2016 Canobolas Rural Technology High School Annual Report...Introduction The Annual Report for 2016 is provided to the community of The Canobolas Rural Technology High School as an

Canobolas Rural Technology High SchoolAnnual Report

2016

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Printed on: 28 April, 2017Page 1 of 32 Canobolas Rural Technology High School 8444 (2016)

Introduction

The Annual Report for 2016 is provided to the community of The Canobolas Rural Technology High School as anaccount of the school's operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Kate Wootten

Principal

School contact details

Canobolas Rural Technology High SchoolIcely RdOrange, 2800www.canobolas-h.schools.nsw.edu.aucanobolas-h.School@det.nsw.edu.au6362 1677

Message from the Principal

This year recognised the amazing achievements that our students, as individuals and groups, have made in the last 12months. This is sometimes an acknowledgement of just one point in time, whilst for others it is the culmination of hardwork and sustained effort. To be successful you need to commit yourself to your goal and spend the time and effortworking towards it. You need to be motivated and passionate and be prepared for knock backs and challenging times. Itis all of these things that make success so sweet. These conditions for success are relevant at all stages of our lives.

There have been many opportunities for us as a school community to reflect on where we have come from and where weare heading to. To evaluate if the goals we have set ourselves are the right ones, or if we have to change course. We,as a whole school community, have high expectations of the staff and students and continually strive to improve ourpractice. It is only through always expecting to strive for our best, that we can ever fulfill our potential.

2016 has been another year of innovation and change at our school. The Big Picture Academy was established and 30students have completed 12 months of education through an innovative model of meeting curriculum outcomes throughpassion projects. We have introduced a Clontarf Academy for Aboriginal boys which focuses on improving educationaloutcomes through mentoring and support and implemented STEM, an integrated Science, Technology, Engineering andMathematics subject for Years 7 and 8. The Canobolas High Performance Athletes (or CHPA) program has continued tosupport and extend our best athletes, with record numbers of students participating in representative duties at a stateand national level. Our students were also part of a Guinness World Record as participants in the Schools Spectacularwith students taking part in the choir (that was over 2500 students strong) and also Kiea Wise who was part of theBangarra Dance Ensemble.

Two of our flagship programs, CHPA and STEM were recognised this year for their excellence, with both being awardedThe Secretary’s Award for an Outstanding School Initiative. Mr Matt Scott also received a Minister’s Award forExcellence in Teaching from the Public Education Foundation. Our students continued to be involved in SRC,community service, excursions, creative and performing arts, academic, sporting and cultural successes both inside andoutside the classroom. As is always the case, regardless of the endeavour, we always end up with the same outcome,huge success in all that we do.

2017 will continue to be an exciting time at The Canobolas Rural Technology High Schoo (TCRTHS)l. We will beimplementing a completely new curriculum structure for Year 7 which will see students complete their work throughprojects rather than traditional subject areas. We are employing a Business Manager to focus on the administrative andfinancial management of the school and are hoping to establish an Aboriginal Girls Academy to work alongside theClontarf Academy to improve educational outcomes for girls. We will also continue to grow STEM, CHPA and BigPicture ensuring we cater for the needs of all students. In addition to these specific programs, we will continue to caterfor the needs of individual students through all aspects of school life.


2017 will also be significant as it will mark the school’s 50th birthday and many celebrations are planned for thismilestone.

I would like to recognise the 2016 Captains and Vice Captains, Jacinta Percival, Aiden Kelly, Alissa Meagher and MaxPearce for the outstanding way they have represented themselves and our school at the many official and unofficialfunctions in the last 12 months.

To the P&C and community partners, thank you for your ongoing support of our school. The faith you show in what wedo on a daily basis is very much appreciated. We must also recognise the support our staff, students and programsreceive from the AECG, the peak consultative group on Aboriginal Education.

Congratulations to all of you on such a wonderful year. I look forward to continuing our journey together in 2017.

Kate Wootten

Message from the school community

The P&C consists of parents who wish to be kept informed of what is happening in the school and who want to take anactive role in helping improve the school for their children. At the meetings we have informed discussions with thePrincipal, who keeps us up to date on issues happening in the school. We also organise fundraising which helps assistwith financial support for school projects and excursions. The P&C represent the parents of the school and therefore yourviews and input are of great importance. I would like to thank the P&C committee for their efforts this year and hope tosee them again next year. We would also like to encourage all parents to attend the monthly meetings to share theirviews and visions for the school as well as leaning more about our school and how decisions are made.

Our new canteen and catering manager, Mr Andrew Farley, has done a remarkable job with the canteen enabling it toproduce good profits with new menu items, catering jobs and reorganising the canteen. We now have two part–timeemployees to assist Andrew and have been featured in various articles. Andrew has also started a “Canteen on the Run”system for some of the smaller schools surrounding Orange and this has proved to be very popular. I would encourageeveryone to utilise the facilities that the canteen offers. Andrew successfully catered for various events last year includinga staff development day for over 800 teachers and the Year 12 Graduation with positive reviews from each event. In2017 Andrew will again cater for the staff development day and will be negotiating other events.

Lastly I would like to thank principal Chad Bliss, relieving principal Kate Wootten and the staff of TCRTHS for theirsupport both of the P&C, the canteen and the school. Their tireless efforts have resulted in many positive changes at theschool as well as planning for new ones for the next few years. The extra effort and support that the staff provides reallyencourages our students.

Keryn Percival

P&C President

Message from the students

For the Student Representative Council (SRC), 2016 was an incredibly active, productive and positive year. The SRCorganised fundraising events, helped to develop and implement programs and represented TCRTHS at a variety ofcommunity events.

The SRC wanted to be more involved in supporting the school’s chosen charity, Ronald McDonald House, and startedthe year by spreading the love in a Valentine’s Day themed charity fundraiser. They welcomed our new intake of Year 7with a BBQ, helped to coordinate an event for 'Bullying, No Way! Day’ which saw the school stand up for a zerotolerance policy on bullying and the creation of a mural for our Administration Block. One of the biggest events for theyear was the participation in Relay for Life. Relay for Life is a fundraising initiative of the Cancer Council to help aidcancer research in Australia. While the senior members of the SRC attended the event, the council as a whole helped toraise the highest amount of any school participating in the event and smashed their initial fundraising goal of $2000. TheSRC represented the school in a number of other community and charity events such as the White Ribbon Day TreadmillRelay, Salvation Army Red Shield Appeal, Jeans for Genes Day and ANZAC Day March. Senior members of the SRCalso conducted the Victory in the Pacific service at Robertson Park, ANZAC Day and Remembrance Day services atschool. Students conducted a final fundraiser for Ronald McDonald House in cooperation with the school Canteen forHalloween with many students and staff gladly participating. The SRC have helped to foster a want to give to those inneed and many students who did not dress up for any of the themed days still donated to the variety of causes theschool supported through the year.

The SRC were actively involved in running morning and formal assemblies, representing the student body at P&C


meetings and began to assist daily in the Canteen. This year members of the SRC were formally presented with theirbadges at the SRC Induction Assembly in front of the school body and wider community. We thank the 2016 SchoolCaptains, Aiden Kelly and Jacinta Percival, Vice Captains, Max Pearce and Alissa Meagher and the SRC President,Bradlee Roberts, for their dedication to representing the school. We also congratulate the newly elected SchoolCaptains, Mackenzie Reith–Snare and Georgia Kiel, Vice Captains, Matthew Gray and Alicia Ilievski and SRCCo–Presidents Benjamin Zegzula and Pule Mahlaku. I would like to congratulate and thank the 2016 members of theSRC for their ongoing enthusiasm and dedication as well as the leadership they exhibited through the year. They haveconsistently demonstrated their capacity to be excellent role models for TCRTHS community.

Hannah Lloyd

Student Representative Council Coordinator


School background

School vision statement

Canobolas High provides outstanding 21st Century learning experiences and extra–curricular opportunities within asupportive environment recognising achievement and success. The school is dynamic and promotes innovative studentand teacher leadership.

School context

The Canobolas Rural Technology High School is a comprehensive high school located in Orange. The school has anenrolment of 650 students, including approximately 28% Aboriginal students. The school’s Family Occupation andEmployment Index (FOEI) is 148. The school receives funding to support student learning outcomes through theResource Allocation Model. Improvement in the areas of literacy and numeracy are a major focus for the school and theschool shows consistent growth in both literacy and numeracy. There is a strong focus on academically talentedprograms for students across all key learning areas. A high performance athletes program called CHPA is also afundamental feature of the school. A strong student welfare structure exists within the school and this is managed by acommitted Learning and Support Team in conjunction with the establishment of The Clontarf Foundation in 2016. TheSpecial Education faculty consists of seven classes across multiple classifications and has undergone significant changewith all students working towards mainstream outcomes. The school has embarked on a journey of innovative curriculumpathways to support student engagement. In 2016, we launched the Big Picture design model to meet the individuallearning needs of students through tailored learning opportunities matched to the passions of the students in theprogram. 2016 also saw the introduction of a major STEM (Science, Technology, Engineering and Mathematics) initiativeto engage students through project based learning. The school also has strong links with the Western Institute of TAFEand Charles Sturt University and is well supported by industry in the delivery of a full range of accredited vocationaleducation and training programs. The school has an extensive transition program with its local primary schools and itprides itself on forming productive partnerships with parents and the wider community. Working together to establish ashared focus on student engagement in learning will lead to improved student retention and higher educationalachievement. Further information regarding The Canobolas Rural Technology High School is available on the schoolwebsite http://www.canobolas–h.schools.nsw.edu.au/.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

The evaluation team looked at the progress the school had made across the three strategic directions of the School Planduring 2016. Significant improvements were noted in the Teaching element of Collaborative Practice and the Leadingelement of Management Practices and Processes.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Provide diverse and individual learning experiences.

Purpose

To provide relevant and inclusive curriculum to all students linked to quality assessment practices for, as and of learningin order for students to gain the skills required for lifelong learning and to have a clear direction for work or further studywhen they leave school.

Overall summary of progress

A focus on innovative curriculum programs continued with the launch of Stage 4 STEM and the Big Picture Academy.AcTal, CHPA, Music, Dance, VET and TAFE programs continued to meet student needs.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

• Improved HSC results basedon trend data over 5 years.

The school continued its focus on improving HSCresults in 2016, providing a number of study skillsdays for senior students and also beginning thetraining of all staff for the implementation of theALARM (A Learning And Response Matrix) strategyinto Stage 6 classes. In 2016 there were asignificant number of students who achieved aBand 5 and/or Band 6. The proportion of studentseligible for an ATAR was 56% which wascomparable to 2015.

• Increase in literacy andNumeracy growth levels of 10%over three years as indicatedthrough NAPLAN

In school literacy assessments showed similarresults to 2015, but there were a significant numberof students who were not tested twice in the year.For the students who were tested twice there wereimprovements ranging from 30% of Year 7 studentsshowing improvements in reading to 88% in Year11. All faculty teaching and learning programs havebeen reviewed and contain literacy components.This process has been aided in four Key LearningAreas by the LaST team reviewing programs andsuggesting amendments and improvements.

Hotmaths was used by teachers to supportstudent's understanding of the various conceptsbeing taught rather than measure academicachievement. Resources have been incorporatedinto junior programs which should see Hotmathsutilised more often. This, along with more parentawareness through articles in the school newsletter,could result in a resource that is used to improvestudent achievement.

$5000

• Improved levels of parentfeedback showing the success ofthe school’s educationalprograms after collection ofbaseline data in 2015

Anecdotal feedback has continued to be collectedthroughout 2016 from parents and community togauge the success of the wide variety of programsrun by the school. Numbers attending schoolevents continued to grow and Facebook providedinvaluable feedback on ways to improve ourpractice.

• Increased parent attendance atP&C meetings from 2015 data

Attendance at P&C meetings has remained stablesince significant increases in 2015. The P&C meteach month during school term and many parents





• Increased parent attendance atP&C meetings from 2015 data

volunteered to assist with functions run by theCanteen in 2016.

• Increase in engagement ofnumber of parents liaising withsupport staff for IEPs and PLPsfrom 2015 data

Personalised Learning Plans (PLPs) continued tobe developed, refined and implemented for thosestudents who required adjustments andmodifications in the classroom. This was done inconsultation with the students and families. At theend of 2016 the LaSTs looked at ways of modifyingPLPs to make clear categories for teaching,learning and assessment strategies. A process ofidentifying new students who enrolled during theyear and required PLPs was developed and will befurther refined into 2017.

All students in the Support Unit had an IndividualEducation Plan (IEP) written and in place. Theprocess of setting achievable and meaningful goalsstill needs to be a focus of these plans in 2017. Theannual reviews for students in the Support Unitwere completed.

• 100% of parents attending BigPicture exhibitions

Big Picture exhibitions were well attended with anaverage of two parents/carers and externalrepresentatives present at the 120 exhibitions thatwere conducted throughout the year. Someexhibitions had a panel of up to ten adults andadditional students and there was only oneexhibition that did not include parental involvement.

Next Steps

2017 will see a continued focus on literacy and numeracy through the Orange Network Strategy and the Premier'sPriorities. Involvement in this project will assist to identify areas of need for students in Years 7–12 and providestrategies to address them. ALARM will also continue to be a focus in the senior years to improve writing andexamination technique.

Innovative curriculum programs will continue in 2017. In addition to existing programs, Integrated Project–BasedLearning will be introduced for all of Year 7, replacing the traditional subjects of English, Maths, Science, HSIE, PDHPEand LOTE. Students will cover the outcomes for these subjects in projects that they work on over a longer period oftime, whilst also studying Visual Arts, Technology, STEM and Sport.



Support the wellbeing of students and staff based on a culture of high expectations.

Purpose

To provide a strong wellbeing focused approach within the school to support and care for all students and staff andembed a culture of learning and a desire to succeed by promoting high expectations for all students and staff toparticipate fully and achieve at optimum levels.


Throughout 2016 the school continued to focus on supporting both staff and students through a wide range of wellbeingprograms. provided by in school staff and community organisations.




• Increased retention from Years10–12 by 3% per year for allgroups in the school from 36% in2014 to 45% in 2017

The retention of students from Year 10 to Year 12remained steady. In 2016 55% of students whowere enrolled in Year 10 in 2014 completed Year12. This rate is steady with 2015, but in excess ofthe goal set for the three year period of this plan.

• Attendance data meeting orexceeding SSG for all groups inthe school

There has been an increase in the overallattendance rate of 2% across the school from 2015to 2016, with significant improvements seen inYears 10–12. In addition to regular in–schoolattendance meetings, a monthly inter–agencymeeting was established in 2016 to implement amore coordinated approach to attendance.

• Decrease number of days lostto suspension by 10% over 3years, and 3% in the first year

In 2016 there was a slight increase in the number ofsuspensions recorded, the number of days lost tosuspension was 100 days less than in 2015. Therewas also a decrease in the average length of bothshort and long suspensions.

• Increase in the number ofstudents showing positivebehaviours and decrease innegative behaviours as indicatedby data on Sentral

2016 saw a change in the way that positive andnegative behaviours were recorded with categoriesbeing refined to align with the school's PositiveBehaviour for Learning matrix. This led to anincreased focus on recording positive behaviours,with more than double the number of entries beingmade in 2016 when compared to 2015. There wasan increase in the number of negative incidentsrecorded, with some of this explained by a changein school procedure for recording suspensions.

• Increased parent and studentsatisfaction through survey,Facebook data and attendance atschool functions

There continued to be growing numbers of parentswho attended school events, including parentteachers evenings, information nights, medallionceremonies and presentation night.

Student satisfaction was once again measuredthrough the completion of the Tell Them From Meonline survey. Overall students reported that theireducation will benefit them personally and will havea strong bearing on their future. A higher thanaverage proportion of students also reported thatthey have positive relationships with their teachers,who consistently provide encouragement andsupport.





• Increased parent and studentsatisfaction through survey,Facebook data and attendance atschool functions

Facebook continued to be the primary means ofcommunication with the parent and widercommunity. All feedback through social media waspositive, with engagement levels continuing to risethroughout the year.

• Increased number of studentsaccessing additional programs

Students have continued to be provided withaccess to a range of support programs thatencompass academic, social and welfare needs.

Year 11 and 12 Aboriginal students accessed oneon one and small group Norta Norta tutoring withsome demonstrating an increase in overallattendance. Junior students received some supportin class from these tutors.

Girri Girri operated again in the school, with 22 girlsinvolved in the program. The Year 9 and 10students completed activities focused on careersand future employment, whilst Year 7 and 8students looked at the different types of jobs thatare available and what they might be most suitedto.

The Homework Centre continued to operate in2016, along with the Senior Study afternoons andholiday study periods. These sessions gavestudents the opportunity to revise classwork andcomplete assessment tasks with teacherassistance. 10% on Top was reintroduced for Year12 students as a mentoring program.

There was an increase in enrolments in the CHPAprogram in 2016, with a significant Year 7 intake, aswell as students in other years gaining places. Thistrend was also reflected in the number of studentswho were involved in extra–curricular activities.

The creative arts were supported through KateForan's dance expertise each week through sportand also through the Orange RegionalConservatorium providing vocal workshops andassisting with the school choirs.

$153000

• Increase from 2015 inengagement of Aboriginalparents through Clontarf

During the establishment period of the ClontarfAcademy the staff spent considerable time buildingrelationships with not only the students, but theirfamilies as well. This involved home visits,meetings at the school and end of year presentationceremony. This will be an ongoing process as theAcademy continues to grow.

$68750

Next Steps

To ensure continued improvement in student wellbeing and academic success 10% on Top will continue to be offered tostudents in the senior school, along with Senior Study Afternoons.

Aboriginal students will be supported through tutoring support, Girri Girri, the Clontarf Academy and the establishment ofan Aboriginal Girls Academy. Both the Clontarf Academy and the Girls Academy will focus on students in Years 7–12,with a key emphasis on engagement and retention.


Positive engagement with the community and school promotion will continue to be a focus of 2017. Facebook, theschool app and the website will be reviewed and updated, with a particular focus on student activities and achievements. Partnerships between the school and community organisations will be an area for improvement, particularly as theschool turns 50 in 2017.



Lead the provision of exceptional 21st Century pedagogy.

Purpose

To consistently provide high quality engaging learning experiences for students by providing teachers with ongoingdevelopment of quality 21st Century pedagogical and/or leadership skills to cater for the variety of learning needs in thestudent body.


During 2016 all staff continued professional learning, both as part of a whole school program which had a futures focus,and individual courses related to their professional development plans.




• Increase engagement, asindicated by reduction in thenumbers of days lost tosuspension for negativebehaviours, by 10% for allgroups in the school

Although in 2016 there was a slight increase in thenumber of suspensions recorded, the number ofdays lost to suspension was 100 days less than in2015. There was also a decrease in the averagelength of both short and long suspensions.

• Increase use by students ofBYOD – 2015 to collect baselinedata

The ChromeLink project continued in 2016 withthree of our feeder primary schools. This projectprovided Year 6 students with low cost computersto use in their last year of primary school, and thesethen transitioned with the students to high school. BYOD has not been consistently implemented inother years in the school.

$14240

• 21st Century pedagogyoccurring in classrooms – (1styear in programs, 2nd year inclassrooms, 3rd year –engagement of students in 21stcentury pedagogies)

A whole school focus on 21st century pedagogycontinued in 2016 with the school involved in boththe Schools of the Future and STEM ActionSchools projects with the NSW Department ofEducation. Both of these allowed the school toinvestigate how to do things differently to meet theeverchanging needs of the students. The schoolalso continued to support the Head Teacher –Teaching and eLearning position across thenetwork to support teachers to implement emergingtechnologies in the classroom and also toimplement the connected learning transition projectwith feeder primary schools.

$13525

• All staff have individualised PLgoals as indicated by PDPs

2016 was the first year of full implementation of theProfessional Development Framework for teachingstaff. All staff set at least three professional goalsand took part in professional learning and dialogueto work towards these. Observations of teachingpractice also occurred as part of this framework ontwo occasions during the year. This will become anannual cycle for both teaching and non–teachingstaff in 2017.

• More consistent reporting onareas of assessment

Faculties continued to work on refining reportcomments during 2016 to ensure consistency. Theschool engaged a former teacher to check allcomment banks met the established guidelines andallowed for relevant and reflective reporting onstudent achievement.

$7600





• Assessment tasks more clearlyaligned to reporting outcomesand consistent grade allocation

Faculties built on the professional learning that wascompleted in 2015 with further strengthening of theprocess of assessment and reporting. Tasks weredeveloped with clearer marking rubrics andinstructions and were explicitly linked to outcomes. This was supported by the Deputy PrincipalTeacher Quality and the LaST Team who gave staffthe opportunity for feedback as requested.

Next Steps

The performance and development of staff will continue and beginning teachers will receive ongoing support from theDeputy Principal Teacher Quality. All staff in the first two years of their teaching (permanent and temporary) will benefitfrom a reduced teaching load and mentoring from Head Teachers. An induction program for staff new to the school, aswell as staff in new roles, will be refined. 2017 will see a large number of maintenance reports written for staff and aprogram of professional learning implemented for staff who wish to pursue higher levels of accreditation.

21st century teaching and learning will continue to be a focus of the school with the implementation of the Year 7Integrated Project–Based Learning. The STEM Centre will continue to grow and strengthen with an increase in STEMelectives and the number of periods allocated to STEM in Years 7 and 8. Staff skill development will be assisted againby the Head Techer – Teaching and eLearning.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading In 2016 the school received funding under theResource Allocation Model, AboriginalBackground Loading. This enabled us tocontinue to build on our strengths and totarget key areas. Our strengths are thedeveloping partnerships between ourstudents, community, providers and otherschools, ongoing development of a positiveculture at our school, engagement ofAboriginal students in leadershipopportunities, and improved learningoutcomes for our students. Our key targetareas for development have been improvedliteracy, numeracy, engagement, retention,and identity.

A key focus of the completion of PersonalisedLearning Plans (PLPs) for all students in thelast twelve months has been the ability ofstaff, parents and students to engage openlyto best cater for our students and how theylearn. Staff are able to use the PLPs toindividualise their approach to students intheir classes.

The school provides an allocation for anAboriginal Programs Coordinator who has theresponsibility of coordinating the wide rangeof programs at our school run by internal,partnership, and external providers. The aimhas been to have students able to access atleast one program to increase engagement inschool. The Coordinator is the first point ofcontact for staff and community regardingprogram implementation and design, andengages with the AECG as an affiliatemember, as well as promoting culturalawareness training and Aboriginalperspectives through Aboriginal EducationCommittee meetings.

The school began a major investment andpartnership with the Clontarf Academy at thestart of Term 2 with more than 68 boysenrolled in the program by the end of 2016.This has seen many of the boys develop skillsin leadership and the development of strongerpartnerships with employment and sportingagencies. A third staff member was employedduring Term 4 to start in 2017.

The Girri Girri Academy was repurposed as agirls–only academy to provide opportunitiessimilar to those for boys in Clontarf. Animproved sense of identity and growth instudent leadership capability have been twoof the benefits of this program. A strong focuson literacy and numeracy as well as highlevels of engagement in community eventsand sporting trips has seen attendance ratesand engagement in school increase for manyof the girls involved.

Norta Norta was another area of strength withtwo tutors employed to work with students.

$113000


Aboriginal background loading Student results have improved due to thefocus on assessment completion and literacy.This has had a positive impact on attendanceand retention to the HSC for the students whoengaged with their tutors.

The school continued to employ an AboriginalLanguage Tutor who worked across Stage 4classes and in the Support Faculty. As aresult, students have accessed more than 2hours a week of Wiradjuri language.

Initiatives supporting and promotingAboriginal identity through dance, art andmusic have been undertaken throughout theyear. Students were involved in Bangarraworkshops, Luminosity performance,NAIROC competitions and in runningworkshops in local primary schools. LocalAboriginal artists have been a strongpresence in school art across a range offaculties. Students have completed a range ofindividual and group artworks such as muralsto promote identity and understanding.

Partnerships with groups such as Orange CityCouncil for the Designing Futures Program forAboriginal girls allowed students to engage inout of school activities to develop social andpersonal skills. Verto has been a key partnerin a range of programs at school, providingadditional support to the Girri Girri Academyin particular, but also working with junior andsenior Aboriginal Studies classes to developcommunity links and Identity. As part of theVerto partnership, a junior AECG has beentrialed this year to promote links betweenstudents in local primary and secondaryschools.

Aboriginal Studies classes have run acrossStages Four, Five and Six this year. Theseprograms have excellent student attendanceand engagement in classes with more than90% Aboriginal students in each class. Thestudents in these classes have excellentattendance and retention to the end of Year12. This year, more than 70 Aboriginalstudents have participated in these programs.

School Based Traineeships were undertakenin the area of Educational Support in 2016with three students working in local primaryschools as part of this qualification.

The focus from here will be on consolidatingprograms such as Clontarf and building onnew initiatives. We are looking to develop apartnership with Girls’ Academy to expand thereach of programs for our Aboriginal girls. Wewill also engage some staff with the StrongerSmarter Institute training processes todevelop a new culture of high expectations forall our students and staff.

$113000

Low level adjustment for disability The school received funding to support lowlevel adjustment for students with additionallearning needs. In 2016 the school utilised

$94900


Low level adjustment for disability the Learning and Support Teachers, alongwith three school learning support officers tosupport student learning. The teachers'primary focus was on working with faculties tomodify teaching programs and differentiateassessment tasks as well as working withstudents and families to completePersonalised Learning Plans. This work wasthen built upon by the support provided byschool learning support officers who workedwith students in classrooms and small groupsto ensure they were able to access andcomplete set tasks.

$94900

Socio–economic background In 2016 the school received socio–economicbackground funding under the ResourceAllocation Model. The following points outlinehow the school strategically expended fundswith a clear focus on raising the expectationsof staff, students, parents and communities,developing and sustaining a positive schoolculture, enhancing student access tospecialist staff and programs, improving thequality of teaching and learning in theclassroom and improving learning outcomesfor students.

The school continued to focus on literacy andnumeracy with the LaST team leading thisacross the school and all teachersresponsible for including literacy andnumeracy in their teaching programs.Specifically Hot Maths was a softwareprogram that the school purchased for theMathematics faculty to use to consolidate skilldevelopment.

The school continued to focus on the PositiveBehaviour for Learning (PBL) framework tobuild a culture of consistency across theschool under the school motto of being aResponsible and Respectful Learner. Thefunding attached to PBL allowed the school toprofessionally develop staff, Provided theopportunity for the PBL Committee to work onrevising the PBL matrix and to purchaseresources and equipment to meet theindividual needs of our students. Supportprograms for students continued to expandacross the school. These included programssuch as What's the Buzz, CHIC, EmpowerUs, ViiVox and engagement withnon–government organisation, including theAspire program with Links to Learning andRaise Mentoring. We have further supportedthe development of dance, music, art andsport programs to allow students toparticipate in a range of activities they wouldnot usually have had the opportunity toengage with. We have continued funding staffto supervise a senior study program whichoperates both during and after school as wellas a homework centre to support the needs ofour students. The school invested funds toemploy an attendance officer which hasallowed teaching staff to focus on their corebusiness of teaching and learning.Attendance increased by 2.2% in 2016 from

$378850


Socio–economic background 2015 levels, with a high level of explainedabsences continuing. The Big PictureAcademy was launched, with 30 students inYears 8–10. In its first year this programshowed success in mapping the curriculumaround students' individual interests. TheCanobolas High Performing Athletes Programcontinued to grow in 2016 with a largeincrease in the number of students involved.This program, designed to support pre–eliteathletes on their sporting journey, improvedits relationship with a number of communityorganisations and was recognised for itsexcellence in 2016.

The school continued to employ a staffmember at Deputy Principal level to lead theschool in programs to improve the quality ofour teaching, programs, assessment andprofessional learning platform, As thisinvestment had led to a significantimprovement in teaching and learning,assessment and reporting and professionallearning a move was made to make this apermanent position. After staff andcommunity consultation this was able to occurand will continue to be funded out of schoolresources as an additional position.

Finally, the school continued to invest in aCommunity Engagement Officer (CEO) tobuild relationships between the school,parents and the wider community. A full reportof the achievements of the CEO can be foundunder other significant programs andachievements.

$378850

Support for beginning teachers All permanently appointed teachers in theirfirst or second year of teaching weresupported through a reduced teaching load. Ongoing mentoring, via Head Teachers andthe Deputy Principal – Teacher Quality tookplace and a program to support beginningteachers was delivered throughout the year. Beginning teachers were provided withadditional professional learning opportunities,including the Beginning Teachers'Conference, and the opportunity to meetregularly with the Deputy Principal TeacherQuality.

$30600

Deputy Principal – Teacher Quality This position was funded from equity for thethird year. The role of this position includes:coordinating the professional learning of theschool’s staff; providing support for beginningteachers and those requiring accreditation;leading adjustments to improve the quality ofassessment; overseeing the AcTal program,STEM, careers and Positive Behaviour forLearning as well as coordinating thepracticums for pre–service teachers. TheDeputy Principal regularly provides tips tostaff on quality teaching and classroomengagement and assists teachers withprogramming and assessment task design. In2016, the Deputy Principal coordinated thedevelopment of integrated STEM programsfor Years 7 and 8 and led the evolution of the

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Deputy Principal – Teacher Quality library space into a unique STEM centre. TheDeputy Principal wrote a successfulsubmission for the school to be nominated asone of the DoE’s Schools of the Future andplayed a crucial role as part of the leadershipteam developing a Case for Change and thenleading the development of IntegratedProject–Based Learning for Year 7 in 2017.This year, under the guidance of the newStaffing agreement, a submission to theexecutive director was successful in theposition of DP Teacher Quality becoming apermanent position for the school.

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Integrated Project–Based Learning TCRTHS was successful in its submission tobe one of the DoE’s 15 Schools of the Future.This recognition of innovative practice andprograms enabled us to work closely with theDoE Futures Unit and the UK basedInnovation Unit. Applying a Design Thinkingprocess and acknowledging the success ofthe Project–Based learning strategy andintegrated STEM unit, the school team built a“Case for Change” to bring learning into the21st Century. The whole staff watched themovie “Most Likely to Succeed” which wasfollowed by focused discussion andconsultation with staff. It was then decided toimplement a project–based learning approachto teaching in Year 7 for 2017. Theadvantages expected were: increasedengagement as the learning would havereal–world meaning and purpose; easiertransition of students into Year 7 as they haveless teachers and less room changes; a bigfocus on literacy and numeracy to targetdevelopment of these areas and anopportunity to develop pride in their work viathe exhibitions at the end of each project.After a staff Expression of Interest process, ateam was selected and extensive time wasspent investigating the programming optionsat other schools, and then programmingintegrated units for our school. A parentinformation evening for Year 6 students washeld and the Integrated Project–BasedLearning (IPL) approach was presented.Feedback on the night indicated support forthe program. IPL will occur for all Year 7students for 2017 integrating English, Maths,Science, HSIE, LOTE and PersonalDevelopment and Health. Visual Arts,Technology (Mandatory) and STEM willcontinue to be taught as individual subjects.

Big Picture Academy In 2016 TCRTHS launched a new design forlearning – Big Picture Education. TheAcademy was established with two Advisoryteachers and 29 students consisting of Year 8(2), Year 9 (11) and Year 10 (16). Each term,students and their Advisory Team (AdvisoryTeacher, Parents, Mentor), designedPersonalised Learning Plans (PLPs) aroundthe individual student’s passions andinterests. Students also left school once aweek to do a “Shadow Day” where they learntthrough internships (LTIs) with mentors withinthe community. At the end of term, exhibitions

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Big Picture Academy showcased student learning while studentprogress was mapped to the curriculum bythe Advisors who kept track of eachindividual’s learning goals. Students alsoreflected upon their progress in journals andreceived constructive feedback from theirpanel four times a year at their exhibitions.Throughout the year, students demonstratedan increase in independence, effectivelyimproved their organisational skills andgradually developed greater ownership oftheir education. Students experienced realworld learning from adults in a collaborativeand positive environment. Communityinvolvement through Leaving to Learnactivities such as Shadow Days andInternships enabled students to be a part of aYouth Music Concert, designing and creatingsculptures, facilitating children’s activities andsporting programs, exploring future pathwaysat local universities, developing skills for workand skills for applications to work. Studentscompleted 45 Informational interviewsthroughout the year, with 16 of thesedeveloping into internships. Studentsregularly engaged with guest speakers whoshared real world experiences to engage andmotivate their learning pathway. With thesupport of the Sally Foundation, the BigPicture program was enriched withopportunities such as attending the Opera,and going out for a formal dinner as well asallowing for students and Advisors to networkwith other Big Picture Education schoolsthroughout Australia.

A majority of students maintained attendancerates well in excess of the whole schoolattendance rate of 83%. All students eithermaintained or improved their attendance ratesfrom 2015 when they were still attendingmainstream education.

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CHPA The Canobolas High Performance AthletesProgram (CHPA) program has seen rapiddevelopments, program evolution andexpansion all resulting in some outstandingachievements and performances from theathletes. CHPA athletes have developed bothacademically and physically and developedskills in many areas associated with life as anelite athlete.This innovative program is theonly one of its kind in schools, and in 2016was awarded the NSW EducationFoundations ‘Most Innovative SchoolInitiative’ having been selected from hundredsof applications. CHPA is for students whodemonstrate pre–elite representative ability(higher than club or school level) in aparticular sport/s and demonstrate positiveattitudes, highly developed work habits, andrespectful and responsible behaviour.

CHPA enables students to:

o Learn specific time management andorganisational skills

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CHPA o Work with industry professionals in theareas of Strength and Conditioning, Exerciseand Sport Science, Physiotherapy, Pilates,Nutrition, Sports Psychology, Media Skills andSports Coaching

o Participate in ongoing individual strength,speed, flexibility, power and aerobicendurance programs

o Access state of the art exercise testingand training equipment in a universityexercise physiology laboratory setting

o Further develop technical and tacticalskills within their chosen sport

o Experience elite sporting environmentsand events.

CHPA students are supported by industryprofessionals from the areas of:Physiotherapy, Exercise Physiology, Pilates,a university based academic and researchteam and Sports Psychologist, a Nutritionistand a school based management team thatoversees strength and conditioning,organisational skills, media training, individualskill development and recovery.

2016 commenced with 38 CHPA athletes,including 14 new Year 7 athletes. A three day‘Testing and Induction’ camp was held inBathurst at Charles Sturt University wherestudents were involved in physiologicaltesting and Functional Movement Screening(FMS) by the School of Human MovementStudies team led by Dr Melissa Skein.Pre–screening and injury risk assessmentwas conducted by the CHPA supportersPhyzX Physiotherapy and ExercisePhysiology team and personalised injury riskminimisation programs prescribed for eachathlete, led by Justin Johnson –Owner/Director PhyzX.

Students were introduced to SportsPsychology and we are so grateful to haveworked all year round with the wonderfulexpertise of Jackie Jasprizza our residentnutrition consultant.

Workshops

In weekly workshops students explored andreflected on different aspects of athletedevelopment, organisational skills, timemanagement and learning to balance life,sport, wellbeing and studies. Public speakingand media training were also covered withathletes learning and practising techniquesand presentation skills to deal with mediaquestioning and interviews. A SportsPsychology workshop with a focus on mentaltoughness was delivered by Bec Bouffler ourSchool Counsellor and was a great way forathletes to identify negative thoughts andchange these to positive affirmations.

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CHPA addressed and the students participated in aone week boycott of all social media includingFacebook, Instagram, Snapchat and all theother unnecessary forms of electroniccommunication. Students were taught toprofessionally modify their settings and learnabout the risks and consequences associatedwith using social media inappropriately.

Athlete Physical Development

Before school training consisted of a varietyof physical development activities such asboot camps, beep test practice, speedendurance training, boxing, interval training,agility and individual skill developmentprograms.

Elite sporting experience

CHPA athletes spent 2 days in Sydney. TheCHPA team watched the Sydney Kings playat All Phones Arena and prior to the game thegroup spent the day at Cables Aqua Park inPenrith where they knee boarded and spenttime on the inflatable aqua park. The followingday, the students had exclusive access to theANZ stadium and a guided tour of thefacilities, including commentary boxes,changerooms, warm–up areas, the grounditself and gantry (roof).

Strength and conditioning

Every Monday morning students completed apersonalised strength and conditioningprogram. Overall student strength hasdeveloped significantly and has transferredinto athletic performance.The students weretaught skills of accountability, self–regulationand safety in the gym and should becommended on their approach which was ofan elite athlete standard.

PhyzX Pilates

Pilates ran all year round, with the expansionof the program requiring two sessions a weekafter lunch on a Tuesday and Thursday.Through the generosity of PhyzX our athleteswere provided opportunities above andbeyond expectations. Pilates has been anessential element in the holistic approach toathlete development of CHPA. Theopportunity to refine muscle movementpatterns in young pre–elite athletes in aschool setting is an invaluable experience andone that is not to be taken for granted and theCHPA students have really embraced andenjoyed the unique challenge PhyzX pilatesoffers.

TrackActive

In 2016 all students were introduced to theinnovative exercise and injury preventionprogram of TrackActive. This online exerciseguidance and communication program has

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CHPA been personalised to the needs of eachindividual athlete, assisting them to correctweaknesses and maximise strengths in theirphysical performance, strength and flexibility.Athletes aim to complete the program 3 timesa week and report back to their physio at theend of each session.

Physiotherapy Consultations

PhyzX expanded their support of the athletesby providing a free PhysiotherapyConsultation Clinic on Monday afternoons forthe athletes. Students in CHPA were able topre–book a place in the clinic to getassistance with any injuries or physicalproblems they had encountered over theweekend playing sport or the week prior.

Research and University Study

Students have volunteered their services tobe subjects for Charles Sturt Universitystudies in the areas of the effect of sleep onathletic, academic and cognitive performance.Athletes wore specialised sleep analysiswatches and were subject to various sleepconditions. The athletes learnt a lot about theimportance of sleep to the development andmaintenance of the body with many makingpositive adjustments to their regular sleephabits as a result.

Culture/family

Culture is the underpinning aspect of CHPA’ssuccess. At the commencement of theprogram the athletes developed their ownCHPA culture. This is what they believe is theright environment for them to maximise theirpotential and maximise the benefits of theprogram. Culture has been passed on toyounger CHPA athletes by the staff andsenior CHPA athletes who show strongpassion and belief in the values established.The culture has been a pivotal part of theCHPA success because it has been drivenconsistently by all members and it is referredto in all facets of the program. The CHPAculture incorporates four pillars; Attitude,Dedication, Professionalism and Leadership.Underpinning the four pillars are statementsmade by the students that reflect the actions,values and beliefs of a CHPA student athlete.

All CHPA athletes should be congratulated ontheir commitment, effort and applicationdisplayed throughout the year. Athletes havegrown and developed as professionals andthe hard work put into the program has beenreflected in both sport and academicachievement. Hard work is the culture CHPAhas created as a team and this has allowedsuccess to occur. At the commencement ofthe program we had one state representativeand at the conclusion of the 2016 year CHPAhave had 7 students represent in NSW state

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CHPA teams such as Basketball, Softball, Athletics,AFL, Touch and Lawn Bowls and 3 studentsrepresent Australia in International levelcompetition.

CHPA students are often in the toppercentiles of their classes and havecontinued to achieve and improve onpersonal bests in fitness testing such as beeptests, sprints and strength testing. The CHPAmanagement team commends all CanobolasHigh Performance Athletes, their families andsupport crew for the hard work andcontribution to the successful 2016 year.

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STEM In 2016, following trials for ACARA and theDoE, STEM was introduced as an integratedsubject into the Year 7 and 8 curriculum. Thelibrary’s evolution into a STEM Centre wascompleted at the end of 2015 and STEMclasses had access to a Thinkerspace,Explorerspace and Makerspace in 2016. TheSTEM Centre also has designed theThinkerspace as a flexible learning space,which students utilise very effectively. TheMakerspace contains 3D printers, desktopcomputers with CAD software and workbenches to complete their testing and modelmaking. The STEM units of learning weredeveloped to align with the Science scopeand sequence to allow students to apply theirlearning in a project–based approach to solvea “real–world” problem. The units reinforcedthe Technology (Mandatory) design processand embedded working mathematicallyoutcomes. Students used the Maker–Spaceto model and evaluate engineered solutionsto their problem. The success of the school’sSTEM program was recognised in receivingthe Secretary’s Commendation forOutstanding School Initiative. Matt Scott,Head Teacher of the STEM faculty wasawarded a Minister’s Award for Excellence forhis contributions to STEM Education in theschool. He was also successful in beingawarded a Premier’s Scholarship toinvestigate STEM education in the UnitedStates and also to present our STEM programat the ITEEA conference in Dallas. As one ofthe DoE's seven STEM Action Schools wehosted a professional learning day for 32teachers from 12 schools who all wanted toimplement a STEM program into theirschools. This mentoring will continue in 2017.During 2016, the school also presented itsSTEM program at the ACER Excellence inProfessional Practice and the DoE’sInspire–Innovate Conferences. The STEMtransition program with two of our partnerPrimary schools started in 2016, with the HTSTEM regularly visiting Orange East PublicSchool and Bletchington Public School towork with students on coding and robotics.Both schools were impressed with theengagement of their students and thisprogram will continue in 2017.

We expect the STEM program will continue to

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STEM expand and grow its success into 2017. $35000

Attendance Officer This SASS position was funded again in 2016to focus on monitoring attendance andfollowing up on non–attendance. Phone callswere made home for whole day absences bythe Attendance Officer and appropriatepaperwork was collated for legitimate shortand long term absences. The SchoolAttendance Team met with the Home SchoolLiaison Officer (HSLO) weekly to monitorattendance and make any necessary referralsto the HSLO Program for students. Monthlymeetings were also held with the Police YouthSupport Team to discuss any student issuesthat either party needed to be aware of. Lateprograms (LIPS) and Joint Anti–Truancy(JAT) initiatives were delivered with theassistance of the HSLO and NSW Police toensure students were at school both at schooland on time.

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Community Engagement Officer TCRTHS values its strong community linksand places a high priority on nurturing itsrelationship with students, families andcommunity partners. Students have a richereducational experience when schools andcommunities work together. In 2016, theschool’s Community Engagement Officer(CEO) worked to further build and extend onthe community partnership program. Anumber of new and exciting collaborativepartnerships and initiatives were developedinvolving community agencies, organisationsand service providers to support our studentsand families in meaningful and culturallyrespectful ways. These opportunities helpedenhance and improve student learningoutcomes whilst building a dynamic schoolculture. This was evident through the manyprograms, activities and events the schoolimplemented throughout the year. The schoolproudly hosted a two–day regionalEngineering STEM based workshop inpartnership with Brisbane based EngineeringLink Group, TransGrid Engineers and UNSWambassadors. It also hosted its highlysuccessful annual three–day regional roboticsworkshop (Robogals) involving 160 studentsand four local schools. Robogals aims toinspire young female students to partake inhigher tertiary education relating toEngineering and future technologies.

TCRTHS’s strong association with a numberof local network groups in support of ourstudents and their families were maintainedand developed through the work of the CEO.They include the Orange MulticulturalNetwork, Bowen and Glenroi CommunitySupport Group, Orange DisabilityInteragency, PCYC, Designing Futures,Headspace, Interrelate, Orange Culture Huband various local Youth InteragencyCommittees. Additional support was garneredthrough the school's community partnershipprogram which in 2016 enjoyed a largemembership comprising over 50 community

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Community Engagement Officer partners from a variety of sectors including,education/training, health, business/industryand local government departments.

Significant achievements in 2016 alsoincluded our partnership arrangementsbetween our school and our city's culturalinstitutions; Orange City Library, CivicTheatre, Orange Regional Gallery, RegionalConservatorium of Music and the newlyestablished Orange Museum. This included anumber of opportunities for our students toparticipate in educational activities includingart exhibitions, filmmaking and writing. Theschool was also pleased to see thecontinuance of its annual Sustainability(CREST) Workshops; a collaborativepartnership between TCRTHS, Rotary &CSIRO. 2016 also welcomed the introductionof the Smith Family’s Work InspirationProgram as part of our ongoing partnershipwith this organisation. TCRTHS hospitalitystudents spent three days at the SydneyHilton as part of an industry awarenessprogram. 2016 also saw the development andimplementation of the Winning Edge one–dayprogram in collaboration with the SmithFamily. The ‘Winning Edge’ program engagesstudents in a day long program of workshopsfocused on Youth Mental Health & Wellbeing,Social Media, Work Readiness and TertiaryPathways. A host of community organisationswere invited to share their knowledge,expertise and resources with the school’sYear 10 students.

Another successful Japanese Exchangeprogram was facilitated by the CEO in 2016.This program provided an opportunity for theschool community, students and families toget involved in this very important communityinitiative. The exchange is part of Orange CityCouncil's Sister City Program between UshikuJapan and Orange NSW, and its success hasbeen due to the continued support of ourschool community.

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Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 401 349 316 288

Girls 386 355 314 310

Student attendance profile

School

Year 2013 2014 2015 2016

7 90.6 91.2 87.3 89.3

8 85.7 85.6 84 82.8

9 84.1 81.5 80.7 80.5

10 80.7 76.7 75.1 79.6

11 80.8 77.7 79.6 83.2

12 85.4 88 83.9 88

All Years 84.5 82.6 81.2 83.4

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 7 25

Employment 1 3 5

TAFE entry 2 7 29

University Entry 0 0 33

Other 0 8 8

Unknown 0 1 0

Year 12 students undertaking vocational or tradetraining

16% (11/68) of Year 12 students completed anexternally delivered TVET course. Courses includedBeauty– Makeup, Children Services (Cert III andStatement of Attainment), Electro–Technology andFitness. School Based Traineeships were also offeredto a number of students in Education Support. 44%(30/68) of Year 12 students completed school deliveredVET courses, including: Construction, Retail Services,Kitchen Operations, Metals and Engineering and SportsCoaching.

Year 12 students attaining HSC or equivalentvocational education qualification

68 students were enrolled in Year 12 in 2016. Of these93% attained a Higher School Certificate, whilst theothers received a Record of School Achievement. Onestudent received a Higher School Certificate with a LifeSkills pattern of study.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 9

Classroom Teacher(s) 31.8

Learning and Support Teacher(s) 2.9

Teacher Librarian 1

School Counsellor 1

School Administration & SupportStaff

17.08

Other Positions 9.4

*Full Time Equivalent

In 2016 there were three Aboriginal staff at our school.The positions were made up of one permanentLearning Support Officer, one temporary LearningSupport Officer and one relieving Aboriginal EducationOfficer.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.


Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 63

Postgraduate degree 37

Professional learning and teacher accreditation

Professional Learning

Professional Learning focused on quality teaching andcatering for the needs of all students. This occurredeach Wednesday afternoon, with three to four sessionseach term dedicated to faculty identified activities, andthe balance focused on whole school initiatives.

Terms 1–3 Staff Development Days were dedicated tocompleting mandatory training, using technology in theclassroom and futures focused learning. The staffdevelopment days scheduled for the last two days ofTerm 4 were fulfilled on the 5th Wednesday of eachterm. Topics covered were: • Positive Behaviour for Learning • Aboriginal Cultural Awareness • ALARM matrix & Project Based Learning • Work/Life Balance

Professional Learning funds were used to support staffto attend courses to assist in achieving the goals oftheir individual Performance Development Plans andthe school's strategic directions.

Teacher Accreditation

In 2016 there were two teachers who worked towardsaccreditation at the Proficient level. These staff weresupported by their direct supervisors and theDP–Teacher Quality through regular meetings andguidance on the types of evidence to collect and howthey related to the teaching standards.

Four teachers were required to complete theirMaintenance report and no teachers started theprocess for accreditation at the higher levels.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30th November 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 1 287 601.38

Global funds 684 967.65

Tied funds 1 030 011.28

School & community sources 242 350.67

Interest 26 445.60

Trust receipts 52 329.55

Canteen 0.00

Total income 3 323 706.13

Expenditure

Teaching & learning

Key learning areas 81 584.25

Excursions 39 241.16

Extracurricular dissections 141 042.45

Library 2 465.59

Training & development 127.00

Tied funds 1 162 602.14

Short term relief 137 702.57

Administration & office 194 751.53

School-operated canteen 0.00

Utilities 153 847.68

Maintenance 67 407.20

Trust accounts 44 166.84

Capital programs 28 179.00

Total expenditure 2 053 117.41

Balance carried forward 1 270 588.72

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skills and understandings demonstrated in these assessments.

Year 7

In the reading section of NAPLAN the number ofstudents achieving Bands 5 and 6 has decreased


slightly, with more students achieving in the top 3bands than in 2015. In 2016, there were 28 studentswho achieved Bands 7, 8 and 9 compared to only 17students in 2015. There was also a 50% increase in thenumber of students who were considered proficient(Band 8 or 9) in reading compared to 2015. 43.6% ofstudents made growth equal to or greater than whatwas expected from Year 5 to Year 7 which was anincrease from 31.4% in 2015. In writing 79% of theyear were working at or above minimum standard.

Year 9

NAPLAN literacy results for Year 9 students indicatedthat only 4.8% of students were considered proficient inthe Reading section of the test, and 43.9% of the yearwere working at or above national minimum standard inwriting which was similar to 2015. There was no trenddata available for the writing section of the test as thetask changed from persuasive in 2015 to narrative in2016.



Year 7

In 2016 there was an increase in the number ofstudents considered proficient in numeracy which wasa significant increase on 2015. There was also anincrease in the number of students achieving Bands 6,7 and 8. 54.8% of boys and 64.7% of girls made growththat was equal to or greater than expected, and 41.7%of ATSI students in Year 7 made growth that was equalto or greater than expected.

Year 9

The numbers of students working at or below nationalminimum standard in numeracy has remainedconsistent. Students continue to improve in terms ofgrowth from Year 7 to Year 9. In 2015, 57.3% ofstudents made growth that was equal to or greater thanwhat was expected. In 2016, this increased to67.6%. 68.8% of ATSI students in Year 9 made growththat was equal to or greater than expected.

The Premier's Priorities for education focuses onimproving the proportion of students achieving in thetop two bands in NAPLAN for literacy and numeracy.This became more of a focus for the school in 2016,with our results showing small growth in these areasover the last three years. 2017 will see a more targeted


program of individualised skill development to assiststudents who are performing in the middle bands moveinto the top two performance bands.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).

There was one Band 6 achieved in Visual Arts and 27Band 5 results. Strong Band 5 results were achieved inCommunity & Family Studies (3/7 students) and Design& Technology (5/10 students).

Parent/caregiver, student, teachersatisfaction

The results from the Tell Them From Me Survey in2016 are summarised below.

Areas of strength • Students have friends that they can trust and who

encourage them to make positive choices • Students believe that education will benefit them

personally and economically • Students try hard to succeed in their learning • Important concepts are taught well and class time

is used efficiently • Students find classroom instruction relevant to

their lives • Students find that classroom instruction is well

organised with a clear purpose and withimmediate and appropriate feedback that helpsthem learn

• Students feel that they have someone at schoolwho consistently provides encouragement andcan be turned to for advice

• Students feel teachers are responsive to theirneeds and encourage independence

Areas for improvement • Whilst participation rates in Sport are high, the

rate at which students participate in extracurricula activities is lower than expected,particularly in Year 7


• Student truancy rates are higher than stateaverages, with a particular focus on Year 8students required

• A culture of positive homework behaviours needsto be developed across the school, with Years 8and 10 being areas of particular concern

• Students report positive relationships withteachers, but student bullying is an area ofconcern, particularly in Year 7

Policy requirements

Aboriginal education

In 2016 we continued Aboriginal education programswhich supported our focus areas of: • improving literacy and numeracy • targeting educational strategies at individual

needs • increasing parent participation in school activities • providing targeted pathways to higher education

through traineeships • increasing participation by senior students in

either further education or employment • improving teacher knowledge of the educational,

cultural and social needs of students • improving the school and community relationship.

In 2016 we saw the launch of the Clontarf Academywhich aims to improve the education, discipline, lifeskills, self–esteem and employment prospects of youngAboriginal men. Two staff were employed by theClontarf Foundation to fulfill this role in our school andthey used activities within the focus areas of education,healthy lifestyles, life skills and football to engage manyof the boys. As this program catered purely for boys,the Girri Girri Sports Academy chose to focus on girls in2016, still aiming to engage students through sportwhile encouraging academic achievement, with aconcentration on literacy and numeracy. This year thefocus was on resume writing, post school options andsuitability for employment.

The Empower Us program continued in 2016 with threestudents working towards a Certificate II in Hospitality.This program is a joint initiative between TAFEWestern, NSW Police and the Department ofEducation. The students involved had significant

improvement in their attendance levels, engagementwith school and ability to complete set tasks by the endof this program.

The Aboriginal language class was enjoyed in 2016 byall Year 7 students. The students learnt some commonwords and phrases of different Aboriginal languages,with a primary focus on the Wiradjuri language. As inprevious years we were very fortunate to have theservices of Ron Wardrop to assist us with our classes.

Individual learning plans were updated annually. Theseplans provide strategies for school staff to assist eachindividual to achieve their best learning outcomes.Success of these plans requires input and support fromour parent community. To this end parents were invitedto meet with school staff to discuss their child’sindividual education needs.

Teacher professional development continued in 2016including strategies to increase the education successof our students. Our staff our well equipped to cater forthe individual learning needs of our Aboriginal studentsand regular training sessions supports this. Oneextended professional learning session was given tolearning about Aboriginal Education and CulturalAwareness.

Our girls Aboriginal dance group continued to performand the students involved participated with greatenthusiasm. Also in 2016 some TCRTHS studentsparticipated in a series of dance and performanceworkshops run by the Bangarra Dance Theatre. Thesessions provided an opportunity for the students tolearn about storytelling through dance, and the linkbetween culture and dance. As a result of this onestudent, Keia Wise, was selected to be part of theAboriginal Dance Ensemble at Schools Spectacular inSydney.

The school continues to actively join and participate inmeetings and events relating to the broader communityincluding NAIDOC Week celebrations, ANZAC Day,Youth Arts Festival, and family case managementmeetings with various local government andnon–government service providers.

Our school Aboriginal Education Committee continuesto meet on a regular basis to progress the interests ofAboriginal students at our school.


Multicultural and anti-racism education

A whole school approach to cultural awareness andacceptance of difference is implemented in this school.School welfare programs provide students, staff andcommunity with a clear process of complaint resolutionprocedures and staff receive training annually. Theschool has a trained Anti–Racism Contact Officer(ARCO), along with a number of staff who support thisposition. All concerns expressed are dealt with by theclear procedures of the school.

Year 7 students developed an appreciation forJapanese and Wiradjuri cultures and have developedbasic language skills in spoken and written forms ofboth languages.

Many excursions had access to multi–cultural activitiesincluding visits to cultural exhibitions and performances,with studies of social diversity in our major cities.

The school promotes multicultural awareness throughall school programs and teaching content.


Documents

2016 Canobolas Rural Technology High School Annual Report...Introduction The Annual Report for 2016 is provided to the community of The Canobolas Rural Technology High School as an