and used across the Learning Team    R4 College Increase management, access & use Laptops are available, accessed and HT Engagement    R4 of laptops across the College used effectively Enhancing the pedagogy through the Teachers are capable and confident to HT Engagement    R4 strategic use of ICT in all classrooms use ICT methodologies

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 13 Priority Area 6: Community Partnerships

Intended Outcomes  Broaden and develop cooperative and supportive relationships with key educational and community stakeholders 2012 - 2014 Targets 2012-14:  Increase the level of involvement of parents and caregivers by 10%  Maintain & consolidate relationships with relevant community agencies, measured through stakeholder surveys  Strengthen relationships with our educational partners : Bass High School, UWS & Macquarie Uni, measured through appropriate & relevant stakeholder feedback Targets 2013  Increase the level of involvement of parents and caregivers by 20%  Maintain & consolidate relationships with relevant community agencies, measured through stakeholder surveys  Strengthen relationships with our educational partners : Bass High School, UWS & Macquarie Uni, measured through appropriate & relevant stakeholder feedback Targets 2014  Increase the level of involvement of parents and caregivers by 10%  Maintain & consolidate relationships with relevant community agencies, measured through stakeholder surveys

8381_BankstownSeniorCollege_LowSESSchoolPlan_V3_13 November2012 14  Strengthen relationships with our educational partners : Bass High School, UWS & Macquarie Uni, measured through appropriate & relevant stakeholder feedback Timeframe NP Strategies Indicators Responsibility Low 2012 2013 2014 Reform SES Equity (NP) Formation of a College/Community  Improved communication with non- Senior Exec, DP engagement team to enhance college English speaking parents and NP partnerships: caregivers  Continue the employment of  Students are supported in living Arabic and Dari speaking CLOs (5 skills through being linked to    R6 $77 461 days) relevant and appropriate  Initiate and develop links with local government and non-government Aboriginal community agencies  Greater involvement by caregivers in College activities and events Expand the scope of the Wellness Students more confident in accessing MindMatters    R6 Day to include Vocational choices appropriate workplace support Team & CLO Strengthen partnerships with relevant Students are given best opportunity to Transition community agencies access the most relevant and Team, SLTA,    R6 appropriate support services LST Employ a part-time Business Links Students are given opportunities to Senior Coordinator to build better experience work place experience and Executive, VET    R3;R6 $67545 connections with local businesses to form links with prospective coordinator employers. Develop and implement program for Students more aware of options Careers students to have ‘taster’ at UWS available at tertiary level Adviser,    R6 Transition Team Develop and implement a program of Establishment of a professional DP NP shared professional learning with learning community across the two    R6, R3 Bass High School schools Continue to implement Macquarie Students more aware of options HT English  R6 mentoring program available at tertiary level

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