Learning
Handbook
Senior School Art Exhibition
Ayden Dyson Holland
Charlie Delaney
Chloe Pungor 1
Chloe Pungor 2
Gabrielle Syngaris 1
Gabrielle Syngaris 2
Jacinta Burr 1
Jacinta Burr 2
Jacinta Burr 3
Jacinta Burr 4
John Rey Garcia 1
John Rey Garcia 2
Mackaila King 1
Mackaila King 2
Madison Stacey 1
Madison Stacey 2
Madison Stacey 3
Mollie Taylor 1
Mollie Taylor 2
Mollie Taylor 3
Myra Edwards 1
Myra Edwards 2
Natasha Syngaris 1
Natasha Syngaris 2
Zoe O’Brien 1
Zoe O’Brien 2
Charlotte Delaney ‘Red Dress’
Charlotte Delaney ‘Winter Collection Advert’
Georgia Shingles ‘Galere Advert’
Georgia Shingles ‘New Look’ Dress
Jed Lunn ‘Flight Tag’
Jed Lunn ‘Hoodie Back’
Jed Lunn ‘Hoodie Front’
Lily Paros ‘Advertisement’
Lily Paros ‘Tiara Design 1’
Lily Paros ‘Tiara Design 2’
Lily Paros ‘Tiara Design 3’
Mackaila King ‘Tattoo Design Booklet’
Mali Mountney ‘Advertisement Banners’
Mali Mountney ‘Children’s Book’
Mitchell Brown ‘Branding Iron’
Mitchell Brown ‘Chair Design’
Natasha Syngaris ‘Advert’
Natasha Syngaris ‘Chocolate Box’
Riley Jones ‘Hoodie’
Riley Jones ‘Adhesive Vinyl Sticker’
Natsha Syngaris ‘Chocolate Block’
Scope & Sequence
Scope & sequence outlines the curriculum taught in years 7-10
For more information refer to the link below
Assessment & Reporting
This guide explains Broadford Secondary College’s approach to assessment and reporting on student progress. The College’s approach has changed over the last few years as evidence based research has been the basis of these decisions. We are dedicated to providing up to date information about your student’s academic ability and learning behaviours. Therefore we have adjusted our assessment and reporting model to ensure that there is a clear purpose and line of communication between the College and home.
One way the College ensures a clear line of communication is through our Continuous Feedback model. In 2017 Broadford Secondary College introduced continuous feedback. The purpose of this was to provide students and their families with timely results and feedback, to encourage student learning and development throughout a semester and to engage parents in their student’s learning journey.
Careers & Pathways
Career guidance starts at BSC in years 7 & 8. Junior students develop their Careers Action Plans (CAPS). At year 9 students undertake the Morrisby program and work on their Managed Individual Pathways (MIPS). In year 10 students will receive individualised course counselling and offer a range of pathway options, including Headstart, VET and VCE, with an option in some cases to undertake early entry subjects at VCE level.
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Advocacy & SPAC
Overview
Parents have the greatest influence on the achievement of young people through supporting their learning in the home. The support makes the maximum difference to achievement. (Harris and Goodall, 2007)
Advocacy is unique to Broadford Secondary College and was introduced back in 2006. Regular feedback to the college community has said it was one of the strengths of the school.
Students at primary school usually only had one main teacher and both the student and the parent could build a strong relationship with this teacher. In secondary school a year 7 student can have up to 13 different teachers across the year. So Broadford Secondary College introduced Advocacy to help allow a smooth transition from primary school to secondary school.
How does Advocacy work?
- reflect on their learning
- set goals
- learn how to use their timetable, Compass site
- completion of CAPS (Career Action Plan)
- complete team building activities
- learn how to stay organised
What is Create My Story?
Create My Story refers to the Student- Family-Teacher goal setting conference.
The purpose of this conference is to strengthen the partnership between students, families, and teachers by reviewing each student’s Year 8 learning data and reflecting on their progress by taking on a mainly strengths-based approach. Together, we identify individual strengths, challenges, celebrations, and areas for growth, and set clear, achievable goals to guide learning and wellbeing in Year 9. This conference aims to empower students to take ownership of their learning journey, involve families as active partners, and ensure that tailored strategies are in place to support ongoing academic and wellbeing success.
It is an integral part of life at BSC. It builds on Creating My: Spark in year 7, and will prepare students for Creating My: Footprint in year 9.
This helps shape each student’s pathway during their time at BSC.
What is the role of the advocate?
- Get to know your child (build a rapport)
- Help with organisation, welfare and personal learning
- Guide your child through Create My Story (Year 8)
- Communicate between home and school
How can I support my child at home?
- Ask what your child is learning at school
- Check COMPASS to see if they have any outstanding work
- Regularly check Compass for feedback on School Assessed Coursework (SACs) in each subject
- Read your child’s Progress Report (every 5 weeks) and end of semester reports
- Attend Parent Teacher Student Conferences held at the end of Terms 1 and 3.
- Check their bag and their books occasionally to see if they are organised.
- Each student should have one book per subject.
- Talk to your child about any issues they might be having either in the classroom or in the yard and let the advocate know.
- A newsletter goes home every second Friday, ensure you read
Extracurricular Activities
BSC offers students opportunities in extra-curricular activities to enrich their educational journey. These include: school production, music programs, camps, excursions, lunchtime house activities, house and interschool sports, and a variety of clubs.
Homework Club
Do you need to complete work for your classes? Would you like help from an available teacher?
Why not consider attending Homework Club!
Mondays After School 3:30pm – 4:30pm
Where: Library (no school bags or food)
Contact the General Office you have any questions.
DI – Disability Inclusion
Disability Inclusion
Broadford Secondary College is committed to fostering an inclusive learning environment where students with disabilities and additional needs are respected, supported and able to achieve their full potential. In line with the Department of Education’s Disability Inclusion initiative, from 2024 the school has implemented a new strengths-based, tiered model for supporting students with disability.
At Broadford Secondary College we believe all children can learn. We focus on abilities and inclusion with the belief that with the right supports, all students can achieve. We are committed to ongoing professional learning to continually develop best practice and staff work closely with families, the school Wellbeing Team, Allied Health and Specialists to ensure appropriate adjustments are made to maximise learning for all students.
Above all, we see inclusion as a shared responsibility and promote an environment of respect where each student can develop their self-esteem and potential.
Key Disability Inclusion Staff
Lisa Hanson – Disability Inclusion Manager
Corryn Hicks – Disability Inclusion Leading Teacher