Banksia Secondary College

COLLEGE PROFILE

Mission Statement

To promote excellence in learning and the development of skills that enable students to continue to acquire knowledge, enjoy sporting activities and cultural pursuits, and make informed decisions about social issues, personal values, physical health and lifestyle.

Belief Statements

  • We expect and model high standards of academic performance and personal conduct.

  • We encourage the development of academic, personal and social skills which enable students to participate as productive, responsible members of society.

  • We provide a curriculum incorporating academic, cultural and social elements which is inclusive, flexible, stimulating and challenging.

  • We recognise the rich diversity of our backgrounds and celebrate the many benefits they bring to the College.

  • We provide an environment for learning which is safe, healthy and welcoming.

  • We effectively communicate all relevant information and encourage open dialogue between all members of the College.

  • We monitor student progress through ongoing, consistent and fair assessment and provide regular formal and informal feedback to students and parents.

  • We are concerned for the welfare of all members of the College and their families, and provide school-based and external support.

  • We have a management approach that values the contributions all members of the College can make, through consultation, participation and shared responsibility.

  • We provide leadership opportunities for students and staff, creating an awareness of each others' strengths.

  • We value each member of the College and support everyone achieving their full potential by challenging them to take risks and encouraging them to succeed.

    Descriptive Overview

    Banksia Secondary College with approximately 375 students serves a diverse and geographically dispersed community, which includes a wide variety of socio-economic areas.

    The College possesses unique facilities, the result of a refurbishment of the former Heidelberg High School at a cost of almost six million dollars. Specialist areas from engineering to instrumental music are well served with facilities and equipment. Other facilities include two full sized basketball stadiums, three synthetic grass tennis courts, a horticulture centre, a large canteen and a 203 seat theatre. The College owns and operates a bus. In recent years more and more wall space has been used to display the excellent artwork currently produced by students. The College has led the way in Victoria in use of its facilities by the wider community seven days a week and most nights.

    The approach to discipline and classroom management is consistent, and students know what is expected of them in all classes. The College and its main feeder primary schools apply the "Assertive Discipline" approach of Lee Canter, and teaching is delivered in orderly classrooms where students expect to work. In addition since the establishment of the College a great deal of success has been enjoyed in generating a school climate which is characterised by tolerance and respect for others. Banksia is a Health Promoting School. The Peer Support program and Health and Human Relations classes at Year 9 and Health are incorporated. The home-room program at Year 7 is designed to provide each student with the minimum number of teachers to ease the stresses in transition from the primary setting. An extensive Work Education program includes Work Experience at Year 10 and Banksia continues to encourage and place students in a range of VET programs.

    The College is proud of its music program. One in four of the junior students learn an instrument. A music camp, followed by instrumental concerts in the Banksia Theatre and performances and workshops in primary schools is a feature of the instrumental program. An annual theatrical production involving 300 students from surrounding primary schools is mounted each year in the College Theatre. A multicultural event entitled the "Banksia Festival" became part of the calendar in 1996, when it was an immense success. Banksia students are encouraged to participate in activities such as the Australian Mathematics Competition, and the Science Talent Quest, where many of them have enjoyed considerable success.

    The success of our Arts/Music students was identified as a vehicle for promoting the College so, in line with the charter, the Arts have been a priority. More recently, the College has pursued the opportunity to seek a significant number of Full-Fee paying students from Asia.

    The proximity of Bellfield Primary School, and the shared values and friendships, has led to a level of co-operation which is rare. Its students join in our music programs, our students give "cross-age tutoring". John Munro from Melbourne University has been working closely with the teachers at Bellfield to improve the literacy levels of students. There have been dramatic results. Encouraged by Bill Griffiths, both schools, along with LaTrobe Secondary College, are commencing a 3-year pilot program with John Munro to develop a P to 12 program of teacher coaching to change literacy outcomes. If successful, the model could be replicated across the State.

    Other special programs continue with the assistance of Special Needs funding. These include a reading-room, a numeracy program for Years 7 and 8 students and a Mathematics Task Centre. This year money has been spent to increase the teacher welfare officer time to 1.0 and a 0.5 Careers position was created. Funding may not be available to continue these in future years. An English as a Second Language program is offered at all levels to a substantial minority of students with a non-English speaking background, supported by Somali and Vietnamese aides. In June 2000 a School Nurse was appointed to act as Health Counsellor.

    The College incorporates a Facility for Hearing Impaired students staffed by specialists, which supports deaf students in participating in regular classrooms. The College also devotes special facilities and staff to provide support for a considerable number of students with other disabilities who are integrated into the regular programs.



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