2012-2015 Strategic Plan Poster.indd

Education Centre
Strategic Plan 2012 - 2015
Bunyaville Conservation Park
Off Old Northern Road, Everton Hills
PO Box 294
Albany Creek Qld 4035
Ph: 3353 4356 Fax: 3353 2624
www. bunyavileec.eq.edu.au
Environmental Education Centre
Curriculum (Catering for K – Year 12)
Destination Service Delivery Programs
Connecting the learning in the classroom, beyond the classroom to go
back into the classroom, applying knowledge to real life situations
English – A context for using Language, Literacy, Literature
Science – Supporting classroom teaching of science through
practical, hands-on application of content knowledge (science
understanding) and science inquiry skills across the P-12 curriculum
SOSE – Citizenship, Protecting place and resources by applying
sustainable practices, Sustainable resource management,
Relationship between human activity and environments
Geography – geographical understanding - space and place,
environment, interconnection, sustainability, scale and change
Senior Geography – Managing the natural environment
Senior biology
HPE – Supporting learning self and others, leadership, working as a
team, cooperation
History of place over time
General Capabilities – Literacy, Numeracy, Information and
Communication Technology (ICT) capability, Critical and creative
thinking, personal and social capability, ethical behaviour,
intercultural understanding
Expert Support for Schools with PD in:
Learning Beyond the Classroom pedagogy – Pedagogy of Place
tools and strategies that result in powerful, embodied learning
Modelling of science inquiry and critical and creative thinking skills
to students and teachers; mentoring of teachers in the use of
questioning to promote higher order thinking by students, as well
as providing support to teachers in embedding the cross-curriculum
priority of sustainability across the science curriculum
Understanding Temperament Theory enables both teachers and
students to cater to and work with different learning styles
Embedding sustainability in curriculum enables reduction of
ecological footprint and application of classroom learning to real life.
Partnership Projects with Schools & Community
Differentiated Programs supporting schools with gifted education, Vet
students, community arts, learning difficulties
Learning Beyond the Classroom pedagogy – whole school planning
Aboriginal & Torres Strait Islander perspectives – Partnering
Aboriginal communities with curriculum initiatives and PD.
Metropolitan Science Network
2012 Staff & Community
Teaching Principal Band 6
2 Teachers – shared part-time positions
Unit Support Officer (0.6 FTE)
Unit Support Officer (0.4 FTE Centre
1 Admin Officer AO2 (30.75 hrs)
Admin Officers – Centre funded (0.6FTE)
Cleaner (10hrs)
P & C Association
Partnerships with Albany Creek State
High School, Albany Hills State School,
QPWS, QUT, local Aboriginal and Torres
Strait Islander Community, Metropolitan
HOC Network, University of Queensland,
Nudgee Beach EEC and other OEECs,
Northside Science Committee,
Bunyaville Bush Care Group, WPSQ,
Bunya Residents
Facility development is critical to the long
term delivery potential of Bunyaville EEC.
The Learning Naturally Centre will be
a multi-purpose teaching and learning
community hub taking the learning beyond
the classroom.
Proposed building of additional teaching
and learning space and the retrofit of
the existing space will accommodate a
purpose built server room, sick bay, new
entry, and redesigned administration area.
Shade, learnscaping, vertical gardens,
solar panel connection will enhance
“The Learning Naturally Centre”.
Information and Commnication Technologies
ICTs are utilised to support
mobile technologies for
student learning as part of
curriculum delivery including:
Data collection in the
Digital devices used
Data loggers
Digital cameras/ flip
videos, portable scanner
Infra-red camera
iPads, iPhones, ipad
Power Mates
Voice recording
Communication & PD
- teachers students &
ed studio, learning
pathways for
teachers, one channel
Outdoor Environment
Sustainability Training
Our Vision: for a world where all people care for themselves, care for others and care for country – a sustainable world for all.
Our Purpose: Taking learning beyond the classroom delivering environmental sustainability.
We Value: relationships, respect, resilience and reflection to enable deep understanding and connection between self, others and place; the nurturing of creativity;
continued professional renewal and development for best practice in teaching and learning – teacher as researcher.
Taking the learning beyond the classroom.
CURRICULUM – systematic delivery of education
programs that are aligned to the Australian
Curriculum and differentiated to meet the learning
needs of individual students
100% of programs aligned to Australian Curriculum
100% systematic curriculum documentation
100% of centre programs differentiated
4 programs reviewed annually, realigned and
updated with documentation of – overview includes
Australian Curriculum, centre program design
philosophy, learning in the classroom, beyond
and back into the classroom, assessment, ICT
embedded within documented program via learning
Learnscape expand LBC exemplar for modelling
and mentoring schools and delivery of centre
2 programs redesigned annually on expert model
for capacity building of classroom teachers –
Science, LBC
Virtual content website - visual information,
instructional videos, Learning Place – learning
pathways, discussion
forums, ed studio for
teachers and students
Mobile technologies as
part of programs
WORKFORCE - Effective teaching practice guided by
explicit pedagogical framework and supported by a
committed and capable workforce
SERVICE DELIVERY - Expert teaching team building
capacity in schools, other centres and the wider
Comprehensive pedagogical framework in place
that guides teachers and support staff in the
development, delivery and innovation of unique
learning experiences
100% centre teachers – teacher as researcher
100% of staff articulate LBC tools and Pedagogy
and Place strategies
100% digital pedagogical licence
100% centre teachers receive feedback on teaching
practice and performance
Centre principal giving feedback to teachers about
their pedagogy and practice
Define, articulate and systematically document
explicitly unique centre’s program design- Designed
to Engaged
All centre staff building capacity science and LBC
pedagogical practices of visiting teachers
100% of workforce satisfied and working safely
supporting each other
Additional professional
educators employed for
early years Learning
Naturally Program
Destination – 70%
Expert - 29% Partnerships 1%
P - 3 schools for differentiated and curriculum
programs personalised as per school needs
Volunteers as part of P&C expanded to support
Learning Naturally Centre
Establish volunteers facility
Deepen partnership - Wildlife Queensland, QPWS,
local community
Science professional development for teachers
in schools – network days, inspirational science
Deepen Aboriginal and Torres Strait Islander early
childhood delivery
Early Childhood Learning Naturally Centre - 3
playgroups in 2015
engaging learning environments maintained through
targeted resourcing and 21st century organisation
collecting and analysing data to monitor student
learning, inform decision making and support
New community building modelling environmental
best practice - Learning Naturally Centre
Whole centre data plan, systematic data collection,
analysis for explicit improvement, informing centre
Diversifying income stream
Ethical partnerships and sponsorship
Expanding centre use maintaining minimal
ecological footprint
On-line virtual presence
communication, teaching
and learning, promotion