2018 Tumut High School Annual Report - Amazon S3...Introduction The Annual Report for 2018 is provided to the community of Tumut High School as an account of the school's operationsand

Tumut High SchoolAnnual Report

2018

8343

Printed on: 29 May, 2019Page 1 of 28 Tumut High School 8343 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Tumut High School as an account of the school's operationsand 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.

Don Dixon

Principal

School contact details

Tumut High SchoolBogong PlaceTumut, 2720www.tumut-h.schools.nsw.edu.autumut-h.school@det.nsw.edu.au02 6947 0600


School background

School vision statement

Tumut High School:

• fosters independent, creative and critical thinkers for lifelong learning;

• supports the social and emotional development of resilient and responsible individuals;

• equips students to be informed, active and responsible community members;

• provides an inclusive learning environment that caters for the needs of all students.

School context

Tumut is a rural town on the southwest slopes of New South Wales. Tumut High School draws students from within thetown and from surrounding localities, including Adelong, Talbingo, Batlow, Brungle, Bongongo and Adjungbilly. Studentshave access to a well–rounded education that values and supports the intellectual, creative, physical, social andemotional development of each student by providing them with the knowledge, understanding, skills and values forproductive and rewarding lives. Tumut High School provides many opportunities for students to develop a range of skillsthrough a variety of quality educational activities, including sporting, cultural, leadership, outdoor education, academicexcursions, public speaking and enrichment activities. There is a strong commitment to Vocational Education throughSVET and EVET courses as well as School Based Apprenticeships and Traineeships. Using the Positive Behaviour forLearning model, our core values are emphasised through strong student management and welfare protocols whichpromote a safe and harmonious environment for all students. The students are encouraged to respect each other asthey work responsibly and cooperatively in meeting the school's high expectations. The school has strong partnershipswith the local AECG, TAFE, local partner schools, surrounding district secondary schools and local community.


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,our school achievements and the next steps to be pursued. The Framework supports schools throughout NSW in thepursuit of excellence by providing a clear description of high quality practice across the three domains of Learning,Teaching and Leading.

This year our school undertook self–assessment using the elements of the School Excellence Framework to inform,monitor and validate the progress and impact of our teaching and learning strategies throughout the year. We thoroughlyexamined the school plan to determine the elements of the School Excellence Framework that were most stronglyaddressed. Staff reflected on the progress being made across the school based on the expectations identified. Thisprovides an important overview to ensure our improvement efforts align with these high level expectations.

In the domain of Learning

In Learning Culture the school's strong emphasis on transition and continuity of learning has the school excelling withtransition and continuity of learning. Collaborative relationships with our partner schools continue to grow at both primaryand secondary levels helping maintain recent improvements in continuity of learning within our community. Overall theschool's on balance judgement is Sustaining and Growing

In Wellbeing Tell Them from Me Surveys and reduced negative Sentral entries highlight the significance of PBL inpromoting respectfulness across the school. The Q and A parent information Session clearly articulated the supportivenature of the Learning and Wellbeing Team and effectively outlined the planned approach across the school to supportthe wellbeing of students. . Overall the schools' on balance judgement is Sustaining and growing

In Curriculum the school has shown, through systems monitoring by Executive, that Curriculum provisions are diverseand responsive to student needs. In addressing improving student engagement, Middle Schooling has become a keycurriculum component providing a challenging longitudinal link from Yr. 6 through to Yr 12. An increased uptake inalternative pathways for senior students and increased sustainable enrolments Karabar Outreach have reflected apositive school impact on disengagement. Overall the schools' on balance judgement is Sustaining and growing

In Assessment the school maintains a consistent school wide approach in monitoring student performance. Howeverfurther developing greater progress in formative assessment as a flexible and responsive approach to daily classroompractice is needed for the school to grow in this area. . Overall the schools' on balance judgement is Sustaining andgrowing

In School Reporting the school maintains a sustaining and growing assessment. Grading has been standardised acrossthe school giving the ability to confidently use grades from semester to semester as an indicator of student growth.Exceling in reporting will come with greater improvement in how the school has more direct communication with parents.. Overall the schools' on balance judgement is Sustaining and growing

Finally in Student Performance Measurements the school is working towards delivering. The school continues toexplore strategies focused on linking external and internal performance data. Identified growth with grading is givingmore consistent and more credible confidence in internal data. NAPLAN, VALID and HSC data are reviewed at schooland KLA levels with both VALID and NAPLAN reflecting positive outcomes for the relevant cohort groups. . Overall theschools' on balance judgement is Delivering

In the domain of Teaching

In Effective Classroom Practice lesson planning sits in the delivering phase. Future collaborative planning anddelivering of lessons will assist the school to move forward. Explicit Teaching is more advanced with scaffolding acrossthe school in ALARM and How2Learn. How significant teachers approach evidence based approaches will be tested withthe schools future emphasis on Formative Assessment. Positive Behaviour for Learning has continued to provideconsistency with classroom management as is evident in declining Sentral entries. Increased effectiveness in howfeedback is delivered and collected will help in moving to excelling in this domain. Overall the schools' on balancejudgement is Sustaining and Growing

In Data Skills and Use the school continues to operate at delivering. Teacher Professional Learning (TPL) in Scout, atboth at a teacher and Executive level, has given some impetus to how data can be used more effectively across thewhole school. Overall teachers collectively review KLA based assessment both internal and external. The school needsto be more effective when looking at data use in planning. . Overall the schools' on balance judgement is Delivering.

In Professional Standards the schools PDP process continues to drive professionalism in the school. Staff demonstratepersonal responsibility in maintaining standards. Future accreditation maintenance is already part of KLA and executivediscussions. Literacy periods in Yr. 8 have enabled a whole school strategy to improve literacy while numeracy, as a


whole school initiative, continues to need greater thought in how it can be applied across the school. Overall the schools'on balance judgement is Sustaining and Growing

In Learning Development the school has been self–assessed at delivering. Collaborative practice exists extensivelywithin KLA's in both curriculum development and assessment. Observations are KLA centred however AlternativeLearning Programs (ALP) have enabled flexibility in cross KLA observations. The school is well structured to give directsupport to beginning staff with both reduced teaching loads and targeted teacher mentoring. Creating a Head Teacher,Teacher and Learning has helped align the School Plan and TPL to more effectively improve the quality of teacher andstudent learning. The School Plan and Milestones for 2019 should see further development in the support of futurefocused practice. Overall the schools' on balance judgement is Delivering.

In the domain of Leading

In Educational Leadership the school delivers in meeting NESA and DoE educational requirements. New NSWsyllabus implementations are well supported by TPL resourced both externally and internally. The PDP processcontinues to be effectively implemented allowing a collective process to review teaching processes. In 2018Non–Teaching staff completed the PDP's for the first time. Community engagement continues to be developed positivelyand increasingly responsive to community feedback. Overall the schools' on balance judgement is Delivering.

In School Planning, Implementation and Reporting the leadership team engages, through the executive, in theprocess of planning, monitoring and self–assessment. The School Plan is at the core of improvement with the schoolvision evident in school process and activity. The ASR documents and aligns resources with TPL and the school'sstrategic priorities. Overall the schools' on balance judgement is Sustaining and Growing.

In School Resources the leadership team has made strategic decisions in staffing the school. This has contributed tomore effective teacher time. Additional time was created through Principal Support Funding to employ additionaladministrative support. The position of supporting community communication, previously supported by communityengagement funding, has been continued with the support of school funding. Temporary contracts have been providedfor four additional teaching staff positions (two executive and two teacher positions) providing significant release forteaching staff from both teaching and administrative duties. Technology as a school focus, in both the classroom and forindividual staff, has provided increased support for teacher and student learning. Overall the schools' on balancejudgement is Sustaining and Growing

In Management Practices and Processes the school has delivered in providing administrative systems and processeswhich effectively support teaching and learning. Non–teaching Staff have been supported to develop skills inadministrative systems. This is evident in the implementation of the PDP process and the time provided forNon–Teaching staff meetings on Wednesday afternoons. The employment of non–teaching staff as a strategy to respondto community concerns with communication has enabled leadership to respond to community concerns in a timelymanner. Increasing use of social media has had positive impacts on the communities' perception of the school. Overallthe schools' on balance judgement is Delivering.


Strategic Direction 1

Student Engagement and Learning

Purpose

To develop a stimulating learning culture where environments are inclusive, dynamic and engaging.

Overall summary of progress

Planning for, and development of, stimulating and inclusive learning environments continued with the physical change oftraditional learning areas into open plan, refurbished spaces. Staff discussions and professional learning on increasingstudent engagement, through the use of alternate learning styles, took on greater significance in the areas of Maths,PDHPE, and the integrated curriculum of Mandatory Technology with Visual Arts in Year 7 for 2019.

Research informed programs were accessed to provide training on Project Based Learning. A survey demonstrated staffknowledge and understanding had increased along with belief in the significance of this approach in assisting withstudent engagement. With a view to increasing PBL in our classrooms staff completed an audit of faculty tasks whichwere currently project based or project oriented. The Year 7 Mandatory Technology Visual Arts (7MTVA) group weresupported with planning time and by Educational Services, to meet, discuss and plan a PBL approach for 2019. Thedetermination was to provide 6 teachers, 8 hours per cycle, a planning period and a program coordinator. Organisation ofa rotational teaching structure over 3x13 week trimesters, and programming for same, commenced in Term 4 with a viewto completion ready for the new school year.

The continued, supported practice of Targeted Teaching and IEP entries for every student in years 7 – 10 provided anopportunity for access to individual student information enabling enhanced support for students in all areas of the school.The Alternate Learning Program (ALP) was successful in providing a variety of learning sessions which were stimulatingand engaging for students in years 7, 8 and 9.

Consistent teacher judgement and current use of A to E grades across the school was analysed at Executive meetings.Findings were distributed to faculties for further discussion and contribution. A survey was completed by staff and lengthydiscussions finalised a clear future path for consistent grading in all curriculum areas. Results indicate that e.g. a B gradein the same subject area in subsequent years is expected growth, while a B to a C indicates a lack of expected growth.

Teaching and Learning programs across faculties indicate a move towards more use of formative assessment in generalteaching. In term 4 faculties reviewed internal assessment practices and schedules, finding that while formativeassessment practice is reasonably widespread in the classroom, its recording was more problematic, and for the mostpart recorded assessment was a result of summative practices. While there is a willingness to explore a more structuredapproach to formative assessment, and a view to restructure assessment using more of these practices, the requiredinclusion in training was elusive and not possible until the following year.

Anecdotally faculties reported the use of feedback and formative assessment was an integral part of daily instruction.Methods of recording were explored in term 4 and a need to successfully and regularly report student growth to parentswas identified.

NAPLAN results for students in years 7 and 9 demonstrated mixed indicators of growth across the realms of Readingand Writing in 2018. Percentages in year 7 Reading showed strong growth, with Writing also showing increasedperformance in the higher bands. Year 9 students in 2018 performed at a lower level in Reading than in the previousyear, while their Writing demonstrated growth in the middle bands of performance.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Increase student engagementin learning.

$100 000 expended on twoco teaching collaborativelearning spaces ( PDHPEand Maths), includingfurniture and technology

Develop open plan learning spaces to encourageinclusivityand collaborative practices which enhance studentengagement.

Staff engaged in professional dialogue andplanning aroundalternate learning styles, e.g. Project BasedLearning (PBL) and Cross Faculty






• Increase student engagementin learning.

Course Integration with the intent to enhancecourse delivery and improvestudent engagement.

Staff learning and faculty audits around PBLincreasedunderstanding and belief in significance forenhanced student outcomes.

Mandatory Technology and Visual Arts supportedby EducationalServices to develop plans for integrated delivery ofthese areas for Year 7cohort in 2019.

ALP and Targeted Teaching assisted by IEP entriessupportedstudent engagement.

• Systematic and reliableassessment information, whichleads to changes in teaching andmeasurable improvement, is usedto evaluate student learning in allKLAs.

Executive and whole schoolmeetings.

Consistent teacher judgement and use of A – Egrades,analysed through discussion and staff survey, wassubsequently clarified forall faculties.

•Increased use of formativeassessment as evidenced in ALLteaching and learning programs.

Staff time used to developaudits on formative teachingpractice within KLA's

Internal faculty audits of formative assessmentpractice revealeda need to restructure programs and tasks toformally plan for increasedinclusion. Methods of recording these types ofresults require furtherdiscussion and exploration.

•Formative assessment is used asan integral part of daily classroominstruction.

Anecdotally many faculties report the use offeedback and formative assessment as an integralpart of daily instruction. Methods of recording wereexplored in term 4 and a need to successfully, andregularly, report student growth to parents wasidentified.

• Increase the number ofstudents demonstrating expectedgrowth in reading and writing inachieving the minimum standardor above in NAPLAN.

$12 000 expended oncreating Yr 8 Literacyperiods. AlternativeLearning Program used todeliver learning strategies toYr 9 cohort.

For 2018 a dedicated literacy period was allocatedto Englishclasses. In term 2 NAPLAN testing was completedand SCOUT training was providedfor executive staff.

The percentage of year 9 students at or aboveexpected growth in reading in 2018 increased from57% to 70% while writing remained in the midforties. Year 7 students in reading performed at alower level than in 2018, however, those at orabove expected growth rates in writing haveincreased from 35.6% to 59.5% being consistentwith State growth and better than similar schools.

Next Steps

Professional learning will continue to be undertaken by staff as they develop a greater understanding of, and confidencein, each of the processes within this strategic direction. By the end of 2019 all staff will have been involved in thedevelopment of, and delivered a project based learning unit within their own KLA. Teachers will have developed agreater understanding of Formative Assessment processes and be working towards embedding these strategies in their


teaching practice. External data sourced from NAPLAN and HSC results will be reviewed and interpreted leading tointerventions that support the improvement of students literacy and numeracy.



Teaching and Professional Learning

Purpose

To create and maintain a stimulating and engaging professional environment for educators, supported by a positivecollaborative culture, which develops skilled and high performing teachers whose practice reflects the professionalstandards.


In 2018 our focus on creating enhanced professional environments led us to explore the status quo and develop plans tomodernise traditional classrooms, which could facilitate a collaborative approach to teaching and learning across theschool. Data on current collaborative practices was collected via a staff survey and shared with faculties prior to futuredecision making. Plans for three new areas encompassing PDHPE, Maths and the CLONTARF program werecommunicated to staff and realised by the end of term 4, ready to be used in 2019.

Associated teacher professional learning (TPL) concentrated around Quality Teaching Rounds with 4 teachers, afterattending training at Temora, sharing their understanding of the educational benefits and the ongoing process with ourschool staff. An expression of interest for inclusion in the University of Newcastle QTR program was submitted andaccepted. Executive staff engaged in a mini QTR experience with the intention of conveying enough information to run atrial in each faculty area. In week 7, term 3 a whole staff presentation was made to increase understanding for all staff,and volunteers for the trial were asked to apply. For these staff in each faculty, periods were funded and a timetable wasconstructed. Due to time constraints in a busy term, QTRs were explored by a small number of staff before the end of theschool year.

Other professional learning, such as Collaborating Beyond Our Context, was identified and offered as an adjunct to thatbeing completed on site. The My Applications website on Collaborative Learning was reviewed and discussed andprofessional learning around same was identified for the staff development day term 1, 2019.

While the school's Resource Centre continued to be used as a collaborative teaching and learning space throughout theyear, rather than consolidate the collaborative delivery of lessons, 2018 emphasised extensive planning to create furtherusable shared spaces. Evaluation of assets along with concerns regarding the booking and function of classroomsensured decisions were sensitive to a multitude of important considerations. Faculty encouragement to submit conceptsfor development was taken up in varying degrees, however, the refurbishment of these now developed areas hasmotivated positive changes to classroom practices which were previously not considered.

Collaborative planning for course delivery and classroom practice was stressed in the new combination of MandatoryTechnology and Visual Arts for the incoming cohort of Year 7 students. Education Services provided assistance to workwith identified staff who developed innovative structures which would cater for a large year group rotating through threetrimesters of integrated course content. A Project Based Learning delivery style was inherent in this planning.

Staff expertise in 2018 continued to be shared in traditional forums such as staff meetings and staff development days.While some learning was related to the transformational goals of the 2018 – 20 School Plan, e.g. QTR and learningwalks, other areas included SAP usage, Literacy progressions, Scout training, CLONTARF practices, PBL FunctionalAssessment for Behaviour and NCCD.

Nationally Consistent Collection of Data presentations by LaSTs highlighted Targeted Teaching as a significant tool,which could be utilised in greater ways for all students. The current Targeted Teaching practice was evaluated with theresult being to develop a new IEP format in the coming year.





•Increased numbers of staffundertaking professional learningon collaborative practice, QTR,Instructional walks & rounds,mentoring, coaching, etc.

$ 1500 expended on 4 staffmembers attending JennyGore TPL for QTR. $ 1000spent on staff release toengage In mini QTR .

Four staff reps attended and trained in QualityTeachingRounds at Temora on Day 1, Term 2.

EOI to be included in the Newcastle University QTRprogramsubmitted and accepted.






•Increased numbers of staffundertaking professional learningon collaborative practice, QTR,Instructional walks & rounds,mentoring, coaching, etc.

Executive staff mini QTR experience prior toprofessionallearning presentation to whole staff.

Volunteers sought from each faculty area to takepart in atrial of QTR prior to the end of the year. Smallnumbers completed thisexperimental process with positive results. Periodsfunded to enable this totake place.

Relevant professional learning identified and staffencouragedto complete. Training identified for SDD term 12019.

•Increased number of staff utilisingcollaborative learning spaces.

$1000 used to release 2019MTVA staff for planning andpreparation. $ 1500 used torelease PDHPE KLA forplanning and preparationfor 2019.

Continued access to collaborative space in theResourceCentre encouraged staff to co–teach.

Collaborative planning for new MTVA integratedcoursedelivery in co–teaching spaces as well as traditionalspecialist areas.

Extensive planning to develop extra collaborativeteachingspaces continued. PDHPE, Maths and CLONTARFrooms established as 21stCentury learning spaces for relevant groups.

•Increased number of staffdelivering lessons collaboratively.

LaST utilised to assist indeveloping and assisting Yr8 literacy lessons beingcollaboratively developed inResource Centre.

Staff planning to deliver collaborative lessons in2019 wasevident in the areas of MTVA and PDHPE whereperiods were funded forprogramming and professional learning.

A need for further learning on collaborative practicewasidentified.

•Increased number of staff sharingexpertise in a range of forums.

Time used in Executive andWhole School StaffMeetings

Expertise shared by staff in traditional forums ofstaffmeetings, staff development days and facultymeetings was supplemented bypresentations at Q&As, PBL Launch and theMindfulness Fair.

Next Steps

Throughout 2019 teachers will undertake professional learning to build their capacity to plan and deliver lessonscollaboratively. More staff will be trained in and undertake Learning Walks and Quality Teaching Rounds in order to builda broader understanding of the variety of approaches taken and techniques used to enhance Effective ClassroomPractice.




Strengthening Community

Purpose

To support the cognitive, emotional, social and physical wellbeing of our community, we aim to develop individual andcollective responsibility which will enable students to connect, succeed, thrive and learn.


To assist in implementing a collective community approach to wellbeing in which individuals can thrive, in 2018 SnowyHydro offered the school the services of a Wellbeing and Health In–reach Nurse (WHIN). A presentation on the value ofthis position was made by Snowy Hydro staff to school staff and the WHIN commenced at Tumut HS in Term 2. After aninitial phase to establish the role of the WHIN, where consultation with Young HS was sought and used to assist inclarification of the position, a positive effect has developed. Temporary rooming for the WHIN was identified while thepossibility of a demountable as a Wellbeing Hub was discussed and an application for approval submitted.

Wellbeing staff engaged in a consultation with AECG members resulting in community support for the CLONTARFAcademy to commence on school grounds. The Academy had financial support from Snowy Hydro and approval tocommence in 2019. A presentation to school staff enabled the value of this program to be understood.

Two student mentors were employed to work with disengaged students in classroom settings. These mentors, who wereclose in age to senior students proved to be effective in assisting students to participate more fully in their learning inboth a social and academic sense. This initiative will continue into the new year.

Staff completed a wellbeing audit which identified levels of experience and training in wellbeing areas.

Driver awareness programs were provided for Year 10 and Year 12 students respectively, in the form of a RotarySimulator and a Safe Driving program. These programs reportedly effected an improved attitude towards safety on theroad for our students. Students from interested groups including the Student Representative Council (SRC) attendedYouth Mental Health forums and our Mindfulness Fair was again successful in attracting multiple external organisationsinto the school to make presentations to students on a variety of mental health related topics. Students and staff alsoprovided activities which students could choose to attend.

A joint Positive Behaviour for Learning Community Launch was held at Franklin Public School. Community and businessmembers were invited to attend with a great majority taking up the offer to gain some understanding of our aims forstudent behaviour in both the school and local community. Posters were provided for businesses to display and refer toin their communications with our students when in local business houses, thereby reinforcing expectations in settingsbeyond the school gate. Thankyou letters were sent out after the event. A very positive response from the communitywas received.

A need for increased community awareness and engagement in promoting PBL values in our wider community was filledby the school at off site events where parental and community involvement was evident. The school produced postcardsdisplaying our PBL values and expected behaviours, distributing them to the community attending interschool footballmatches and CAPA performances. A noted effect was the positive modelling of behaviours which followed.

Tomorrow's Man and Woman presented on mental health issues to both boys and girls groups in Years 10, 11 and 12.Brainstorm Productions presented an anti–drug performance and workshop, Crossroads successfully incorporated therespectful relationships program, Love Bites, into its' content, and our students, along with those from other Tumutschools, participated in the NAIDOC Week Community Concert.

In response to a P&C request the school held a very successful Question and Answer (Q&A) session for parents onWellbeing approaches and processes in our school. A follow up on Assessment was held with plans for future events inprogress.





•Increased number of staff trained& identified as able to support

$ 7000 funds expended onTPL directly related toLearning Wellbeing

Audit of experience and training completed by allstaff atTHS forming baseline data for future reference.






students. including AccidentalCounselling professionalLearning

Staff encouraged to complete wellbeingprofessional learningthroughout the year

•Increased student access to inschool support services.

Physical space allocated forthe WHIN ( CommunityNurse) Office. Physicalspace allocated for theClontarf Academy.

The provision of a WHIN in the school providedgreater access to support services in both theschool and the community.

•Increased number ofpresentations to students byexternal health providers.

$ 5000 expended on avariety of externalpresentations and on staffrelease for in schoolinitiatives.

Mindfulness fair increased options for students toattendpresentations on mental health topics.

Numerous presentations to various year groupswere either mandatoryfor students to attend e.g. Crossroads, Love Bites,Tomorrow's Man & Womanand Driver Awareness programs; or optional e.g.Mental Health Forums, BrainstormProductions, NAIDOC Week Community Concert,etc.

•Increased implementation ofevidence based wellbeingpractices result in improvementsto student wellbeing.

$1000 spent on TPLactivities relevant inexploring future wholeschool directions.

Wellbeing based programs explored with a view toimplementingat THS.

School contributions to focus groups in consultationphaseof the Be You (Beyond Blue) program.

Berry Street professional learning completed byWellbeingteam members.

• Increasingly settledenvironments assist in areduction of negative incidents forstudents.

$ 1000 expended on PBLinitiatives.

Environments reportedly are increasingly settled forthemajority of our student population. Postcards senthome twice yearly acknowledging students meetingexpectations. Individual acknowledgement alignedto student reports.

Next Steps

In 2019 staff will be introduced to the Berry Street Education Model and the Be You program. These initiatives will beused to support the continued success of the Tumut High School Positive Behaviour for Learning program. TheWellbeing Hub will be physically developed and community stakeholders will be engaged to utilise the Hub to support thewellbeing of both students and the wider community.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Funding for AboriginalInitiatives in the school hasprovided for an AboriginalEducational worker for 2days a week, consumableresources for students andstaff, student assistance forextra curricular activities,teacher staffing for IEPsupport and implementationof targeted wellbeingprograms.

NIADOC continues to grow as the schoolcelebrates this as a week long event. In 2018the Theme of ' Because of Her We Can' wascelebrated in Week 10, Term 2. A communitylaunch occurred on a Friday, a whole schoolassembly with Aboriginal elder Sue Bulger onthe Wednesday, a whole school lessondelivered in classes on the Thursday andsporting activities on the Friday. TheBurrabinya Program was again implemented.In 2018 it moved from 1 to 3 periods perweek. This impacted significantly on itseffectiveness to engage students. Thecollaboration between Compact (ShannonHibbens) and the school's AEW (WinnieBulger), particularly in the design andproduction of an Aboriginal Mural in theschool grounds, resulted in authenticcommunity collaboration. The mural andcelebration morning tea provided visualreference to its success. The school againallocated resources to employ a teacher(James Ellyard) to assist in the successfuldevelopment of IEP's and a teacher (JessColeman) to continue to implement RISE.

Low level adjustment for disability 1.3 of LaST was spiltbetween Allison Swan andMarion Oag. Additionalflexible funding was used inemploying teaching andnon teaching staff.

Our LaST's continued to focus on supportingstaff in differentiating curriculum. Both areregularly on whole school staff meetingagenda's. The NCCD process is embeddedin school practice and has provided theimpetus to impact on effective classroompractice. Both LaST's were employed for anadditional 0.7. Their roles as Junior andSenior Learning Wellbeing Coordinatorssupport a structure embedding learning intowellbeing. Alternate programs and pathwayscontinue to provide support in differentiatinglearning for students with low level disabilities.Late into 2018, targeted (recent ex studentswith a passion for education) Learning &Wellbeing Mentors were introduced. Thisenabled effective use of the smaller amountsof integrated funding (i.e. individual studenttransition funding).

Socio–economic background Full time teacher employed(100,000) to release stafffor targeted programs, JointChaplaincy Program ($25000), SLSO Support forOutreach Centre ($25 000),Student Assistance. forfees, uniform and extracurricular activities ($60000), Breakfast Program($4 000), PositiveBehaviour for Learning ($6000) Learning WellbeingMentor ($30 000),Development of InnovativeTeaching and LearningSpaces ($40 000)

The full time teacher employed was built intothe timetable from the start. This freed upstaff for target programs including Rock andWater, RISE, Cross Age Tutoring, MiddleSchool Program (with the all partner schools).The Chaplaincy Program has a qualifiedcounsellor working with referrals from our LWTeam. The Outreach Centre enrolmentsremain sustainable giving realistic alternativeeducation. The Breakfast Program regularlyhas over 40 students each morning attendingthis well organised inclusive environment forall. The Alternate Learning Programs inYears. 7, 8 and 9 continue to provideopportunities for whole year groups to engagein inclusive opportunities. Student assistanceenables all students to participate in theseactivities. Finally 3 dual teaching spaces weredeveloped creating opportunities to further


Socio–economic background Full time teacher employed(100,000) to release stafffor targeted programs, JointChaplaincy Program ($25000), SLSO Support forOutreach Centre ($25 000),Student Assistance. forfees, uniform and extracurricular activities ($60000), Breakfast Program($4 000), PositiveBehaviour for Learning ($6000) Learning WellbeingMentor ($30 000),Development of InnovativeTeaching and LearningSpaces ($40 000)

differentiate learning with an emphasise oncollaborative teacher delivery andcollaborative student learning. It should alsobe noted the resources expended on thetransition points of Year 6 into 7, and Year 10into 11, have provided structures whichprovide significant support for these students.

Support for beginning teachers $30 000 invested in anadditional HT position witha responsibility to supportand develop new andbeginning teachers. $35000spent on Balance of loadPeriods created within thetimetable to release staff tomentor and reducebeginning teacher'steaching load.. $10 000 ONTPL.

The school continued to fund an additionalHead Teacher position who, as part of theirrole, maintained responsibility for Inductionand Accreditation for new and beginningteachers. Purpose specific meetings andactivities were conducted in the first term ofthe year to support our new staff whileAccreditation specific sessions commenced inthe second semester. A number of permanentand temporary staff engaged with this supportto work towards and attain their TeachingAccreditation at Proficient. In schoolprofessional learning was supplemented withopportunities to attend beginning teacherconferences and other classroommanagement and KLA relevant courses.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 283 290 279 268

Girls 252 273 278 270

Student attendance profile

School

Year 2015 2016 2017 2018

7 93 94.8 94.2 91.6

8 89.9 91 92.6 90.6

9 88.3 87.5 89 92.5

10 88.9 85.8 84.9 86.9

11 89.8 88.9 90.7 88.4

12 88.6 90.8 90.3 92.5

All Years 89.7 89.8 90.7 90.6

State DoE

Year 2015 2016 2017 2018

7 92.7 92.8 92.7 91.8

8 90.6 90.5 90.5 89.3

9 89.3 89.1 89.1 87.7

10 87.7 87.6 87.3 86.1

11 88.2 88.2 88.2 86.6

12 89.9 90.1 90.1 89

All Years 89.7 89.7 89.6 88.4

Management of non-attendance

School attendance and engagement is closely linked toacademic success and collective wellbeing. Tumut HighSchool continues to strengthen its processes regardingthe proactive monitoring of student attendance throughthe Learning and Wellbeing Team. Students withattendance concerns are proactively identified, withappropriate support measures and interventions putinto action. We continue to have a strong workingrelationship with Department of Education Wellbeingstaff including the Home School Liaison Officer.

2018 saw the introduction of SENTRAL daily textmessaging system to parents and carers toimmediately notify of student daily absences. There area range of methods of communicating student absencenow available to families. These include the SENTRALparent portal, text messaging system, Skoolbag App,and direct phone calls to the school.

Tumut High School's Attendance and PartialAttendance Policies were reviewed and evaluated bythe School Executive in 2018.


Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 0 2.4

Employment 17 30 65

TAFE entry 23 33 4.5

University Entry 0 0 19

Other 30 0 2.4

Unknown 30 37 6.7

In 2018, the majority of Year 11 students who leftschool went to TAFE or to full time employment.

19 of the Year 12 students who were accepted intouniversity courses received it via early entry. Many ofthese students have deferred and are working a gapyear before proceeding with their studies.

Year 12 students undertaking vocational or tradetraining

In 2018, one student completed a School BasedApprenticeship in Construction. Four VET courses wereoffered at the school. They were Hospitality (10students), Primary Industries through Dubbo School ofDistance Education (13 students), Construction (12students) and Skills for Work and Vocational Pathways(4 students).

Eighteen Year 12 students completed vocationalcourses (TVET) outside of school at Tumut or WaggaWagga TAFE campuses. The courses studied wereAutomotive (10 students), Early Childhood (2 students),Human Services – Aged Care (4 students) and HumanServices – Nursing (1 student).

Year 12 students attaining HSC or equivalentvocational education qualification

There were 89 students in the Year 12 cohort. 85 ofthese received their Higher School Certificate and 4received a Record of School Achievement.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Head Teacher(s) 8

Classroom Teacher(s) 34.1

Learning and Support Teacher(s) 1.3

Teacher Librarian 1

School Counsellor 1

School Administration and SupportStaff

12.08

Other Positions 1

*Full Time Equivalent

The school currently employs one Aboriginal full timeclassroom teacher, one part time Aboriginal EducationWorker, and one Aboriginal non teaching member ofstaff.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 10


Professional learning and teacher accreditation

Professional learning contributes significantly to theprofessional growth of staff and value adds to studentlearning outcomes. Professional learning wasundertaken by all staff in a variety of contexts includingschool based courses, external courses, onlinemodules, school development day activities, collegialsharing at staff and faculty meetings, as well as NESAregistered and self identified hours.

Performance and Development Plans (PDPs) weredeveloped and refined with the assistance of executivestaff and were linked to faculty needs and school planfocus areas.

In 2018, Tumut High School staff participated in thefollowing professional learning opportunities: • 2018 Mandatory Child Protection Update • THS Workplace Health and Safety Risk

Management • Face to Face CPR and Anaphylaxis Training • Code of Conduct • Corruption Prevention Training • Positive Behaviour for Learning Updates

Many staff participated in courses which addressedwhole school needs or focus areas of the currentStrategic School Plan. These included: • Youth Health Forums • Mental Health First Aid • STEM Training • Using Data • Literacy & Numeracy Progressions • 7 Steps to Writing • Schools Online • Antibullying Strategies • High Impact Leadership • Supporting Adolescent Health • Berry St. Education Model • PBL Coach & Classroom Systems Training • Peer Support • Communicating and Engaging with the

Community • First Aid Certification • Best Start Year 7

Individual staff members participated in professionallearning which supported KLA directions or those whichwere identified by their performance developmentplans. These included: • Mandatory Technology Syllabus Implementation • Mathematics New Syllabus Implementation • Physics Syllabus in Year 12 Training • Beginning Teachers Conference • Geography Conference • Science Conference • HSC Visual Arts Marking • Teaching Business Studies • Sheep Husbandry • Tractor Training • F1 in schools • Cert. IV Workplace Training and Assessment • Animation & Photoshop • Playbuilding in Drama

• Future Skills conference • PDHPE Conference • Diverse Learners • Enhancing Post School Links • Understanding Autism • Access Requests Online • Chemwatch Training • CIII Kitchen Operations • Autodesk • Oliver Library Management • Digital Literacy • Discalculia • Source Analysis for History

Staff also participated as tutors and facilitators instudent and teacher training courses. These included: • Drama Camp Tutor • Beginning Teacher Course Presenter

Where relevant, staff at Tumut High School providedinsights into their professional learning by reportingback to whole staff at staff meetings or where morerelevant in faculty meetings. This has promotedcollaborative learning and built capacity amongst awider group.

In 2018 three permanent members of staff gainedaccreditation at proficient. One permanent member ofstaff completed maintenance for accreditation atproficient. One casual member of staff completeddocumentation for accreditation at proficient. All pre2004 members of staff received their Accreditation atproficient as per Department of Education Policy.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 804,130

Revenue 7,919,842

Appropriation 7,522,827

Sale of Goods and Services 6,180

Grants and Contributions 384,014

Gain and Loss 0

Other Revenue 0

Investment Income 6,821

Expenses -7,678,319

Recurrent Expenses -7,678,319

Employee Related -6,698,294

Operating Expenses -980,025

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

241,523

Balance Carried Forward 1,045,653

The schools primary financial management structureinvolves the whole school executive. Meetings occur aspart of the ongoing management and administration ofthe school.

The financial balanced carried forward, as indicated inthe above statement, is a significant amount and thefollowing needs to be taken into consideration:

– because of recent changes to departmental systems,initial budgeting has been conservative until thesesystems gain greater clarity

–.this amount does not take into consideration largerinvoices needing to be paid in the new year includingpayments associated with developing new teachingspaces

– this amount contains per capita funding from the last3 years which has been saved for the development oflearning spaces in Maths , PDHPE and for the provisionof space for the Clontarf Academy.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2018 Actual ($)

Base Total 5,830,207

Base Per Capita 110,866

Base Location 15,372

Other Base 5,703,968

Equity Total 566,625

Equity Aboriginal 58,952

Equity Socio economic 301,137

Equity Language 6,393

Equity Disability 200,142

Targeted Total 762,699

Other Total 147,735

Grand Total 7,307,266

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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 skillsand understandings demonstrated in theseassessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

NAPLAN results for 2018 indicate a significant increasein the percentage of Year 7 students achieving bands 8and 9 in Reading, Grammar and Punctuation. Thepercentage of students achieving the higher bands inWriting has doubled since 2017.

In Year 9 Reading results have remained steady, whilethere has been an increase in the percentage ofstudents achieving a band 7 for Writing.

Band 4 5 6 7 8 9

Percentage of students 17.4 24.4 10.5 22.1 14.0 11.6

School avg 2016-2018 12.5 19.8 25 23.6 10.1 9

Band 4 5 6 7 8 9


School avg 2016-2018 10.4 16.2 33.8 21.2 11.9 6.5


Band 4 5 6 7 8 9


School avg 2016-2018 6.6 14.9 24.7 27.1 20.1 6.6

Band 4 5 6 7 8 9


School avg 2016-2018 11.5 31 32.4 13.9 10.5 0.7

Band 5 6 7 8 9 10


School avg 2016-2018 11.6 17.2 37.3 21.9 11.2 0.9


Band 5 6 7 8 9 10


School avg 2016-2018 9.2 18.4 32.9 24.1 10.5 4.8

Band 5 6 7 8 9 10


School avg 2016-2018 12.9 15.5 30.9 26.2 11.6 3

Band 5 6 7 8 9 10


School avg 2016-2018 26.4 26.4 23 14.9 6 3.4

NAPLAN results for 2018 indicate an increase instudents achieving band 8 for Numeracy in Year 7.

NAPLAN results for Year 9 in 2018 demonstrate asubstantially higher representation of Year 9 students inthe top two bands as compared to 2017.


Band 4 5 6 7 8 9


School avg 2016-2018 5.4 16.7 29.3 31.9 11.2 5.4

Band 5 6 7 8 9 10


School avg 2016-2018 3.5 24.8 31 27.4 10.6 2.7

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In 2018 at Tumut High School there has been asignificant increase in the percentage of Aboriginalstudents in Year 9 represented in the top 2 bands forReading, Writing, Grammar & Punctuation, Spellingand Numeracy. Of note, in 2017 there were no studentsin the top 2 bands for Grammar & Punctuation ascompared to 2018 where there was a significantincrease of Aboriginal students represented. There hasbeen a significant decrease in the percentage ofAboriginal students in Year 7 in the top two bands inWriting and Numeracy.

The percentage of Year 7 students in Band 8 forReading from 2017 to 2018 has increased byapproximately 5%. The percentage of Year 7 studentsin Band 9 for Reading has increased significantly from1.9% to 9.6%. The percentage of Year 7 students inBand 9 in 2018 is much closer to the State percentageof students in Band 9 for Reading.

In 2018 the percentage of Year 9 students in Band 9 forReading has decreased slightly. The percentage ofstudents in Band 10 for Reading has remained steady.In 2018 the percentage of Year 9 students in Band 10for Reading were close to the percentage of students inBand 10 in the State for Reading.

In 2018 the percentage of Year 7 students in Band 8 forWriting has improved significantly from 4.8% to 14%,beating the percentage of students in the State in Band8 for Writing.

In 2018 the percentage of Year 9 students in Band 10for Writing has increased slightly and almost reachedthe percentage of students in the State in Band 10 forWriting.

In 2018 the percentage of Year 7 students in Band 8 forNumeracy has improved, bringing us much closer tothe percentage of students in State in Band 8 forNumeracy. The percentage of Year 7 students in Band9 for Numeracy has decreased slightly compared to2017.

In 2018 the percentage of Year 9 students in Band 9 forNumeracy has increased. The percentage of Year 9students in Band 10 has increased significantly, despiteremaining well below the percentage of Year 9 studentsin State in Band 10 for Numeracy.


Higher School Certificate (HSC)

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

Its important to note that this particular cohort grouphas historically performed below average in externalexams such as NAPLAN. In this context the schoolperformed particularly well, again, in Music where 10%of students received Band 6 and another 50% receivedBand 5. In other CAPA subjects such as Visual Arts theschool had 12% of students achieve band 5 with nostudents receiving lower than a band 3. In HSIE, 12%of students received band 6 in Geography, 30% ofModern History student's received band 5's, 6% of legalstudies student's band 5 and 44% of Business Studiesstudents received band 4's. In Advanced English 50%of students were in Band 4 and Standard English saw0% in band 1. In Mathematics 18% of students receivedband 5's . In Science subjects, 17% of studentsreceived band 5's in Biology, while in Physics 33%received band 5's, 17% band 4's and 50% band 3's. Nostudent in Physics performed below a band 3 level. InPDHPE 17% of students were in band 5 . Finally inTAS related subjects Construction had 33% of studentsin band 4 and 0% below band 3, Design andtechnology had 18% in band 5's and 0% below band 2,Industrial Technology had 27% in band 4's and 33% inband 2. Overall the school had a high retention rate forthis year group and post school destinations will showclearly the positive impact THS has had on thisgroup.


Subject School2018 SSSG State

SchoolAverage

2014-2018

Agriculture 64.2 53.0 67.1 66.5

Biology 69.4 67.0 70.7 70.3

Design andTechnology

68.0 70.8 74.2 68.0

Drama 63.2 70.2 74.8 63.2

English(Advanced)

68.6 74.2 77.5 72.5

English(Standard)

60.1 63.9 65.0 63.7

Geography 58.4 65.7 70.6 62.8

IndustrialTechnology

60.7 62.5 66.2 60.7

Legal Studies 63.9 65.2 71.2 66.3

Mathematics 59.0 68.9 74.8 63.1

MathematicsGeneral 2

60.2 63.5 65.1 60.6

Modern History 73.8 64.4 69.5 73.8

Music 1 81.2 74.3 79.5 81.8

PersonalDevelopment,Health andPhysicalEducation

64.5 69.0 69.5 64.5

Senior Science 68.5 67.4 68.2 69.8

Visual Arts 73.8 74.9 78.0 74.8


Parent/caregiver, student, teachersatisfaction

The 2018 Tell Them from Me Survey has provided agood insight for the school in regards to the impact ofPBL ( Positive Behaviour for Learning) on expectedbehaviours.

Parents have given feedback indicating their child has aclear understanding of the rules for social behaviour atthe school ( 8.5 compared to the State norm of 7.7 ).

Teachers see themselves as establishing clearexpectations for students in their class ( 8.8 comparedto the State norm of 7.5).

Students themselves had an 88% positive attitude tobehaviour at school compared to 87% across the state.Students also rated above State norms (5.7 comparedto 5.6) when it comes to knowing there are clear rulesand expectations for classroom behaviour.

Policy requirements

Aboriginal education

Aboriginal Education continues to be a focus andstrength of Tumut High School. Our AboriginalEducation Worker was employed two days per week tosupport Aboriginal student's needs and supportinitiatives within the school and broader community. Acollaborative team approach, including funding of staffmembers as student mentors, provided means tostrengthen processes to effectively engage studentsand families in the development of PLP's for allAboriginal students, support programs such asBurrabinya, RISE and LEAP and coordinate wholeschool initiatives such as NAIDOC Week, NationalSorry Day and cultural learning workshops. Equityfunding was prioritised to support initiatives such as aBoys Education group and to fund culturally relevantextracurricular opportunities for Aboriginal students.

2018 also saw the exploration of developing aCLONTARF Academy at Tumut High School.Preparations were made for the establishment andopening of operations of the CLONTARF Academy forDay 1 2019.

Multicultural and anti-racism education

Tumut High School embraces our important role to playin building community harmony through acknowledgingand respecting the cultural diversity of our schoolcommunity and developing students' interculturalunderstanding and sense of identity as Australians. Ourschool fulfils this role by reflecting and teaching thecore values of our community. These core values(integrity, excellence, respect, responsibility,cooperation, participation, care, fairness anddemocracy) are set out in Values in NSW PublicSchools Policy. These values underpin teaching andlearning programs and commitment to acknowledgingand respecting cultural diversity and fostering a senseof belonging amongst all community members. A strongand efficient Learning and Wellbeing Team supportsstudent needs across the cognitive, emotional, social,physical and spiritual domains of wellbeing.

Effective, proactive systems and processes are in placeto directly support students and families from culturallyand linguistically diverse backgrounds.

Through curriculum based and extra–curricularactivities students at Tumut High School are exposed toand provided with opportunities to engage in learningexperiences which they learn about and advocate forequity, social cohesion and inclusion.


Other school programs

F1 in Schools 2018

In 2018, an F1 in Schools professional racing team wasformed.They competed at the state finals where they placed3rd overall, gaining entryinto the national finals in Tasmania.

During the 3 months before the national finals theydeveloped ateam brand, gained sponsorship from variouscommunity businesses and spentnumerous hours after school, on weekends andholidays developing their foliosand car design.

At the national finals, the team of 5 boys astonished thecrowd and were placed second overall out of 19 teams,winning the Best Marketing, Graphic Design, BestManaged Team and Pit Display, which was laterregarded as setting the bar in terms of clever designand marketing. At this point the team were ranked 2ndin Australia and proved that isolation and demographicscould not outweigh hard work and dedication to win.The award dinner was electric, with many teams trulyhappy for our success. As the head engineering judgesaid "truly remarkable" given our complete rooky statusas first time competitors. We were off overseas tocompete in the world finals!!

With that we went into overdrive and dedicatedourselves tobecoming the best team we could be in six months,before the world finals in SentosaIsland, Singapore. Hundreds of hours were spentpreparing. Everything wasredone to bring it to world finals standard. We raised$60 000 dollars largelyfrom the generous people of Tumut, Wagga and evenDubai. The workload wasmassive for everyone and created, at times, enormousstress. Somehow we camethrough and travelled overseas to Sentosa Island. Anamazing experience, theteam competed and made friends with students from 24different countries. Overthe course of the 4 days of competition, we had highsand lows. Sometimes doingworse than imagined, sometimes better. Overall weplaced 20th out of 51 teams. Notbad for a bunch of boys from Tumut High School andfirst time worldfinalists.

CAPA Achievements in 2018 • Performances and art displays at Formal

Assemblies, Presentation Evening, CAPAconcerts & the Five Ways Art Exhibition

• Junior & Senior Creative and Performing Artsconcerts & a Junior Showcase held to celebratethe achievements of Music, Drama & Visual Artsstudents in Years 8–12.

• Year 8 student Daisy James represented the

Riverina, performing as a member of the SchoolsSpectacular Choir

• HSC Music student Abel Lawson nominated forEncore 2018

• Senior Music students travelled to Sydney to seethe Encore concert

• Students attended Riverina Choral Camp, DramaCamp, Rock Camp & Visual Arts Camp

• Senior students attended Riverina HSC Days forMusic, Drama and Visual Arts.

• Students were involved in performance, lighting,production & promotion roles in community fundraiser Tumut Takes Two

• Students performed at community festivals, ViewClub functions, HSC Formal function, Carols inthe Park and in the Tumut Town Band

• A workshop for senior Visual Arts students by theBiennale education officer

Debating in 2018

In 2019, 4 Stage 4 students participated in the Years 7and 8 Premier's Debating Challenge.

They developed their skills across the competition,competing against 4 schools in the region, in personand via video conferencing, to emerge RegionalChampions.

Consequently, and for the first time in a long time,students then travelled to the University of Sydney tocompete in the State Finals of this competition.

Over a 3 day period, students participated in debates,some of which took place at 8pm, with some daysinvolving 2 or 3 debates. Students developed their skillsin team working, breaking down individual argumentsand presenting in an academic manner. Impressively,students from Tumut High School had a number ofwins, and while they didn't win the finals, the fact thatwe had victories against selective schools made us feelvery proud.

Students are very keen to draw upon their skills againthis year – and the team is able to debate againunchanged.

Student Representative Council Report 2018 • Term 3 saw the retirement of Mr. Graham Smith

and the appointment of Ms Weir as new teacherleader of SRC.

• Continued attending meetings of theCootamundra Principals' SRC Network – exceptthe term 4 meeting when all students werepreoccupied with other commitments such as thePremier's Debating Final, supporting AustralianBusiness Week in diplomacy roles or in a studentcapacity.

• Supported numerous charities which included: St.Patrick's Day, Biggest Morning Tea, RUOK DayMindfulness Fair and drought relief for farmers.

• Supported Jesse Belle–Chambers and KieraBeavan to attend the Young Leaders visit toGovernment House in Sydney.

• Acknowledgement of Country at schoolassemblies by a number of indigenous students.

• Promoted Aboriginal leadership with Daniel


Hibbens named as the Aboriginal Rep on theSRC. Increased the indigenous representation onthe SRC and improved gender parity.

• supported ANZAC Day by attending ANZACCeremonies and selling Legacy badges in bothTumut and Adelong.

• Promoted the Australian Business Week andFormula 1 Day with student assistance anddiplomacy roles.

• Attended the REROC Youth Forum in Wagga. • Hosted the first Celebration of Student Success

SRC devised and organised Assembly in week 6,Term 4

• Agreed to support and implement proposedrecycling program for Tumut High School.

Tournament of the Minds 2018

Tournament of the Minds is a valuable opportunity forstudents as it promotes team skills, leadership qualities,the importance ofpaying attention to detail, tolerance, working underpressure and committment.

Two teams from Tumut High school participated in thetournamentin 2018. Our 'Arts' team became the Riverinarepresentative and went on to theState tournament in September. They performedadmirably, demonstrating greatteam work, creativity, individuality and commitment.Unfortunately they werenot victors on this occasion. The team consisted ofJessica Larter, KeelyWickman, Gemma Delany, Lulu Saunders, MeganCastle, Emma– Cate Larter and BrieMcDonald . The Social Science team members wereLilly Carroll, Jeane van deMerwe, Telesha Neville–King, Jacob Smart and RubyMcSweeny.

As our students competed against other wellestablished Riverina teams, we are pleased to note thatthe opportunity to represent Riverina at state level wasa great achievement for Tumut High School.

Ecogrant 2018

Tumut High School was successful in gaining anEcoGrant in 2016 from the NSW Environmental Trust.

This grant enabled the Tumut grevillea and BushTucker project to run at Tumut High.

The grant enabled the following to be achieved at ourAg farm: • Information signs explaining how to do cuttings of

the grevilleas • Mesh benches for the outdoor hardening off area

of the nursery • Holding bays for sand and soil • Native plants and soil for the Bush tucker garden • A Bush Tucker excursion for the Poultry/Enviro

group with Shane Herrington and Talea Bulgerfrom NPWS

This project was assisted by the New South Wales

Government through its Environmental Trust program.


Documents

2018 Tumut High School Annual Report - Amazon S3...Introduction The Annual Report for 2018 is provided to the community of Tumut High School as an account of the school's operationsand