2015 – 2017
Planning template – V2.0

2015 - 2017
School vision statement
The common EZEC vision is: to support NSW Public Schools to implement sustainability education through meaningful learning experiences in and about the natural, built and cultural environment. We strive to be the leaders in providing students with the skills, values and opportunities to act as responsible citizens.
School context
Red Hill Environmental Education
Centre is one of 25 dedicated
Department of Education and
Communities school dedicated to the goals of Environmental Education. The focus is on education for sustainability
(EfS), with both a present and future orientation. EfS has strong intrinsic links to learning for Aboriginal Cultural awareness. In a time of increasing concerns about the future of the planet, students can develop a sense of hopelessness. Education for sustainability can empower students to feel that they are able to act, individually and collectively, in ways that contribute to a sustainable future.
It has great potential to develop in young people the skills for becoming effective citizenship and active change agents with a citizen scientist base. It can contribute to understandings of democracy and diversity, as there is rarely a single solution due the constant generation of new knowledge and the diverse viewpoints that exist in society.
School planning process
Environmental Education Centres (EEC) are in a unique position compared to the majority of DEC schools in that we have not permanent enrolments. This means that our school community is, at times, substantially different to mainstream schools.
The consultation process for RHEEC occurs on a range of levels. At a state wide level, participation in the
Environmental and Zoo Education Centres Collaborative
Gateway project shares broad, state wide goals with a
Strategic Plan developed by various groups. The priority areas addressed on this state level are:
Leadership and management, Curriculum and assessment,
Engagement and attainment, Literacy and numeracy,
Aboriginal Education and Organisational effectiveness.
At a regional level, a survey was completed by participants at the Macquarie Network Principals Meeting in December
2014. All schools that use our facilities complete a feedback survey on Survey Monkey. This data has been analysed to develop our strategic directions.
At a local level, our community of Gulgong comprises a significant percentage of our clients. We regularly consult and meet with all local schools to develop plans that fit student’s needs.
RHEEC has strong collaborative bonds with the
Bangmalanha center for Aboriginal cultural learning in
Dubbo, as well as with the regional AECG (Aleshia
Lonsdale)and the local Aboriginal Parents Group.
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Planning template – V2.0

STRATEGIC
DIRECTION 1
Empowering learners
Purpose:
Participation in RHEEC programs provide learning experiences that build on classroom curriculum programs. Utilizing experiential learning, student engagement and achievement is enhanced via natural settings, the use of ICT, specialised equipment and methodologies and RHEEC teacher expertise.
These experiences help students to make sense of their world and think about how they can act as responsible citizens to sustain and improve natural and cultural environments.
Purpose:
STRATEGIC
DIRECTION 2
Building teacher capacity
The use of reflective practices will develop a school culture in which staff take responsibility for their ongoing learning, strive for innovation and improvement and make strong connections within and beyond the school. This will enable staff to lead school communities to act responsibly, assist teachers to integrate environmental and sustainability education, values and practices into their school communities.
STRATEGIC
DIRECTION 3
Building stronger partnerships for delivery of environmental and sustainability education
Purpose:
To meet the continually changing needs of our students through innovation, excellence and continuous improvement in order to build successful learners, confident and creative individuals, active and informed citizens and future leaders of a sustainable world.
Leading and inspiring a culture of collaboration via positive relationships and strong partnerships between community groups, schools, staff and parents will empower leadership and organisational best practice.
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Planning template – V2.0

Purpose
Participation in RHEEC programs provide learning experiences that build on classroom curriculum programs. Utilizing experiential learning, student engagement and achievement is enhanced via natural settings, the use of
ICT, specialised equipment and methodologies and RHEEC teacher expertise.
These experiences help students to make sense of their world and think about how they can act as responsible citizens to sustain and improve natural and cultural environments.
Improvement Measures
 Attendance data increase by 5% on
2014 figures
 Feedback surveys continue to demonstrate high level satisfaction
People
Students: Learn about the cultural and natural environment, value the environment, make connections between knowledge and possible actions and solutions, gain confidence to address sustainability issues and act at home, school and in the community by engaging in experiential learning activities utilising visits to the centre, field trips and incursions.
Staff: Continue to build and maintain knowledge of sustainability issues, provide quality lessons to students from visiting schools, support teachers to implement EfS into classroom lessons by attending relevant training and conferences and through collegiate and collaborative working relationships with other EECs and schools.
Parents/Carers: Attend celebration events at RHEEC for their students
Community Partners: Consult and collaborate with RHEEC to maximise student outcomes via informal and formal meetings and communications.
Leaders: Develop skills in web design using DEC template, lead and model data analysis for goal achievement
Processes

Student Environmental Forums for year 9 students:
 promote to additional schools

Develop program to include a follow-up active citizen/citizen science component

Murray Darling Basin Champions:
RHEEC to be a central organiser for local schools. Start with
GHS2015,

Purchase and integration of iPads to build ICT
At the end of each term, attendance and satisfaction data compared to previous year
Products and Practices
 Attendance data increase by 5% on
2013 figures across the board
 Student forum schools increased from
7 (2014) to 10 (2017)
 Feedback surveys continue to demonstrate high level satisfaction
 Outback Outreach visits 6 remote towns/communities by 2015
 MDBA schools increase to 5 by 2017
 iPads increased to 10 (2017) from 1
(2015)

Students are self aware, build positive relationships and actively contribute to the school, community and society in which they live.

Programs effectively develop the knowledge, understanding and skills of all students, using evidence-based teaching practices and innovative delivery mechanisms.
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envir
Purpose
To support our school culture that encourages staff to take responsibility for their ongoing learning, strive for innovation and improvement and make strong connections within and beyond the school. This will enable staff to lead school communities to act responsibly and assist teachers to integrate environmental and sustainability education, values and practices into their school communities, along with
Aboriginal cultural knowledge, skills and perspectives.
Improvement Measures

PL courses for DEC staff available on MyPL and utilised
 Record of programs being progressively updated, % completed
 New programs utilized
 Number of audits/SEMPs
People
Students: Participate in new programs with engagement and enthusiasm to build new skills, knowledge, values and behaviours
Staff: Participate in opportunities to develop courses and deliver, share updating of existing programs, professional reading and learning on EfS
(eg Sustainability Curriculum Framework,
EASA research findings)
Cindy Picton trained in Camp Out For
Kids program
All staff trained and know how to use
MyPL
Community Partners: Collaborate and reflect on RHEEC experiences
– eg
AECG, HT Science Gulgong High, HT
Welfare and Special Education teacher
Leaders: Capacity to communicate and liaise with students, staff and community members to develop high quality, effective and targeted offerings to meet student needs in a range of contexts
Processes

New programs: Es1/S1 Meeting my Needs/My Cultural Heritage, Yr
7 Hist Australia’s Ancient Past, Yr
8 Science Aboriginal Ecology, Yr
10 Science Local Ecology/Coal
Mining, Yr 5/6 Marvellous Microbes developed, piloted, refined (action process embedded)
 New Girl’s Challenge Program created, piloted, assessed

Walan-a-may-a Camp for yr5-8 students with Regional Aboriginal
Team and local AECG

Program update process: schedule developed, updates done

CLC Leadership Development
Program collaboration by MM and
CP

Ngangirra Outdoor Learning area development continued: dam area rejuvenated

Develop Cultural Awareness training for Gulgong High School in collaboration with AECG

Run PL courses at RHEEC
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Products and Practices
 PL courses for DEC staff available on
MyPL and utilised
– how many?

Record of programs being progressively updated, % completed

New programs utilized
 Number of audits/SEMPs

Training courses and conferences attended by RHEEC staff and how they have improved operations at
RHEEC

School, EEC and inter-school relationships provide mentoring and coaching support to ensure the ongoing development of all staff

The school demonstrates instructional leadership, promoting and modelling effective, evidence based practices.

RHEEC is recognised as expert in the provision of support to teachers

RHEEC staff demonstrate and share expertise, have very high levels of contemporary content knowledge and teaching practices
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Planning template – V2.0

Purpose
Purpose:
To meet the continually changing needs of our students through innovation, excellence and continuous improvement in order to build successful learners, confident and creative individuals, active and informed citizens and future leaders of a sustainable world. Leading and inspiring a culture of collaboration via positive relationships and strong partnerships between community groups, schools, staff and parents will empower leadership and organisational best practice.
Products and Practices
 Grants applied for/successful

RHEEC Anniversary celebrations held
 Number of meetings/conferences attended

RHEEC is recognised as excellent and responsive by its community as a result of its effective collaboration and engagement with members of the local community such as local schools, families, community groups, media,
Government and business

The use of school facilities is optimised with the local community, to best meet the needs of students and the local community.
Improvement Measures

Grants applied for/successful
 RHEEC Anniversary celebrations held
 Number of meetings/conferences attended and joint activities
People
Students: Work with students from their own and other schools to promote sustainability
Staff: Engage in and build partnerships across a range of levels.
Parents/Carers: Confident and comfortable to attend and participate in
RHEEC events
Community Partners: Engage in developing strong and beneficial partnerships
Leaders: Capacity to lead formal and informal networks.
Processes

Apply for grants as relevant and available

Celebration of 30 years of RHEEC with RH Management Committee

Launch of book on the history of
Red Hill site

Regular meetings with AECG and
Gulgong Aboriginal Parents Group

Collaboration with Watershed
Landcare and others to run Green
Day for Primary schools.

Utilise RHEEC for Language and
Culture Hub activities

Attendance at: Central West
Environmental Educators network
(CWEEN), CLC, MacNet
Principals, RH Management
Committee, RH Development
Committee

Attendance at EZEC conferences

Attendance at Western Region
EECs conference and meetings

Develop relationship with CSU and possibly UNE for preservice teacher sustainability education
Monitor and diarise meetings and conferences. Feedback from meetings shared formally at staff meetings.
Planning and organisation of events
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