Embed Size (px)
Citation preview
[School code]
Northern Beaches Secondary College
Freshwater Senior College
Annual School Report 2014
8568
1
School Context
The Freshwater Senior Campus (FSC) is one of five campuses in the Northern Beaches Secondary College (NBSC). Unlike any other multi-campus college in New South Wales, each campus in the NBSC has a Stage 6 (Years 11 and 12) cohort. Students from the other four campuses have the option of completing their senior studies at their existing campus or enrolling in FSC.
Enrolments remained stable in 2013. The school’s total enrolment was 628, with students coming from 34 different schools. As a number of these students studied courses at other College campuses and TAFE, the effective full-time enrolment was 595. International students represent only a small proportion of total enrolments.
In 2013, 292 students enrolled in Year 11. These students came from non-government schools (49%), the other four campuses of the Northern Beaches Secondary College (26%), government schools outside the NBSC (25%) and from interstate, overseas and TAFE (1%).
The Campus provides students with the widest possible curriculum choices including a comprehensive range of academically challenging HSC subjects and an extensive range of TAFE courses. Students can select from over 80 courses. On site TAFE facilities give students access to specialist courses including Nursing, Digital Arts, Tourism, Sport and Recreation, Children Services and Events Management.
Our student leadership program allows students to take on a wide range of responsibilities that both develop individual leadership skills and support campus initiatives.
Facilities at the Campus are spectacular. They include general learning spaces encompassing seminar and break-out rooms adapted to meet the needs of senior students. A 250 seat Performance Theatre, national standard gymnasium and a music centre with adjoining practice rooms position us with opportunities to provide a breadth of quality learning experiences for our students.
Special features of the campus curriculum include the provision of a Welfare Program structured around a timetabled Student Mentoring Program involving all students.
Our students enjoy the opportunity to learn in an uncomplicated environment where the level of trust developed with their teachers encourages them to take more responsibility for their learning.
“Freedom to Learn”, our school motto, really does encapsulate the spirit within the school and the students readiness to prosper in an environment of high expectations. The value-added data that appears later in this report shows the strong growth that our students demonstrate in their two years at the campus.
Student Information
It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.
Student enrolment profile
The ratio of males to females decreased slightly in 2014.
Student attendance profile
The school’s attendance patterns continue to be well above the state average.
0
500
1000
2008 2009 2010 2011 2012 2013 2014
Stu
de
nts
Year
Enrolments
Male Female
0
25
50
75
100
2008 2009 2010 2011 2012 2013 2014
Att
en
dan
ce r
ate
Year
Student attendance rates
School State DEC
2
Post-school destinations
Post-school destinations
Year 10
%
Year 11
%
Year 12
%
seeking employment
N/A 0 0
employment N/A 3 10 TAFE entry N/A 5 20 university entry N/A 0 60 other N/A 1 0 unknown N/A 0 10
In 2014, 279 students graduated from Freshwater
Senior Campus with a HSC. For the students who
achieved the schools top 10 ATARS, tertiary
courses in Commerce and Sciences were popular.
The University of New South Wales was only
slightly more popular than Sydney University as
the place to study.
We had 2 students apply and receive University
of Technology Science Scholarships - $6,000 over
the 3 years of their science degree.
The school had 5 students graduate with not only
the HSC but also an SBAT (School Based
Apprenticeship/ Traineeship) - 1 in electro
technology, 1 in plumbing, and 3 in retail.
In Term 4, two Year 11 students represented
Freshwater at the week-long Honeywell
Engineering Summer School. The students were
assisted in payment for costs by the Belrose
Rotary Club.
In 2014, UAC introduced the School
Recommendation Scheme. Schools have the
capacity to recommend students who apply.
Once recommended, a conditional early entry
offer is made to the student by the University.
This can be as early as mid-November, alleviating
much stress for families. A goal for 2015 is to
make this scheme more widely known to the Year
12 cohort and increase participation rates by
students.
Year 12 students undertaking vocational or trade training
98% of students attained their HSC in 2014. 2% of students are currently on a pathways program.
Year 12 students attaining HSC or equivalent Vocational educational qualification
30% of students were enrolled in at least one TVET or SVET course in 2014. The most popular courses studied were Hospitality, Beauty, Children’s Services, Accounting, Sport and Recreation, Digital Photography and Construction.
Workforce Information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Workforce composition
Position Number
Principal 2
Deputy Principal(s) 2
Assistant Principal(s) 0
Head Teachers 8
Classroom Teacher(s) 37
ESL Teacher 0.6
Learning and Support Teacher(s) 0.4
Teacher Librarian 1
Teacher of ESL 0.6
School Counsellor 0.4
School Administrative & Support Staff 6.4
The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.
Teacher qualifications
All teaching staff met the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 65
Postgraduate 35
3
Professional learning and teacher accreditation
A total of $47544.61 was spent on professional learning activities in 2014.
The breakdown of expenditure was as follows:
Beginning Teachers $1,298
Use of ICT’s $3,645
Literacy $1,609
Quality Teaching $10,969
Syllabus Implementation $15,286
Career Development $10,128
Welfare $4,608
Beginning Teachers
Under the DEC’s blueprint for Great Teaching and Inspired Learning, significant funds are now allocated to staff in their first year of teaching following a permanent appointment. These funds are used to enable teachers to develop their expertise and capacity in the classroom as well completing the requirements for their teaching accreditation at the level of Proficient.
This requires meeting standards across the domains of Professional Knowledge, Professional Practice and Professional Engagement.
At Freshwater Senior Campus, beginning teachers work with a mentor and complete a structured process where they build their skills, knowledge and competency in order to meet the required standards. At the end of the process these teachers, amongst many things, know their students and how they learn, know content and how to teach it, plan and implement effective teaching, maintain a safe and supportive classroom environment, assess and provide feedback on student learning and engage professionally with their colleagues.
Underpinning this is their engagement in relevant and meaningful professional learning which includes teacher mentor meetings, attendance at workshops and seminars, self-reflection, discussions with colleagues, lesson observations, peer assessment and team teaching.
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary 30/11/2014
Income $
Balance brought forward 908264.79 Global funds 593128.25 Tied funds 177332.02 School & community sources 506785.50 Interest 29236.62 Trust receipts 471575.94 Canteen 0.00
Total income 2686323.12
Expenditure
Teaching & learning Key learning areas 157996.37 Excursions 150761.81 Extracurricular dissections 39360.52
Library 8146.71 Training & development 7029.25 Tied funds 128118.78 Casual relief teachers 70423.90 Administration & office 306724.97 School-operated canteen 0.00 Utilities 149988.32 Maintenance 74438.68 Trust accounts 455527.87 Capital programs 0.00
Total expenditure 1548517.18
Balance carried forward 1137805.94
A full copy of the school’s 2014 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.
David Neal, Head Teacher HISE, retired in 2014
4
School Performance 2014
Creative and Performing Arts
A number of successful student performances, activities and achievements were realised during the year:
Dance, Drama and Music students presented their HSC pieces at a number of evening presentations in the Performance Theatre.
Visual Arts students staged an exhibition of their HSC Bodies of Work.
Campus students performed music, drama and dance items at `On Show’.
Entertainment students provided technical support for performers at ‘On Show’ and at a range of campus performance evenings and assemblies.
Access to creative arts facilities and teacher expertise offered out of class time through the provision of studio access for visual arts students, audio recording room training for music students, dance extension lessons and drama and music enrichment workshops.
New initiatives this year for Music students, were the implementation of a College Music workshop for Year 12 and a series of master classes in composition for Music 2.
Daniel Willington selected for The Performing Arts Unit Jazz Orchestra and performed at a number of concerts including the Schools Spectacular and the USA tour.
Sean Niven performed in the College Jazz Improvisation Ensemble
Katerina Gomola achieved 4th place in HSC Dance and was identified as a Top Achiever in the course.
Katerina Gomola
Seven nominations were received for ‘Call Back’, the Dance exemplar series of concerts. Katerina Gomola was nominated for all three components of her HSC practical examination. Kate Asquith and Tenzin Youdon were nominated for their Core Performance and Major Performance pieces.
Jasmine Alaba received an ‘On Stage’ Drama nomination for her Drama Individual Performance.
Jasmine Alaba
5
Georgia Kean, Dakota Urbizondo and Daniel Willington received nominations for their Music Performances for Encore.
Georgia and Daniel
Hannah Bailey, Tom Hammond, Tom Kusturin and Kieran Shields had their Bodies of Work nominated for ‘Artexpress’ with three selected for exhibitions. Thomas Kusturin had his work selected for exhibition at The Art Gallery of NSW; Hannah Bailey’s work has been chosen for the Art Gallery of NSW and the McGlade Gallery, at the Australian Catholic University.
Kieran Shields’ work has been selected for ‘Artexpress’ at The Armory, Sydney Olympic Park as well as the Dubbo Regional Gallery.
Hannah Bailey Keiran Shields
Tom Hammond, Thomas Kobula, Finian Simes, and Jack Vanzino had their art work selected for the Manly Art Gallery `Express Yourself’ exhibition. Tom Hammond won the Theo Batten Scholarship. This will give him $5,000 to further his art career.
The Manly Art Gallery & Museum Society Award was split this year between two artists, Thomas Kobula and Jessica Pollock (Manly Selective Campus) and .Finian Simes’ photographic submission was highly commended.
Claire Gravas and Enya Schaefer were selected to participate in a Visual Arts workshop with the esteemed northern beaches artist Joshua Yeldham at Manly Art Gallery and Museum.
Sport
Sport plays a vital role in the culture of Freshwater Senior Campus. It is highly valued by staff and students, and provides many opportunities for recreation and competition as well as pathways for representation. In our relatively short history, there have been many outstanding achievements by teams and individuals, both as a representative of our school or in the community.
Our sporting program caters for students who wish to participate in the traditional sporting carnivals - swimming, cross country and athletics. Our swimming and cross country carnivals are ‘competitor only’ events and in 2014 the participation level from our students was higher than in all previous years. The athletics carnival was an outstanding success, held in perfect conditions and some long standing records were broken, most notably was Matthew Dunn breaking the 16yrs Javelin record by over 12 metres.
With points accumulated from all carnivals, Year 11 proved to be the champion Year and won the coveted “Bird” trophy.
Freshwater students have the opportunity to compete in school carnivals and then progress to representing at Warringah Zone, Sydney North Region and NSW CHS levels.
Our students competed in 15 CHS knock-out competitions including football, touch, basketball, netball, volleyball, lawn bowls and rugby league.
6
The girls’ football team became Regional Champions. This team produced the best ever result in the history of Freshwater Knockout sport teams, finishing 3rd in NSW. They won 8 games in a row in the state wide competition scoring 22 goals and conceding only 4.
Freshwater students were selected in Northern Beaches Secondary College teams including water polo, rugby union, netball and softball. Students also had the opportunity to gain selection at Regional and CHS level in any of the sports of their choice through the regional selection process.
Other sports represented by our students included: equestrian, sailing, snow sports (snowboarding and skiing), surfing and triathlon.
Sporting Highlights of 2014
Boys Futsal - 1st Northern Beaches Region and State Carnival representation
Girls Futsal – 2nd Windsor Region and State Carnival representation
Girls Football – Sydney North Regional Champions and finishing 3rd in the CHS Knockout series
Girls football team following their 2-0 win against Moruya
High School
Individuals
Keily Dober: Australian Olympic Hopes Sprint Kayak team - Sports Person of the Year
Maxim Skyba: NSW CHS and All Schools Hockey representative - Sports Person of the Year
Tom Hammond: Sports Commitment award
Naomi Peterson: Sports Commitment award
Zack Plant: High Jump - School and Zone record, CHS representation - Pierre De Coubertin Award
Max Skyba representing NSW
Sports Blues
Athletics: Matthew Dunn, Justin Brown
Snowboarding: Riley Cross
Hockey: Maxim Skyba
Netball: Adelaide Nesbitt
Touch: Lachlan Marks
Rugby Union: Sahara Gaw
Football (soccer): Riley Cross, Megan De Kock, Malasaili Falealoto, Sophie Fysh, Georgia Gray, Alexia Guerinoni, Rebecca Koopman, Isabella Neal-Shaw, Naomi Peterson, Jessica Sandtner, Ashley Quetcher, Alex Valentin and Anastasia Vescio.
Zack Plant setting the Zone High Jump record of 192cm
7
Academic Achievements
Higher School Certificate (HSC)
In the Higher School Certificate, the performance of students is reported in Performance Bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).
2014 Dux Samantha Page
Highlights of our 2014 HSC results include:
A top ATAR of 98.10 achieved by Samantha
Page. Samantha was also on the All-Rounders
list for Band 6 results in all her subjects
Tom Kusturin, Hannah Bailey and Kieran
Shields had their major works accepted for
Artexpress while Tom Hammond was
nominated.
Kate Asquith, Katarina Gomola and Tenzin
Youdon all nominated for Callback in Dance.
Daniel Willington nominated for Encore in
Music.
Gerrard Gibson selected for InTech in
Industrial Technology while Tom Kobula, Toby
Perks and Tom Stinson were nominated
Gerard Gibson
Jessica Alaba nominated for OnStage in
Drama.
Emma Youdale 3rd in the state in Community
and Family.
Katarina Gomola 4th in the state in Dance.
Katarina Gomola Emma Youdale
156 Band 6 results (results above 90%) which
were the most of any school on the Northern
Beaches apart from Manly Selective. 32
separate courses had at least one student in
Band 6.
81 students gained Certificates 1, 2 or 3
across a wide range of vocational education
and training courses.
Other outstanding ATAR’s include Emma
Youdale (97.55), Angelica Hunt (97.2), Lara
Holterhoff (97.05), Chad Kaye (96.7) and Jack
Maddock (96.25).
Chad Kaye Jack Maddock
8
0
10
20
30
40
50
60
70
80
90
100A
nci
en
t H
isto
ry
Bio
logy
Bu
sin
ess
Stu
die
s
Ch
em
istr
y
Co
mm
un
ity
and
Fam
ilySt
ud
ies
De
sign
an
d T
ech
no
logy
School 2014 School Average 2010-2014
SSG 2014 State DEC 2014
0
10
20
30
40
50
60
70
80
90
100
Dra
ma
Eart
h a
nd
Envi
ron
men
tal S
cie
nce
Eco
no
mic
s
Engl
ish
(St
and
ard
)
Engl
ish
(A
dva
nce
d)
Engl
ish
as
a Se
con
dLa
ngu
age
School 2014 School Average 2010-2014
SSG 2014 State DEC 2014
0
1020
3040
5060
7080
90100
Sen
ior
Scie
nce
Soci
ety
and
Cu
ltu
re
Soft
war
e D
esig
n a
nd
De
velo
pm
en
t
Text
iles
and
Des
ign
Vis
ual
Art
s
Ch
ine
se B
ackg
rou
nd
Spe
ake
rs
School 2014 School Average 2010-2014SSG 2014 State DEC 2014
0
10
20
30
40
50
60
70
80
90
100
Engl
ish
Ext
ensi
on
1
Foo
d T
ech
no
logy
Geo
grap
hy
Ind
ust
rial
Tec
hn
olo
gy
Lega
l Stu
die
s
Mat
hem
atic
s G
en
era
l 2
School 2014 School Average 2010-2014SSG 2014 State DEC 2014
9
Significant Programs and Initiatives – Policy and Equity Funding
Aboriginal education
Appropriate Aboriginal content has been included in all relevant teaching programs at the Campus. There was one identified Aboriginal students at the campus in 2014. The school continues to be committed to providing a curriculum that will cater to the needs of aboriginal students in the future. All aboriginal students in the school are supported by Ms. Gail Perry who is our dedicated contact person.
Multicultural education and anti-racism
The Campus curriculum included ESL classes in both Years 11 and 12 that provided excellent learning opportunities for those students whose primary language is not English. The ESL teacher, who works at the Campus three days per week, assisted in the delivery of these courses. He also worked closely with a number of teachers of other courses to ensure that the linguistic challenges faced by these students in these courses were carefully considered and catered for.
Learning and Support
The Learning and Support Teacher is a resource in the school that has the responsibility to coordinate the implementation of learning and support strategies as part of the Learning and Support team.
The tasks undertaken by the LAST teacher are designed to support the school in meeting the learning and support needs of identified students, improving their learning experience, and assisting classroom teachers to increase their capacity to meet the needs of all students in their classrooms.
The school employed a fulltime Student Learning Support Officer (SLSO) with the low level adjustment for disability funding who supported students with individual education plans.
Freshwater Senior Campus Community Outreach Group - STA (Students Take Action) Through aiming to make a difference in the lives of others, both in our local community and in our sister school in Tanzania, Africa, STA students undoubtedly develop greater resilience and self-esteem. Mrs Barbara Leonard [Girls Supervisor] [STA Co-Ordinator]
0102030405060708090
100M
ath
emat
ics
Mat
hem
atic
s Ex
ten
sio
n 1
Mo
der
n H
isto
ry
Mu
sic
1
Pe
rso
nal
Dev
elo
pm
ent,
Hea
lth
an
d P
hys
ical
…
Ph
ysic
s
School 2014
0102030405060708090
100
Ho
spit
alit
yEx
amin
atio
n
School 2014
10
STA student report 2014 – Naomi Peterson “We reach out to our community in order to enrich all of our lives” – this is Student Take Action’s (STA) mission statement and the reason we meet every week. STA aims to provide for those less fortunate than us in our local community and around the world, to make a big difference through small contributions. We participate in local and overseas projects in order to raise awareness to give back to the community. Freshwater Senior Campus and STA is committed to giving $5,000 each year to our sister school in Tanzania, Hanga Vocational Training Centre to help the students graduate.
Throughout this year, STA has organised various activities and fundraisers. Our first project was Valentine’s Day where we shared the love, selling roses, heart-felt messages and heart shaped lollipops. Through this we were able to raise $200 to contribute towards purchasing 200 chocolate bunnies, which we took to Mona Vale Hospital to give to the patients and staff for Easter.
During the course of the year, we have held three mufti days, two of which had an additional cake stall and one we held a BBQ. In doing so, we raised much needed funds for our sister school in Tanzania. This has gone towards providing learning supplies and school improvements. Through the involvement of the whole school, they were huge successes, as we raised over $2,500.
At the BBQ, a great vibe and atmosphere was created by the talented music students performing great tunes inspiring some fabulous dance moves from our wonderful teachers (Ms Chowdhury and Dr Brown). With the help of the Year 12 leadership team, hundreds of sausages were cooked and sold to our ravenous peers.
STA has worked with the Salvation Army on two occasions during this year. On 24th May, we participated in the Red Shield Appeal, where we walked around the streets of our local community and knocked on doors collecting donations for the Salvation Army. At the beginning of Term 4, 12 STA students, Mrs Leonard, Mrs Moran and Mr Pikardt went to the Salvation Army, Surry Hills “Street Level” Centre where we participated in the “STUMP” program. The students volunteered in their op-shop, food market and kitchen, serving meals whilst interacting with their local community. In the evening, we were able to go on a street walk around the city of Sydney where we were exposed to the homeless community who sleep rough every night. This was an eye opening experience that allowed us to realise just how blessed we are to live on the Northern Beaches.
11
During Term 4, we are able to support Pink Ribbon Day through selling ribbons, pens and collecting donations. This money goes directly to the Breast Cancer Foundation and helps to raise awareness for breast cancer.
Along with a choir from Manly Selective High School, STA travelled to the War Vets, where we spent two hours with the aged and the elderly trying to brighten up their day through sharing the Christmas spirit, singing Christmas carols, listening and giving them chocolate Christmas Santas. Each year a group of students from STA go to Mona Vale Hospital for a Christmas visit, where we take chocolate Santas and spread Christmas joy amongst the patients. This is a great experience as it enriches our lives, as well as those in the hospital
School Planning and Evaluation 2012—2014
School evaluation processes
NSW public schools conduct evaluations to support the effective implementation of the school plan. The school evaluations undertaken this year were the Science Faculty and Formative Assessment.
Science Faculty - Background
The Science faculty at Freshwater Senior Campus
comprises five teachers, several of whom teach
across at least two faculty areas including
Science, Mathematics and TAS. Within the
Science faculty, all members teach at least two,
and many three, Science subjects at Preliminary
and/ or HSC level.
Extension courses do not exist in the Sciences but
there is the facility for students to present for 6
units of Science at the HSC. The depth and
breadth of experience within the Science faculty
allows for this to occur. Our faculty is very
collegial, liaising constantly and frequently with
other Science faculties within the Northern
Beaches Secondary College to share resources,
strategies and, on occasion, common elements
for assessment tasks.
Every year, the entire faculty attends “Meet the
Markers” events to acquaint themselves with the
requirements of the HSC marking process from
the preceding year in all Science subjects and to
acquire the tools to adapt our own on-going
assessment strategies. In 2014, 2 faculty
members attended a three day residential
conference for Earth and Environmental Science
teachers at UNE Armidale. This was of
considerable value. All faculty members have
membership of the NSW Science Teachers’
Association.
All faculty members are available outside of
timetabled lesson times to provide assistance to
students experiencing difficulty with aspects of
their courses. In response to the increased
emphasis in all Science subjects on literacy, and
the impression that well- planned and logical
extended responses are leading to better HSC
results, extensive use of the ALARM process is a
feature of in-class and assignment work.
It is faculty policy to provide frequent excursion
opportunities for students in all courses. These
can be small, local excursions around our grounds
and surrounds or trips to the Maritime Museum,
IMAX, the ANSTO nuclear reactor or to other
Campuses for course enrichment.
Findings and Conclusions.
Numbers of students choosing at least 1 Science
subject for study in Stage 6 remain healthy and
retention from Year 11 to Year 12 is high.
As a matter of course, each year’s HSC results as
RAP and SMART data provided to the school by
12
BOSTES and the DEC are analysed at faculty,
executive and upper executive level. Science as a
faculty, performed significantly above the state
mean in 2014.
The combined percentage of Band 5 and 6 results
within the faculty for the 2014 HSC was 44%,
representing 75 of 167 students. Within the
subject areas, this percentage ranged from 72%
in Senior Science, 67% in Earth and
Environmental Science, 44% in Chemistry, 35% in
Biology and 25% in Physics.
With regard to the value added data, which was
based for the first time on an aggregate of the
Year 9 NAPLAN results instead of the customary
Year 10 School Certificate aggregate, it is hard to
know whether there is a positive correlation with
the nature of previous years’ data. Depending on
subject cohorts, there were between 2 and 17
students missing from the data set as these
students, some of them our highest achievers,
did not sit the NAPLAN tests in 2010.
It is thus of dubious value to compare the 2014
value added data with that of 2013.
Within the 2014 value added results, 4 of the 5
faculty areas had positive combined value added
before the cohorts were split into their class
groups. The fifth, Chemistry, where 9 of the 23
students were not included, when split into the 2
teaching groups, taught by the same teacher, had
combined value added data which varied by 8.63
points.
Future directions
The Science faculty aims to continue to provide
stimulating, creative and challenging experiences
to facilitate student learning and the
achievement of their full potential. The explicit
teaching of literacy and the modelling of
exemplar responses has been embedded within
all teaching programs.
A target for 2014 is to focus on further improving
the value added data in all performance levels
but particularly in the higher level where, is was
apparent from the 2014 statistics, that certain
individual students may have under-achieved. It
is anticipated that having early information
regarding Year 9 NAPLAN results for incoming
students may obviate a repeat of this situation in
some instances.
Formative assessment
Background
Assessment reviews have been undertaken at
Freshwater Senior Campus with the aim being to
analyse what is being assessed, how this is being
done and how it is presented and expressed to
the students. At the time of this review, there
was much discussion about the need for more
detailed formative or progressive, ongoing
assessment and better relationship and links to
summative assessment which occurs during
major exam periods like half yearly and Trials.
Formative assessment has become embedded
within all English courses, especially through the
Writing Portfolio task. The task requires students
to create a wide range of responses over three
Terms. As each draft is completed, students
submit the work for feedback, and drawing on
that feedback, students refine their response.
Formative assessment has been addressed over a
12 month period with significant changes within
HSIE. The faculty embraced changes and have
modified many tasks. Previously, there was a
more summative approach where significant
assessments occurred periodically throughout
the year, generally at exam times. In terms of
tasks undertaken, teachers within HSIE have been
able to break down tasks into smaller, more
explicit portions. This has enabled a close working
relationship with students and different levels of
progress have been observed.
13
The process is more student-centred and has
enabled students to seek one-on-one assistance
during class, as well as enabling teachers to
modify their presenting and explaining style.
Over the last two years, there has been a strong
focus on the development and use of formative
assessment in the TAS faculty while still
maintaining some summative assessment in line
with written exams specified by BOSTES.
Examples include:
The use of pre-tests or developmental tests
prior to a summative task
Provision of detailed, on-going feedback in
relation to major projects in the areas of
Community and Family Studies, Design and
Technology, Industrial Technology and
Textiles and Design
Use of the Learning and Responding matrix of
the ALARM process
In Mathematics, there has been a move to vary
and provide less traditional types of assessment,
though in some instances, assessment remains
mostly summative. In Year 11, more informal
tasks have been provided with a greater focus on
assessment for learning.
Summaries are designed by students for every
topic. These include annotations, individual
transcripts and these are assessed formatively –
ongoing and throughout the year. Examples of
these summary booklets were presented and
vary within each course. Maths General students
use a small exercise book, whereas Mathematics
students use a larger book resembling a portfolio.
The CAPA faculty has more recently embraced
formative assessment in relation to theoretical
and written course components of the respective
courses. In some areas, responses are scaffolded
and modelled for students and assessment is
varied. In many instances, larger tasks are broken
into smaller assessment areas which are
evaluated at stages during the year. Theoretical
components and syllabus concepts are explicitly
taught and regularly practised.
Students are required to think in a manner that
enables factual, interpretive and informative
views to be expressed and supported in order to
prepare them for the challenges of the final
written exam.
In 2015/2016, there is to be a focus on further
developing tasks and streamlining, ensuring steps
are clearly articulated, weightings stated,
outcomes with broken down areas of assessment
included. Recently, teacher to student feedback
forms were developed and are now used in all
Science formative assessments. Summative
assessment still takes place in exam periods, but
all other assessments leading up to these involve
formative assessment. Even the summative tasks
have formative aspects e.g. processing data,
analysing graphs, etc. Students will have
developed skills progressively throughout the
course. These skills are assessable at the HSC.
Content is developed prior to examinations and
resources and materials have been stored on
Moodle for skill development in
practical/research assessments.
The PDHPE faculty made small but significant
changes to the Preliminary assessment schedule
in the first year of the inclusion of Formative
Assessment. Examples include:
Course content was delivered as part of
the assessment learning and preparation
A more conscious move towards group
tasks and group work – this improved
confidence, created diverse opinions and
catered for multiple learning styles.
Findings and Conclusions
In English, since implementing this formative
assessment practice, students and teachers have
observed a significant increase in control of
language and structures, including conceptual
focus, detailed analysis and depth of personal
response.
The change has resulted in a more creative
approach to assessment enabling choice in HSIE.
14
Students have been encouraged to literally think
bigger, more practically and with syllabus
components in mind. Student well-being was
addressed in the review of assessments with
many year 12’s becoming very stressed around
exam times. As there were lots of exams
occurring at once, there was a tendency for
students to become over-loaded and not achieve
their very best.
Student reaction in Maths has been positive
especially with the WIK (What I Know) book in
the General course. Summaries have been
produced in small steps and teachers are able to
evaluate and provide meaningful feedback. In
Year 12, most assessment remain summative due
to the demands of syllabus, however, the General
course includes a task early in the course based
on formative assessment. Overall formative
assessment has been embraced in the Maths
faculty. There has been a deeper understanding
of questions as well as analysis using different
perspectives.
In CAPA, formative assessment suits the needs of
the students and eliminates much stress and
anxiety. The process is more personal and when
quality feedback is provided, students engage
and connect successfully. Assessment is
progressive and ongoing and well suited to
practical areas.
There is a large amount of practical assessment
within Science and formative assessment occurs
as a natural course in all areas. Students are
sometimes confronted with complex questions
where the skills for addressing the various steps
and stages need to be developed in advance.
Student retention has been high and class sizes in
some areas indicate student satisfaction and
engagement.
In PDHPE the formative assessment changes were
positive some staff feels that the self-assessment
was a powerful tool that allowed the teacher to
touch base with students around their specific
needs – allowing for greater differentiation and a
more reflective approach to their studies.
Future Directions
All faculties have indicated a strong focus toward
developing formative assessment strategies, with
many still requiring summative half yearly and
Trial examinations. There is more choice and
creativity being offered at Freshwater and
student retention and performance has been
solid in all areas. An assessment team will be
formed as part of the regular review and analysis
of tasks which follows a recent initiative where
tasks were collected and analysed by an
independent, external organisation Learning
Scope.
School Planning 2012-2014:
School priority 1
To develop an appropriate welfare curriculum for a senior campus that has the development of resilience and control as its focus.
Outcomes from 2012–2014
A reduction in 2014 in the number of students applying for anxiety related misadventure.
A significant decrease in student misadventures due to anxiety at the Trial / HSC.
Resilience factors incorporated into school curriculum as reflected in teaching programs.
Evidence of achievement of outcomes in 2014:
Survey students in mentoring (Term 1, 2014) and re-survey in 2013 showed that students are feeling more resilient.
Realignment of school welfare structure.
A significant reduction in the number of counsellor referrals related to student anxiety and a commensurate reduction in the number of anxiety related misadventure appeals in the HSC.
School priority 2
To confidently and regularly incorporate literacy practices in teaching and learning to reinforce
15
significance and improve the relative performance of middle and higher achieving students.
Outcomes from 2012–2014
Continued strong enrolments and community interest in the school.
Increasing number of Band 5 and Band 6 results.
Strong aggregated value added data that is in the large effect range.
Evidence of achievement of outcomes in 2014:
Improved levels of control within student responses leading to another 10% increase in Band 6 results and a 13% increase in Band 5 results.
Aggregated Value Added Data for lower, middle and high achieving students remains in the large positive value added effect size range.
10% increase in the number of enrolment applications.
Parent/caregiver, student, and teacher satisfaction
In 2014, the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
School Organisation %
Agree %
Disagree
The school is well organised and efficiently managed
98 2
My child is encouraged to take responsibility for her/his learning
98 2
The school actively promotes regular student attendance
98 2
My child feels physically and emotionally safe when he/she is at school
99 1
The goals I have for my child are consistent with the school's goals
98 2
My child has plenty of opportunities to do things at school that interest her/him
97 3
The school has high academic standards
98 2
I am informed promptly if my child has a problem
94 6
2015-2017 School Plan
NSW DEC is implementing a new school planning process for 2015-17. The new plan will be published on the school’s website from the beginning of Term 2, 2015.
The school’s Three Strategic Directions for 2015-2017 will be Flourishing, Connecting and Mastering
The purpose of Flourishing is
To develop engaged, independent and resilient students who strive to achieve their best in a culture of mutual respect and social support.
To shape confident and healthy citizens who contribute to our community and develop their own wellbeing and the wellbeing of others.
To create a positive and supportive community that encourages the formation of
16
authentic individuals, positive relationships and empathy.
The purpose of Connecting is
To foster strong relationships between students, staff and wider community to embed creative and collaborative practices in and beyond the classroom.
Through effective communication and integration of ICT, our focus is to develop a learning culture and environment of high expectations which promotes self-aware critical thinkers.
The purpose of Mastering is
Mastering skills, developing knowledge and applying understanding to shape:
Reflective learners (staff and students) who are flexible and creative in their thinking and can apply their learning in purposeful ways.
Motivated learners who seek to reach their full potential, enjoy their learning and contribute in a meaningful way throughout their lives.
Self-directed learners who are in control of their learning and can persevere with challenging learning goals.
About this report
In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Mr. Frank Pikardt, Principal Ms. Hayley Emmerton, Deputy Principal Mr. Chris Mortimer, Deputy Principal Ms. Sandra Svilans, Head Teacher Ms. Jasmin Chowdhury, Head Teacher Ms Helen Churchill, Head Teacher Ms. Barbara Leonard, Teacher Ms. Melissa Penrose, Teacher Ms. Lisa Peterson, Teacher
School contact information
NBSC Freshwater Senior Campus Harbord Rd, Freshwater, 2096 Ph: 99052634 Fax: 99052677 Email: [email protected] Web: www.nbscfreshw-h.schools.nsw.edu.au School Code: 8568
Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:
http://www.schools.nsw.edu.au/learning/emsad/
asr/index.php
