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Ulladulla High School Annual School Report 2014

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World Class Global Learners

Principals Report 2014 Annual School Report Ulladulla High, where outstanding teachers are leaders in learning, is a World Class School that provides a quality education in which students are encouraged to be creative, entrepreneurial and innovative young people with 21st Century future skills. Through collaboration and critical thinking the school promotes recognition, quality feedback and the celebration of excellence.

2014 saw the Official Opening of Ulladulla High School’s Completion of Capital Works. Ten years ago this amazing community had a vision for the young people of Ulladulla and Districts. Their vision was to build a 21st Century school that was world class which would prepare our students for the challenges of our ever-changing world.

I look at this outstanding school, its facilities and the people within it, and I think about our visionary community leaders who made this happen. Ten years ago, the dedicated community wrote a ‘new educational narrative’ for our community, not happy with the story as it stood. We had a bulging school with deteriorating buildings, spaces that were overcrowded, facilities that were second rate and learning environments that needed attention. This committed group of community people wrote a new story of education for the Ulladulla community, and we now sit in the vision, only imagined, many years ago.

What a wonderful school community we have, I am proud of what the students, staff and community have achieved this year. We celebrate that vision and reality. How good is our school? We run against the trend: our enrolments are growing, we have a record number of accolades in a myriad of arenas, “world class musicians, scientists, advocators, politicians, debaters, athletes, mathematicians, critical thinkers,

creators, the list goes on. We are reinventing what learning looks like and seriously... we are just ‘warming up’.

I will reiterate 3 ideas that resonate when I reflect on our year.

• Business of successful futures • The vision and reality of Learning at

Ulladulla High. • Creating World Class innovations.

UHS is a big industry... and our business is “building successful futures”, through the Hearts and Minds of over 1100 young people, In any business term, this is ‘work that matters’.

Each year we graduate over 180 students with a meaningful qualification; whether it be the Record of Achievement, a Higher School Certificate, a Certificate II in Business Services, Construction, Hospitality, Event management, Entertainment Studies the list goes on. We generated 1170 school reports twice in 2014, each containing 6 or more subjects, we tracked, monitored, and supported the attendance of 1170 students each period, 6 periods a day, 5 days a week, 40 weeks of the year. We generated 1000 library passes, leave passes, ran over 200 excursions, created 200 risk management plans, 1170 personal learning plans, conducted 2 Parent teacher nights which equates to 80 teachers times x 30 interviews equaling about 2,300 interviews on one given night. This year we have produced, printed and published 40 online editions of the summit times (always worth a read), and have made more than 780 updates to our website (visited weekly over 1000 times). Our facebook page had 1070 likes and in December, celebrating Taryn Love Receiving a ‘South coast Blue’ award, had 3500 views. The statistics are huge, our business is booming and UHS is a place that connects to its community.

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Beyond the business of UHS… there is our core business, building successful futures for our young people. At UHS we recognize that each young person is more than ‘just a student’.

They are unique individuals who need the support of their school to help realise their passions and dreams; to build their resilience, empathy and skills for living in a complex world. Our job is to ensure we provide a framework of inspiration and opportunity to realize those dreams.

As I often say...“High Achievement comes within a Framework of High Expectation”

The vision and reality of Learning at Ulladulla High is paramount to our students success. ... and our strategic directions for this purpose are:

• Equip students with future 21st Century Skills.

• Our teachers be world class leaders in learning

• A focus on relevant "real world" connections across all learning platforms.

As a visual arts teacher here at UHS some years ago, I painted a picture at Green Patch The words say... who paints the picture of OUR dreams..? Today I ask myself... who paints the picture of our young people’s dreams who are in our care....?

Who gives our young people the passion and freedom to think critically about a world beyond our classrooms and to create and innovate..?

The answer. We do, in everything we do. So that they may.

What does that look like for learning and future skills.

• Learning is 24/7. Learning is not something that teachers or a school switches on as a student walks in the front gate.

• Learning that the world is complex and that

being resilient, empathetic and caring comes from working in teams and groups to build understanding.

• Students are truly engaged in the learning process and are co- designers in projects/products of learning.

• Creating large classroom spaces for collaboration where round tables have replaced rows of desks. We have begun this transformation of classroom spaces. Some of our students refer to it as our...google room. We are building more in 2015 and beyond.

• exhibitions of deep authentic learning have been a big part of classes in 2014 and we will continue to foster this.

• lounge spaces with wireless internet are replacing rows of PCs where students can read, collaborate, create and discover.

• the notion of 'learning' (classroom) will be broad and sophisticated.

• Norms will be built around protocols of responsibility and respect. With freedom for students, however with a shared responsibility for others.

• there will be 'gamification' for learning as part of project based, authentic, quality products of learning.

• project based learning in which students build solutions to real world issues, learning labs complemented with full scale virtual courses,

• students will create products of learning that are meaningful and useful to others.

• student generated courses,

• student to student learning,

• Presentations of learning to “real world” audiences.

• Student and teacher collaboration and critiquing of quality explicit work and products.

• “Bring your own technology” will be as normal as your wrist watch

• 'flipped classrooms' which gives students virtual material for homework so that class time is used for higher order review, collaboration, networking, discussion and extension.

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• cloud computing and the re-organisation, replacement and reallocated notion of school structure. Teaching buddies and teacher partners.

• We will be exploring ways of combining space, effort and tools differently to meet the demands of the future for our students so that they will be creating world class innovations.

Word of thanks

I want to take this opportunity to thank our dedicated, professional and very conscientious teachers, Executive staff, Deputy Principals: Mr. Christiansen and Ms Lissa, and our very hardworking support staff, ably led by the Senior Office manager Mrs Leanne Colley. Everyday my staff give 110%. Staff believe strongly in supporting our students and in providing them with the very best opportunities. I truly appreciate your efforts.

Thank you also to the wonderful support given to the school and myself from our dedicated P & C. I am grateful for all that you do for our school.

I would also like to take this opportunity to acknowledge the outstanding commitment and hard work of the End of Year Presentation team and in particular Ros Hackett who led her team in preparation in celebrating excellence. Over 2014 we presented almost $24,000 in scholarships and awards to our students which has come from the overwhelming generosity of businesses and organisations in our town. The support we have from the community is phenomenal and sponsorship indicates a belief in the fantastic young people of this wonderful district. I truly thank all our sponsors.

I thank, our parents and carers, community and supporters for joining our students and staff in the journey. Your presence and support is

wholeheartedly appreciated.

Thank you, Yours sincerely, Denise Lofts Principal Ulladulla High School

Parent & Citizens Association. On Presentation Night 2014, the school community met in the MPC to acknowledge the successes of the students at Ulladulla High for the year. The P&C Association has one goal - to see the students at Ulladulla High doing their best with access to great teachers, resources, facilities and links to the community. The P&C recognises students who achieve in many areas across the school through financial sponsorship, has sponsored the 100% attendance awards for Presentation Night and a $500 scholarship. It has also provided faculties with funding to purchase equipment and provided a lunch for staff to celebrate International Teachers Day. Overall a commitment of over $18 000 for 2014. Earlier this year, we celebrated the opening of our new buildings, the culmination of a lot of hard work for many supporters of the school led by the P&C Association. In particular, the work of past Presidents, Patricia White and Glenn Royall and Secretary, Janelle Collins ensured that the Department of Education and the Government could not forget about Ulladulla High and its needs.

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The MPC, Q-block, the refurbished hall and classrooms as well as the new basketball courts only exist because of the success the P&C and this community achieved by gaining funding to remove demountables from the school, and have a capital works program completed. How did we do it? Many years ago the P&C looked at the reality of demountable buildings and a hall which was much too small. The only option was to take action. The P&C Association • decided to seek the support of the

community, • organised a rally to Parliament House in

Sydney. • Patricia White with support from our local

State member Shelley Hancock and Federal member Joanna Gash met with politicians at both State and Federal levels.

• Numerous letters of requests were written to explain how the community felt.

• Radio, newspaper and television were also involved.

Next, we want to start a campaign to ensure funding for a commercial kitchen. Such a facility will open up many more opportunities for students who wish to study Vocational education courses at Ulladulla High. To continue to fund valuable projects in the school we need parents/carers to volunteer in the canteen so that money can be raised to support the school through the P&C Association. As Winston Churchill once said “Continuous effort - not strength or intelligence - is the key to unlocking our potential.” We all have the potential to do better, so let’s work together to achieve this. In conclusion, I would like to thank the small but effective executive of the P&C Association, Kylie Wilson Vice President and Julie Ramsden Secretary for their on-going efforts to work for this wonderful school. In addition, the hard-working Canteen Convenor, Patricia White, and the staff of the canteen need acknowledgement; Lynda Sayers - Canteen Supervisor, Kim Payne - Assistant Supervisor, Michelle Fa’oa and Robert Munyard. Ulladulla High would not have the resources it has without the Canteen Supervisor and her team as well as the few volunteers who work tirelessly to provide a service to our students and staff. Janelle Collins President . UHS P&C Association

Student Representative Council Message

During 2014, the SRC has been actively organising and conducting many events/fundraisers and is already planning future projects.

The year began with our Valentines Day celebrations. Luke Thomas and Bonnie Hansen's amazing organisation had everything in place ready for the big day. Roses and chocolates were hand delivered to the lucky recipients.

The annual Harmony Day saw a multicultural food fair. SRC students organised, with the support of Ulladulla Indian Restaurant and Thailand Only, some really delicious curries. The SRC made their own nachos. Everything sold out! It was an outstanding success. The annual Harmony Day poster competition was run by Ms Skagen with Aqua vouchers up for grabs.

Our Captains and Vice Captains had morning tea with the Member for Gilmore, Ann Sudmalis to discuss issues in our area.

SRC students participated in Relay for Life, fundraisers were organized with the cupcake sale being a big success. Wet weather forced a postponement, giving us extra time to fundraise. On behalf of the school over $600 was donated. Local community events are always important to us. The SRC also enjoys being involved in the Grand Parade at Milton Show. The SRC and Year 7 students collaborated with the Rotary Club to raise money for their global Polio immunisation program. $200 was raised thanks to the Year 7 classes donating enough coins to create the word immunise on the concrete in the COLA.

A student voice has been added to the uniform committee and the canteen committee ensuring that the perspective of the students is taken into account. The SRC strongly advocated for the school dress which has been very popular.

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The school's breakfast program is co-ordinated by SRC volunteers. In 2014, the program was extended to three days from two. At 8.40am each morning toast is cooked, buttered and spread with vegemite by our volunteers. Some days we serve 60 students in 20 minutes. Amazing!

Our leadership camp this year was conducted at the Burrill Pines Motel. It was a two day overnight event. The theme was 'How can we make our school more inclusive'. Students representatives from all year groups actively participated. Groups were formed and projects were designed. In 2015 they will come to fruition. Key ideas were: a buddy system, anti bullying activities and whole school happiness.

Student Environmental Council Message The SEC has once again been very busy running many activities and representing the school in environmental issues both within the school and the local community throughout 2014.

Clean up Australia day was once again held by Ulladulla High School this year on the 28th of February. Students and teachers were encouraged to clean up the school environment while gaining points for their House groups.

Year 7 Environment Day was held on Thursday 5th of June. The day provided the entire year

group with a fantastic opportunity to take part in lots of fun activities, such as Wildlife Encounters, Environmental Treasure Hunt, Waste Not, Indigenous Sports, Bushcraft, while learning many valuable tips about looking after the environment.

On the 4th and 5th of December, the SEC ran an Environmental Activities day for the fourth year running at Ulladulla Public School. Over the two days SEC representatives ran several talks, presentations and conservation activities with the students. The day was highly successful with students taking away a wealth of knowledge from the day.

Back2Basics day is held on the first Friday of December every year. The day is run annually to raise awareness about how much we rely on electricity everyday. This year on the 5th of December we saw the entire school becoming actively involved with lessons running without laptops, smart-boards, lights or fans. The office, the canteen and the library also supported this initiative.

The annual leadership camp was held on the 20th - 21st of October. Students from the SEC and SRC organised and ran a series of teambuilding workshops. Additionally, both leadership groups assessed current projects in the school and investigated future directions for Ulladulla High School.

The Student Environment Council is still targeting littering both in the school and our local environment. A major strategy of this campaign is to reduce Ulladulla High School's contribution to landfill. Subsequently the SEC with the support from the P&C, purchased a Water Refill Station which has seen a massive reduction in single use water bottles.

The SEC will continue to work towards making our school environmentally friendly while ensuring the environment is at the forefront of the decision making process in our school.

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Student information Student enrolment profile

Student attendance profile

Post-school destinations

In 2014 we had 60 VET courses completed by Y12 students in the following areas of study, Aeroskills, Automotive, Beauty, Business Services, Construction, Entertainment and Hospitality. School Based Apprenticeships and Traineeships are increasing in numbers and popularity and we had 13 senior students involved in SBATS last year. The SBAT areas include, Parks and Wildlife, Retail Services, Business services, Construction, Child care and Education Support Services.

Students finishing year 12 moved into TAFE (11%) Apprenticeships and Traineeships (10%) Full time and part time work (19%) Defence (3%)

University (43%) with 6% of those choosing a gap year before starting University studies. Students who have moved on, who did not inform us of their intentions or who are still seeking employment (14%).

A total of 43% of our Y12 were offered University places, this is an increase of 12% over the last year group. A number of students had 2 offers of University placement and we had a total number of 57 University offers of placement. A small percentage ( 6%) have chosen to defer and have a gap year of travel and work before starting university studies.

Those students entering full or part time work, including apprenticeships and traineeships, made up 29% of the leavers, a small decrease over the last year group which correlates with a higher percentage of students choosing University study.

Those students who are studying at TAFE may also have part time work and made up 11% of the group and this is also a slight decrease on last year’s numbers. The unknown group of 14% at the time of compiling the report may have left the area for work or are still searching for employment or study options or did not make their intentions known.

A consistent 3% of the students have successfully joined the Defence Forces and this is the same percentage as last year’s group.

Year 12 students undertaking vocational or trade training

A total of 41 students studied at least 1 Vocational Education (VET) course in 2014. This is equivalent to 34% of Year 12 students. 9 of these students studied more than 1 VET course. 36 of these students completed their VET course at school in Business Services, Construction, Entertainment Studies and Hospitality. 5 students completed VET courses with TAFE and external providers. These courses included Automotive,

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Aeroskills and Beauty. These students not only gained their HSC but were also issued with a nationally recognised Vocational Education accreditation.

Year 12 students attaining HSC or equivalent Vocational educational qualification

100% of students of Ulladulla High School students in year 12 received a Higher School Certificate or equivalent in 2014.

Workforce information Workforce composition

Position Number

Principal 1

Deputy Principal(s) 2

Head Teachers 12

Classroom Teacher(s) 71

Teacher of Reading Recovery 0.2

Learning and Support Teacher(s) 1.6

Teacher Librarian 1

Teacher of ESL 0.2

School Counsellor 1

School Administrative & Support Staff 22

Total 112

Indigenous members of staff at Ulladulla High School play a key role and are part of the teaching and non-teaching staff. We have one permanent Indigenous teacher and one permanent Indigenous support staff member. Support of our Aboriginal students is provided by three Indigenous employed support staff on a temporary basis. Casual support staff and teachers of Indigenous background are employed as needed.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Degree or Diploma 90%

Postgraduate 33%

Professional learning and teacher accreditation

In 2014 the staff of Ulladulla High School, participated in a wide range of professional learning activities both within school and beyond

the school. The activities that have been undertaken have led to a number of initiatives in the classroom which have had a positive impact on the learning of our students.

The development of Project Based Learning (PBL) was and remains a key component of our school plan. PBL has been shown to be a 21st century approach to learning which is student centred, developing research and problem solving skills among students. To achieve the milestones in our plan the most significant PBL events of 2014 were

• Laura McBain from High Tech High in San Diego ran a two day event on PBL for interested staff. Approximately twenty staff members gave up two days of their April holidays to attend this event.

• Jake Prescott, also originally from High Tech High, currently working in Sydney ran a school development day where the whole staff were shown how to implement PBL ideas in the classroom.

The School Executive attended the annual executive conference giving up a weekend to work on the school plan.

2015 will see the continued implementation of the Australian curriculum into Years 8 and 10. At UHS a great deal of professional learning time was allocated to teachers to develop programs and teaching strategies to best implement these new syllabi.

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Financial Summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

2014 Actual ($) Opening Balance

(1,292,235) Revenue

(11,558,135) Appropriation

(10,947,719) Sale of Goods and Services

(52,622) Grants and Contributions

(490,094) Investment Income

(33,738) Gain and loss

- Other Revenue

(33,962) Expenses

11,275,557 Recurrent Expenses

11,275,557 Employee Related

10,230,597 Operating Expenses

1,044,960 Capital Expenses

- Surplus/Deficit for the Year (282,578)

Balance Carried Forward (1,574,813) The Information provided in the Financial Summary is current at the date shown. This Summary includes reporting from 1 Jamuary 2014 to 31 december 2014.

The School Finance Team includes the Principal, both Deputy Principals, School Administrative Manager, two elected teacher representatives and two members of the P&C Association. Each program in the school is run by a Program Manager with delegated responsibility for that program.

A full copy of the school’s 2014 financial statement is tabled at the Parent & Citizen Association. Further details concerning the statement can be obtained by contacting the school.

School Performance 2014 Assessment of Language Competency competition (ALC) Elective French students in Years 9, 10 and 11 sat the stage relevant ALC (Assessment of Language Competency) competition. This is an external competition testing students’ French reading comprehension. Students performed well, with 75% of students gaining a credit or higher.

In 2014, many UHS students, including the Year 8 Selective Class, sat external competitions, with students earning some outstanding results.

The Australian Geography Competition: Junior Section - 2 High Distinctions, 1 Distinction, 2 Credits Intermediate Section - 1 High Distinction, 3 Distinctions, 5 Credits Senior Section - 1 High Distinction, 1 Distinction, 2 Credits

The Australian History Competition: 9 Distinctions, 7 Credits

The Australian Mathematics Competition: 1 Distinction, 11 Credits

UNSW ICAS English Competition: 3 Distinctions, 7 Credits

UNSW ICAS Mathematics Competition: 1 High Distinction, 1 Distinction, 14 Credits Essential Secondary Science Assessment (ESSA) In 2014, our Year 8 students sat the annual Essential Secondary Science Assessment (ESSA) where our results have shown to be slightly below average in each area assessed - being over represented in band 3 overall, however showing a higher than average understanding of Working Scientifically in band 6. Congratulations to our top performing students Jed Wilesmith, Luc Sargeant, Riley Papworth, Rachael Knight-Derkowski, Lara Horvat, Daniel Harley and Joshua Gunn. To improve the overall results in Year 8, we are implementing several Project Based Learning activities which develop the key competencies allowing students to freely explore the content indifferent ways and using means which intrinsically drive them.

Funds received through the Resource Allocation Model (Ulladulla High School)*Component RAM

Base 8,553,056 8,553,056 0.80841 Base (80.8%)Equity 368,827 0.03486

Location - - 0 Location (0%)Aboriginal 32,788 32,788 0.0031 Aboriginal (0.3%)Socio-Economic 99,587 99,587 0.00941 Socio-Economic (0.9%)Language - - 0 Language (0%)Disabil ity 236,451 236,451 0.02235 Disability (2.2%)

Targeted 1,279,519 1,279,519 0.12094 Targeted (12.1%)Other 378,707 378,707 0.03579 Other (3.6%)

Total 10,580,110

* data source: Local Schools Local Decisions - Learning, High Performance and Accountability Directorate

RAM Funds

Base (80.8%) Location (0%)Aboriginal (0.3%) Socio-Economic (0.9%)Language (0%) Disability (2.2%)Targeted (12.1%) Other (3.6%)

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School Achievements Creative and Performing Arts In 2014, the Creative and Performing Arts faculty returned to presenting its ever popular Exposure series of concerts as one of the main events for the year. The concert series ran over three nights in the MPC and was then toured to Milton Theatre for a matinée performance. This is a huge undertaking by our staff and students and was supported by the SRC who helped run the front of house and supply refreshments at intermission.

The variety concerts showcase the singing, dancing, acting, circus and presentation talents of our students and will continue to be run as a biannual event alternating with the musical production each other year.

Exposure also forms one of the main vehicles for our Vet Entertainment students to gain real workplace experience and forms a large part of their mandatory hours. They handled the set-up, sound and lighting in a very professional manner and demonstrated the excellent instruction that they have received during Year 11.

The annual Visual Arts exhibition featuring works by our gifted year 12 students plus works from all other years was once again held in the MPC. The opening of the exhibition was brilliantly conceived and presented by our Visual Arts, Dance and Drama teachers. The performances were exceptional and the night was a real testament to the creative ability of both our staff and students. Those attending were extremely impressed.

The bar was set high this year and future performances should continue to attract excellent viewing audiences.

Choir Our award winning choir was extremely active in 2014. They once again represented the school at the Shoalhaven Eisteddfod and managed to take out first place again this year. They went on to perform at a number of local functions including the View Clubs’ annual meeting and are always well received at the formal assemblies.

The senior choir, known as Grace Notes also defended its Eisteddfod title in 2014 with a brilliant performance and once again took out first place. The very talented seniors in this group will be missed in next year’s incarnation of this group.

Debating Ulladulla High School has a proud history in Debating providing opportunities for all interested students, not just talented speakers enabling them, to take part in school based as well as inter-school competitions. In 2014, Ulladulla High entered teams in the Premiers Debating Challenge Competition. Teams competed in both the Year 7,8 division and the Year 9,10 division. Both teams represented the

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school admirably and successfully, winning several rounds of their respective competitions. The competition includes schools from all over our region and this year required travel to Moruya, Batemans Bay and Vincentia High Schools.

One of our debaters, Ava Del Tufo in Year 9 attended the Regional Debating Camp and was successful in gaining selection for the Illawarra South East Regional Team. Ava competed in the Junior State Debating Championship s at Sydney University in December 2014. Ava has since gone on to be selected in a training squad of 24 debaters from a total of 136 students to

represent NSW for the State Debating Union. Although Ava did not make the final team, she was the only Year 10 student to make the training squad and the only public school student.

A great achievement

Southern Stars

Ulladulla High School participated in the Southern Stars 2014 production on the 29th and 30th of August. A total of 13 students from Years 7 - 12 made the trip to Wollongong to perform as part of the Circus extravaganza which was selected as the opening act for this year's production. Our students joined 3000 other students from across the region to take part in this incredible event. Drama Report 2014 was another exuberant year for the Drama students at Ulladulla High School.

Year 9 students constantly raised the bar with the quality and creativity behind their performances; performing to school audiences, at the Creative

Arts Exhibition, and to a public audience at the end of the year (notable for both the quality of the performances and the hail storm that accompanied the evening).

Year 10 created new opportunities in the development of a cross faculty project with Photography. The Recycled Catwalk produced sustainable costumes, and a fashion portfolio of these creations and was attended by Year 8 and 9 audiences. Their Year culminated with a Theatre In Education Production, Whose Afraid of the Big Bad Book?, travelling to the four local Primary schools and playing to audiences totalling over a 1000 students.

Year 11 Drama celebrated 450 Years of Shakespeare with three amazing contemporary adaptations of three of his well know plays Macbeth, The Tempest, Midsummer Nights Dream; Students scripted, costumed and performed to three packed houses over the course of a single day to rave reviews. They acted as mentors to all of Year 8 during the annual Play Day, a day of theatre sports run for all of Year 8 students, and consolidated this role in visiting the local Primary School to assist in transition activities.

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Sport – Zone, Region, State 2014 provided wonderful opportunities for our strong sporting community to continue to achieve at a school level, Shoalhaven Zone, the Illawarra and South East Region, NSW Combined High Schools and All Schools, right through to National Representation.

Congratulations are extended to all students who participated with enthusiasm at school carnivals, through to those elite athletes who excel at CHS and weekend sport, ensuring Ulladulla High School’s continued success in the sporting arena.

More than 60 students represented the Illawarra South East Region at NSW Combined High School Championships. Sports included Athletics, Basketball, Cricket, Cross Country, Football (Soccer), Golf, Gymnastics, Lawn Bowls, Rugby League, Snow Sports, Swimming, Surfing, Tennis, Triathlon and Touch .

Sporting highlights this year included outstanding cricketer Matthew Gilkes gaining selection in the NSWCHS 15 Years Cricket Team, the NSW All Schools Cricket Team and he was named in the Australian Merit Team. Taryn Love gained selection in the NSWCHS Touch Team.

Our Open Girls Tennis Team: Christie Barry, Shaylee Sydenham, Brittany Anderson, Casey Anderson and Jasmine Hardwick were Zone Champions and South Coast Regional Champions for the third consecutive year. The NSWCHS Tennis State Finals of the Floris Conway Cup were

held in Gunnedah and the girls finished in an impressive 4th place in NSW.

Our surfers continued to impress at Regional and State Titles. Tess Mawson, Chae Moloney, Skyla Rayner, Rubie Reents represented UHS at the Newcastle NOW High School Teams Challenge.

Sportswoman of the Year was awarded to Taryn Love for the third year in a row. Taryn continues to be an outstanding ambassador for Ulladulla High School. She is an integral member of the Ulladulla High School Open Girls Touch Team which has been so successful over the past few years. Taryn was awarded a South Coast Sporting Blue for outstanding representation in touch, and a Shoalhaven Sporting Blue in Athletics. Taryn earned NSWCHS Silver medals when she placed 2nd in Long jump and Triple jump at the NSW Combined High Schools Athletics.

Taryn also received a Premier’s Sporting Challenge Scholarship of $500 to assist her in her pursuits.

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Our Sportsman of the Year was the talented Gus Frank. His accomplishments include being the Bara House Captain and competing in the NSW Combined High Schools Championships representing the South Coast in Cross Country. He was also a member of the successful UHS Touch team which made it to the Final 20 in the state knockout.

Our representatives at CHS swimming were Piper Hoyer, Lily Murdoch, Jed Wilesmith, Daniel Webb, Hannah Fair, Sarah Mudge, Makenzie Ring, Aniek Attard, Anna Sottrifer, Jonathan Schaap, Lachlan Page, Charlie Brophy, Jed Wilesmith, Siena Jackson, Zali Pullinger, Mia Garin, Rachael Knight-Derkowski. Oriane Villiers was the performer of the meet with the following results. 15 year 100m Free 1st, 100m Fly 2nd, 200m IM 3rd, 50m Free 3rd, 200m Free 3rd, 100m Breaststroke 4th, 100m Backstroke 5th. Oriane went on to compete at the NSW All Schools Championships.

Our representatives at CHS Cross Country were Ella Conlon 54/76, Takesa Frank 43/76, Lily Murdoch 10/76, Tiara Willing 63/76, Lilly Boland 12/93, Jed Frank 5/89, Gus Frank 6/86, Blake Nolan 38/86.

Athletics this year was a very small team with tough wet conditions at Zone and then snow at Regional. Well done James Sheppard, Kristen Kalemusic 800m 6th, Taryn Love long jump 2nd, triple jump 2nd.

Our Snowboarders and skiers were well represented with the following outstanding results from the NSW State Championships.

Cross Country Skiing (XC): XC Freestyle Division 2 girls team (Saskia Auer, Lilly Boland, Felicia Auer): 1st. Individual: Lilly 1st, Felicia 2nd, Saskia 3rd. XC Relay Div 2 girls team (Saskia Auer, Felicia Auer, Lilly Boland): 1st.

Snowboard Cross (Boarder Cross):

Division 3 (Year 7-8) boys team (Jesse Wood, Max Boland): 5th. Individual: Jesse Wood 3rd. Division 3 girls team (Olivia Chopping, Eliza Green, Shannon Meredith): 4th.

Division 2 (Year 9-10) boys team (Liam Wood, Nathan Meredith, Max Cunningham): 4th.

Division 2 girls Team (Felicia Auer, Lilly Boland, Cloe Dadd): 4th.

Snowboard GS (Giant Slalom): Division 3 (Year 7-8) boys team (Jesse Wood, Max Boland): 10th. Division 3 girls team (Olivia Chopping, Eliza Green, Shannon Meredith): 6th.

Division 2 (Year 9-10) boys Team (Liam Wood, Nathan Meredith, Max Cunningham): 3rd. Individual: Liam Wood 3rd. Division 2 girls Team (Felicia Auer, Lilly Boland, Cloe Dadd): 2nd.

PDHPE / Exercise and Sport Studies PDHPE is a core subject for students, Year 7-10. Students are exposed to a variety of topics including sense of self, resilience, healthy body, healthy mind, nutrition, safe partying, choices I make, diseases and protection methods, the human body and its movement. Students are also exposed to a practical aspect of the course and develop skills in a variety of sport and active movement situations. These opportunities include beach games and surf awareness, volleyball, softball, touch football, striking skills, just to identify a few.

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In year 10 students are assessed using a variety of methods including assignments, class tests and two practical components, beach biathlon and fitness testing. The biathlon is conducted with the support of qualified community members who assist with safety at the beach. Our test is diversified to cater for students who are non-swimmers so that all students can achieve minimum standards. Students who elect not to attempt tasks continue to be a challenge for the faculty and are able to complete alternate tasks.

Those students with an interest in sport can elect to study Exercise and Sport Studies in Years 9 and 10. This course explores some of the content mentioned above in greater detail and relates it to the mechanics of movement and sport. In 2014 Year 9 had 30 students and Year 10 45 students participating in this course. Our most outstanding students recognized at presentation night in Year 9 were Kate Brennan, Christie Lahiff, Brittany Anderson, Makenzi Ring and Amy Dorrell. Year 10 were Liam Ryan, Rubie Reents, Tahlia Singleton, Darcy Reed, and Courtney Date.

Year 10 grades awarded were A=3, B= 8, C=23, D=11, E=0. For a student to achieve an A they must meet the following criteria. ‘The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills involved and can apply these skills to new situations.’ We look forward to many of

these students electing to study PDHPE in their senior years.

Science and Engineering Challenge For the third year in a row our Year 10 students blitzed the competition at our regional Science and Engineering Challenge amassing points for each challenge through their hard work and determination to achieve. These students were selected to attend the state level competition in Newcastle and had a fantastic time seeing the best and brightest Science and Engineering students from NSW schools. Although we did not win the state competition we were commended by the organisers on the fantastic attitude and determination to achieve. Our students came to the competition showing excellent leadership and teamwork skills throughout all activities in the competition. Year 11 students Jacob, Tom, David and Ben travelled with teacher Mrs Miles to UNSW to participate with 50 other teams in the Great Engineering Challenge 2014. The boys came up with some enterprising solutions to 3 different challenges and were placed in 5th position overall for the competition.

Academic achievements HSC results 2014 In 2014, a number of Ulladulla High School Students achieved some outstanding results in the Higher School Certificate. Dux of 2014 was Jared Bellingham with an ATAR of 95.65. Jared also achieved a Band 6 result in Mathematics and Chemistry as well as the highest band E4 for Mathematics Extension 1. Alison Maher achieved a band 6 in English (Advanced) and Biology as well as Band, E4 in English Extension 1 and 2. Band 6 results were attained by the following students. Jessica Boyle – Music 1 William Brennan – Mathematics General 2 Jordan Edwards – Mathematics and Mathematics Extension 1 (E4)

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Tayla French – Business Services Bonnie Hansen – PD/H/PE Ebonylee Peel – PD/H/PE and English Extension 1 (E4) Joseph Rosetto – Music 1 Brittany Shipton – Ancient History, Studies of Religion (1 unit) Alanah Ward – Society & Culture

Mason Colley also achieved a Band 6 in Music 1, a notable achievement as Mason together with his sister Eden was accelerated to complete the HSC exam in Year 11. Eden is to be congratulated on her band 5 result as well.

Library The library has been central to the development of Ulladulla High School’s model of Project Based Learning in 2014. Under the management of the Teacher/Librarian Mrs Sharyn Wheatley (4 days) with the support of Ms Alexis Goldman (1 day) the library has been a technology centre as well as continuing to grow its more traditional resources.

The library is used productively by students at both recess and lunch times while the Senior Learning Centre is used in non-timetabled lessons productively by our senior students. The Distance education centre in the library has telephone and video conference facilities allowing students to access subjects that we are unable to offer at school.

The library has always had an important role in Teaching & Learning at Ulladulla High. That role is constantly evolving especially with the growth in technology. Many teachers use the facility and team teach with the teacher/librarian on a variety of projects and learning activities.

In 2015 with more areas of the school developing Project Based Learning activities the Library is central to the success of these tasks and student learning in general.

NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Year 7: from Band 4 (lowest) to Band 9 (highest)

Year 9: from Band 5 (lowest) to Band 10 (highest)

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.

Alternatively:

NAPLAN Year 7 - Literacy

Reading 187 Year 7 students sat the reading section of the NAPLAN test. 16.5% of students achieved a band 8 or above, 47.6% achieved a band 6 or 7, 14.4% of students achieved a band 5 and 5.3% achieved a band 4. Trend data indicates an improved spike in reading from 2013 to 2014 in bands 7,8 and 9.

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Percentage in BandsSchool Average 2010-2014SSG % in Band 2014State DEC % in Band 2014

Writing 18% of students achieved proficiency in writing which includes a band 8 or above, 42% achieved a band 6 or 7 which is at or below National Minimum Standards. 9% of students are below National Minimum Standards. Trend data indicates that writing is comparable to State trends. Spelling 26% of students achieved proficiency in spelling which includes a band 8 or above, 25% of students achieved a band 6 or 7 which is at or below National Minimum Standards. 11% of students are below National Minimum Standards.

Grammar and Punctuation 28% of students achieved proficiency in writing which includes a band 8 or above, 28% achieved a band 6 or 7 which is at or below National Minimum Standards. 11% of students are below National Minimum Standards. Trend data indicates that spelling and punctuation is comparable to State trends from 2013 to 2014. Areas for improvement: Overall areas for improvement in Year 7 centre on the correct use of punctuation, and developing ability to spell multi syllabic words.

NAPLAN Year 9 - Literacy

Reading 200 Year 9 students sat the reading section of the NAPLAN test. 21% of students achieved a band 8 or above, 31% achieved a band 6 or 7, 10% of students achieved a band 5 or below.

Trend data indicates an improved spike in reading – against State trend from 2013 to 2014 in bands 7,8 and 9.

Writing 5% of students achieved proficiency in writing which includes a band 8 or above, 55% achieved a band 6 or 7 which is at or below National Minimum Standards. 27% of students are below National Minimum Standards. Although trend data indicates that writing is comparable to State trends, for Ulladulla High School, this is a key area of concern. The 2015 focus will be on improving this through a number of initiatives including a teacher mentor 7 - 10 to enhance skill development and capacity. Spelling 14% of students achieved proficiency in spelling which includes a band 8 or above, 33% of students achieved a band 6 or 7 which is at or below National Minimum Standards. 13% of students are below National Minimum Standards.

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Percentage in bands: Year 9 Reading

Percentage in BandsSchool Average 2010-2014SSG % in Band 2014State DEC % in Band 2014

Grammar and Punctuation 15% of students achieved proficiency in writing which includes a band 8 or above, 42% achieved a band 6 or 7 which is at or below National Minimum Standards. 15% of students are below National Minimum Standards. Trend data indicates that spelling and punctuation is comparable to State trends from 2013 to 2014. Areas for improvement: Areas for improvement are centred upon increasing the skill capacity of students in effective word choice, sequencing of ideas in paragraphs, and elaborating on ideas that contribute to the writer’s point of view.

NAPLAN Year 7 – Numeracy

Year 7 students sit a numeracy test which consists, a calculator and non-calculator section. 185 students sat the numeracy test. 42.2% of students achieved a band between 7 to 9, 54.6% of students achieved a band between 5 and 6 and 3.2% of students achieved a band 4. Overall results show the cohort is below state averages but comparable with state trends i.e. trending up. However 57.6% of students achieved greater than or expected growth from years 5 to 7.

Areas for improvement are in word problems relating to solving equations; successive discounts using percentages and inequalities as identified by the item analysis.

NAPLAN Year 9 - Numeracy

Year 9 students sit a numeracy test which consists of, a calculator and non-calculator section. 191 students sat the numeracy test. 41.8% of students achieved a band between 8 and 10, 53.9% of students achieved a band between 6 and 7 and 4.3% of students achieved a band 5. Overall results show the cohort is below state average but comparable with state trends i.e. trending up. However 63.9% of students achieved greater than or expected growth from year 7 to 9.

Areas that need improvement are algebraic techniques using indices, scale conversions and complex calculator techniques as identified by the item analysis.

UHS continues to focus on improvement for students in the lower bands by providing learning support in the form of teacher aide time in the classroom, small group withdrawal from class using tutor style delivery and one to one tutoring when identified. Students are encouraged to attend the after school homework centre and senior tuition, which is provided free of charge to students.

NAPLAN Year 9 - Aboriginal

The Year 9 Aboriginal Naplan results reflect that our programs and initiatives are having a positive impact. Analysing the ‘Trend Data’ for Numeracy our Aboriginal students highlight that our students have a scaled score of 554 which is 24.9 scaled scores above NSW DEC (Aboriginal) and 17.5 scaled scores above State (Aboriginal). Likewise in Reading our Aboriginal Trend Data highlights our students (551.1) are well above NSW DEC Aboriginal (524.3) and State Aboriginal (532.6).

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Our Aboriginal Naplan growth data is also very promising with students in Numeracy and Reading scoring well above the NSW DEC (Aboriginal) and State (Aboriginal). Further, in Numeracy 80% of students scored ‘Greater than Expected Growth’ and in Reading, 60% of students scored ‘Greater than Expected Growth’. Higher School Certificate (HSC) CAPA-Drama Year 12 Drama stepped up to the added demands of the HSC bringing the product of their labours to the annual Showcase, where parents, friends and the public where privileged enough to view their HSC major works (Individual and Group Performances). Students performed to their ability in the HSC and were rewarded for their hard work with 5 Band 5’s.

Early entry was achieved by many of the students to University with Riley McDonald auditioning and being accepted into the elite Theatre school: The National institute of Circus Arts.

CAPA-Music Music results were extremely good in 2014 with Mason Colley (96), Jessica Boyle (90) and Joe Rossetto (90), all managing band 6 results. Seven more student in the class received strong band 5 results. Fifteen students in total sat for the exam. CAPA-Visual Arts The Visual Arts department was very successful in 2014 with some excellent HSC results from their cohort of 28 students. There were five students in high band 5 with one Riley McDonald having his work nominated for Art Express and only 2 marks off getting a band 6 result. Fifteen students were in the band 4 category and no one in the class below a band 3. This is a very solid result. English-Extension 2 Extension English is a course designed for students with a desire to pursue a specialised study of English. In the Extension English 2 course students develop a sustained composition, and document and reflect on this process. Some of our most talented writers in our school participate in this course.

In 2014 there were 4 students who successfully completed this course with Alison Maher achieving an impressive E4 (band 6 equivalent) and Brad Cullen, Matthew Findley, and Anna Krilov, achieving an E3 (band 5 equivalent). We

are enormously proud of our Extension 2 students and congratulate them on their achievements.

English-Extension Extension English students are accomplished, analytical and imaginative in their use of English to refine their understanding and appreciation of the cultural roles and significance of texts. We are very proud of the achievements of the 8 Students who completed this rigorous course. Special congratulations must go to Alison Maher and Ebony-Lee Peel for their outstanding results – achieving E4s (band 6 equivalent) and also to Jessica Boyle, Brad Cullen, Sheree Dixon, Anna Krilov and Britney Shipton for their impressive results of 40 and above. Congratulations to all of these students for their passion and commitment to English.

English-Advanced English The Advanced English is a challenging and rigorous course. The results from the 2014 cohort are amongst the most pleasing Ulladulla High School has achieved in recent years. We are very proud of our students’ achievements; with a cohort of 40 students 35% achieved a band 5 or higher. Particular congratulations must go to Alison Maher for her outstanding result of a band 6 in this very challenging course. Alison was also the recipient of our Inspirational English Award for passion and commitment to English.

English-Standard English Standard English is the most popular English course studied at Ulladulla High School. In 2014 we achieved pleasing results with a cohort of 68 students, 31% achieved a band 4 and above. Special congratulations must go to Jordan Edwards, Taylah French and Bonnie Hansen for their marks in the high 70s. Our Inspirational

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English award went to William Brennan for dedication and commitment to his studies in Standard English. We are very proud of all of our Standard English students.

English- Studies The English Studies course successfully meets the needs of our students not aiming for an ATAR. Our students are actively engaged in learning experiences that prepare them for the global workplace with a focus on personal improvement of their communication skills. We are proud of our students’ success in this course. HSIE-Human Society and its Environment. During 2014, 100 students sat seven different HSIE subjects at the HSC level with a focus on Make A Plan (MAP) extended response scaffolding techniques. The percentage of students gaining Band 4 or higher in HSIE courses increased from 42% in 2013 to 64% in 2014. HSIE-Ancient History Twenty five students sat the HSC examination in Ancient History with 70% gaining a Band 4 or greater. Britney Shipton scored a Band 6. HSIE-Business Studies Seventeen students sat the HSC examination in Business Studies with 61%* gaining Band 4 or above. *Please note these are estimated marks due to a gas leak. HSIE-Business services Four students sat the HSC examination in Business Services with 100% gaining Band 5 or above. Tayla French scored a Band 6. HSIE-Legal Studies Sixteen students sat the HSC examination in Legal Studies with 50% gaining a Band 4 or greater. HSIE-Modern History Sixteen students sat the HSC examination in Modern History with 62.5% gaining a Band 4 or greater. HSIE-Society and Culture Fifteen students sat the HSC examination in Society and Culture with 67% gaining a Band 4 or above. Alana Ward scored a Band 6. HSIE-Studies of Religion seven students sat the HSC examination in Studies of Religion I with 57%

of students gaining a Band 4 or above. Britney Shipton scored a Band 6. Mathematics General 1 This is a Content Endorsed Course and 16 students completed this course. This cohort consisted of students participating in the HeadStart. The highest mark achieved was 74% by Daniel Shoebridge. Mathematics General 2 61 students sat the examination with an average mark of 67.1%. One student achieved a band 6 (William Brennan) and 5 students achieved a band 5. 75% of the cohort achieved a band 3 and above. Mathematics (2u) 23 students sat the examination 11 of which were Extension 1 students. Two students achieved a band 6 (Jared Bellingham and Jordan Edwards) and seven students achieved a band 5. The average mark for this group was 70.6%. Approximately 73.9% of this cohort achieved a band 3 and above. Mathematics Extension 1 11 students sat the examination with an average mark of 74.1%. 2 students achieved the highest band of E4 (Jared Bellingham and Jordan Edwards), 6 students with E3 and 3 students with E2. Overall 100% of students achieved above a band E2 or above.

PDHPE / Exercise and Sport Studies Twenty five students that achieved a Higher School Certificate in Personal Development, Health and Physical Education. Outstanding results saw two students accomplish Band 6 with

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Ebonylee Peel achieving 93 and Bonnie Hanson 90. This result placed 8% of our candidates Band 6 meeting state averages.

Congratulations to Ms Toni Williams and Mr Andrew Hallett, who through their dedicated teaching managed to get 24% of their students to achieve Band 5, above the State average of 22%. Students achieving Band 5 were Zachary Churchill 87, Hayden Kastelein 81, Holly Munday 88, Georgia Murdoch 81, Luke Thomas 88 and Maddelyn Wilson 88.

Science - Agriculture Our Agriculture students have been part of improved learning experiences involving local and regional agribusiness partners who have graciously supplied their time to develop our students’ understanding. Our 2014 results are below state average, however with these newly formed partnerships we are expecting to see an improved set of results for 2015.

Science – Biology 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).

In the 2014 HSC, our Biology students have shown an improvement on 2013 results in band 5 with band 6 remaining steady. Results are still below state average which is consistent with 2013. Resources used in Biology classes are being refreshed in order to improve the quality of experiences we can deliver to our students with anticipated improved results for 2015. Congratulations to Alison Maher for her outstanding result in Biology!

Science - Chemistry Chemistry results have shown an impressive improvement compared to 2013 results. Whilst still below state average, the gap has narrowed to smaller than all other past years. Results have also improved in bands 5 and 6 which is fantastic. Congratulations to Jared Bellingham on his excellent result in Chemistry!

Science-Earth and Environmental Earth and Environmental has shown an impressive increase in band 5 results and the average has moved to above state average compared to 2013. Although there were no band

6 results several students achieved very high band 5 results. In order to improve these results we are developing links with local and regional partners who are able to offer improved opportunities for our students to provide improved contexts for classroom activities.

Science - Physics For Physics our results over the past two years have continued to improve. Our 2014 results are now meeting state averages for the first time in several years. Over the past years our improved technology resources integrated into our Physics curriculum have increased student engagement and participation in the accurate collection and analysis of data. TAS - Community & Family Studies Overall a pleasing result was achieved in this course with 3 band 5 results from 11 students. UHS results were above state average with all students receiving band 3 and above. A high level of achievement reflected in the individual results of Chanelle Smilanic 88, Alanah Ward 87 and Sarah McQuarrie 81 shows the consistently high standard and personal effort made by these students. TAS – Construction VET In Year 12 2014, Ulladulla High had two Construction classes with the inclusion of the students completing the HeadStart pattern of study. The best HSC Exam results were Todd Seabrook and 71 Max Bell 65.

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TAS – Engineering Studies We have had candidates sitting the HSC in Engineering Studies for the second year in a row and are starting to get some continuity of offering this rigorous course at Ulladulla High. Middle of the range band 3 and 4 results were achieved by 7 of the 8 students who sat for the HSC in Engineering Studies. Angus Curry with 77 achieved our best result in this demanding course. TAS – Hospitality VET The VET Hospitality course had 15 students in the course in 2014, and the two students who elected to sit the HSC Examination performed very well. Sharni Basile with a band 5, 87and Sarah McQuarrie a band 4, 78.

TAS – Industrial Technology Timber The hard work in last minute preparation of the students Major Projects and solid HSC examination results were evident in 15 of the 16 students sitting the course who earned a band 3 or above in Industrial Technology- Timber. Jordan Edwards 86 and Eden Helmore 81 earned our best band 5 results. The majority of the Major Projects were displayed as part of the Shoalhaven Woodworking Expo with a great public response. TAS – Textiles & Design The 2014 HSC results were sound with excellent major projects and folios. The students all produced strong projects, Laura Marsland (81), Bonnie Hansen (80) and Dana Bamford (79) produced projects with a high level of innovation and creativity. It is pleasing to see both the folio and project marks are improving each year. Record of School Achievement RoSA English Year 11 The Preliminary ROSA grades from Year 11 2014 are very pleasing. Advanced grades ranged from: A- 3%, B - 51%, C 36% in this course of 60 students. These pleasing results are a reflection of the programming and assessment tasks geared toward deep authentic learning. A greater push

toward UHS after school tutoring has also supported students in their learning in this rigorous course. The Standard English grades ranged from: A 2 %, B 29%, C 37 % in this course of 80 students. These pleasing results are a reflection of the engaging programs and assessments developing deep authentic learning in our Standard English classrooms. The Extension English ROSA grades were particularly pleasing with 60% of 9 students achieving a B grade or above. These results set a solid foundation for the achievements of this group in Year 12, 2015. ROSA English Yr 10 With a cohort of 190 students, English has achieved solid results with 11% achieving C and above, and a pleasing 4% achieving an A grade. Congratulations to Saskia Auer, Kody Geraghty, Liam Ryan, Malorie Papworth, Grace Richardson and Liana Valandro. Congratulations must also go to our Inspirational English Award recipients –Liana Valandro and Liam Ryan for their dedication and commitment to English. We look forward to their future achievements in Year 11 and beyond We are very proud of the achievements of our Year 10 English students. Mathematics 183 students achieved their stage 5 credential in mathematics. 10 students achieved a grade of A10 or A9; 19 students achieved a grade of B8 or B7; 66 students achieved a grade of C6 or C5; 62 students achieved a grade of D4 or D3; 26 students achieved a grade E2. Stage 5 Mathematics has three distinct pathways (5.3,5.2,5.1) where the pathway 5.3 is for the high achieving students.

Other Achievements Victor Chang Science Award Victor Chang - The Victor Chang Cardiac Research Institute has established a science award to recognise the efforts and achievements of Australian school students. In 2014 Tomas Rutherford was selected as an award recipient and attended the awards ceremony in Wollongong. He was a fantastic ambassador for Ulaldulla High School. He met with other award winning students and Ann Chang, who presented him with the award. Tomas has achieved

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excellent results and continues to shine as one of our top Science students.

Inspirational English and Mathematics Awards Year 7: Leroy Lidbetter and Megan Jeffers Year 8 Eleanor Drury and Julian Jansma-Smith Year 9 Sophie Morrissey and Kyle Hassler Year 10 Liana Valandro and Liam Ryan

English Students

In each year group Mathematics medals are awarded to the best performing students (best male and best female). In 2014 the medal recipients were YEAR 7 (ARCHIMEDES): Megan Jeffers and Ethan Surace; YEAR 8 (PYTHAGORAS): Katherine Kelly and Lachlan Page; YEAR 9 (EULER): Felicia Auer and Jared Smith; YEAR 10 (NEWTON): James Greer and Liana Valandro; YEAR 11 (GAUSS):Tomas Rutherford and Natasha Harvey; YEAR 12 (NOETHER): Jordan Edwards and Tayla French.

Maths Students

WorldSkills Business Services competition.

Special mention needs to be made of Tayla French who finished fifth in the state in Business Services. She also achieved first place at the prestigious Workplace Learning Shoalhaven Excellence in VET Awards 2014 and second place in the Illawarra Regional WorldSkills Business Services competition.

(Above) Renae Anderson

(Left) Tayla French

Renae Anderson had amazing results at the Worldskills Competition finishing in first place in the region, first place at the state level and second place at the national level.

Significant programs and initiatives – Policy and equity funding Aboriginal Education

Aboriginal education initiatives at Ulladulla High School continue to enrich student’s connection to their culture, improve academic success and develop relationships with the local community. The platform for the success of all these programs is due to the invaluable role played by our Aboriginal Education team and Community members who work within the school and the links with the wider community which they facilitate. A special mention to Aunty Nellie Mooney, our Aboriginal Elder who received the Shoalhaven Silver Medal for her commitment to education and community.

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2014 Aboriginal Programs

Due to the success of our Gunya cultural roll call we have formed a second roll call, Dugan to support our students. We have split our roll calls into boys and girls classes to facilitate gender specific cultural activities. These activities include didgeridoo classes, dancing, singing and sewing, Acknowledgement to Country and traditional indigenous games instruction.

Representatives from National Parks and Wildlife Ulladulla office visited our roll call classes to invite students to participate in an art project for signage at Burrill Lake. Students submitted designs and sketches for use on information boards. For each design selected, the students received a voucher to purchase art supplies.

All year 7 students enjoyed an excursion to visit Dolphin Point middens, Tabourie Museum and Burrill Rock Shelter. The excursion was developed in consultation with staff and local community and we proudly embedded local Aboriginal perspectives. Aboriginal facilitators, Uncle Fred, Aunty Nellie and Kristine Carriage did an exceptional job sharing their knowledge and culture with our students and staff. This resulted in our students having an authentic and explicit cross curriculum learning experience.

Our Aboriginal education team consulted with the Ulladulla Local Aboriginal Lands Council to rename all of our sport houses, roll call classes and study centre in local Dhurga language.

Our NAIDOC celebration this year was one of our best. We invited Vincentia High School Dance troupe, graduated students, Elders and community members to celebrate the theme ‘Serving Country Centenary and Beyond’, acknowledging our Aboriginal Servicemen and Women. One of the highlights of this year’s celebration was the involvement of many faculties including CAPA’s entertainment students, hospitality students, promotional rollcall students, School Choir, library staff and all of our wonderful Aboriginal students. Our inaugural art competition was well received with more than 30 entries. This year’s NAIDOC awards were again generously provided by the Ulladulla Local Aboriginal Lands Council with D’arcy Maguire being awarded the ‘Commitment to Culture and Community’ awards and Jacob Williams receiving the ‘Commitment to Education and Leadership’ award and Rob Chambers received the inaugural ‘Excellence in Aboriginal Education for Inspirational Staff or Community’ award.

Our very talented students have been sharing their culture throughout our community. Students participated in NAIDOC celebrations at Ulladulla Public School, Milton Public School and Budawang School. Students performed the didgeridoo, dance and ran indigenous games, sang in local language and did face painting. Our Aboriginal students also participated in a volunteer initiative at the Nowra Mud Muster, promoting their leadership skills.

in 2014, 16 of our Aboriginal students participated in the Bundanon Transmit program together with all schools in the Shoalhaven area. Our students worked with renowned Didgeridoo players and NAISDA choreographers to create a moving performance. It was

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performed at the Shoalhaven Entertainment Centre in front of community members, family and elders.

We proudly showcased our didgeridoo and dance group at the recent opening of the school, and would like to acknowledge the attendance of many of our Aboriginal community members and Elders who shared this special occasion with our school. Uncle Fred’s smoking ceremony set the tone for the day as he welcomed many distinguished guests.

Our Aboriginal students completed another successful year in the Australian Indigenous Mentor Experience (AIME). Steve Mitchell from AIME supported our students to remain focussed and strive to achieve their goals. The mentors have worked hard with our students and as a result we have signed up for another year. In 2015 we will be welcoming mentors into our school to run programs.

We have introduced Aboriginal Health checks for all our students in collaboration with Milton Medical Centre and the school dental clinic. This has been a very positive approach to our student’s wellbeing as early detection will alleviate and prevent major health issues.

Aboriginal staff was supported by professional development and attended the Aboriginal Education Conference this year at Murramurrang Resort. Staff learned the importance of resilience and tolerance. The workshops provided many hands on activities staff could use to engage students in cultural activities. Further, UHS has completed all the relevant modules of the regional ‘No gaps No excuse’ initiative.

Our Norta Norta Naplan and Individual Sponsorship programs have supported all of our Aboriginal students this year with one to one, small group and after hour tuition. These have been a vital program for our students and a special mention goes to the staff who generously supply afternoon tea and transport each week. Students were supported to complete the HSC, Rosa and assessment tasks.

We hosted 17 Aboriginal students and 4 staff from Macksville high school from 24th to the 27th November as a cultural exchange. Gabun Mudji (Good friends) is in its 3rd year. We have built a positive rapport with our cultural exchange students and shared our local knowledge and culture. Activities included surfing and stand up

paddle boarding with Pam Burridge, outrigging, fishing with NSW Fisheries, interpretive walks with local Elders. A big thank you to the Ulladulla Aboriginal Lands Council for hosting a BBQ. Many activities were hosted by UHS faculties including Art, Special Education and thanks again to the many staff who volunteered their time to help Macksville feel part of our community.

Individual Aboriginal Excellence

Jacob Williams has been selected as School Captain in 2015. Further, Jacob was also selected as the South Coast representative in the Youth Parliament program.

Chae Maloney represented our school in the Annual Indigenous Surf Classic held in Newcastle and finished in second place.

We hosted the NSW Public School Aboriginal Dance Company (Bangarra) trials and two of our students were selected to perform in the School Spectacular, Yabun at the Opera House. It was a fantastic opportunity and it has enhanced our school Bunaan dance troupe.

We had four students graduate in 2014. Three out of four students have been accepted into University for Nursing, Media/International Studies, Primary teaching and our other student will transition to work through a support service. All of our students were supported with the application process for scholarships. Three students have earned well deserved scholarships ranging from $5,000 to $15,000 per year for the duration of their studies.

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Four of our students were the recipients of the 2014 Regional ‘Inspire, Succeed, and Excel’ Aboriginal Achievement Awards. The well-deserved recipients were Blake Nolan, D’arcy Maguire, Jacob Williams and Marc Locke. All students were recognised for their commitments to their education, culture and community.

We have two students apply for traineeships for 2015 with the Djinggi program and one student with the Commonwealth Bank. All students were successful and will undertake work place learning components within our community.

What Are Our Students Doing Now

We had had 24 Aboriginal students graduate from Year 12 since 2010. Out of those 24 students 50% are attending/attended University, 25% completed a trade or further education and 25% completed TAFE, further employment training and have employment in various fields. The students’ university degrees cover sport physiology, law, marketing and commerce, primary and secondary teaching, and nursing.

Lastly we must thank our friends Angeline Devive and family for their generous support and sponsorship of our yearly scholarships. These scholarships were awarded at presentation night to assist five students with their learning; we have also supported students to attend leadership camps, sporting competitions and cultural events.

Careers Innovations in 2014 In 2014 Careers introduced online learning through the use of WH&S programs and activities to assist in preparing students for Work Experience and casual work outside of school. One of these is the introduction of the Fair Work website as a tool for students to access information on fair work practices, rights and responsibilities, award wages and other

information necessary to prepare for the workforce.

Community involvement through businesses and employers visiting classes to talk on occupations and how to obtain work has provided another valuable pathway for students to obtain information and experience of real world learning. In 2014, we had the Police force, First National Real Estate, Bendigo Bank and Elders Insurance talk to the students about career pathways and what employers look for in hiring staff.

The Careers Adviser has been developing contact between local employers and Y10, 11 and 12 students. Through this initiative, we are increasingly being contacted to source casual employees for local businesses and services. This gives the students the opportunity to be a part of learning real world skills in applying for these positions and partaking in information sessions on job applications, resume writing and interview skills from the actual employers, not just as an exercise in learning.

Over the next year it is expected that the Careers program will access relevant online learning tasks to increase the student’s knowledge of work, training, and tertiary education opportunities. This will expand on the already successful interaction between the school, local employers, businesses and tertiary institutions.

English as an additional language or dialect (EAL/D) 2014 At UHS we have students from around the globe; three students in Year 7, one student in Year 8, two students in Year 9 and two students in Year 10. The English as an additional language or dialect (EAL/D) students come from Thailand, India, China, Philippines and Indonesia. This mirrors our local multicultural population. The students have attended support classes this year to encourage improved academic language skills. The group has been lucky to also have had help from local community volunteers visiting to assist with English and Maths.

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The Year 10 Peer Tutor group mentored the EAL/D students to improve reading skills, maths vocabulary, phonics and assignments which was a valuable experience for both students and mentors.

Deep Learning“Presentations Of Learning” ‘ #Get Deep’ In 2014, we began to embed deep learning into our classrooms through the concept of “presentations of learning” to authentic audiences. This is where students investigate the outcomes of learning through a process of real scenarios to create products that are personally meaningful and useful to others.

The ‘#getdeep’ campaign is a perfect example of connected learning that builds those critical 21st Century skills. Our Year 9 Psychology girls created a campaign around educating girls in 3rd world countries.

(Photo “The Ride of Life. Learn to stand up for yourself” generously donated to each participating student by the author, Laura Andon.)

After school tuition

“Attending after school tutoring gave me a deeper understanding of the material discussed in classes, enabling me to be confident in my writing/calculation methods, contributing greatly to my results. I was able to ask specific questions to clarify the topics I struggled with, having a one on one discussion with the teachers. The program was a fantastic success for myself and many others.”

– Tayla French Year 12 2014 and Mathematics Medalist.

The FREE after school tuition program continues to be well supported by students and teachers at Ulladulla High School.

Tutoring is available for Aboriginal students on Tuesday afternoon from 3:30 – 5:30pm, for students in Years 7 – 10 from 3:30pm- 4:30pm on Wednesday and for all Year 11 & 12 students on Thursday afternoons from 3:30pm – 5:30pm.

Once again Mathematics was the most attended subject for tuition. On most Wednesday afternoons attendance is regularly between 10 – 15 students working with a number of Maths teachers to improve their results. Students having difficulty in class are able to get extra individual support in a relaxed environment.

In particular HSC tuition has been used most effectively by the high achieving students. Most Band 6 students in 2014 attended the tuition program in one form or another. The Mathematics tuition program saw all students who attended regularly achieve a mark of 85 or above.

Ulladulla High would like to thank all of the teachers who assist in the program and if anyone has any questions about the program please contact Mr Rowland.

“After school tutoring with my teachers really helped me to polish off and finish the work we started in class as well as provide me with help on homework I was struggling with.”

– Jordan Edwards Year 12 2014 and Mathematics Medalist BYOD With the DER Notebook rollout finishing in 2013, Ulladulla High School implemented a Bring Your Own Device (BYOD) policy beginning Term 1 2014. Parent information evenings were held and information was also disseminated via the school Newsletter, website and BYOD help page on our website. Our TSO organised with local suppliers to compiling a list of recommended devices tested locally. Acceptable devices were listed on our website. As the students started to bring their devices in, set up procedures for new and existing students were implemented and classroom visits organised by the TSO.

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The implementation of the BYOD at UHS follows the pattern of the DER program in a peak of enthusiasm on initial uptake which drops off in terms 3 and 4. This is to be addressed in 2015 by working with staff and web tools such as Office 365 and Google Apps.

In supporting the BYOD policy, the school has set up groups of Ex-DER Notebooks supporting classroom learning in 4 areas of the school as well as a set used by HT Administration for day to day casual staff. Supply of “welfare” devices to qualifying students, from a pool of graduated and donated devices was also available.

‘Helping Hand’ Year 6 into 7 UHS has developed a strong link with the local Primary Schools over the years and this is partly due to the Transition to High School programs in place.

Primary school students have had the opportunity to experience different aspects of High School life even before they get here.

During Education Week in Term 3, Year 8 students hosted Year 5 students from Milton Public School, Ulladulla Public School and St Mary’s Star of the Sea during the Year 8 Expo Day. UHS students led Year 5 students in various activities linked to the Year 8 HSIE, English, Mathematics and Science programs.

Year 6 students had several opportunities to meet with their High School Year Adviser (Ms Trish Karaboikis) before commencing Year 7. Ms Karaboikis visited the local Primary Schools, informally met with the students during the Orientation Day and had the opportunity to meet students and parents at an information evening held at UHS.

During the official Orientation Day, students were given a tour of the school to familiarise themselves with their new surrounds. This was then followed by lunch and sporting activities organised and led by students in the Student

Representative Council and Student Environment Council.

Year 6 students from Milton Public School and Ulladulla Public School also had the opportunity to participate in a Visual Arts activity, working with UHS students in Year 7 and Visual Arts teacher Mr Jason Wilson. Whilst working together, Year 6 and 7 students had the opportunity to talk about high school life.

All of these initiatives helped Year 6 students to make a smooth transition and allay any fears they may have had about starting High School.

Languages Report

French – During the September holidays, 23 students from Years 9 and 10 and 3 teachers (Mrs Tracey Smith, Mrs Tracey Sinden and Mr Mark Ring) travelled to New Caledonia to experience authentic French language and culture. This overseas excursion was organised to complement the French course studied at school. Students attended an intensive French language school for 3 days and used French capably and enthusiastically throughout the trip. They extended their knowledge of French vocabulary and grammatical structures and developed a deeper understanding and appreciation of French culture. This trip was definitely a highlight for the highly motivated French students of Ulladulla High School.

“Everyone who went enjoyed their time A LOT and we would all like to thank Mr Ring, Mrs Sinden and especially Mrs Smith for organising and taking us on this wonderful excursion. Merci beaucoup!” Kyle Hasler – Year 9 2014

Japanese – In May, Ulladulla High School welcomed 28 students and 2 teachers from our Japanese sister school, Mikawa Junior High School. Students and their families hosted the Japanese visitors for 1 week. During the visit, the Mikawa students experienced Australian culture and improved their English communication skills.

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Many strong friendships were developed and this was particularly evident on the day of their departure. Many thanks to Mrs Hiromi Bishop for her tireless efforts and organisation of this visit.

Leadership Development The following leadership opportunities have also been utilised to engage students in high school life. • Sporting House Captains, SEC and SRC for

students in Years 7 to 12 • YMCA NSW-Junior Parliament for Years 7-9 • YMCA NSW-Youth Parliament for Years 10-

University • Rotary Youth Program of Enrichment for

Years 9 and 10 • Outward Bound for Year 9 • Peer Tutoring Project for Year 10 • National Young Leaders Day for Year 10 • Lion’s Youth of the Year for students in Years

11 and 12 • National Youth Science Forum for Year 12 • Australian Indigenous Mentor Experience for

Year 11 • Shoalhaven City Council Youth Advisory

Committee

Learning and Support Mainstream students requiring support assistance do so through the Learning Support Team. The team is coordinated by the HT TAL(7-9), with the equivalent of 1.8 Learning and Support Teachers (LAST) and a number of Student Learning and Support Officers (SLSO). Staff support students and staff through: in-class support to students with additional learning needs; intensive literacy and numeracy withdrawal skill development programs; planning, recording and implementation of individual learning programs; providing a beginning teacher support program; building staff capacity and mentoring best practice; providing professional advice across the school and with external agencies; and working cooperatively with families to maximise learning opportunities for students.

2014 was a successful year with five identified objectives being met:

• Increased in-class support for students with learning and behavioural needs

• Enhanced coordination of individual student learning and behaviour learning needs

• In-class professional skill development and support for mainstream teaching staff

• Development of an intensive literacy & numeracy remediation programs across Years 7 - 9.

During 2015, the Learning and Support Team will continue to deliver in the five target areas above in line with DEC Every Student, Every School policy.

Middle Years Learners Program The Middle Years Learners’ Program at Ulladulla High School continued to develop in 2014 in line with DEC policy and best practice. It is coordinated by the HT TAL (7-9). The aim of the Middle Years Learners’ Program is to transition students into high school with as few interruptions as possible, to enhance the learning environment through coordinated and targeted learning specifically suited to young adolescents, to build student and staff relationships and develop staff expertise relating to Middle Years Learners. In practice this means each class is assigned a homeroom and two core teachers allocated across four Key Learning Area (KLA) subjects in a mixed ability learning environment. There is an emphasis on highly engaging classroom practice to establish positive student learning identities in later years of High School.

In 2014, greater emphasis was placed on coordinating curriculums with partner primary schools and linking and aligning learning across Stage 4, Years 7 & 8. A significant amount of work was undertaken with ongoing refinement of teaching and learning programs in Year 7.

UHS will continue to develop the Stage 4 Middle Years Learners’ Program. This has been recognized widely as ‘best practice’. Staff will continue to work on refinement of the program. In Year 8, there was an alignment of teaching programs across core KLA subjects and a systematic review of assessments. This resulted in a Year 8 Expo Day where students in Years 5 and 8 came together to inspire Primary School students with examples of Year 8 best work at UHS.

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Project Based Learning (PBL)

Throughout 2014 staff was provided with a variety of opportunities to develop their skills in regards to deep authentic learning, using PBL as a platform. Laura McBain and Jake Prescott were two guest speakers who assisted in the process of project planning and implementation. Additionally, a team of UHS teachers ran several in-school professional development sessions focused around implementing PBL within our school as per the school plan. Peer Tutoring Peer Tutoring is a program which involved 24 Year 10 students completing a TAFE “Peer Literacy Tutoring” course. As part of the course they were required to work with other students to assist them in developing their literacy skills. Each morning for 20 minutes, Year 10 students buddied up with a Year 7 student or an ESL student. In this way, targeted students were supported in enhancing their literacy and numeracy skills, as well as developing friendships, social skills and confidence in a safe and supported environment. Retention and Attainment With the fantastic support of our community based, TAFE and University partners we have been able to develop and implement an incredible array of opportunities that support our students to stay on and complete their schooling or successfully transition into the work force and/ or further education. Some of these opportunities included;

Alternative Education Programs • Head Start Alternative Curriculum Program in

Years 11 and 12 • TAFE Tasters in Years 9 and 10 • School Based Traineeships in Years 11 and 12 • Dunn Lewis Outreach Centre for students in

Year 10, 11 and 12

Science – Project Base Learning (PBL), Essential Secondary Science Assessment (ESSA). The Science faculty in 2014 has been busy across all subjects creating new resources, programs and student activities to be well prepared for the final stage of implementation of the NSW National Curriculum. Our new programs are inclusive of the strategic goals of Ulladulla High School including Project Based Learning (PBL). These new programs and their associated resources will serve to improve our students 21st century skills in collaboration, communication and problem solving. Selective Class Year 8 The 2014 Selective Class was made up of 15 boys and 15 girls and continued in a mixed ability class format. Following a thorough and highly competitive selection process, students who entered the class continued the tradition of previous years, excelling in scholastic and wider school community activities. Selective Class students participated in the Australian Geography, Australian History, Australian Mathematics, UNSW ICAS English and UNSW ICAS Mathematics competitions, with many students achieving pleasing results. Students also undertook leadership roles in relation to planned extension activities, in particular the Year 8 Expo Day with Year 5 students.

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Special Education 2014 was a successful year for our Special Education Faculty. All five of our year twelve students successfully gained the Higher School Certificate and continued their transition into further education and/or the workforce. This great result reinforces our priority of strengthening the School to Work transition, which features prominently in our students individual education plans. One strategy we employed was to demystify the Sydney public transport system by a student organised and led excursion utilising trains, buses and ferries. Another fantastic program we were able to offer, thanks to financial support from our local clubs, was the Multi Lit Reading Program. The confidence gained by our participating students reflected across all areas of the curriculum. In 2015 our faculty’s growth will continue as we prepare for our sixth support class which will cater for up to another ten students. We will also welcome two more permanent staff, Mrs Michelle Cooney and Mrs Therese Breakspear. Student Well-Being

The Wellbeing team has worked hard to change the way that year 12 students think about their last day of school. The last two graduating years have embraced the challenge and scaled Pigeon House Mountain in time for sunrise, breakfast in the carpark and a day at the beach to follow. There has been a fantastic effort made by both students and teachers, meeting at 3.30am in the school bus bay ready for a day of adventure.

School camps and year group excursions for Years 7, 9, 10 & 11 have continued to see the development of belonging to the year group and the school. In year 9 the Outward Bound Australia treks have been embraced, developing resilience, self-reliance, team work and leadership skills for 17 students. In addition three senior students undertook 7 and 12 day courses.

We had two really fun socials for our year 7 and 8 students. School musicians played and acted as DJ’s on both nights. There was a lot of dancing and jumping around. These events were proudly co-ordinated by Matt Skinner and his Entertainment Course students in year 11. Well Done. The SRC helped out with ticket sales and refreshments on the night.

The Year 6 into Year 7 transition program has continued to run successfully. BBQ's, demonstration classes and high school visit are all organised for our incoming year 7 students.

The SKYDS (Skilled or be Killed – Young Drivers Safety) program was embraced by Year 10 students. This was one of two driver education programs run for students in the school. A year 11 program was also very successfully coordinated by local community members wishing to keep our students safe. Many year 10 students also trained in the State Emergency

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Services and Rural Fire Service cadet programs and acquired their First Aid Certificate.

The Reach Foundation ran two days of workshops. This was an opportunity to think about and reflect on the significant issues which students face during their high school life. They were encouraged to share their personal experiences and feelings with the group. Student feedback about the impact “of the Reach workshops has been that it is a very powerful, moving and highly relevant learning experience” for many students.

The RYPEN (Rotary Youth Program of Enrichment) camp saw twelve year 10 students develop skills to cope in a range of situations. The Ulladulla Milton Lions Club supported senior students David Robertson and Jacob Williams in the Lions Club’s Youth Of The Year quest.

Four senior students where supported in making applications for scholarships offered by the St Vincent de Paul Society, including volunteer community support for the students. The combined total of the scholarships came to $6000.

The merit award system Year 7-12 continues to reward our excellent students. 14 students achieved the pinnacle Gold or Gold Plus Award this year, 5 being boys. Strong community sponsorship for acknowledging outstanding student achievement is supported with sponsorship of over $30,000 annually.

Personal Growth and Positivity are the focus of the Wellbeing team in 2015. The school will be adopting the Mindmatters framework as we continue to develop a positive and supportive school community and continue to improve student resilience by growing our relationships with parents.

Technology & 21st Century Learning In endeavouring “To equip students with future 21st Century Skills”, the staff and school as a whole have continued to embrace technology as a tool in 21st Century learning.

In 2014, the school has transitioned to a web-based learning and school management software system. The introduction of online roll marking, period by period attendance and school welfare modules were the first phase of the Sentral platform being rolled out. The daily organisation and timetabling software was also migrated to the new Edval software. Both of these systems have taken a great deal of time and effort to get up and running and to begin to master their potential in managing a large high school.

The students of UHS have continued to be support by our Technology Support Officer (TSO), and the school supported the TSO role, so it could continue to assist the students of Ulladulla High after the position finished in June. The TSO role has been pivotal in our implementation of a BYOD policy.

At the end of 2013, three members of the staff were involved in training for a Microsoft Office 365 Pilot program. The learning gained was shared across the staff and with students and during 2014 all staff and students were setup with Trial Office 365/One Drive accounts. The Office 365 and OneDrive platform was trialled and used in everyday teaching and learning. This platform has given students and teacher access to cloud computing and 21st century learning tools as well as free access to Microsoft software for all the different type of devices being used. This involvement in the pilot program has set the school up well for the transition to the DEC rollout of this platform in 2015.

eT4L Implementation Ulladulla High will be changing the way the school computer network works in 2015. The first major change in the system since the local area network (LAN) was first setup; bringing it in line with the DER wireless network. The initial work completed during 2014 means the eT4L change-over has been signed on for and a scope of LAN remediation work has been done for implementation in 2015.

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University Partnerships Ulladulla High School has active partnerships with the University of Wollongong, University of Canberra and the Australian National University. Students in all years have had the opportunity to participate in university programs such as; • Years 9 and 10 University Open Days • In2Uni program mentors for years 7 and 8 • Study skills workshops for Year 11 • Tutoring programs and preparation for

university programs for Year 12

School planning and evaluation 2012—2014

School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:

• Teacher Survey-Focus on Learning Survey.

• Parent Survey-Partner in Learning Survey. • Student Survey • Analysis of Student Results- Naplan

results through Smart Data, HSC – RAP Package

21st Century Future Global Skills

At UHS we have realigned and restructured learning through a pedagogy we describe as DAL, Deep Authentic Learning which is deeply embedded Project Based Learning strategies. The model is supported by a growth mindset philosophy through techniques of critique, multiple drafts and feedback.

This UHS DAL pedagogy is imperative to build 21st Century skills in our students, described as: ways of working, skills for working, tools for working and skills for living in the world underpins our authentic presentations of learning in student groups as an integral part of DAL.

Our innovation in pedagogy is supported by a robust BYOD program in our school and the use of DEC trialled Microsoft 365 as a platform of

collaboration between students/ students & Students/teacher. This has supported the deep learning to align and meet syllabus outcomes and skills.

As a result of this Initiative.

Teachers: Deep Authentic Professional Learning to meet National Standards.

We want and maintain professional world connections. 100% of our staff has had ongoing professional learning experiences of Project based learning presently, our PBL leading teachers are creating courses to deliver beyond school for colleagues within our system.

Students: Engagement, innovation, creativity and collaboration

• Improved results in task submission through presentations of learning. Grade Average is B.

• Student engagement and Student voice has increased exponentially in the classes where DAL is used in comparison to those who teach traditionally.

• Innovation and student led initiatives: The following Authentic Projects and exhibitions of learning as examples of personally meaningful learning and the pedagogy to developing a powerful positive narrative about 21st Century Learning.

Creation and presentation of the promotion film for Regional Excellence in the promotion of the Ulladulla Comedy Festival “Ulladullirious” which was screened on local TV stations.

#getdeep campaign. Supporting education for girls.

Presentations to the Coastal Patrol of Tsunami information kits.

Exhibitions of Learning to 2ST radio station and their listeners about “animal rights”.

Presentation of project by Year 9 to a group of visiting teachers with the driving question. How does “Food teach us about Science and Culture”?.

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School planning 2012-2014: School Priority 1

To equip students with future 21 Century Skills

Outcomes from 2014

To Equip students with skills for 21st Century.

The development and implementation of high quality curriculum and assessment designed to increase each student’s future global skills and meet their learning trajectory.

Evidence of achievement of outcomes/milestones in 2014:

• 100% of staff have been orientated on the teaching skills of PBL.

• Evaluate first PBL project/opportunity and created a list of recommendations for 2015.

• Head teachers evaluate current programs for PBL opportunities

• Executive conference where all Head Teachers and Aspiring leaders plan for whole school implementation of projects.

• Reflect on BYOD survey staff • Monitor BYOD use across school by

student/staff • Reflect designated spaces for PBL

Strategies to achieve these outcomes in 2014:

• Implement Project Based Learning across all KLAs.

• Deeper Learning for all: Upskill teachers in PBL to build effective learners

• Implementation of MAP (Make a Plan) across all year groups

• Faculty alignment with TS 1. Using Smart Data. Evaluate alignment and put forward recommendations for 2015.

School Priority 2

Teachers are World Class Leaders in Learning

Outcomes from 2014

To build a culture of commitment in teaching, where staff are actively reflecting on learning outcomes and maintain high expectations of excellence in student learning.

Evidence of achievement of outcomes in 2014:

• Consultation structure for teacher Assessment Review School based practice aligned with Digital Portfolios. Demonstrating teacher reflection

• Consultation of purpose and structure to support teacher effectiveness and practice

• Cross faculty reflection portfolios with other colleagues through the protocols.

Strategies to achieve these outcomes in 2014:

• Create mechanisms to facilitate professional development.

• Structures to build a culture of commitment in teaching where staff are actively reflecting on learning outcomes.

• Structures to enliven teachers professional portfolios through digital portfolios of their educational journey

• Build process of Excellence in Teachers 21st Century experts through embedding national teaching standards for all teachers.

• Development of professional and practical links to universities, where our teachers are learner teachers and embed mentoring for practice and early career teachers

• Create systems that allow teachers to effectively measure learning achievement.

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School Priority 3

Real World Connections

Outcomes from 2012-2014

To Connect learners at school and within local, national and global context to enhance a culture of ‘collective mindfulness’ to Collaborate, Innovate and create ways to enhance their learning.

Evidence of achievement of outcomes in 2014:

• 2015 PBL exhibition • Team recommendations the

implementation of PBL for Stage 4 in 2015.

• Evaluation of programs for ‘Real World Connections and Deeper Learning’.

• All programs are effectively evaluated to align with Strategic directions. Staffing is restructured to embed ‘Real World Connections’.

Strategies to achieve these outcomes in 2014:

• Faculty Programs reflect, contain essential real world connections. Through the use of PBL and real world experiences.

• Focus on Deeper Learning. • Put in place personal Learning Plans for

all students.. Beginning with Year 7.. • Effective Transition program • Enhancing the knowledge and

understanding of all students about Aboriginal Australia.

• Programs in place which support the interests and capabilities of student so they are well placed for careers in a global setting.

• Students as Global Learners, who interact with schools, businesses and persons across the world.

Parent / Caregiver, student, and teacher satisfaction

IN 2014, the school sought the opinions of parents, students and Teachers about the school throughout the year on specific aspects of school life.

The responses are presented below.

Teacher Survey Focus on Learning

(Tell them from me survey)/ Focus on Learning Survey.

Focus on Learning: A Planning Tool for School Communities.

"Focus on Learning" Teacher Survey Report

Ulladulla High School, NSW Focus On Learning Project (68 respondents) 2014-Nov-12

The Focus on Learning Survey used was a self-evaluation tool for teachers and schools which is based on two complementary research paradigms.

One is 'effective schools' research which has identified the most important correlates of student outcomes. The questions in the survey are grouped to assess eight of the most important Drivers of Student Learning. The research on classroom and school effectiveness has consistently shown these factors to be strong correlates of student achievement.

The second paradigm, related to dimensions of classroom and school practices, is based on the learning model followed by the Outward Bound program. This is hailed as an effective model of teaching as participants are presented with tangible, challenging goals; the training entails a series of activities that lead participants to achieving those goals in incremental steps; there is constant feedback from trainers and peers; and the staff help participants overcome personal obstacles such as fear or a lack of perseverance.

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Four Dimensions of Classroom and School Practices

The questions in the Focus on Learning survey ask teachers to consider whether they present:

1. challenging and visible learning goals for students, and if so, whether they enable students to achieve these learning goals through;

2. planned learning opportunities which involve an intentional transfer of skills and knowledge;

3. quality feedback that guides students' effort and attention; and

4. support for students to overcome obstacles to achieving their learning goals (e.g., poor basic skills, unproductive learning strategies, low self-esteem, lack of perseverance, poor help-seeking behaviours).

The results for Ulladulla High School are shown in the radar chart below. The scores for each of the Four

Dimensions of Classroom and School Practices are scored on a ten-point scale.

Future Directions 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.

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1. School Strategic Direction 1:

To equip students with future 21 Century Skills

Practices:

• Use of critical thinking & problem solving skills – throughout all pedagogy by all staff at faculty level

• Ways of thinking-Creativity, critical thinking, problem-solving, intellectual decision-making and learning is actioned in every classroom.

Products:

• Embedded ‘ways of thinking’ in all learning programs, tasks and assessments across the school.

• PBL /DAL (Deep Authentic Learning) is embedded in the curriculum structure of school culture

Practices:

• Teachers embed Tools for working throughout their practice - Information, communications technology and information literacy, plus environment support authentic creation of meaningful learning experiences.

Products:

Work samples and projects that indicate competent use of future skills - PBL projects: performances, displays/presentations, real world products are created through Authentic Products: personally meaningful or useful to others.

2. School Strategic Direction 2 Teachers are World Class Leaders in Learning

Practice:

• Professional connected staff who deliver quality learning through collaborative conference structures, real world, dynamic, networked, relevant creative, learning activities that enlivens content.

• A culture of commitment to great teaching inspired learning where staff actively and consistently reflect on learning outcomes for student excellence.

Products:

• Every subject has high quality differentiated learning programs where quality teaching is foremost

• Every teacher has a digital portfolio of their own teaching and professional writing that is reflective and teachers seek and provide feedback in regards to their teaching

3. School Strategic Direction 3: Real World Connections

Practices:

Students can demonstrate world skills and function in multiple of real world contexts.

Products:

PBL pedagogy embedded in Stage 4 and 5.

Faculty outcomes aligned to support PBL. Timetable structures in place.

Products:

Professional Engagement where teachers embed authentic ‘real world contexts’ in their learning is reflected in all teachers PLPs

Products:

Personal Learning Plans in place for all students that demonstrates a Growth mindset for educational aspiration.

Practices: Aboriginal Education is embedded. Authenticity of cultural knowledge is clearly articulated in all programs and practice to achieve the aspirations and potential of all Aboriginal Students and Aboriginal Student Leaders.

Practices:

Students are achieving real world experiences through work Placement, internships and achieving VET competencies at National Level.

Products:

All students in VET complete their accredited hours. Students graduate with Certificate I and II

Practices:

Students can demonstrate and function in a multiple of real world contexts.

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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 teams have determined targets for the school's future development. Denise Lofts, Principal Barry Christiansen, Deputy Principal Karen Lissa, Deputy Principal Tracey Smith, SASS Janelle Collins, President P & C Simon Grace, Staff Representation Gabrielle Curry, Staff Representation School Captain, Natasha Harvey School Captain, Jacob Williams

School contact information

Ulladulla High School 55 South St, Ulladulla. 2539. Ph: 02 4455 1799 Fax: 02 4454 0759

Email: ulladulla-h.school@det.nsw.edu.au

Web: www.ulladulla-h.school.nsw.edu.au

School Code: 8495

Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at:

http://www.schools.nsw.edu.au/asr

https://detwww.det.nsw.edu.au/high-performance/annual-school-reports

Year 12 - 2014

Success comes from within... “Climbing that Summit”.

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