Strategic Plan for Casterton Secondary College 2016 - 2019

School Number: 7695

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Endorsement by School Principal
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Endorsement by School Council
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Endorsement by the delegate of
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Purpose Casterton Secondary College strives to achieve the best academic outcomes for all students, with a focus on promoting
responsibility for the acquisition of skills, knowledge and positive personal qualities through a dynamic learning environment
that engages students and prepares them for their future.

Vision and Values At Casterton Secondary College the following values are central to our school community and underpin our moral purpose:
This area is incomplete: Respect – for self, consideration for others, consideration for the environment, consideration for other’s views and cultural
waiting for new vision differences and empathy
statement Accountability –taking responsibility for all our actions, learning and decisions.
Persistence – Pursuing excellence through focus and concentration, curiosity, tenacity and endurance. – Underpins internal
motivation and life- long learning.
Environmental Context The College opened on its present site in 1955 and is nestled in a picturesque valley surrounded by rolling red gum hills. The
Glenelg River meanders through the township. Casterton is 353km. west of Melbourne and is approximately 70 km. from
Hamilton and Mt. Gambier. Casterton Secondary College services the needs and provides opportunities for the people of
Strathdownie, Dergholm, Coleraine, Merino and Casterton.

Social
Casterton Secondary College is a single campus, Year 7 - 12 school. The 2016 enrolment is expected to be 154 students. Our
students come predominantly from rural or related backgrounds; there are low levels of students born overseas and very few
students of Koori background.
The staff of the college has changed significantly in recent years. We currently have 22 teaching staff (including the Principal
Class), with part-timers this equates to 19 effective fulltime positions. There are 9.4 non-teaching staff including Integration
Aides and a Nurse.

Educational
Students at Years 7 to 10 study a core curriculum of English, Maths, Humanities, Science, PE/ Health and Agricultural Science.
Additionally students in Year10 choose from a range of electives including Technology and Arts based subjects.
Students benefit greatly from the educational experiences on the adjacent 16 hectare school farm and applied learning in the
Applied Science Centre; including aquaculture, viticulture and oenology programs. The school’s units of work can be sourced
from our website www.castertonsc.vic.edu.au
The College makes every effort to provide a broad range of choices at VCE level. In addition to a large offering of VCE subjects,
a VCAL program also operates. Additionally we have an SBA and SWL student stream. Year 10 students can fast-track VCE
subjects.
The College offers a wide range of extension and enrichment programs including an instrumental music program, debating,
sport and public speaking. It enters students into a range of competitions including subject competitions, Lions Youth of the
Year, and an annual Rotary debating competition.
 Technological
The College has two rooms of computers and a ratio of one computer to one student which includes a combination of netbooks
and desk top computers. The school Intranet provides storage and pick up facilities for all students and staff. Each staff
member's desk has power for lap top use. Wireless connectivity enables all staff to access the network and the internet from
anywhere in the school. Smart boards are installed in most classrooms. The school has a virtual classroom that links with other
schools for subjects at year 11 and 12.

Environmental- grounds and facilities

The College grounds are extensive and well maintained providing an inviting environment to the College community and
visitors. Sporting facilities include a multipurpose stadium, excellent tennis courts, a gymnasium, two ovals, a covered passive
recreation area and cricket nets. The College has a media centre, extensive technology facilities allowing students to study a
wide range of subjects such as Design and Technology in Wood, Metal and Food and an indoor eating area which adjoins the
canteen.
A music centre allows students to gain one on one, and small group instruction in a range of instruments.

Service Standards General

 The school fosters close links with parents and the broader school community through its commitment to open and
regular communications.
 The school commits to the active sharing of its vision and goals to ensure school community engagement in the
school’s strategic plan.
 The school guarantees all students access to a broad, balanced and flexible curriculum including skills for learning and
life.
 The school provides a safe and stimulating learning environment to ensure all students can achieve their full potential.
 All students will receive instruction that is adapted to their individual needs.
Specific
 The school will respond to all communication by parents and caregivers within 2 working days.
 Parents will be engaged regularly when their child does not behave in a socially acceptable manner.
 Students will play an active part in the development and review of the school’s behaviour policies.
 All teachers will provide timely and targeted feedback to students on their work.
STRATEGIC DIRECTION
Achievement Key improvement strategies
Goals By the end of 2019 we will build the capacity of staff and parental engagement so that all Build teacher capacity through ongoing and targeted
students achieve appropriate learning growth (12 months growth in every 12 month professional learning to adhere to an agreed and documented
period) in numeracy and literacy. instructional model.

Targets Student Growth Develop and implement a whole school literacy program – linked
AusVELS: All students without assessed learning difficulties will achieve a minimum of the to CSC Literacy Policy - with a focus on improving teaching
strategies and building teacher capacity.
expected AusVELS learning growth (one level) annually across all domains and capabilities
based on 2014 data used for self-evaluation. Develop a consistent whole school approach for teachers to
Dimension Year Level 2014 Mean work collaboratively on planning, assessment, monitoring
Reading Year 7 6.90 student progress and the provision of timely intervention around
Year 8 7.63 student learning.
Year 9 8.62
Year 10 9.69 Ensure there is a guaranteed and viable curriculum.
Year 7 6.84
Writing Year 8 7.56
Year 9 8.58
Year 10 9.61
Year 7 6.50
Numeracy Year 8 7.12
Year 9 7.83
Year 10 9.85

NAPLAN: Improve NAPLAN learning growth in the following areas

Domain 2015 Results (%) 2019 Targets (%)
Reading: medium/high growth
Year 7 40.9 55.0
Year 9 89.4 90.0
Writing: medium/high growth
Year 7 56.5 60.0
Year 9 57.2 65.0
Numeracy: medium/high growth
Year 7 92.0 95.0
Year 9 80.9 85.0
 VCE: all study score at state level for all schools over the period of the Strategic Plan,
2016 – 2019. In 2014 was 28.16; State was 28.73

Staff Opinion Survey percentage endorsement to show improvement in:

School Climate – Collective efficacy from 58.3% in 2015 to 60% by 2019
School Climate – Collective responsibility 74.2% in 2015 to 76% by 2019
School Climate – Guaranteed and viable curriculum from 51.6% in 2015 to 54% by 2019
Theory of action If we provide greater emphasis on the personalisation of learning, enhanced co-
operation and collegiality in curriculum delivery and pedagogical practices, then we will
continue to improve the learning standards of all students and increase the level of
parental engagement in student learning. Thereby ensuring the college achieves its
desire of developing a ‘high expectations and no excuses’ teaching and learning culture.
Actions Success criteria

Year 1  Whole staff participation in evidence-based program “Building Better Schools”  School Improvement Team formed. Protocols and role
program with Roger Dingle statements agreed and documented.
 Scope and Sequence and detailed course outlines includes the explicit teaching of  Teacher documentation reflects CSC approach (agreed model)
literacy and differentiated instruction to literacy and professional learning
 Incorporate regular student data and the moderation cycle in the school meeting  All KLA teams will have evidence of ongoing literacy and data
cycle conversations, strategies and analyses; embedded in
 Peer observation triad structure and collegiate conversations based on CSC performance and development process.
Instructional Model. Teacher and student feedback used to improve/inform practice.  All teachers have participated in observation triads and a
 Professional learning for staff in a variety of forums on quality feedback Years 7-10, reflection process; identified through notes and performance
VCAL, VCE review process.
 Create a 3-year plan for the development and implementation of a whole school  Lesson plans reflect a consistent approach to writing and
literacy program – linked to Literacy Policy include examples of explicitly teaching comprehension.
 Read and Write Gold program implemented to support student learning outcomes in  Development and implementation plans are available for a
reading 7-10 whole school literacy program – linked to Literacy Policy
 Data sets show average growth of 1.0 in Reading for students
7 - 10
Year 2  Implement stage 1 of the whole school literacy program  Progress reports for stage 1 from all areas of study including
 Scope and sequences/detailed course outlines reviewed and updated; in KLAs and recommendations for stage 2.
individually  Teachers provide evidence, through PDP process, of documents
 Peer observation triad structure and collegiate conversations based on CSC reflecting school priorities
Instructional Model. Teacher and student feedback used to improve/inform practice  Action Teams present evidence-based research
 School Improvement Team and Action Teams use evidence based knowledge to  All teachers have participated in observation triads and a
support teaching and learning reflection process; evidence for performance review process.
Year 3  Implement stage 2 of the whole school literacy program  Progress reports for stage 2 from all areas of study including
 Scope and Sequence and detailed course outlines includes the explicit teaching of recommendations for stage 3.
literacy  Teacher documentation reflects CSC approach (agreed model)
 Peer observation triad structure and collegiate conversations based on CSC to literacy and professional learning
Instructional Model. Teacher and student feedback used to improve/inform practice  All teachers have participated in observation triads and a
 School Improvement Team and Action Teams use evidence based knowledge to reflection process; evidence for performance review process
support teaching and learning  Action Teams present evidence-based research
 Staff review documents that reflect College priorities

Year 4  Implement stage 3 of the whole school literacy program  Whole school literacy program established
 Scope and sequences/detailed course outlines reviewed and updated; in KLAs and  Teacher documentation reflects CSC approach (agreed model)
individually to literacy and professional learning
 Peer observation triad structure and collegiate conversations based on CSC  All teachers have participated in observation triads and a
Instructional Model. Teacher and student feedback used to improve/inform practice reflection process; evidence for performance review process
 Staff review documents that reflect College priorities
 Achievement targets met
Engagement Key improvement strategies

Goals By the end of 2019 we will strengthen college and community engagement so that Develop greater student capacity to articulate and form future
Opinion Survey factors focussed on Teaching and Learning and Student Relationships in aspirations to guide them through their transition into further
the Attitude to School Survey demonstrate a sustained level of attainment and education or employment.
improvement.
Create a whole school culture of high expectations based on the
college values of respect, accountability and persistence.

Strengthen school and community engagement to collectively

encourage students’ learning and improve student outcomes.
Targets In the Attitudes to School Survey 7-12 maintain Student Distress, School Connectedness,
Student Motivation and Learning Confidence above State and Regional means throughout
the 2016 – 2019 Strategic Plan.

Factor 2015 Results 2019 Targets

Student Distress 5.35 5.50
School Connectedness 3.66 4.0
Student Motivation 4.36 4.5
Learning Confidence 3.78 4.0

Parent Opinion Survey to show improvement in – School Connectedness from 80% in 2015
to 82% by 2019.

Theory of action If we continue to implement strategies that increase the level of engagement in student
learning, then we develop the unity and purpose required to retain our viability thereby
strengthening and expanding educational provision within Casterton to serve our
community.

Actions Success criteria

Year 1  Introduce a staggered start for all year levels to optimise student readiness for school  Meetings held with Year 12 students and parents/carers at
 All teachers incorporate opportunities for vocational learning and real world start of 2016
connections in their teaching  End of year report to parents includes participation in a
 STEM focus introduced at year 7; Science, maths, engineering and technology (IT, Careers program
Product Design)  Parent evenings occur regularly to disseminate information.
 Individual student profiles developed for all students to support the development of Open days, tours, community forums, morning teas, special
the “whole” child and manage students at risk. events etc. are available to all community members
  Focus on improving engagement through: increasing student challenge, increasing  Newsletters include regular snapshots of school policy and
level of responsibility students take for their learning; innovative pedagogy procedures. Website regularly updated
 Enhance transition program to include Year 4 students from Feeder PS throughout the  Year 7 students participate in STEM Challenge days at least
year twice
 Introduce regular meetings of secondary and primary school teachers  Staff have access to individual student profiles
 Individual Improvement Plans (IIP) developed in English and Maths for students 7 – 10  Improvement in Attitudes to School and Parent Opinion
 Parents/carers involved in discussions with Year 11/12 students at start of year surveys
 Investigate 3-year VCE course starting at Year 10  Shared meeting protocols developed for Primary and
 Increase opportunities for Student Voice to develop leadership skills secondary teachers
 Year 4 students from feeder primary schools have participated
in classes at the college
 All year 7 – 10 students have IIPs in Maths and English
 Initial timetabling supports the introduction of VCE courses in
year 10
 Student Voice representatives have promoted student
learning through a variety of mediums throughout the year.
Year 2  STEM focus for Year 7 students reviewed.  All Year 7 – 10 students have contributed to Individual
 Introduce STEM focus at year 8; Science, maths, engineering and technology (IT, Improvement Plans; documented evidence
Product Design)  Draft plan developed for whole school study plan
 Review and refine staggered start to year  Completed 2017 timetable reflects the start of VCE in year10
 Individual Improvement Plans developed in English and Maths for students 7 – 10  Documentation reflects staff professional learning around
 Timetable and resource 3-year VCE program developing challenging and innovative pedagogy; evidence
 Investigate school-wide study skills program provided through PDP process
 Continued focus on improving engagement through: increasing student challenge,  STEM challenge days held for students in year 7 and 8
increasing level of responsibility students take for their learning; innovative pedagogy
Year 3  STEM focus for Year 7 and 8 students reviewed.  Study skills program for year 7 – 9 students underway
 Introduce STEM focus at year 9; Science, maths, engineering and technology (IT,  Year 7 – 10 students set personal targets in IIP
Product Design)  Documentation reflects staff professional learning around
 Individual Improvement Plans developed in English and Maths for students 7 – 10 developing challenging and innovative pedagogy; evidence
 Develop and implement study skills program for Years 7- 9 provided through PDP process
 Continued focus on improving engagement through: increasing student challenge,
increasing level of responsibility students take for their learning; innovative pedagogy
Year 4  Develop and implement a whole school study skills program  Achievement targets met
 Review and adjust STEM program for Years 7 - 9  School Review process; self-evaluation and panel evaluation
 Individual Improvement Plans in English and Maths for students 7 – 10 reviewed affirms goals and targets
Wellbeing Key improvement strategies

Goals By the end of 2019 we will embed the core values of Respect, Accountability and Develop and further embed, communication and reporting
Persistence into the fabric of college life so that student pathways and transitions into, strategies so that transition into through and beyond the school
through and beyond college are enhanced. is seen as a positive part of school culture.

Increase positive recognition strategies to better articulate and

convey college values and expectations to students, parents and
Targets To improve Parent Opinion Survey – Transitions from 86.8% in 2015 to 88% by 2019. the broader community

To increase the Year 7 - 12 Real Retention rate from 62.9% in 2014 to 65% by 2019. Develop careers initiatives to elevate awareness and
understanding among parents, carers and the community of the
Improve Student Attitudes to School Survey – Connectedness from 3.66 in 2015 to 4.0 by value and importance of education in the future employment
2019.
and further study options.
Year 7 – 12 Student absence rate is reduced from 18.6 days in 2015 to 15 days by 2019
Improve tracking of student pathways through the college and for
a year beyond schooling to develop a better understanding of the
options and opportunities student’s take as they progress through
Theory of action If we enhance communication with parents, carers and the community, then the college their learning pathway within and immediately beyond college.
will achieve a higher level of parental, carer and community interaction with student
learning, student well-being and student engagement . Thereby strengthening the
relationships necessary to maximise the impact of the Learning Plan on improved learning
processes and outcomes for all students.
Actions Success criteria
Year 1  Continue whole school approach to issues of student attendance and lateness  School-wide absentee protocols published and register of
through: prompt follow-up of absences and minimise “unexplained” absences; “Every regular absentees established
Day Counts” focus  Register of business/community partnerships completed
 Investigate local and wider business/community groups to form partnership with  Primary school students have attended partnership days at
College the college from Term 1
 Develop a Year 6 – 7 Transition Plan  College values and vision communicated regularly through
 Whole school approach to embed college values in daily practice newsletters, website, assemblies and classrooms
 Whole school careers action plan reviewed and implemented  Documentation indicates students have participated in
 Develop and implement a process to track students who have left school careers programs and activities
 Process to review reporting structures and communication with school community  Comprehensive database of student pathways through the
college
 Recommendations from report/communication review
reported to school community
Year 2  Analysis of attendance data and subsequent steps to minimise absences  Attendance plans developed for identified students
 Develop and implement strategies relating to report/ communication review  Improvement in ATS and POS in Transitions and
 Consolidate whole school careers program Connectedness
 Review the role of the Middle School Community group  Action Plan developed for middle school partnership with
 Whole school approach to embed college values in daily practice community groups
 Implement a process to track students who have left school  SATS survey improvement reflects the mantra “High
expectations – no excuses”
 Comprehensive database of student pathways through the
college
Year 3  Consolidate role of the Middle School Community group  Reports indicate that middle school students at risk have
 Develop and implement a process to track students who have left school successfully completed work in the community
 Consolidate whole school approach to embed college values in daily practice  Comprehensive database of student pathways through and
 Review and update whole school careers action plan beyond the college
 Year 7 – 12 students have participated in careers programs.
Progress reported to parents as per reporting process.
Year 4  Review of school approach to issues of student attendance and lateness  Wellbeing targets met
 Review implementation of strategies to strategic goals  School Review process; self-evaluation and panel evaluation
affirms goals and targets
Productivity Key improvement strategies
Goals By effectively utilising the annual Student Resource Package (SRP), locally raised funds Ensure effective allocation of resources to maximise
and community we will achieve our strategic plan goals and targets so that there are student learning and outcomes.
improved outcomes for all students.
Build teacher capacity through the development and
Targets To maintain a surplus SRP environment each year of the strategic plan; 2016 – 2019. implementation of whole school professional learning
underpinned by the CSC Instructional Model.
Ensure college finances and human resources effectively support identified programs.
Increase the productivity and sustainability of the farm through
Staff Opinion Survey percentage endorsement to show improvement in: the marketing and promotion of the school in the local and wider
School Climate – Teacher collaboration from 47.5% in 2015 to 50% by 2019 community.
School Leadership – Instructional leadership from 41.5% in 2015 to 50% by 2019
Theory of action If we continue to implement strategies that link student learning to the world in which they
live; then the capacity of the college to improve productivity, sustainability and achieve our
continuous improvement agenda will increase. Thereby enhancing our reputation as a
college with high expectations around achievement, engagement and student wellbeing
and encourage the community to support our unique educational characteristics.
Actions Success criteria
Year 1  Develop a 3-year, whole school Professional Learning program covering school  Whole school Professional Learning program documented
priorities  Leadership and School Improvement Teams complete 2-day
 Resources allocated to support whole staff participation in evidence-based program workshops with Roger Dingle. Whole staff workshops held.
“Building Better Schools” program with Roger Dingle  Committee roles published
 Review current committee structures and roles  Production of farm produce, oenology and aquaculture
 Introduce a Small Business Management course to market and promote school farm supports the continuation of the programs
and associated applied science programs  School improvements: external painting, new furniture,
 Grounds master plan developed construction of dam completed
Year 2  Resources allocated to support 3-year Professional Learning program  Staff engage in professional learning linked to strategic goals
 Resources used to support School Improvement Team and Action Teams  Action Teams present findings of evidence based research
 Ensure workplace plan aligns with curriculum initiatives  Staffing profile reflects strategic directions
Year 3  Comprehensive review of sustainability of school farm and other entrepreneurial  Plan developed to ensure continued viability of farm and
programs. other programs
 Effective management of SRP provides resources to support strategic goals  Improvement in staff opinion survey reflects collaboration and
shared leadership
Year 4  Review implementation of strategies to strategic goals  Productivity targets met
 School Review process affirms goals and targets