School Plan 2015 – 2017
Longneck Lagoon Environmental Education Centre 5690
School background 2015 - 2017
School vision statement
School context
School planning process
Longneck Lagoon Environmental Education Centre
Mission Statement
Longneck Lagoon Environmental Education Centre
(LLEEC) provides experiences and resources to educate,
inspire and engage students and the wider community
with their world. With a focus on the natural environment
and cultural heritage, students develop the knowledge,
skills, values, capabilities and motivation to live more
st
sustainably in the 21 Century.
LLEEC is located in Scheyville National Park, 12 kilometres
north of Windsor. The National Park comprises 952 hectares
of Cumberland Plain Woodland, surrounding a freshwater
lagoon.
Planning for the 2015 – 2017 Strategic School Plan began in 2014
with a number of consultative meetings which continued into early
2015.
Longneck Lagoon EEC is one of 25 Environmental and
Zoo Education Centres (EZEC) across New South Wales
and the network collaborates for a range of purposes.
LLEEC offers a range of high quality curriculum based
excursions and school visits for students K-12. Student
leadership skills are developed through team building and
leadership programs.
EZEC Mission Statement
Strong partnerships for a sustainable future.
A number of enrichment programs are offered to primary and
secondary students across the Western Sydney metropolitan
area.
EZEC Vision
To support NSW Public Schools to implement
sustainability education through meaningful learning
experiences in and about the natural, built and cultural
environments.
We strive to be leaders in providing students
with the skills, values and opportunities to act as
responsible citizens.
Scheyville National Park has a significant Aboriginal and
European heritage. Aboriginal middens and camp sites can be
found around the lagoon. European history dates back to 1794
when the area formed part of the Nelson Common. Impacts
from this land use can be observed around the Longneck
Lagoon catchment.
Educational programs are also delivered to students from
NSW TAFE.
A range of teacher professional learning is offered for teaching
staff both when they accompany students or in dedicated
teacher professional learning programs.
LLEEC supports local school communities through the
development and provision of resources and activities that
build the capacity of schools for a sustainable future.
LLEEC engages with a wide range of collaborative
partnerships with tertiary institutions, government and nongovernment organisations with the aim of developing and
delivering quality educational programs for students and
teaching staff.
Longneck Lagoon Environmental Education Centre 5690
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Stakeholders were invited to contribute future collaborative
opportunities for consideration.
Relevant documents were considered as planning progressed,
including, The Melbourne Declaration on Educational Goals for
Young Australians; Great Teaching, Inspired Learning; Public
Schools NSW Strategic Directions, DEC School Planning Guides
and Fact Sheets and the School Excellence Framework.
All teaching and SASS staff (including casuals) participated in
visioning, planning and evaluation meetings.
Collegial meetings with EECs in proximity (Brewongle and Penrith
Lakes) were conducted to identify joint strategic directions and
purposes.
Collaborative discussions with EZEC Principals were held in late
2014 and early 2015 identifying future directions across the 25
Environmental and Zoo Education Centres.
Collegial discussions and evaluations of centre programs were
conducted with a number of principals and teachers in local and
surrounding schools to identify areas of need and potential for
collaboration.
Planning sessions with the University of Western Sydney; the
United Nations University - Greater Western Sydney Regional
Centre of Expertise and National Parks and Wildlife Service
assisted with identifying future directions and opportunities for
collaboration.
The Director of Public Schools NSW and Principal School
Leadership Officer were consulted and their input sought.
School strategic directions 2015 - 2017
Longneck Lagoon Environmental Education Centre
STRATEGIC
DIRECTION 1
STRATEGIC
DIRECTION 2
STRATEGIC
DIRECTION 3
Empowering learners
Building teacher capacity
Strong and sustainable
partnerships
Purpose:
Purpose:
Purpose:
Engage and empower students to effect a
positive change for sustainable futures through
learning experiences that are authentic and
model quality teaching.
Engage and empower teachers to effect a
positive change for sustainable futures for
themselves and their learning communities.
Ensure innovative and strategic support to
schools in learning for sustainability.
Facilitate quality learning so students are
informed, active and responsible citizens with
the necessary 21st Century skills capable of
positively influencing their future.
Build and enhance staff capacity as learners,
teachers and leaders in education for
sustainability by improving knowledge,
understanding and values in sustainability
content and pedagogies to enable 21st Century
citizenship in students.
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Demonstrate sustainable operations through
collaboration, innovation, thereby building
capacity of learning communities for
sustainable futures.
Strategic Direction 1: Empowering learners.
Purpose
Engage and empower students to
effect a positive change for
sustainable futures through learning
experiences that are authentic and
model quality teaching.
Facilitate quality learning so students
are informed, active and responsible
st
citizens with the necessary 21
Century skills capable of positively
influencing their future.
Improvement Measures
 25 % increase in the number
of programs available for
excursion and in-school visits
(based on 2014 data).
 50% of new programs to
include pre and/or post visit
learning.
People
Processes
Products and Practices
Students
Have the opportunity to:
• develop the mindsets and capabilities to
thrive as learners, leaders and
responsive, productive citizens in the 21st
Century.
Review existing programs and revise as
appropriate to ensure learning
experiences are relevant, engaging and
build the capacity of students for their
future.
Products
Staff – schools
Have the opportunity to:
• observe and engage with sustainability
and environmental education pedagogy
that can be applied in their classroom
practice
• participate in the evaluation and future
development of learning programs that
improve the learning outcomes for all
students.
Develop and promote new programs
and activities in collaboration with
learning communities, EZEC Network
and community partners.
Staff – LLEEC
Have the opportunity to:
• collaborate in the development, delivery
and evaluation of programs and events
that are relevant, engaging and capacity
building for students
• lead school communities as they build
school and student capacity.
Collaborate with science organisations
eg. CSIRO Atlas of Living Aust., School
of Ants, linking with local schools to
collect meaningful scientific ecological
data.
Parents/Caregivers
Have the opportunity to:
• participate in, and provide feedback on
learning programs.
Community Partners
Have the opportunity to:
• engage with LLEEC on programs and/or
events that lead to improvements in
opportunities for students and student
learning.
Leaders
Have the opportunity to:
• collaborate to improve student outcomes.
Access professional learning for EEC
staff in appropriate pedagogies,
knowledge and skills to support
program development and delivery.

25 % increase in the number of
programs available via a variety of
delivery methods (based on 2014
data).

50% of new programs to include
pre and/or post visit learning.

Data from teacher,
parent/caregiver and student
evaluations reflect positive
learning experiences and
outcomes for students.
Practices
Develop evaluation methodologies for
gathering meaningful teacher, parent
and student feedback.
All teaching and learning programs utilise a
range of pedagogies and delivery methods
to build student capabilities as they
become informed, active and responsible
citizens.
Evaluation Plan
Regular monitoring and reporting of
progress of milestones.
Staff actively reflect on their professional
practice, identifying opportunities for
improvement and future development.
Collect and analyse teacher, parent and
student evaluation/feedback data.
Professional conversations and
collaborations occur within LLEEC, across
the EZEC Network and across learning
communities focussed on student learning.
Evidence collected forms the basis of
the Centre’s self-evaluation measured
against the School Excellence
Framework.
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Strategic Direction 2: Building teacher capacity.
Purpose
People
Processes
Engage and empower teachers to
effect a positive change for
sustainable futures for themselves
and their learning communities.
Staff – schools
Have the opportunity to:
• engage with a range of high quality
professional learning.
LLEEC staff collaborate with school
staff in the facilitation of youth led
sustainability events.

LLEEC collaborate with EZEC network,
DEC personnel and community
providers in the development and
delivery of high quality teacher
professional learning opportunities.
Increased range of registered and
accredited teacher professional
learning offered (based on 2014
data).

Increased number of teachers
participating in professional
learning courses.
LLEEC staff engage in professional
learning in a variety of learning
environments.

All permanent and casual staff
develop and progress their
professional goals as outlined in
the Performance Development
Framework.
Build and enhance staff capacity as
learners, teachers and leaders in
education for sustainability by
improving knowledge, understanding
and values in sustainability content
st
and pedagogies to enable 21
Century citizenship in students.
Staff – LLEEC
Have the opportunity to:
• utilise the EZEC Network and
portfolios to build own professional
capacity
• access professional learning that
facilitates improved professional
practice
• model sustainability education and
authentic/engaging pedagogy.
Improvement Measures
 Increased range of
registered and accredited
courses offered.
 Increased number of
teachers participating in
professional learning
courses.
Community Partners
Have the opportunity to:
• be actively involved in the
development and where appropriate
the delivery of professional learning
for teachers and learning
communities.
Leaders
Have the opportunity to:
• collaborate to ensure best practice in
all areas drawing upon research and
evidence.
Products and Practices
Products
LLEEC promotes EZEC activities and
professional learning opportunities to
school leaders and learning
communities.
Practices
Evaluation Plan
Regular monitoring and reporting of
progress of milestones.
Evaluation from teacher professional
learning events and courses.
Scheduled meetings and feedback as
per the Professional Development
Framework.
Evidence collected forms the basis of
the Centre’s self-evaluation measured
against the School Excellence
Framework.
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LLEEC teachers actively share learning by
modelling pedagogies and practices for
schools and school staff through program
delivery and professional learning.
LLEEC teachers are actively engaged in
improving and sourcing their own
professional development to improve their
performance.
LLEEC collaborates with EZEC Network for
a coordinated approach to professional
learning and organisational effectiveness.
Strategic Direction 3: Strong and sustainable partnerships.
Purpose
People
Processes
Products and Practices
Students
Engage students in a range of high quality
programs, projects and activities with
community organisations and learning
partners, thereby enabling students to be
influenced and have influence in their world.
LLEEC staff engage with a variety of
networks and agencies in order to build
partnerships that support learning
communities (such as the Hawkesbury
Environmental Network).
Products
Ensure innovative and strategic
support to schools in learning for
sustainability.
Staff – school
Engage school staff in a range of high quality
programs, projects and activities with
community organisations and learning
partners, thereby enabling them to actively
engage in their learning communities.
LLEEC online and social media
presence provides a source of
information and support for learning
communities.
Demonstrate sustainable operations
through collaboration, innovation,
thereby building capacity of learning
communities for sustainable futures.
Improvement Measures
 Improved strength and
diversified range of
partnerships that enhance
student and teacher learning
and outcomes (based on
2014 data).
 Increased number of
sustainability focussed
events and/or projects
delivered in collaboration
with DEC and non-DEC
partners (based on 2014
data).
Staff – LLEEC
LLEEC staff seek opportunities to enhance
current and foster new partnerships that
promote sustainability and environmental
education in schools and the broader
community.
Parents/Caregivers
Parents/Caregivers are encouraged to provide
feedback and offer suggestions for partnership
opportunities.
Community Partners
Existing and potential learning partnerships
are nurtured and included in discussions and
direction/goal settings.
Leaders
Ensure EEC staff have the skills, knowledge
and competencies to actively and positively
engage with a range of partners.
EZEC leaders collaborate to leverage high
level partnerships with schools, learning
communities, professional organisations,
academic organisations and community
organisations.
LLEEC staff investigate joint funding
opportunities with community partners
in order to develop and deliver new
programs that enhance student learning
(such as National Parks and Wildlife
Service and the University of Western
Sydney).
Develop and deliver a range of
sustainability focussed events and/or
projects in collaboration with DEC and
non-DEC partners (such as the Youth
Eco Summit and World Environment
Day).
Evaluation Plan
Regular monitoring and reporting of
progress of milestones.
Evaluation of partnerships with DEC
and non-DEC partners.
Evidence collected forms the basis of
the Centre’s self-evaluation measured
against the School Excellence
Framework.
Longneck Lagoon Environmental Education Centre 5690
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
Improved strength and diversified
range of partnerships that
enhance student and teacher
learning and outcomes (based on
2014 data).

Increased number of sustainability
focussed events and/or projects
delivered in collaboration with
DEC and non-DEC partners
(based on 2014 data).
Practices
LLEEC continually establishes and
enhances strong partnerships and works
collaboratively to ensure positive learning
outcomes for students.
LLEEC works effectively with learning
communities and the EZEC Network while
continuously monitoring and reflecting on
the organisation’s effectiveness in
coordinating and delivering environmental
and sustainability education programs and
professional learning.