Oberon High School is located in the Geelong growth corridor of Armstrong Creek.
We are a co-educational secondary school with an enrolment of 989 students, with a significant increase in student enrolments expected for the foreseeable future.
The SFOE of the school is 0.37, rating the school as medium in terms of the socio-economic background of our students and families.
The Oberon High School student population is from the southern suburbs of Geelong, the Surf Coast, and Armstrong Creek.
All students are encouraged to build on their talents, expand their horizons, and develop a culture of learning through participation in various academic, applied learning, sporting, artistic, and social programs.
This is reflected in the school mantra of Shape Your Future.
Go One Better .
Oberon High School provides a learning environment where students strive for and respect high achievement, developing social skills based on the principles of tolerance and understanding.
The school believes that all students have the ability to learn and should progress in their learning at a faster rate than what is occurring across the state, regardless of their socio-economic background or educational capability.
This philosophy is also reflected in the school mantra.
To support this philosophy and ensure greater consistency in teaching practice, the school has an effective learning framework called The Oberon Good Lesson .
This framework is based on Professor David Hopkins' Powerful Learning Framework and incorporates elements of John Hattie's research, including teaching strategies that have proven to achieve large effect sizes on student learning outcomes.
Reflection of the implementation of this framework occurs through termly classroom observations and is a pivotal point in teacher performance reviews.
To monitor student learning outcomes and ensure differentiation of student learning in all classes, staff are expected to use an approach called Target 3 .
This approach involves identifying three students within each class: one who is below the expected level, one at the expected level, and one above the expected level, focusing on ensuring that the work/tasks set are challenging for all students, regardless of their ability level.
This approach to learning has resulted in above-average growth in NAPLAN from Years 7-9 and very good results/outcomes in VCE (well above the state and regional results).
The teacher quality variables in the student attitude to school survey reflect high-quality teaching occurring within the school.
While academic results are a priority of the school, the development of social skills, including communication, tolerance, empathy, fundraising for social disadvantage, and positive interactions, is also a priority.
The school has a very positive culture among staff, students, and parents.
This is reflected in the student attitude to school results, parent opinion, and the staff opinion survey.
All results are above the state average, with the staff opinion survey in the top quartile in all areas, indicating the importance of ongoing staff professional learning for teachers, underpinned by the ability to learn from each other and regularly observe implementation strategies associated with the learning framework.
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