Trading as: South Australian Government Schools.

CRICOS Provider Number: 00018A

Unley High School Annual Report

To The School Community

2016

Unley High School: Number: 0797

Partnership: Mitcham Plains

Principal : Brenda Harris

Governing Council Chair: Marcel de Ruyter

Endorsed: 21 Feb 2017

SCHOOL CONTEXT

Unley High School is a comprehensive secondary school with a history and tradition dating back to 1910. We pride ourselves on our record of academic success, sporting involvement, student wellbeing and connection with families. Our School Values are Excellence, Respect, Diversity and Community. We promote co‐operative working relationships between all members of the school community and encourage parents as partners in student learning.

Our School Ethos The Unley High School Community actively promotes a school ethos whereby its students will:

• pursue excellence in all areas • understand and practise ethical behaviour, and accept

responsibility for their actions • be confident in themselves and actively care for their own

health • treat people with respect, and respect the diversity of

identity, background and belief that characterises our society

• value and respect Aboriginal and Torres Strait Islander people and culture

• play a positive role in school, local and global communities • care for the environment, and respond in an informed way

to challenges faced in Australia and globally Middle School A common curriculum is offered in Years 8 and 9 involving learning experiences best suited to young adolescents. All subject areas incorporate the use of technology to enhance student learning. At Year 8, students study a core of subjects from eight curriculum areas. In Year 9 they study English, Maths, Science, Humanities, Social Sciences and LOTE. They also have the opportunity to select from a wide range of other subjects.

Senior School: Years 10 – 13 As well as core subjects, all Year 10 students study the South Australian Certificate of Education (SACE) Stage 1 Personal Learning Plan . From Year 11 students select from a range of curriculum offerings within the SACE. Success in these enables students to proceed to University, TAFE or employment. Students may also choose subjects at our Mitcham Alliance schools.

Vocational Programs (VET)

Years 10, 11 and 12 students receive regular information on career opportunities and the importance of work experience. This assists students to establish career pathways and subject choices in the senior school. Students can access programs through our VET alliances. Unley High School offers Certificates I and III in Plumbing in partnership with the MPASA and Certificate III in Fitness in partnership with Sport SA.

Technology across the curriculum Our graduates are developing the life and career skills in critical thinking, problem solving, communication and collaboration that will enable them to be successful globally. Strategies and programs

develop students’ 21st Century skills across all curriculum areas. Years 8 and 9s participate in a ‘Parent Funded Middle School Mobile Learning Program’ using iPads. Students provide their own iPad on commencing at Unley High School. This innovative program has the potential to engage students, to enhance their achievement, to create new learning possibilities and to extend students’ interactions with their local and global communities. Students can access work saved at school from home via the School Portal and ownCloud.

Learning Structures The school gathers information about the specific learning needs of students from their primary schools, parents and students. From the data received, classes for students with high intellectual potential (SHIP) are formed in Years 8, 9 and 10.

Students in other classes are of mixed ability, clustered for extension work or learning support within subjects. Students can be involved in a range of activities including Future Problem Solving, Tournament of Minds, and Mathematics and Science competitions.

Our Personalised Learning Program provides extra support to students experiencing learning difficulties in their subjects.

Wherever possible, students in Years 8 and 9 have their Home Group teacher for at least one subject. From Year 9 students do a wider variety of subjects, and remain together as a Home Group.

Assessment and Reporting The achievement of learning outcomes is made explicit to parents and students on a regular basis. Students in Years 8‐12 receive a report at the end of each term. Parent/teacher evenings are conducted in Terms 2 and 3.

Homework Years 8‐11 are set homework each night, increasing from 80 minutes in Year 8 to 120 minutes in Year 11. In Year 12, homework allocation is the responsibility of the students. Uniform Unley High School has a policy supported by the Governing Council that all students are required to wear the school uniform. School uniform ensures ready identification of students by staff and extends a positive image of the school in the community.

Student Behaviour Code Discipline within the school is well founded and based upon consideration for the rights of others and the need for cooperation in the community. Our policies are a partnership between school and home. We aim for a safe school environment which is free of all forms of harassment – sexual, racial, gender, verbal and physical.

Academic Excellence Unley High School has excellent teachers, fine facilities and a strong commitment to its students. Unley High School has a long and proud tradition of outstanding academic achievements. Our students are amongst the top achievers in the State public and private schools.

Student Voice Each year Student Voice leaders are elected by their peers. The aim of the Student Voice is to encourage student participation in all areas of the school decision making process. This includes widening the range of activities and services available to students and also to act as a liaison between students and staff. The Student Voice represents the students of Unley High School on Governing Council and its committees and explores ways for student involvement within the wider community.

LINK Program The LINK Program is a partnership between Unley High School and Adelaide West Special Education Centre. Our program supports students with a physical disability to access the mainstream curriculum. Staff in the LINK Program have the skills to assist students in all areas of their education. The Program encourages all students to reach their potential at school and beyond.

International Program The school has a vibrant International Student Program, with more than 90 students, mostly from China, Germany, India, Japan, Korea and Vietnam. Overseas trips and exchanges feature in our school.

Special Interest Rowing Program Unley High school is a Special Interest school for Rowing. The school has a successful co‐curricular rowing program with over 80 rowers participating. Rowing is offered as a Year 8 subject to those students meeting the selection criteria.

French Bilingual/ Binational program Commencing with Year 8, 2018, this is an exciting addition. Selective entry focuses on age appropriate French language.

Extra-Curricular Activities The school offers an excellent variety of competitive sports for all students with a focus on participation and engagement. Students participate in weekly programs for sport including badminton, basketball, cricket, football, indoor soccer, soccer, table tennis, touch and volleyball.

Students can also take part in specialised sports events offered by Secondary School Sport SA including knockout team competitions and elite individual events. Fun based carnivals are also available.

Events organised to support extra‐curricular activities include interstate sporting trips, Year 9 ski trip, Year 8 orientation, rowing camps and language and cultural trips. The school also supports a number of club, State and National Competitions, including: chess, choir, concert band, ensembles, school musical, debating, IBM and Westpac Maths competitions, public speaking, Oliphant Science Awards, National Chemistry Competitions and Air Force Cadets.

Counselling and Guidance Comprehensive student services are provided by our Student Counsellors, Home Group Teachers, Year Level Managers, Subject Coordinators and the Pastoral Support Worker.

Parent Participation Parents’ involvement in the school is encouraged. Governing Council and its sub ‐ committees, including the Parent Voice and Canteen Committee are a good way for parents to engage with the school and the community. We also have many sporting groups and teams where parents can be involved.

GOVERNING COUNCIL REPORT

Unley High School Governing Council is a dedicated group of voluntary participants including parents, staff, students and community representatives, who work together to further the aims of our school motto, The Utmost for the Highest. The governing council is a terrific avenue to actively contribute towards preparing the young adults of the school to reach their full potential. All our students are supported by a collaborative, compassionate group of dedicated staff who deliver educational outcomes.

The council’s strategic role complements the staff’s operational role in the day to day running of our school of approximately 1,200 students. I certainly recommend that parents consider nominating for the governing council or joining one of the subcommittees that report to the council.

This year has been a busy and challenging year, as this was our first year as a governing council. This new model strengthens the joint responsibility between the principal and the governing council and together we set the broad direction and vision of the school. I believe this new model has enhanced the existing strong collaboration between the school management and governing council, and will only grow stronger each year.

The annual Head of River Regatta resulted in seven wins for our rowing teams, one of our best results in many years and placed us second on the day: a fantastic result. This was further enhanced with outstanding commitment by our teams in the 2016 Australian National Rowing Championship, providing some worry for other teams. Congratulations to everyone involved in this program.

I participated in the Years 8 to 11 and the Year 12 Graduation ceremonies and thoroughly enjoyed the joyous celebration of achievement by all the students. Our students show a strong commitment and pride in achieving the best for themselves, the school and the wider community. Our Year 12 graduating students will become strong ambassadors for Unley High School as they move into the next phase of their lives.

The continued use of houses for Sports Day has increased the contribution of all students as they compete for personal as well as team victory. Congratulations to Mills House as overall winners on the day.

The funding of $2.5 million for STEM (Science, Technology, Engineering and Maths) was a welcome addition to this year’s budget process, with plans already well under way to remodel some areas of the school to benefit the STEM subjects. The capital works are expected to be started by 2018. STEM subjects continue to grow, with Year 8 Science again winning the People’s Choice Award for the third year running, as part of National Science Week.

The governing council will continue to advocate strongly for much needed additional capital funding to replace our aging facilities and complement the STEM funding.

Unley High School celebrated 20 years of the LINK program, which supports young people with a physical disability or a physical degenerative disorder, to participate in the curriculum offered in our mainstream school. This is an outstanding achievement and recognition of the effort and dedication of the LINK staff, students and parents.

The Hon. Simon Birmingham, Minister for Education, officially opened our Trade Training Centre in November. This new state of the art facility will greatly enhance delivery of plumbing education to our students.

The launch of the French Bilingual/Binational program, in collaboration with Highgate Schools, will bring an exciting chapter in language integration. The program was launched in October and Unley is working hard in preparation for the program to begin in 2018.

The year‐long voluntary amalgamation negotiations were finalised in October, with the parents of 2016 Pasadena High School students voting not to amalgamate with Unley High School. I believe the proposed amalgamation would have delivered strong educational outcomes for all students. However we respect the

decision of the Pasadena High School parents and wish all students, teachers, support staff and parents the best for their future.

I humbly thank the members of the governing council for presenting me with the 2016 Volunteer Award. This is my last report as chair, as the youngest of my three children finishes Year 12. I have learnt so much about the successes and challenges facing our public education system. I value the relationships I have developed over these past eight years and appreciate the support of the principal Ms Brenda Harris, the deputy principal, Ms Joanne Costa and members of the governing council. Being a part of the governing council has been a very rewarding experience. It has been a privilege to be a part of Unley High School, and I will always be interested in the continuing development of the school, where the student is ‘the centre of all we do’.

Marcel de Ruyter – Chair, Unley High School Governing Council

2016 HIGHLIGHTS

2016 was a great year for Unley High School. While valuing our rich traditions, we remain equally committed to innovation and 21st Century learning. Unley High School offers a wide‐ranging educational program in an inclusive and lively school, where young people flourish in their areas of interest. Our cultural events are varied and interesting – in a busy year for Music, Drama and Visual Arts, Coordinator Trish Colman supported students with rehearsals for the first and very successful student‐led school musical “Senior Year”. The jazz combo and a vocal ensemble performed at Mitcham Village Kindergarten Christmas family celebration. Students also performed in the Twilight Rose Garden Concert, the Cabaret and Ragefest 1 and 2. Drama students performed Brilliant Lies and The Importance of Being Earnest. Students exhibitions included the Phoenix at Mitcham Gallery One, 8‐12 Identity Exhibition and the Year 12 Arts Exhibition. Our diverse community was showcased well at the great Multi‐cultural Food fair, the highly successful Greek Spring Dance and the colourful celebrations for Book Week.

Camps support the curriculum, and foster social development, and include the Sydney Arts trip, Year 9 Ski Trip, Year 8 Orientation Camps, Rowing and Outdoor Education Camps. Tours complement learning in Languages, Arts, Humanities or Technology and this year included a visit by students from Kyoto Prefecture.

Students learn and achieve when their wellbeing is supported and nurtured. In 2016 students accessed programs such as Wellbeing and Relationships days, Cyber bullying Workshops, Safe Partying workshops and Multicultural days. International Women’s Day and Think before you speak Week events support students to understand their responsibilities as part of the community, and the causes and effects of discrimination and unkindness. Our sporting and cultural events were varied and interesting. Students participated in a wide range of sports and physical challenges, visited exhibitions and plays and travelled interstate and overseas. Work for Charities included Kick start for Kids, an RSPCA inspired petting zoo, Biggest Morning Tea and ‘ Walk a Mile in my boots’ for the Hutt Street Centre. Unley High School was also represented by two Cancer Council Youth Ambassadors in 2016. Jim De Gregorio and Year 10 students organised positive action to celebrate NAIDOC week in July through the donation of books to the Aboriginal Literacy Foundation. Students ran the uplifting Reconciliation Assembly. Community involvement was evident in the successful Quiz Night for Rowing. Governing Council endorsed school involvement with White Ribbon because they saw the messages as fitting well with our school values. White Ribbon

promotes respectful relationships. The ribbon has been adopted by the foundation as a symbol to unite people to "build a future free from violence and abuse." Students connect to the community in these and many other ways. The school offers an excellent range of sports for students with a focus on student participation and engagement including team and elite individual events, knockout competitions and fun‐based carnivals. A girls football team played for the first time. The school is involved in interschool Swimming and Athletics carnivals and we sent a volleyball team interstate for Australian Schools Championships competitions. Rowing is strong, being offered as both an extra curricula sport and also as a specialized subject. This year many crews won their event at Head of the River. This was very exciting and a real affirmation of our hard working Rowing Club.

Our elected Student Voice leaders encourage student participation in the decision making process and explore ways for students to engage within the wider community. The group focused on ways to make International Students feel more comfortable with picnics and football, and they were instrumental in selecting a new polo shirt and having improvements made to the locker area and other student facilities.

Unley parents also have many avenues for involvement and connection with the school. The Governing Council, Greek Parent and the Parent Voice Committees, and the Rowing Club and Fundraising groups all work actively alongside staff. These groups progress and enrich the offerings and facilities for students, and make significant contributions to school life and future directions. A contributing factor that supports student engagement and achievement is the sense of connection our students have with their school. At Unley High School this connection is found in the quality of relationships students build with each other, their involvement in Co‐curricular Programs and the connection our parents have with the school. The Parent Voice Committee worked with staff to develop a range of programs to assist parents support their children, such as parent celebrations for Year 8, and educational workshops for parents. Parents attended the two Interview days in greater numbers and were also involved in supporting fund raising, debating and public speaking competitions, rowing and other sports, performing and visual arts events, and took part in mandatory training for volunteers.

As part of the International Student Program through International Education Services the school hosts overseas fee‐paying students who mainly come from Asian countries. In curriculum terms the second intake of the Intensive Secondary English Course for newly arrived students from overseas proved a successful addition to our International Student Program. The school’s LINK Program for students with physical disabilities provides a structured transition into secondary education for those students from Adelaide West. In 2016 Honourable Kelly Vincent MLC and former LINK student addressed our 20th Anniversary LINK celebrations.

What is at the heart of our school is the quality of the teaching and learning that occurs in every lesson every day. Learning tasks are engaging and challenging, and reflect the Australian Curriculum, SACE and VET curricula. At Unley High School we pride ourselves on our traditions and our innovation – a mix that best prepares young people for the future. Unley High School is a high performing academic secondary school. We had many opportunities to celebrate the outstanding achievements of our students in 2016. Students took part in a variety of competitions across the State and our district with success in Debating, SA Schools Mathematics Competition and the Mathematics in Schools Program, SASTA Oliphant Science Awards, English Writing Competitions, Spring Poetry Festival and Education Perfect World Series for English, Concept 2 Creation, National Space Camp and the Apex Teen Fashion Awards.

Teacher awards included Leighanne Williams who presented an On‐line Moderation project at the ACER Conference in Melbourne. This work helped shape DECD in the area of Assessment, Moderation and

Learning Design. She and her colleagues were awarded for the best presentation at the conference. Kellie Woolford was selected for a place in the Holocaust studies Program including a trip to Israel to develop her knowledge and teaching of history. Our Library and Staff were recognised in the Great School Libraries Award and our school technology programs and staff were again recognised in the Apple Distinguished Program Award.

We continue to welcome visitors and undertake visits as part of school improvement. In March I visited China as part of DECD’s commercial delegation to promote goodwill and expand the knowledge between our education systems. Later a delegation of educators from Hunan Province specifically requested to visit Unley High School as a representative government school in South Australia to see SACE delivery in practice. A visit from Dr. Yunfeng Deng Director‐General, Qingdao Education Bureau accompanied by Directors from three Vocational colleges looked at our senior schooling and the role of VET. We have both similarities, and contrasting contexts. One Principal of 5000 students spoke of their 83 welding bays, for example. My visit to French Bilingual/ Binational programs in Canberra, Melbourne and Brisbane provided solid evidence of the successes our proposed program can achieve.

Fourteen Principals from Canberra, Queensland and WA met with our award winning students from the Tonsley STEM Expo who gave detailed explanations of the STEM behind several practical demonstrations. They also looked how we are managing STEM, our data on STEM progression, the STEM transition program with Year 7s, the Saturday Maths enrichment program, Maths Made Accessible program and the work being done with the online Maths Pathways program. We participated in a joint project between the Office of Science, Technology and Research in the South Australian Department of State Development and Flinders University School of Education aimed at ‘Improving student interest in STEM through pre‐service teacher Industry Engagement: Bridging the gap between knowledge creation and its application in industry and society’ This is to increase secondary student interest in STEM through the enhancement of initial teacher education. Student teachers underwent professional learning through placement in relevant business and Industry, in addition to their normal school placement experience. Exposure to science in the workplace enhanced abilities to make science relevant to secondary students. Teachers involved had the unique opportunity of experiential learning in two distinct contexts. In addition, the project investigates creative problem solving and its relationship to entrepreneurship, further enhancing teaching skills. Our STEM Works of $2.5 M received in the State Budget means we will work with Thomson Rossi architects as the planning gets underway. Science Week saw another successful STEM/ SACE Information session and students attending The Women in STEM breakfast.

Improvements to facilities saw the Hon. Simon Birmingham, Minister for Education and Training and Nicolle Flint MP, Member for Boothby open the Unley High School Plumbing facility in November. This state of the art centre is the new learning space for our highly successful plumbing certificates. We were also able to provide new carpet and furniture in three of the 500 block rooms, re‐carpet corridors, extend the paving around PAC, improve signage, repair the Board Room and re‐house Science and H&PE staff. There is much more to do so we continue to advocate for major facilities funding.

I take this opportunity to congratulate our 2016 Year 12 students for their excellent results. (see details later in report) There are many great stories of success including students who have achieved SACE completion in large part through consistent support and differentiation from our teaching team. Unley High School offers a rich and broad educational experience for its students whilst encouraging and supporting parental involvement in the school. I look forward to seeing the continued growth and achievement of our students during 2017.

Brenda Harris Principal

SITE IMPROVEMENT PLANNING AND TARGETS As a school community, we have two strategic goals. One is to continue to increase student engagement and achievement and the other to increase community connection. We seek to improve our practice and every teacher makes a personal commitment to work to improve student engagement and achievement. Through our use of Professional Learning Teams, staff focus on increasing student achievement through developing research based practices which are transferable across Learning Areas.

Community connection occurs through a range of avenues including committees like the Parent Voice Committee and events like Acquaintance Nights. This provides opportunities for parents to have input into aspects of Unley High School. We also look for curriculum opportunities to link authentically to local and global communities.

Goal 1 Increase Student Engagement and Achievement In 2016, Unley High School Teachers continued to use the Teaching for Effective Learning (TfEL) Framework to re‐design their tasks . Professional Learning Teams (PLTs) further investigated ways to increase student engagement and achievement. Using student grade information, feedback from students, PAT and NAPLAN results, teams analysed data, shared their findings , and built ways to move forward. The PLT work complemented 2016 whole school shared PD on Collaborative Moderation with colleagues.

Unley High School has engaged in other projects aimed at increasing student engagement and achievement. One such Project is the Advanced Technology Project. This Project has enabled Science teachers to work collaboratively with colleagues across the state to explore new ways to engage students in Science. The aim of the Project is to increase engagement in the Sciences and increase enrolments in Science at Stage 1 and Stage 2. The target for this project was to support an additional 15 students per year to enroll in Stage 2 STEM courses in 2015/2016 (Physics, Chemistry, Mathematical Studies and Specialist Mathematics)

Science staff understand there are many reasons for the increase in enrolments, and they consider the work with the Advanced Technology Project is one contributing factor. While the STEM Focus School Program associated funding was unfortunately no longer available in 2016, Unley was still involved with the Advanced Technology Program. We continued in many of the activities started in 2015 including the Flinders Taster Days, the Science and Engineering Challenge, the Women in STEM breakfast event and the Southern Schools STEM Expo. At the Expo, Unley High students won both the Most Innovative Exhibit Award and the People’s Choice Award. We also had a team of students working on the Flinders University Warman Challenge. We continued to encourage students to apply for STEM opportunities outside of school and 2016 saw us sponsor one student to attend the SA Space School and another to attend the National Space Camp in Victoria. Yet another student won the opportunity to attend the presentation by esteemed scientist Brian Cox and go on stage at the Adelaide Entertainment Centre to ask him a question.

National Science Week was celebrated in the school by staff and students being involved in a number of lunchtime activities. The school also signed up for the Scinema program and a number of science classes watched and discussed films that were featured in this international short film festival.

As part of the Advanced Technology Project, we purchased more programmable robots to use in our science lessons and staff also worked with the Library to set up a Maker Space which students access at lunchtimes. In addition teachers developed a set of Coding Activities which were introduced to all year 10 students during the Year 10 Challenge Weeks. A week of Coding activities was incorporated into all of year 8 Science classes. After the success of our STEM Parent Information Evening in 2015, we again ran this event although in 2016 we focused on parents of year 10 students. Once again we had a good turnout of parents. We also continued the use of specialised teachers delivering Year 10 Science courses on a term by term rotation structure. The total number of Stage 1 STEM enrolments in 2017 is 298, up 27 from 271 in 2016. This is a pleasing trend given that the total number of students in the 2017 Stage 1 cohort is only 7 more than in 2016. The total number of Stage 2 STEM enrolments in 2017 decreased to 133, down 15 from 2016 numbers. However, given that the total number of students in the 2017 Stage 2 cohort is 26 fewer, this represents a small increase in percentage participation.

Goal 2 Increase Community Connection Target 1 was to offer at least one parent activity per term and attendance each activity.

The Parent Voice Committee, consisting of 38 members met twice per term. The Committee started off 2016 with a welcome morning tea for over 70 parents of incoming Year 8 students. The group once again worked with the Mitcham Council regarding traffic flow, and during the year Council inspectors were active around the school and a speed detection device was set up on Kitchener Street. During Term 3 the Committee organized the Parent Voice Adolescent Mental Health Workshop. Two Mental health nurses provided an informative and interactive evening attended by over 40 parents. Parent Voice group also contributed to the Year 12 Graduation morning tea and the Unley High School Open Night.

During the year the committee made a number of recommendations in relation to school communication, interview nights and fundraising. The committee also developed a Parent Voice Terms of Reference and started work on drafting an agreed statement outlining what quality teaching and learning looks like for Unley High School parents.

In other community connections, 150 families were logged onto new Learner Management System at Parent teacher night , Parents attended the Career expo and the Maths Pathways presentation for families. An average of 100 people attended each of the four Principal tours following the 450 people who visited on Open Night. The Year 8 Camp Celebration including a camp video and sausage sizzle attracted 82 parents. The annual Greek Spring Dance was held with over 250 parents attending. The Year 12 Graduation was held in Term 4 with several hundred family members attending. Safe Partying workshop was held for parents of students in Year 11 and 12. Volunteer training in RAN was held on two occasions. Overall the goal of having one parent activity per term was exceeded.

Target 2 was to increase the number of community curriculum based activities

Learning Area Coordinators have been working on increasing the opportunities for students to engage with the community in an authentic way.

The activities listed are examples of some of the activities undertaken in 2016.

• Year 9 Community Care for 2016 saw a number of Home Groups organising activities which took the students into the community visiting Nursing Homes, in beach clean ups, visiting the Women’s and Children’s Hospital and the Hutt Street Centre.

• Students exhibited their Art work in the Mitcham Cultural Centre • Year 12 Art students exhibited their work in the Unley High School Gallery • Senior school Art students travelled to Sydney for exhibitions and an Arts Tour • Year 10 students took part in the Rotary Driver Awareness Course • Music students visited and performed at our local primary schools, preschools, the local shopping

centre and in the George Cresswell Hall • Language students had a variety of excursions where the students used their language skills in an

authentic setting such as Italian and French students visiting the market and cafes, and Chinese students visiting local Primary schools

• Over 2016 the International Student Program saw 95 students and second year of Intensive Secondary English Course (ISEC). Most International Students at Unley study to complete their SACE in the Graduate Program (Years 8 ‐12), although they may enter the school at different year levels. The majority complete an Intensive Secondary English Course (ISEC) before coming to Unley High School. The first graduates of our own ISEC program successfully joined mainstream classes in 2016.

• Other elements include: The Study Abroad Program includes students, mostly from Germany and Japan, who are here for six months to one year. In 2016 we hosted a short stay for 10 students from Kyoto Prefecture, providing Home Stay families.

• International students participated in all aspects of the school (excursions , special events, sports) as part of the school community, and accelerated their learning. This helped form friendships in their new environment. Excursions related to Australian Culture were organised for ISEC students.

• Contact with homestay parents is important to the success and welfare of students. Families at Unley are encouraged to become Home stay families. This often leads to long term global friendships and reciprocal visits and was promoted in 2016. Academic progress of International students is monitored on a regular basis, both informally and formally. Appropriate counselling is arranged where required. Contact is made with parents/homestay parents and agents. DECD International Education Services offer additional support.

Performance Summary NAPLAN Proficiency The percentage of non‐exempt students enrolled in the school at the time of NAPLAN testing, who have demonstrated achievement in NAPLAN proficiency bands above the National Minimum Standard for Reading and Numeracy (DECD SEA). The Standard of Educational Achievement (SEA) is defined as children and young people progressing and achieving at or above their appropriate year level. Reading

Data Source: DECD special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, September 2016.*NOTE: Reporting of data not provided when less than six students in the respective cohort.

Numeracy

Data Source: DECD special extract from National Assessment Program Literacy and Numeracy (NAPLAN) SA TAA data holdings, September 2016. .

Year 7‐9 State (average) Lower progress group 16% 25%

Middle progress group 57% 50%

Upper progress group 27% 25%

Year 7‐9 State (average) Lower progress group 17% 25%

Middle progress group 55% 50%

Upper progress group 28% 25%

No. of students who sat the test

No. of students achieving in the upper two bands

% of students achieving in the upper two bands**

Reading Numeracy Reading Numeracy Reading Numeracy

Year 9 2016 190 190 37 30 19% 16%

Year 9 2014‐16 Average 216.3 216.3 50.0 43.3 23% 20%

NAPLAN Progress The data below represents the growth of students from 2014 to 2016 in the NAPLAN test relative to students with the same original score, presented in quartiles.

Reading

Data Source: DECD special extract from Student Data Warehouse, September 2016. *NOTE: Reporting of data not provided when less than six students in the respective cohort. Due to rounding of percentages, data may not add up to 100%.

Numeracy

Data Source: DECD special extract from Student Data Warehouse, September 2016. *NOTE: Reporting of data not provided when less than six students in the respective cohort. Due to rounding of percentages, data may not add up to 100%.

NAPLAN Upper Two Bands Achievement This measure shows the number of non‐exempt students enrolled at the time of NAPLAN testing who have demonstrated achievement in the relevant NAPLAN higher bands.

Data Source: DECD special extract from NAPLAN SA TAA data holdings, August 2016. **NOTE: Percentages have been rounded off to the nearest whole number.

NAPLAN progression

NAPLAN progression

South Australian Certificate of Education – SACE

SACE Stage 2 Grades - Percentage of grades that are C- or above for attempted SACE subjects (SEA).

2014 2015 2016 95% 94% 96%

Data Source: SACE Schools Data reports, extracted January 2016. *NOTE: Reporting of data not provided when less than six students in the respective cohort.

SACE Stage 2 Grade distribution

Grade 2014 2015 2016 A+ 1% 2% 3.1% A 10% 9% 9.4% A‐ 13% 12% 12.5% B+ 15% 17% 16.8% B 18% 15% 16.3% B‐ 14% 14% 12.9% C+ 13% 11% 11.1% C 7% 10% 9.7% C‐ 4% 4% 4.3% D+ 2% 2% 1.4% D 1% 2% 1.6% D‐ 0% 1% 0.8% E+ 0% 1% 0% E 0% 0% 0.1% E‐ 0% 0% 0.1% N 0% 0% 0%

Data Source: SACE Schools Data reports, extracted January 2016. *NOTE: Reporting of data not provided when less than six students in the respective cohort. Due to rounding of percentages, data may not add up to 100%.

SACE Completion - Percentage of completers out of those students who had the potential to complete their SACE that year.

Data Source: SACE Schools Data reports, extracted January 2016. *NOTE: Reporting of data not provided when less than six students in the respective cohort. 2014 2015 2016 Percentage of year 12 students undertaking vocational training or trade training 8.3% 17.4% 17.8%

Percentage of year 12 students attaining a year 12 certificate or equivalent VET qualification 97% 95% 96.7%

2014 2015 2016 97% 95% 96.7%

School Performance Comment

Australian Curriculum Grades

Student results over four years show a consistent range of achievement. During these years, the Australian Curriculum has been implemented across core learning areas including the use of performance standards. The standards have increased the rigour in assessment and formed a guide for task design. Outcomes suggest that our task redesign work has been effective in engaging students in the process of learning. In 2016 we will continue to focus on helping students understand the requirements and Achievement Standards of the A grade band. Collaborative Moderation with the four Mitcham Plains Partnership secondary schools and year 7 and Specialist primary schools teachers is planned for two occasions in 2017 to further this work.

SACE Stage 2 Outcomes

The outcomes overall for Unley’s SACE students are excellent and students are to be congratulated all for their achievements. In summary Unley High School student SACE completers increased to 96.7% compared to the State at 96.3%. UHS students increased their % achievement of A‐ and above grades to 24.9% (State 23.9%). UHS students saw a decrease from both 2014 and 2015 in D+ or below grades to 4% (State 3.3%)

The following information outlines Unley High Merit subjects. Up to 4 Merits were achieved in some of these subjects. We congratulate all students and recognise their hard work and that of their teachers: English Communications Research Project B Psychology Modern History, Mathematical Applications, Mathematical Studies, Japanese , English Communications, Media Studies, Biology and Health. Georgina Trotta was awarded The Governor of South Australia’s Commendation for displaying the SACE Capabilities of Citizenship and Communication to an outstanding level during her studies. Six students achieved an ATAR of over 99 with the highest ATAR at 99.5, and 39 students in total achieved an ATAR of over 90 and with another 31 over 80. Our 2016 Graduating class holds many stories of resilience, perseverance and success and we wish every one of these young adults well for the future.

NAPLAN Analysis

In 2016 NAPLAN participation remained high at an average of 93% across all tests. In Reading 97% of students achieved above or at National Minimum Standard, 94% in Writing, 95% in Spelling and in Grammar and Punctuation and 99% in Numeracy. Significant improvement of 13% has been seen across 3 years in Writing and no declines were noted in any test aspect. When looking at the Growth Analysis between tests High growth has increased for Numeracy by 5%. This reflects a significant improvement in students’ results from Year 7. Only 17% are in the lower band which is 8% lower than the percentage of students in the lower band nationally. Similarly in Reading 27% of the students are in the upper band compared to 25% nationally. In 2017 there will be a concentrated effort in continuing to engage students in personal goal setting in numeracy and literacy.

SACE Completion

This report compares completion achievement for the school to the State over 3 years. The UHS SACE Completion rate for 2016 was 96.7 % which is 4.5% higher than 2015 and 5.9% higher than in 2013. It is also higher than the statewide completion of 96.3%. We are very proud of this improvement and completion rate, and also of the employment destinations of other school leavers.

(See previous page for comments on Stage 2 Outcomes)

Grade Distribution SACE Stage 2

Student Achievement

Students who completed SACE using VET

Vocational Courses have increased in popularity across SA and at Unley. Students make considered choices to study VET often while in SACE Stage 1. This has positive outcomes for their ATAR, for credits towards SACE completion and for achieving a nationally accredited vocational certification at Certificate II and III level. In 2016 17.87% of students gained their SACE by combining SACE subjects and Vocational studies like Fitness, Plumbing and courses offered through agreements with partner local schools.

Stage 1 School Subject Results - by Grade Distribution Stage 1 results data shows that 62.4 % of all grades at Stage 1 are A and B grades. This is very positive and students are in a good position for Year 12. In Compulsory SACE Subjects students achieved 95.7% at C or better in Literacy compared to Statewide 92.9%, 83.8% at C or better in Numeracy compared to Statewide 86.8% and 100 % at C‐ or better in the Research Project compared to Statewide 92.2%

Attendance

The attendance rate across all years has remained consistent over the last three years and continues to be affected by the number of requests for exemptions across all year levels. This is generally for family travel overseas. The next most common reason is for exemption applications is sporting commitments Year Level 2014 2015 2016

Year 8 93.6% 92.7% 93.2%

Year 9 91.7% 92.7% 91.7%

Year 10 91.1% 91.6% 91.5%

Year 11 90.6% 92.5% 92.7%

Year 12 92.4% 91.1% 92.0%

Secondary Other 70.0% 100% 95.0%

Total 91.8% 92.1% 92.2%

More parents are taking their children on holidays during the school term. This is a concern. In 2015 there were 165 exemptions ranging from three days to three months and totaling 1266 days. In 2016, 184 individual exemptions were sought totaling 1752 days. Attendance is identified as a focus for 2017 with a revised Attendance Policy written and an Action Plan clearly identifying roles and responsibilities regarding attendance for teachers, parents and students. Our aim is to reach the State target of 95%.

Destination Table 5: Intended Destination

Leave Reason School

2016 No %

Employment 0 NA

Interstate/Overseas 30 9.1%

Other (Tertiary intention) 231 70.9%

Seeking Employment 9 2.7%

Tertiary/TAFE/Training 9 2.7%

Transfer to Non-Govt Schl 29 8.8%

Transfer to SA Govt Schl 21 6.4%

Most students seek a University pathway. In 2016 90% of applicants received an offer. 65% were offered their first choice, and a further 10% their second choice. Some International students returned overseas.

CLIENT OPINION SUMMARY Annual surveys are a randomized sample of students and parents, and the entire teaching staff. Student Opinion Survey

Student opinions between 2015 and 2016 are improved in positivity in 9 areas remaining stable in 3, with satisfaction ratings rising by 0.7 on average across all measures. Students indicate that teachers continue to have high expectations of them and this reflects our on‐going school focus on increasing student achievement. Students feel they are safe at Unley High School, and the 2016 results show an increase both in students’ enjoyment of school and having their opinions taken seriously. Parent Opinion Survey

Parent Opinion shows strong positive growth in all areas. Parents express the opinion that their child likes Unley High School and feels safe. Most positive growth in opinions were seen in areas of student progress, provision of useful feedback and motivation. Parents see staff as having high expectations of children. Parents are more convinced that their child’s learning needs are being met than in 2015. We expect to see ongoing improvement in these areas.

Staff Opinion Survey Staff share the opinion that the school has high expectations of students and that parents see the school as being approachable and supportive of their child’s learning. They also share the opinion that the school is a safe environment. This area showed the greatest improvement. Improvements in positive opinions were seen overall in 10 measures, stability in 3 and decline in 3 – staff support, seeking improvement and opinions. The three groups agree that the state of buildings is less than satisfactory This supports evidence and calls for major capital works upgrades.

TEACHER QUALIFIFCATIONS and WORKFORCE COMPOSITION

All teachers at this school are qualified and registered with the SA Teachers Registration Board. Please note: Staff who have more than one qualification are counted more than once in this table.

Qualification Level Number of Qualifications

Bachelor Degrees or Diplomas 158

Post Graduate Qualifications 69

Workforce Composition including Indigenous staff

Workforce Composition Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 1.0 75.4 0.00 24.7

Persons 1 85 0 32

DECD Relevant History Screening

All teaching staff have current DECD History Screening through their Teacher Registration. Ancillary Staff lodge DECD Criminal History Screening application every three years. The Business Manager certifies identification documents. Department of Communities and Social Inclusion process applications. Approvals go to the employee and the school and are recorded in EDSAS and HR Management system. Screening approval for volunteers is recorded on EDSAS and the volunteer is notified so they are able to commence volunteer work. Unley High School pays costs incurred by volunteers.

FINANCIAL STATEMENT

2016 School Annual Report: Tier 2 Funding Report *Tier 2 funding provides additional resources to support students who are unlikely to obtain the desired outcomes without further support.

Tier 2 Funding

Section

Tier 2 Category

(where applicable to the site)

Briefly describe how the 2016 funding was used to improve the relevant Standard of Educational Achievement (SEA) outcomes

Outcomes achieved or progress towards these outcomes

Targeted Funding for individual students

Improved Outcomes for Students with an Additional Language or Dialect

Strategy 1 ‐EAL classes for Year 8/9/10/11/12 students who were identified as meeting criteria and in need of smaller class size

Strategy 2- BSSO and Teacher employed part‐time to work with SACE Students

Outcomes for SACE students showed improvement in grades achieved

Improved Outcomes for Students with Disabilities

Funding for students was used to provide SSO support in class and through other programs where necessary

Students achieved completion of subjects and courses

Targeted Funding for Groups of Students

Improved Outcomes for Aboriginal Students

Students taking Alternative Pathways Students with Learning Difficulties Grant

An Aboriginal Education Teacher and an Aboriginal Community Education Officer were employed part‐time to support students and their families in school engagement, attendance and tutoring as needed

Flexible Learning Funding supported 20 students to access a case manager and to work in tailored off‐site programs.

ATSI students were successful in attaining the SEA.

FLO Students undertook VET and SACE combinations with additional support

Program Funding for all Students

Australian Curriculum Collaborative Moderation work was undertaken with Partnership

Tasks design and moderation ongoing in 2017

Other Discretionary Funding

Better Schools Funding

Strategy 1 ‐A Literacy class for Year 8/9 students who were identified as being below the National Minimum Standard in Literacy in Year 7 as well as not passing Year 8 or 9 English.

Strategy 2 ‐ Numeracy Class – A numeracy class for Year 9 to provide more personalized Mathematics work for students whose PAT and NAPLAN data indicates a differentiated approach to build skill levels – Maths Pathways used.

These strategies proved effective with 2016 NAPLAN results indicating the majority of the students improved

Funding Source Amount

1 Grants: State $11,255,201.50

2 Grants: Commonwealth $151,831.00

3 Parent Contributions $1,415,231.43

4 Other $1,202,644.88