Cultural Integrity and the Indigenous Program
Peer Support
Pinnacle Enrichment Program
Inclusive Education
Leadership Program
Road Ready (Yr 10)
Work Experience
Cultural Integrity Aboriginal and Torres Strait Islander Students at Belconnen High School
Cultural Integrity and the Indigenous program are to improve the educational outcomes for the Aboriginal and Torres Strait Islander students at Belconnen High School.
During 2020 we formed the Cultural Integrity Team led by Anne O’Neill and the team members are Janet Cooke, Tessa Barbour, Kasie Ryan, Nat Ikin, Tricia Copas and Andrew Wright. We are working to implement a strong Cultural Integrity Program that is aligned with the ACT Public Schools Cultural Integrity Framework. We strive for continual improvement in the following areas:
- Teaching with Cultural Integrity
- Engaging with students, families, and community
- Creating a school culture of respect
Success of the Cultural Integrity is regularly reported in the Belconnen High School Newsletter and measured in the following ways:
- The Aboriginal and Torres Strait Islander coordinator meets with the students regularly and is the contact point for any academic and well-being issues. The coordinator is the negotiator between the student, teacher, parents, and community members. The emphasis is for the student to set high academic expectations for their success.
- At Belconnen High School we are improving our Teaching with Cultural Integrity where we are supporting staff to be confident and capable to meet the learning needs of all Aboriginal and Torres Strait Islander students. All Aboriginal and Torres Strait Islander students can see themselves, their cultures, histories, and languages in the curriculum. There are opportunities across all learning areas and year levels for all students to learn about Aboriginal and Torres Strait Islander histories, cultures, languages, knowledge, and ways of knowing.
- We are developing and maintaining genuine, collaborative, and respectful relationships with Aboriginal and Torres Strait Islander parents, families, local community members service providers and agencies to meet the needs and aspirations of all Aboriginal and Torres Strait Islander students. The contributions of Aboriginal and Torres Strait Islander families and communities’ members is widely recognised and is a significant part of the school’s culture.
- At Belconnen High School we are continually building a culture of respect this is especially around significant events e.g. Sorry Day Assembly, Reconciliation Week, Indigenous Literacy Day, and NAIDOC week.
- Involvement in the ACT Department of Education's Aspiration Program – the program promotes participation in leadership and career opportunities with a focus on pathways and transitions between schools. Ways this is achieved is through the Mura Awards, the Aspiration Scholarship and Aboriginal and Torres Strait Islander student forums
- At Belconnen High School we are involved in the Aboriginal and Torres Strait Islander Indigenous Sports Buroinjin Gala Day early in term 2 where the Aboriginal and Torres Strait Islander students have the opportunity to lead Belconnen High School teams against the ACT Public High School.
Please contact members of our Aboriginal and Torres Strait Islander Student Support Team on Ph. 6142 1690 or by email on info_blch@ed.act.edu.au
The Pinnacle Enrichment Program
What is the vision for the Pinnacle Enrichment Program?
The Pinnacle Enrichment Program (PEP) provides a challenging and engaging learning experience for students with an exceptional capacity to learn. The aim is to encourage students to challenge themselves academically and take considered risks in their pursuit of deeper knowledge.
Our goal is to prepare students for the future, by developing key skills for the 21st Century: critical thinking, communication, collaboration, creativity, media and digital literacy and technology skills.
How is the Pinnacle Enrichment Program special?
Students in PEP work with others of similar ability and commitment. The work ethos expected permits teachers to expedite progress, offering a greater range of learning experiences and allowing students to study topics both more broadly and in greater depth.
PEP classes run in Years 7, 8, 9 and 10. These classes are conducted in English, Mathematics, Science and SoSE depending on the needs of the student.
PEP students will be expected to take up extension opportunities such as:
- Academic competitions eg Australian Geography Competition, ICAS Science and English and the Australian Chemistry Quiz, Rio Tinto Big Science Competition and Australian Mathematics Competition.
- Academic challenges eg: Da Vinci Decathlon, Maths Challenges and debating and Chief Minister's Reading Challenge.
Suitability for the Pinnacle Enrichment Program
The students accepted into the Pinnacle Enrichment Program will have demonstrated:
- a high standard of academic achievement in primary school or previous high school years;
- evidence of being an independent learner;
- the ability to organise time;
- pride in work,
and be prepared to contribute to the corporate life of the school and community.
What Qualities do Pinnacle Enrichment Students typically display?
PEP students usually have the following qualities:
- they complete all class work and assignments on time and to a high standard;
- there is evidence of the students being independent learners;
- there is an expectation that the students are organised for all lessons and maintains a study schedule;
- be outstanding advocate for Belconnen High School;
- take up leadership opportunities in the school, and
- participate in academic competitions.
How does a student gain entry to PEP?
Entry to the PEP program will be offered at the time of enrolment.
Enrolment in PEP classes will be reviewed each semester by each Faculty Executive Teacher in consultation with the Coordinator.
Contact the Pinnacle Enrichment Program Coordinator on 6142 1690.
Inclusive Education
In line with the ACT Government’s Inclusive Education Strategy: A Disability Inclusion Strategy for ACT Public Schools 2024-2034, we aim to ensure every child feels welcome and valued, accessing quality educational experiences designed to meet individual learning styles and needs.
Our Inclusion Education Faculty addresses the academic, social, behavioural and emotional needs of students, supporting them to participate meaningfully in all aspects of school life with as much independence as possible.
Belconnen High School supports differentiated learning, facilitating small group lessons with a number of students accessing the Disability Education Program (DEP) or Inclusion Support Program (ISP).
Eligibility into these programs is determined by the school psychologist and allocation of placements is determined by a central Education Directorate panel.
The Inclusive Education faculty is staffed by a specialist trained Executive Teacher, Disability Education Coordinator (DECO), Case Managers, experienced classroom teachers and Learning Support Assistants (LSAs). Faculty staff offer strategies, resources and practices to enable all students to achieve their full potential. This is achieved by helping to remove barriers whether physical, social, emotional or intellectual, allowing all students to access school and the curriculum. Students access learning through a variety of classroom environments and methods, including Small Group Programs and Personalised Programs (P programs), planned and delivered by curriculum subject and Inclusion Education teachers. Academic content is delivered in line with year level curriculum, with differentiation occurring across the components of skills and assessment. Learning Support Assistants increase student learning engagement by supporting individualised learning strategies and offer co-regulation.
Case managers work with students and families to consider appropriate adjustments to learning (Student Adjustment Matrix) and develop individualised learning plans (ILPs), implementing reasonable adjustments across school environments, curriculum content and assessments. Continued communication between parents/carers, class and faculty staff is valued when developing a holistic student-centred approach to learning.
The received level of funded support is primarily based on the adjustments identified to enable access to participation in curriculum learning and school events. Adjustments and student needs are identified through Student Centred Appraisal of Needs (SCAN) Meetings and the Nationally Consistent Collection of Data (NCCD), resulting in one of the following levels of adjustment being recognised:
* Quality Differentiated Teaching
* Supplementary
* Substantial
* Extensive
The adjustments being made must be based on a disability as defined under the ACT Student Disability Criteria.
Other relevant links for further information:
https://www.education.act.gov.au/support-for-our-students/students-with-disability
Inclusive Education: A Disability Inclusion Strategy for ACT Public Schools 2024-2034 - Education
