Department of Education and Early Childhood Development

This template is for schools that have been invited by regional offices to participate in the Building
Futures process of the Victorian Schools Plan.
All sections of this template must be completed. Instructions for completing the template are
provided within each section. The Educational Rationale Guidelines should be consulted to assist
with completion of this template.
This template is in Microsoft Word. To use it, first download this file to your computer. Then open
Microsoft Word, go to the ‘View’ menu at the top of the screen and choose ‘Print Layout’. Using
your mouse, click into the grey field in each area and type your response, or use the Tab key.
If you need to cut/paste, spell check or do general formatting, it is advisable to turn off the Form
Protection (go to: View, Toolbars, Forms and click the padlock icon) and then reactivate it when
you are finished.

Section A: School Details and Project Title

The information in the box below should be completed separately for each school.

SCHOOL NAME NUMBER REGION LOCAL GOVERNMENT

AREA
C arw atha C ol l e ge P-1 2 5 43 5
Harri sfi el d Pri mary Sc hool 4 73 0
O akw oo d Park Pri ma ry 4 85 6 S MR C i ty of Gre ate r
Sc ho ol Dande n ong
Si l ve rto n Pri mary Sc hool 5 12 0
Yarram an Park Pri mary 4 80 7
Sc ho ol

Identify the project type(s) under which the region has invited you to participate by clicking on the box:

Modernisation New School Replacement Rural replacement

Science and Maths

Science room Selective entry school Special School
Specialist Centre

Tech wings Regeneration ✘

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SCHOOL NAME PRINCIPAL TELEPHO EDUMAIL ADDRESS

NE
C arw atha C ol l e ge B ronw yn ha mi l ton. b ronw yn. e @e du mai l . vi c
P-12 Ha mi l ton . gov. a u
Harri sfi el d PS Me re di th 9 54 6 i ac one se . me re di t h. l @e d umai l . vi c
I ac one se 9 21 0 . gov. a u
O akw oo d Park P S Mar y Ve rwe y ve rwe y. m ary. d@e d umai l . vi c . gov.
au
Si l ve rto n PS Tony Brya nt br yant. a nt hon y. c @e d umai l . vi c . g
ov. au
Yarram an Park PS B il l Li sto n 9 79 24 40 l i ston. w i ll i am. e @e dum ai l. vi c . gov
6 . au

Name of project key contact: Michael Small

Telephone: 9794 3555 Edumail address: small.michael.MD@edumail.vic.au

Regional office key contact: Darren Clarke

Telephone: 9794 3545 Edumail address: clarke.darren.j@edumail.vic.gov.au

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Project summary (complete for the overall project not for each individual school)
Briefly describe the capital project that is required to support improved student outcomes in your school as part of
the school improvement process.
In light of the educational provision needs of students in our neighbourhood, the schools will be engaging
their communities in consultation around the concept of reducing five school sites to four, regenerating
the educational facilities and transforming the pedagogy in all schools.

Confirmed/Current enrolment
Insert the confirmed student enrolment as agreed in the February school census for the current year.
Enrolment SFO
School Name 2006 2007 2008 LTE INDEX
Carwatha College P-12 Primary component 294 297 332 128 0.675
Harrisfield P.S 237 224 193 234 0.723
Oakwood Park P.S 128 129 130 158 0.751
Silverton P.S 360 371 368 225 0.732
Yarraman Park P.S 179 183 185 150 0.694

Section B: Overview of the Schools

The information in this section should be completed for the overall project not for each individual school.
Schools’ Profile
B1: Environmental Scan
Attach a map showing the location and size (enrolments) of the school and neighbouring schools (if available).
Include all government and non-government schools.

B2: Demographic changes and trends in the wider geographic area.

This information is important to demonstrate that demand and viability have been considered. Sources of
information include local government, the Regional Office (which will provide schools that have been
invited to submit an Educational Rationale with demographic information from the DEECD Infrastructure
Division) and the Local Learning and Employment Network.

Provide the following information (identifying sources):

1. A comprehensive demographic analysis based upon demographic data;
2. Current and ten-year forecasting of school enrolments and enrolment patterns in the wider geographic
area (market share);
3. Evidence of planning and/or establishment of any new schools (including non-government schools) in
the next 10-15 years;
4. Analysis of trend data and predicted future trends in postcode and feeder sources of students; and
5. A current and future socioeconomic profile of the demographic.
Discuss local industry and employment demographic trends supported with data.
See Lynne population growth – Springvale statement
B3: Condition and usage of the current facilities that are the focus of this application.
Provide details, supported with evidence, of:
1. Issues with the usage of the facilities in question (intensity / frequency / purpose);
2. Significant building condition issues; and/or
3. Design/layout issues.
Yarraman Park Primary School
• The three Buildings that make up Yarraman, are LTC constructions built in the 50s.They have been
maintained to the best of the school’s ability but reached the end of their real viability many years ago. There
are significant structural issues ( stumps, external surfaces termites, roof, & guttering) that require on-going
attention. There is difficulty in installing ICT infrastructure because of limited access via underfloor, or via the

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flat roof.
• Teaching spaces are small inflexible and not fit for purpose. They limit the implementation of modern
teaching and learning practices. The self contained classroom can no longer provide the variety of learning
settings and experiences necessary to successfully facilitate twenty first century learning. We require
flexible, variable spaces that allow small and large groups of students that provide for rich, enquiry based
personalised learning to transform student learning outcomes
• Specialised facilities are inadequate for science and technology, visual and performing arts.
• ICT and other technologies are inadequate and unable to be sufficiently integrated into the existing
infrastructure. Teachers and students do not have sufficient access to apply a wide range of learning
technologies in their daily learning and teaching. This factor severely limits the development capacity of
teachers. They are aware how to effectively use ICT with the students but can’t apply the knowledge.
• The lack of integration between indoor and outdoor learning spaces restricts the learning opportunities of
students. This is especially obvious in our play based curriculum for Preps.
• Lack of age specific appropriate physical recreational/environment areas that gives a sense of ownership,
security and belonging.
• Our one stop philosophy for our school community is limited in its application by facilities that do not allow
for the flexibility of use by visiting community services who would like to integrate their services with ours.
Harrisfield Primary School
Harrisfield Primary School was built in 1956 and consists of two buildings, which are of a LTC construction with
concrete rendered exterior. One of the buildings is located on the site in close proximity to Princes Highway and
the other building is positioned within five metres of the perimeter fence. The two buildings form a ‘V’ shape, which
encloses asphalt sports courts. The location of both buildings prevents the possibility of developing external
learning spaces.

The use of ITC is restricted as learning spaces are not adequate to accommodate students and equipment.
Locating computers in corridors would create a safety and duty of care issue and corridors are currently used to
house student bags and resource materials.

Although teachers maximise opportunities to meet to plan as a team the structure of classrooms prevents them
from providing our students with the flexible teaching and learning experiences which would most benefit them.

Silverton Primary School

Whilst the current facilities are generally “fit for purpose,” apart from areas under facilities schedule size, the
condition of the buildings are in need of extensive maintenance. A number of Occupational Health and Safety
issues are evident, namely extensive raised concrete paving, major roof leaking, thin and threadbare carpets,
extensive white ant damage, worn and damaged window frames, damaged and cracking brick dividing walls. The
administrative building has OH&S issues around inadequate children’s first aid room, unsuitable main office and
foyer area. The school is desperately in need of painting and landscaping. An independent audit as well as an
official DEECD Audit of school buildings has found major maintenance items totalling over $510000 needing urgent
attention.

Carwatha College P-12 (Primary section)

Carwatha College P-12 has relatively new primary classrooms, completed in 2004, built in the “Component design”.
The Primary section of the school consists of 10 permanent classrooms and 2 Mod 5 portables. Whilst many of the
classrooms are double rooms, which allow for some team teaching, there are still many limitations to the activities
that can be conducted in these spaces. Fairly minimal structural changes could improve the situation. Other
facilities (library, gymnasium, theatre, music room, art room) are shared with the secondary section of the school.
Demands on these facilities are very high and complex timetabling issues (involving classes and students from
Prep. to Year 12) often restrict the access to these facilities.

Oakwood Park Primary School

Oakwood Park Primary School is a Light Timber Construction built in 1967. The site and buildings pose several
OH&S issues as the school is situated on a sloping site and the school buildings are multi-level. There are no
ramps and sets of six or more steps are placed at approximately 30 metre intervals along the long corridor.
The school has four separate and isolated buildings housing classrooms, administration, Art/Craft and a Hall. The
buildings are not linked by easily accessible or covered pathways. There is limited access to exterior areas,
resulting in congested corridors. Adequate supervision of students outside the traditional classrooms is limited,
disallowing innovative learning opportunities.

Provision of basic ITC facilities is fraught with problems. Access for ITC infrastructure is greatly reduced and many
areas cannot be safely networked. In several areas the wiring and connections are exposed or in high traffic areas.

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Teacher meeting, planning and preparation areas do not exist; therefore development of collegiate, professional
pedagogy is very difficult. Curriculum delivery, attempting to cater of the very diverse needs of this disadvantaged
and multicultural community is hampered by the limitations of the building structures.
As indicated in recent student surveys (see attached Attitudes to School Surveys) students are highly motivated to
learn, they finding the learning environment unstimulating.

Source of evidence PRMS and independent building assessments in the majority of schools.
MI …..
The three older schools in the neighbourhood struggle to deliver expected teaching and learning practices in
facilities which are deteriorating and are no longer fit for purpose to current. Although all three schools have utilised
locally raised funds to implement minor cosmetic changes the facilities have not have any substantial work
completed since their development some fifty years ago. Buildings are in a very poor state of disrepair with
structural cracks appearing throughout due to rotting stumps and floor joists. Maintenance of external and internal
doors are constant issues as the structures regularly move resulting in difficulty securing buildings. The structure of
these building is such that continued maintenance of the current facilities is expensive and not economically viable.
The presence of asbestos throughout all buildings makes repairs to structural cracks urgent and expensive. It also
makes the viability of any modifications to the existing structures extremely expensive and difficult to complete.

The size and structure of classrooms means it is difficulty for these schools to deliver the same quality of teaching
and learning practices as do the remaining two schools in the neighbourhood which are a better structural design
thus enabling a variety of teaching and learning opportunities to meet the needs of individual students. Carwatha
and Silverton are purpose built and have a variety of spaces, albeit not ideal in number, to deliver appropriate
intervention, enrichment and support programs compared with Harrisfield, Oakwood Park and Yarraman Park
which have no spaces for such intervention programs the result of which is some programs being delivered in
corridors and storerooms. These three schools also have inadequate preparation and work spaces for teachers
and support staff, which limit professional collaboration, team planning and effective delivery of support to students
and the broader community. Opportunities for teaching staff to engage in peer observation, which is an ongoing
natural occurrence and Silverton and Carwatha becomes an expensive and logistical nightmare for the schools
where classrooms are small and isolated. The existing physical structure of Harrisfield, Oakwood Park and
Yarraman Park limits teacher’s ability to incorporate ICT into their teaching and learning programs and to effectively
encourage the use of ICT as a tool and maximise the impact of new developments such as the Ultranet.

Welfare needs are high in all neighbourhood schools, with each school receiving funding for Primary Welfare
Officers and some employing the skills of a Chaplain and yet the current physical structure of schools means there
are not dedicated locations or secure offices for these staff that are in high demand to fulfil their roles.

Inadequate storage facilities result in valuable resources being locked away, often in a different building. To deliver
high quality lessons these resources need to be retrieved prior to the lesson and for the purpose of storage
returned following the lesson.

B4: Sharing arrangements that are currently in place with other schools, providers,
industry/community groups.
Briefly describe current sharing arrangements involving school facilities and grounds. Include details of the groups
involved, frequency of use and use agreements. Indicate whether there are any co-located groups or providers.
/

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GROUPS/PROVIDER SCHOOLS FREQUENCY IMPROVED OUTCOMES

Innovation & Excellence All Established three Improved pedagogy through a strategic
Cluster Initiative to five years ago focus on Authentic Learning, ICT, PoLT,
and continuing Boys Education, Thinking Curriculum
and Inquiry Learning. This was achieved
through:
• shared professional development
• peer observation and coaching
• school visits
• expertise of Cluster Educators
• link and identify needs and strengths,
• successful grant applications
resulting in funding for professional
development programs and support
staff
• promotion of schools and staff
Links with Universities Ongoing / regular Improved ability to cater for student
for example: All These institutions individual needs
• Training schools for regularly use Improved student engagement
pre-service teachers schools facilities Strengthened relationships between
• Swinburne University to deliver schools
Learning Disability programs and Improved transition between primary
Project services. and secondary school
• Melbourne University- Improved teacher effectiveness and
Language Disorder capability
Program
• Research projects with
universities
• Monash University –
Engineers in Schools;
Student Health and
Well-being Project
Community partnerships Ongoing/regular Improved student outcomes
for example: All These agencies / Improved ability to cater for student
• Kindergartens / Child providers regularly individual needs
Care Centres use schools Improved student engagement
• Foundation House facilities to deliver Improved social and emotional well-
• Connections programs and being of students and families
services. Strengthened relationships between
• AMES
agencies, community and schools
• Best Start Improved transition between
• Parentzone kindergarten and primary school
• DHS – Child Protection Improved teacher effectiveness through
• CAMHS – Child and improved understanding of individual
Adolescent Mental student and family needs
Health Service
• SFYS – School
Focused Youth Service
• Active After School
programs
Industry links: Carwatha Regular / ongoing Improved ICT skills for staff and
• Editure College These industry students
• PZ Cussons P-12 representatives Providing authentic experiences for
regularly use students
schools facilities
to collaborate with
staff and students.
Coaches / tutors Regular / ongoing Improved student outcomes in literacy,
• Innovation & All numeracy and ICT
Excellence Ultranet Improved ability to cater for student
coaches individual needs
• Innovation & Improved student engagement

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Excellence Teaching Improved teacher effectiveness and

and Learning Coaches capability
• Reading Recovery
Tutor
• Designer Professional
Development Program

B5: Education provision issues, plans and community discussions relevant to this application.
Briefly provide information on those education provision issues and plans that are currently being discussed with
your Regional Office and other schools/training providers/community groups. E.g. service delivery planning,
sustainability and viability.
How have discussions about education provision issues progressed since Stage 1: Project Identification?
Consultation has taken place within and between both Springvale and Dandenong network schools and with the
regional office, Spatial Vision (Demographic Consultants) and there has been broad community consultation.

At a network level, there has been high-level consultation over the past few years resulting in a cooperative
neighbourhood of schools being established. Through our School Councils, in each school and at a Network level,
we have gained the unanimous support of school communities to advance this project. Discussions relating to
merging two schools within the neighbourhood are well advanced.

B6: Co-location of services/multi-use of facilities/sharing arrangements

Describe the school-community usage arrangements that will be taking place. This includes joint-use
arrangements and groups hiring school spaces.
CURRENTLY FUTURE
Joint use agreement between school and local To continue
government in regard to:
• Use of oval and recreational space
• Use of community centre
Joint use agreement between school and Victorian To continue
School of Languages
Hire agreements between school and private providers To continue
for example:
• Private Language schools
• Karate school
• Private tutoring company
• Sporting clubs
• Church groups
• Dance groups
Community use of facilities for example: To continue
• Elections
• Local sporting clubs training facility

Section C: Project Focus

The purpose of this section is to demonstrate the links between school performance trends, the focus of
the School Strategic Plan/Charter, and the outcomes being targeted by this project.

Sections C1 and C5 should be completed separately for each school. (N.B C1 could be completed
collectively if the data is available.) C2, C3, C4 and C6 are for the project as a whole.

Special schools should provide data and evidence that they consider appropriate and that best describes
student performance and school trends. Special schools may provide performance data /student
outcomes as an attachment.

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Performance Focus
C1: Performance data
Summarise the performance data from the School Level Report that relates to the student outcomes that are the
focus of this application. (Student outcomes are learning outcomes, engagement and wellbeing, and student
pathways and transitions).
Yarraman Park Primary School
Reading Benchmark Data 2007
Level Prep Grade.1. Grade.2.
Level1 60% 97%
Level 5 30% 88% 100%
Level 15 66% 92%
Level 20 89%

Percentage of students achieving at or Percentage of students achieving at or

above expected standards above expected standards
100 100
per cent of students

80 per cent of students 80

60 60
40 40
20 20
0 0
Reading Mathematics Reading Mathematics
Year 3 Year 5
2005 2006 2007 2005 2006 2007

Data Analysis
Seventy percent of students don’t reach the literacy benchmark by the end of Prep
Eight nine percent of students reach the literacy benchmark by the end of year 2
Up to 45 percent of students fail to reach the expected level in literacy by grade 5
Up to eight percent of students achieve at or above the expected standard in numeracy by grade 5

Discussion
Students entering the school are not ready for formal schooling
Little transition of information about children’s develop from birth through to school
Lack of Cohesive connected services from birth to school
Little transition of services and information about students age 0- 12 to cater for the drop of performance from
year 2- to year 6.
Inability to provide an engaging enriched learning environment with highly trained professionals to the degree
necessary to cater for disadvantage.
Catering for disadvantage takes away from resources necessary to cater for more capable students in numeracy.

C2: Student outcomes to be improved

Outline the student outcomes that are the focus of this application and explain why they are a priority for the group

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of schools. The student outcomes are expected to be one or more of the goals identified in the School Strategic
Plans/Charters.
Literacy
1. All students in all five schools are from one of the most disadvantaged areas in Melbourne and Australia
2. The school populations are extremely diverse covering up to twenty five nationalities in any one school.
3. We have the highest concentration of refugees in Melbourne
4. The extreme disparity in literacy outcomes lines up with communities throughout Australia where poverty is
a key Characteristic
• The enriched environment ( internal and external learning environments to engage and make connections)
and resources ( personnel for coaching, efficient and effective professional interaction, degree of
intervention both social, emotional and academic) necessary to compensate for this disparity is not
possible to provide with the physical and human resources available to us with our existent buildings,
student populations and personnel

C3: Student outcomes targets for this application

Insert the relevant target or targets for the student outcomes that are the focus of this application, which were
outlined in C2.

C4: Consistency with the achievement of government priorities

Discuss how the project will address issues with the:
1. Disparity in student outcomes within each school and across the group of schools;
2. Levels of student achievement; and
3. Range of opportunities available to students.

C5: Curriculum provision and planning

Yarraman Park Primary School

The degree of provision in relation to what is needed to address the inherent disadvantage of the
school population.

Number of students
Prep.28 Grade.1. 27 Grade.2. 32 Grade.3. 29 Grade.4. 17 Grade.5. 25 Grade.6. 28

Health Visual Performing English Numeracy ICT LOTE

& PE Arts Arts
Vels P-2 8% P-6 P-6 P-6 P-6 P-6 P-2 2%
provision. 3-6 12% 4% 4% 40% 20% 4% 3-6 4%
Percentage
of time per
week
Adequate to 60% 100% 80% 50% 80% 25% 25%
needs
Inadequate      
to needs

Harrisfield Primary School

Prep – 24. Grade 1:27. Grade 2:29 Grade 3:25 Grade 4: 27 Grade 5: 21 Grade 6: 36
Harrisfield Health Arts English Numeracy ICT LOTE Integrated
& PE /Inquiry
Vels P- 4 8% P- 6 P- 6 P- 6 P- 6 P- 22% P- 4 18%

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provision. 5-6 14% 4% 40% 20% 8% 3-6 4% 5-6 12%

Percentage
of time per
week
Inadequate     
to needs

Provide details of:

1. Students numbers at each year level;
2. The breadth and depth of current curriculum provision at each year level (what curriculum is provided for
what portions of time);
3. Any gaps in curriculum provision at each year level;
4. The way in which the Victorian Essential Learning Standards have been incorporated into the curriculum at
each year level; and
5. Any programs/strategies specifically catering for the development needs of students at each of the stages of
schooling.
When looking at overall curriculum provision across the five school the three smaller schools have had difficulty
providing prescribed and mandated curriculum provision due to lack of facilities, staffing and resources. In
particular the areas of LOTE, ICT Phys Ed, Visual and Performing Arts, Science.
C6: Provision of education across the geographic area
Analyse current education provision and student outcomes on a geographical basis with reference to
demographics, market share, pathways and the range, breadth and depth of curriculum options for students.
Summarise the education provision issues that arise from this analysis.

Section D: Educational Improvement Strategy and

Proposed Facilities
The information in this section should be completed for the overall project not for each individual school.
Details of Proposed Changes
D1: Comprehensive solution
Describe in detail the proposed solution to education provision issues that has been developed by the group of
schools involved in this proposal. Include details of the proposed organisational arrangements, including cross-
sectoral partnerships.
The proposed solution for the education provision issues in the Noble North Neighbourhood schools is
1. Reduction of sites from five sites to four
• Ongoing consultation and transitionary processes to be put in place to Merge Oakwood Park
with ?
2. The integration of community services throughout the sites
• Further consultation with the City of Greater Dandenong to identify areas of service that could
be integrated with Noble North school in view of setting up service hubs.
• Further consultation with Universities in view of ongoing relationship with Noble North
3. The sharing of personnel and expertise
• Formalise processes for sharing personnel and expertise to insure appropriate provision
among all schools.
• Follow a model of using experts within the neighbourhood to coach in Literacy, Numeracy and
ICT
4. Integration of ICT across the sites
• Assist all schools in neighbourhood to effectively and efficiently implement the ultranet and
make use the relationship in developing common pedagogy across the neighbourhood
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5. Improve Professional interaction and learning

merge
D2: Proposed changes
Describe the changes that need to occur in order to address the issues identified earlier. These changes should
relate specifically to improved student outcomes and education provision.
Improved Pedagogy in Literacy and Numeracy
• Greater sharing and availability of expertise and experience
• Ability to learn, plan together as professionals
• Ability to observe each others professional practise
• Greater access to coaching and mentoring
• Greater ability to provide an enriched environment for learning through flexible indoor out door
learning. ( so important for ESL/Poverty)
Improved readiness for learning in Literacy and Numearcy
• Greater ability of students and families to access intervention
• Seamless transition of information pertaining to the child from 0-12
• Bretter ability to engage parents in a learning community

Improved ICT usage and integration

• Greater integrated access
• Sharing of ICT
D3: Organisational model
If these changes involve a different model of educational delivery, provide a full and detailed justification regarding
the way this model will enable student outcomes to improve. This discussion should clearly identify the way in
which the existing structure is unable to support the proposed improvements to student outcomes.

D4: Governance arrangements

Describe in detail the proposed governance arrangements for the new organisational model.

D5: Student transport arrangements and transport considerations

1. Infrastructure (transport and other considerations relevant to how the facilities are accessed and services
provided);
2. Does the school have a School Travel Plan?
3. How will transport considerations be addressed when undertaking various capital works?
4. How will the capital works impact on local travel arrangements?

D6: Human resource management strategies

Describe human resource management strategies.

D7: Site issues

Describe proposed location and site disbursement (if relevant).

D8: Management of Student Resource Package and Direct School Funding resources
Describe the proposed management of the Student Resource Package and Direct School Funding resources.

D9: Ministerial approval for reorganisation

Anticipated date for seeking Ministerial approval.

D10: Project implementation

Briefly describe the capacity and readiness of the group of schools to successfully implement the project.

Strategic Focus
D11: Educational improvement strategies
Explain the strategies that have been developed to improve the student outcomes that are the focus of this
application. In most cases this would be a more detailed discussion of the improvement strategies in the School
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Strategic Plan and work the schools are undertaking on their Performance and Development Culture. It may be
useful to outline the way in which change will occur in one or more of the following areas:
1. Teacher capacity and effectiveness (enhanced pedagogical knowledge, skills);
2. Leadership capacity and effectiveness;
3. Curriculum programs delivered and the structure of that delivery;
4. School organisational structures (e.g. timetabling, etc.); and
5. Enhancement of education provision in a geographic area.
(You may present this information in either table or text form. E.g. Focus, Improvement Strategy, Improved Student
Outcomes. This may be particularly useful for New schools.)

D12: Strategies and improved student outcomes

Explain how these strategies will lead to improvement in the identified student outcomes. (I.e. What are the
programs your schools are implementing to improve teacher effectiveness?)

D13: Change management/implementation plan

Demonstrate how you can manage change to ensure that the improvement strategies are effectively implemented.
Include a timeline showing deliverables and a discussion of roles and responsibilities in relation to project
implementation.

D14: Risks
Identify and discuss any major risks associated with the implementation of the improvement strategies.
(E.g. New school staff members’ understanding of the improvement strategies, key change leaders or teachers
leaving, teacher use of new learning spaces, etc.)

D15: Risk reduction strategy

Indicate actions that are planned to mitigate and/or manage those risks.
(E.g. What is the process to induct new school staff so that they understand the improvement strategies? How
would the school manage the risk of leaders or teachers leaving? How would the school manage the risk of
teachers reverting to more traditional or accustomed teaching practices when using new learning spaces?)

D16: Limitations of current facilities to the school’s capacity to implement the proposed strategies
Briefly describe how the current facilities limit or impede the successful implementation and achievement of the
intended improvements to educational outcomes. Give clear reasons why the strategies cannot be implemented, or
are difficult to implement because of the current facilities.

Proposed Facilities Project

D17: Project description
Outline the proposed facilities project for which capital investment funding will be sought. The proposed building
works should be described in sufficient detail to enable understanding of their scale, nature and complexity.

D18: Focus of the facility design

Describe the way in which the significant elements of the improvement strategies will influence the design of the
proposed facility in the following areas:
1. Pedagogy;
2. Curriculum;
3. Information and communications technologies; and
4. Other.
(You may present this information in either table or text form, e.g. Focus Area, Elements, Impact on Facilities
design)

D19: Other influences on facility design

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Describe the way in which other factors are likely to influence the design of the proposed facility:
1. Site needs;
2. Relationship to existing buildings;
3. Relevance of buildings for planned uses; and
4. Other.

D20: Flexibility and sustainability of building design

Describe the way in which each of the following factors will be addressed in the proposed facilities design:
1. Environmental sustainability (thermal control, potential cost reductions through minimisation of energy use and
maximisation of light and natural resources);
2. Sustainability of use (expected life and use of the proposed facility); and
3. Potential/intended shared use arrangements with other education providers, community groups, etc.

Consultation Process
D21: Regional consultation
Describe discussions with the Regional Office, other schools and providers, together with plans or strategies that
have been developed to address challenges of education provision in the geographic area.
Describe the consistency between this application and the regional provision plan.

D22: Community consultation

Provide evidence that data analysis has been shared with stakeholders.
Provide evidence of the breadth and depth of community discussion, debate and resolutions.
Provide evidence that community aspirations / needs have been identified, addressed and are supported by the
application.

D23: Local government consultation

Provide evidence that the application supports and reflects relevant local government priorities and strategic
planning.
Provide evidence of support for the application from local government authorities.

D24: Other stakeholder consultation

Identify and describe the impact that the proposed project will have on other education providers not involved in
this application.
Include evidence of the extent to which other key stakeholders have been consulted and the outcomes from this
consultation process.

Section E: Attachments
There are several mandatory attachments to the Educational Rationale.

E1: Mandatory attachments

• School Level Report (most recent version)
• School Strategic Plan (or Charter)
• Annual Implementation Plan
• Map showing location (and size) of neighbouring schools.
• Regional Impact Statement (Prepared and provided by regional office)

In addition, schools may choose to include other documents or information.

E2: Optional attachments

Schools may add other attachments to support their Educational Rationale, such as:
• Special school data;
• detailed information relating to demographic trends

Stage 2: Educational Rationale Template – Group of Schools 13

Building Futures

• information relating to any community consultation undertaken in developing the application; and
• Any designs that have already been developed.

Section F: Endorsements
This section should be completed by each school. Signatures are required, with dates inserted.

Endorsement by School Principal and School Council President

We endorse that:
This application is consistent with the improvement milestones and targets from the School
Strategic Plan/Charter and Annual Implementation Plan.

Name of Principal:

Principal’s signature:

Date of signature:

Name of School Council President:

School Council President’s signature:

Date of signature:

Endorsement by the Regional Director

I endorse the strategies and targets included in this Educational Rationale and confirm that this
application:
• is consistent with the regional plan for the provision of schooling;
• offers significant opportunity for improved student outcomes within the time frame identified;
• has been assessed against the Building Futures assessment criteria; and
• is supported by robust data and evidence.

Regional Director’s name:

Regional Director’s signature:

Date of signature:

Stage 2: Educational Rationale Template – Group of Schools 14