Summary
The Broadening Horizons Project was
established in 2013 and was a joint commitment
between the Department of Education and
Training and the former Gippsland Regional
Managers Forum. The Broadening Horizons
Project focuses on the development and
delivery of a ‘real life’ workplace learning model
aimed at increasing the rate of positive
outcomes for young people in Gippsland. The
Broadening Horizons Project aims are directly
linked to DET’s ‘Education State’ vision and
intention to ensure:
 children and young people are
confident, optimistic, healthy and
resilient
 students reach their potential,
regardless of background, place,
circumstance or abilities
 Victorians develop knowledge, skills
and attributes needed now and for the
jobs of the future
Since 2013 the Broadening Horizons Project has
achieved a number of significant developments
and outcomes. In 2017 the project was funded
via a joint partnership between the Latrobe
Valley Authority and Regional Development
Victoria with Berry Street selected as the auspice
agency. In kind support from a number of local
and state government organisations and private
business has also been an important element of
the project.
The establishment of the Broadening Horizons
Learning Model, which is based largely on
human centred design, has re-framed school
curriculum to incorporate the ‘world of work’
and provides meaningful, ongoing workplace-
linked learning opportunities for students. The
work reflects the enterprise skills and
dispositions needed within the workplace of the
21st Century with a particular focus on
 Developed into a community based project
developing a ‘Growth Mindset’. Educators and
organisations use this model to work which has supported stronger support for
collaboratively, co-designing and co-delivering young people and aspiration.
units of work to students from years seven to  Cross-agency collaboration: Multiple
nine in 11 secondary schools across Gippsland. agencies at state and local government
levels working together to mentor and
A growing number of industry/ school
support student learning
partnerships participate in the Broadening
 Development of enterprise skills in
Horizons Project and a broader stakeholder
group who are committed to the prosperity of students through their approach to real
Gippsland’s youth, community, and the world learning projects
economy provides support.  Established stronger and broader
connections between schools, businesses
The outcomes of the ongoing work through the and other community members / groups as
Broadening Horizons Project are multifaceted.
they approach real world learning projects.
Some of these outcomes include:
 The engagement of whole of community
 Increased aspirations of Gippsland’s which builds collective aspirations for
young people to pursue post – young people in Gippsland communities.
secondary education and / or
employment pathways that provide
meaningful participation and inclusion
in the Gippsland community
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Research base
Education Aspiration for Regional Victoria Research (August 2013), focuses
on the social and cultural factors that influence aspiration and engagement
in education for students in regional Victoria. This research concluded that
young people in regional Victoria are less likely to complete secondary and
post-compulsory qualifications than their metropolitan counterparts.
The research suggested that regional students face a range of barriers to
education aspiration and participation. Consequently, the key findings and
recommendations of this research (outlined below) have informed and
shaped the direction of the Broadening Horizons Project.
 Starting early
 Coordinated improved parental and community engagement
 Curriculum that improves student engagement in learning
 Building resilience – Growth Mindset
Broadening Horizon’s Aims
Additional research accessed in 2015 in the area of Human Centred Design
has further unpinned the value of the multi-faceted approach that the
Broadening Horizons Project has taken. This includes ensuring that the
approach empowers participants to work collaboratively to generate and
therefore own creative content and connections.
The findings released by ‘The Foundation for Young Australians’ on the
skills young people require for the world of work has been an important
catalyst for ongoing program and curriculum development. The enterprise
skills, such as the 4 C’s below, highlighted in their paper ‘The New Basics
(2016)’ and the development of those skills is a key feature of the
Broadening Horizons Project.
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Governance
The direction of the project is largely based on heavy
consultation and the use of a co-design approach as
part of the project methodology. Whilst the project is
financially supported, there are a number of
representative groups who donate in kind support
which play a critical part to the ongoing success and
viability of the project. The Broadening Horizons Project
consists of a Project Advisory Group whose purpose is
to provide insights to the team regarding Stakeholder
interests, technical advice, assist with resolving issues
and risks, use influence and authority to assist the
project in achieving its outcomes, communicate about
the project in their organisations and wider
communities and explore and investigate further
opportunities to develop the project.

The PAG group comprises of representatives who

financially support the project, the auspice agency,
industry partner participants, lead teachers and
Principals. The PAG makeup is represented in Table 1.

The Project Manager – Broadening Horizons is

responsible for ensuring that the project aims are
achieved.

The function ultimately provides support to the existing

partnerships and seeks to grow the partnerships. The
Project Manager is therefore responsible for ensuring
that the workshops and professional development
opportunities are accessible and available to all
participants, coordinates and manages project
meetings, seizes opportunities to engage schools,
industries and community organisations who would
benefit the project. In addition to this the Project
Manager is responsible for maintaining regular contact
with the schools to track progress and understand the
challenges and achievements occurring on the ground
as well as manage the project plan, project budget and
achieving project deliverables.

The Project Support Officer – Broadening Horizons is

responsible for providing administrative support to the
Project Manager and project participants as required in
order to support the development and growth of the
project.

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Table 1: Governance and participation within
the Broadening Horizons Project
PROJECT ADVISORY GROUP PARTICIPANTS*
Warragul Regional College
Supporters: Berry Street Trafalgar High School
LVA Foster Secondary College
Leongatha Secondary College
Principal: Traralgon Secondary College Korumburra Secondary College
Yarram Secondary College
Lead Teachers: Trafalgar High School, Leongatha Secondary College, Traralgon College
Maffra Secondary College, Yarram Secondary College, Sale Secondary College
Traralgon Secondary College Maffra Secondary College
Orbost Secondary College
Industry: Southern Rural Water, Parks Victoria, Transport for Mallacoota P-12
Victoria Flavorite Tomatoes
CFA
Parks Victoria
OTHER PARTNERSHIPS Wellington Shire Council
South Gippsland Shire
 Regional Development Victoria Bass Coast Shire
 Department of Education and Training Burra Foods
 Foundation for Young Australian DELWP
 Tech School Initiative Vic Roads
DHHS
DoJR
* Participants as of January 2017 Southern Rural Water
Interchange Gippsland
Exxon Mobil

Participation
Secondary schools
Any secondary school within Gippsland can participate in the Broadening
Horizons Project as long as the participating school intends to commit to
delivering the work in line with the Broadening Horizons core principles.
Commitment from the School Principal and support for Lead Teachers who
deliver the work in the schools is critical to the success of the delivery.
Industry
Any industry can participate in the Broadening Horizons Project as long as
the industry intends to work with their school partner in a way that aligns
with the core principles. Commitment from the Senior Manager(s) and/ or
the Executive Team and support for
staff who will be working with the schools is critical to the success of the
delivery. A key consideration for industries is the time commitment that is
required to effectively co-deliver the work to students. Time commitments
vary depending on the needs of the students and are to be discussed with
the prospective school in which they are partnering.
Support
Broadening Horizons is supported by a growing number of organisations
who value and identify with the vision and aims of the work. Support is
provided largely via in kind support. Examples of in kind support are the
provision of access to mentors, occasional provision of ‘space’ for
participants to attend and undertake professional development, referral of
expertise and industries within existing networks to the Broadening
Horizons Project etc.,

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Project delivery in schools
The way in which the actual learning looks for each partnership varies and is dependent on the school environment and student needs. The work is
delivered differently in each school and the way in which the industry participates is different for each school. For example, some schools deliver
Broadening Horizons across the entire school year, others choose to deliver it across a school term and others deliver it across a school semester.

In addition, some schools utilise industry partners as mentors to students, supporting them to navigate their real world problems and other schools utilise
industry partners to present real life business challenges to students which they must provide solutions to. Based on key research that highlights the
importance of industry based learning taking place with young people as early as possible students across year 7, 8 and 9 undertake the Broadening
Horizons work. Some schools deliver the work to small groups within this cohort and other schools deliver the work to entire year levels. As the project
has developed a number of recurring elements have been identified. These are outlined in Table 2.

Table 2: Typical elements of the Broadening Horizons

Project work delivered by partnerships to students
TERM 1 TERM 2 TERM 3 TERM 4
Unit design and lesson planning,
including:
Discussion on possible business problems
Review / assessment tools
Student cohort
Staffing
Clarifying and Clarification on the role of the teacher
understanding core and the role of the industry partner
principles (e.g.: growth Student understanding the BHLM/ design
mindsets) thinking concept Unit delivery (working with students) Student performance/ aspirations
Understanding
environment of partner
(school understand
industry, industry
understand school) Pre -work with students Partnerships (existing and new ones)

Assessment

Learning tools
Understand the BHLM /
design thinking concept Self-reflection and assessment

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The learning model
An innovative learning model based on Human Centred Design (or co-design) has been established (the
model is called the Broadening Horizons Learning Model – BHLM) and adapted to be delivered in an
education setting. The model is used loosely by some schools and closely by others. Dependent on the
conditions of the school, some schools are not using the learning model but are applying the core
principals which meets the aims of the project.

Development of enterprise skills

The Foundation for Young Australians has undertaken a number of studies that emphasize the importance
for Australia’s future workforce to possess a number or enterprise skills which employers will demand in
order to ensure their industries grow. One of the FYA’s first reports ‘The New Basics’ analyses big data
which suggests that if young people possess the transferrable skills which are made up of enterprise skills,
they are more likely to be ‘enterprising so they can navigate complex careers across a range of industries
and professions’ (Foundation for Young Australians, 2016 p 3). Examples of enterprise skills include
problem solving, digital literacy, presentation skills, creativity, critical thinking, team work and financial
literacy. Enterprise skills and the development of them in students is a key feature of the Broadening
Horizons work.

Professional development and learning opportunities

There are a range or resources and tools that can provide support with the
delivery of the Broadening Horizons Learning Model and are accessible
online and via the Project Manager. In addition to the available resources and
tools, participating schools are available to provide support and share
learnings with other participating schools. The Project Manager is available
to provide support and create such linkages.

In addition to tools and resources there are four professional development

workshops delivered each year. The workshops cover a range of topics and
generally facilitate work and discussions around developing capabilities and
capacities to deliver the work, supporting a community of practice and
communicating project developments. Generally the workshops are held at
different locations around Gippsland and are often hosted by a participating
industry or school partner. Two of the workshops offered are open to any
Broadening Horizon student to attend.

The workshops provide opportunities for students to learn about the bigger
Broadening Horizons picture and work with other, like minded, students on
activities aimed at project based learning, growth mindset, human centred
design and development of 21st Century skills. Workshops are not
compulsory, are free to attend and are open to all participants and project
supporters.

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Table 3: The Broadening Horizons Learning Model

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Registering interest to participate
Schools and industries wishing to participate or engage in preliminary discussions regarding project participation / support can contact the Project Manager:

Rebecca Ottery
Project manager – Broadening Horizons Gippsland
C/- Berry Street
E: rottery@berrystreet.org.au
P: 51345971
M: 0428 198 697

Schools with an existing partnership or relationship with an industry are welcome to participate and can contact the Project Manager to discuss participation.
For schools or industries seeking a partnership, the Project Manager can discuss brokering a partnership following some discussion regarding your needs
and capacity.

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 Impact of Broadening Horizons
"Staff involvement in this experience has been invaluable learning
opportunity for them from building their professional self-
confidence through engaging, supporting and mentoring students
with a range of project work to welcoming the students into their
workplace and providing an overview of their roles with the
Industry department
Testimonials
The mentors witnessed personal growth, confidence and increased
self-esteem in the students that they were supporting even during
times of confusion and self-doubt.

This program also provided DHHS staff opportunity to engage and

form relationships with other community and agency mentors
which has been beneficial in developing broader professional
networks”
______________________________________________________________________

“This has given students the opportunity to work alongside stake

holders that they would otherwise be able to, and shifts their
learning and thinking from the classroom into the 'real world'

The program has also provided students the chance to build on

Teacher their interpersonal or 'employability' skills, giving them the
Testimonials opportunity to understand how and why skills such as collaboration
and communication are vital in the workplace.

I hope to see Broadening Horizons program continue for many

more years to come as I can only see it benefitting not only students,
by also the educators, schools and the wider community"

"The Broadening Horizons project has been successful in engaging

our students, making science more meaningful and increasing our
students understanding of the diverse range of careers in the
Gippsland region. It has also been extremely successful in engaging
the parents of our students"

_______________________________________________________________________

“Working with VicRoads was and experience that made the

problem clearer. It let us go out into the community and see the
problem for ourselves. We got to learn a different way that worked
better for us. We developed our public speaking skills and learnt
different ways to work which we can use in the future.”
Student
Testimonials
“This project has helped me to persevere and develop a growth
mindset. I now feel like I could take on this challenge again with an
open mind and say to myself "I can do this". I walked into the first
class believing that the program was above and beyond me but
with a growth mindset I have pulled through and achieved beyond
my expectations.”

“My personal journey through this project gave me a lot of skills I

can use in my future work space. I have enjoyed this project and
will continue on it in the years to come.”

“I have got a lot for this experience and I look forward to taking this
growth mindset and knowledge into my school work and future
course. I am very grateful for this opportunity and I really enjoyed
this style of learning.”

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School Partners

Industry Partners

Supporters

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