Department of Education - Victoria

Broadford Secondary College's vision is to give every person, every opportunity, every day.

Our college community embraces our values - Respect, Responsibility, Organisation, Persistence and Excellence.

Staff who choose to work at Broadford Secondary College will bring our vision to life through their commitment to the students and community and their professional practice.

Broadford Secondary College is a co-educational College, located in the township of Broadford, 70km north of Melbourne. The College draws students from Broadford Primary School and surrounding Primary Schools which include Kilmore Wandong, Pyalong, Tallarook and Willowmavin. In 2025 the school's enrolment is 830 students which is divided into three sub-schools: Junior, Middle and Senior.

The College is committed to ongoing school improvement, participating in Berry Street Education Model training, the implementation of the SWPB framework, is to develop school-wide systems for promoting positive behaviour to support powerful learning, a school-wide behaviour (SWPBS) matrix has been constructed by staff.  The action plan aims to establish consistency of teachers¿ understanding and practice, as described in the matrix, supported by ongoing professional learning and, secondly, explicitly teaching positive behaviours and rewarding students for demonstrating those behaviours.

 Our school motto `aspire, strive, achieve'

Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VCEVM, VET, applied and accelerated pathways. VET courses offered on site include Building and Construction, Sports Coaching and Engineering, other courses are delivered at TAFE Colleges which are easily accessible by public transport.

The staff have developed the 'Broadford Secondary College Instructional Model' which is a framework for high quality teaching at BSC, based around current educational research including the High Impact Teaching Strategies (the HITS) and designed within the context of our students and school community. Staff engage in regular and structured professional learning, and work collaboratively with each other in Professional Learning Communities (PLC's). The College has a peer observation structure where staff observe each other to provide feedback and support on teaching practice. Teachers also work in Key Learning Area (KLA) groups to design, document and implement a guaranteed and viable curriculum that is engaging, differentiated and uses ICT effectively as a teaching and learning tool. 

Broadford Secondary College provides a child safe environment. Our school actively promotes the safety and wellbeing of all students, and all school staff are committed to protecting students in accordance with the Child Safe Standards. We promote the safety, wellbeing and inclusion of all children, including those with a disability.

The school's transition program is coordinated by an Assistant Principal who works with all students and their families moving into Year 7; the role provides opportunities for feeder school and new parents to converse with the College. A hand-over to the Year 7 coordinators and advocates occurs early in the new academic year. This process allows for a smooth, well-planned community-based approach.

The College also runs a Flexible Learning Option program. This off-site alternative learning setting that is supported by BSC which enrols students in the VET courses and offers literacy and numeracy units of learning.

The College Student Family Occupation and Education (SFOE) index is: 0.4843, the staffing profile is made up of 1 Principal, 3 Assistant Principals, 6 Leading Teachers, 3 Learning Specialists, 53 teachers (45 EFT), 23 Educational Support Staff (19.08EFT), a Business Manager and two maintenance persons.

 

SC1    Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2    Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.    

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.