· web viewstage 5 students completed two community partnership projects. they contributed in the...

Narooma High SchoolAnnual School Report 2013

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School contextNarooma High School is a comprehensive rural high school serving the communities of Narooma, Bodalla, Bermagui, Cobargo, Tilba and surrounding districts. We have a strong record of academic and sporting achievement; of which we are very proud. Our academic achievements have been acknowledged with us being recognised as a “Centre for Excellence for Quality Teaching” for 2011 through to 2013.

Our vision is to provide opportunities for all students to achieve success in a supportive and caring environment. This is supported through our core values of “Responsibility, Respect and Support”

Principal’s messageNarooma High promotes the values of responsibility, respect and support. This is evidenced through the interactions between the staff, students, parents and the wider community. Together with its community, Narooma High strives to provide for its students and staff a safe, ordered, secure and caring environment which will promote, to the utmost, their personal and professional development.

The school aims to provide a challenging and relevant curriculum which promotes students intellectual, aesthetic, moral, social, emotional and physical development. We continue to be involved in the Regional “Positive Behaviour for Success” initiative.

This report highlights the outstanding achievements; academic, sporting and cultural; of Narooma High and its staff and students throughout 2013. In 2013 I was particularly pleased with the Higher School Certificate results of our students. The equivalent of 49% of our students gained a Band 6 or 90% plus result in at least one of their exams. Of the 29 exams sat for by our students we achieved above State average for 18 of these; a truly outstanding performance, ranking our school as one of the best performed schools in the Illawarra South East Region.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a

balanced and genuine account of the school's achievements and areas for development.

A R FaheyPrincipal

P & C and/or School Council message

The P&C at Narooma High is a small group, with ideas and hopes for the school community, eager to welcome new members so it may thrive and grow.

!n 2013 to raise money for the school we had fun movie nights, wood raffles and donations from families included in school fees. All the money raised will be invested back into the school to benefit the school community.

Student welfare, teachers needs and wants, improvements to the school grounds, and uniforms were some of the topics discussed.

We would like to thank, and are extremely grateful to, all who supported us in 2013. We hope 2014 will be another successful year for Narooma High.

Liz Kildea, P&C President.

Student representative’s message

In 2013 the SRC continued to promote school spirit among the houses and throughout the school in our various sporting activities. We continued to organise a range of activities to build school spirit as well as support a number of worthy causes. Some of our more successful activities included the very popular Pancake Day, our school socials, Daffodil Day and Jeans for Genes day.

Through these special days and other different money raising strategies like cake stalls, mufti days and school dances we raised money for different charities and to support our Sponsor Child, Editte Dawadogo.

Our SRC Representatives support our community in events such as Long Tan Ceremonies, ANZAC day memorials and Youth Committee meetings throughout the year. We also support our school canteen with kids volunteering to help out in their free time.

Our SRC has developed and maintained a quality of behaviour and strive to empower the student’s voices in our various meetings or workshops. SRC have completed surveys and questionnaires in issues such as student uniform and a consistent discipline code to satisfy all teachers and students to the best of our ability.

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Many of the SRC representatives have been away on leadership camps, workshop or forums to help benefit the school and their personal ambitions after school here at Narooma High.

Jessica Hunt – President

Annie Tyler – Vice President

Khan Schroder-Turner - Secretary

Amy Spurgeon - Treasurer

Key Learning Area Reports

ART REPORT 2013

Stage 4 developed skills in drawing, designing, screen printing, clay sculpture, perspective drawing, painting and lino-cut printmaking. Year 8 drawings were displayed in the SoART Gallery in Narooma. Georgia Poyner (Year 8) designed the Christmas Whales which were created and displayed on many businesses throughout town.

Stage 5 students completed two Community Partnership projects. They contributed in the production of the fish sculptures displayed at the Narooma Oyster Festival and completed the final stage of the Narooma Pre-School mural. They also created miniature sculpture installations in the environment, ceramic sculptures, and traditional sculpture utilizing wire, wood and fabric. They produced digital photos using Photoshop, and developed skills in painting and drawing through investigations in the portrait and self-portrait genre.

Year 11 students (Stage 6) made successful submissions to the National Art School Intensive Studio Workshop. Sam Nugent and Robert Kenna were selected to take part in the prestigious program from a pool of 400 students in NSW. From the 156 students

who completed the 60 hour course, Sam achieved a Band 6, and Robert a Band 5 – both outstanding results. The Year 11 and Year 12 art classes attended various exhibitions in Sydney, paying special attention to the Art Express exhibition. Year 11 worked with a range of expressive forms including painting, drawing, three-dimensional work and installation art in order to prepare themselves for their HSC submissions.

Year 12 worked completed their critical and historical case studies and then worked solidly on their HSC bodies of work. The NHS submissions this year had a strong focus on digital/multi-media, with two films (time-based forms) being produced, along with a series of drawings executed on a digital tablet, a sculpture that incorporated digital multi-media, a collection of work utilizing sculpture and water-colour, and a photomedia work.

Stage 5 ceramics explored many traditional hand-building techniques and experimented with slip-casting and glazes. They took part in a workshop with professional ceramicist, Cameron Williams, learning how to create pots using the potter’s wheel. They investigated a new technique involving the transferral of photographic images onto the clay surface.

Stage 6 photography, video and digital imaging saw Year 11 exploring DSLR cameras, post-production skills in Photoshop, and video and film production. Year 12 acquired knowledge of industry-based standards and printing with an A3 printer using specialist paper.

Mathematics ReportThe 2013 school year saw some major changes to the Narooma High School Mathematics Department. Roger McEvoy was appointed Head Teacher and Mark Hanigan as a classroom teacher. Furthermore Lachlan Reilly relieved as a classroom teacher in Mr McEvoy’s position. Lachlan is completing his final year of a mathematics degree. He is currently a geography and Spanish teacher.

The 2013 HSC results were mixed. Whilst some students exceeded their expectations the overall results could have been better and did not match those gained by the previous cohort. Two students completed the mathematics extension 1 course with our top student scoring an HSC mark equivalent to 74%. In mathematics fourteen students sat the very difficult paper, three students received Band fives (80-90%) and 60% of students scored in the top three bands. Twenty students successfully completed the general mathematics course with a top score of 73%. On analysis of these results we observed some poor

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examination techniques and the fact that the general mathematics course was taught by teachers teaching the course for the first time.

Seven of the students who successfully completed the HSC mathematics course were in year 11, after participating in the school’s accelerated mathematics program over the last three years. The top accelerated student scored 78%. Three of the accelerated students have decided to redo the Year 12 course and are on track to improve on their 2013 results. This successful program continues with another six students in Year 10 aiming to complete their HSC in 2015 and fourteen students entering the program in year 9, where they have elected to complete Stage 5.3 mathematics by the end of 2014.

Nine students participated in the Australian Mathematics Competition in 2013. Four of those students were awarded credit certificates and two achieving proficiency.

Narooma High was able to field three teams in the district junior mathematics challenge at Bega High School, our best place being Narooma A team coming 9th out of the 26 teams who participated.

Our Year 6 linkages program in mathematics continued to provide interest and enrichment learning activities and maintain strong learning links with students and teachers from our partner primary schools, as well as supported the school’s Year 6 into 7 transition program.

To further support an effective transition in mathematics learning, visits were made to our four partner primary schools to examine lesson timing and structure, learning environment and resources.

As we look to 2014 and beyond we see a need to maintain qualified and talented staff. We aim to professionally develop teachers of general mathematics by working closely with successful teachers in the region. Furthermore we will be attending workshops from the Mathematics Association of NSW on improving extension mathematics HSC results. We continued to be encouraged by the increasing numbers of students electing to do acceleration and we have one student studying extension 2 mathematics and five students completing extension 1 for the 2014 HSC.

Music Report

The Music department has had another very busy year. Besides the usual Formal Assembly and lunch time concerts, Narooma High School students performed at many other functions, including the Cobargo Folk Festival, Bermagui Seaside Fair, Narooma Oyster Festival, Anzac Day, Tilba Festival and several Club Muzos.

Continuing on from the success of Glasshouse Rocks 2009 and 2011, Glasshouse Rocks 2013 was recorded and launched in September this year. Twelve original and diverse songs were included, written and performed by students from year 8 through to 12. The music this year is acoustic guitar singer songwriter based, and the quality is once again of a very high standard. Students in Art and Photography classes have designed the CD cover and disc art, and the finished product looks and sounds very professional. The CD attracted a lot of media interest, and students performed live to air on ABC South East to promote the launch. Several of the songs on this year's album were in the top 20 of TripleJ Unearthed High Competition, further testament to the incredible talent we have here at Narooma High School.

The year 10 music and drama classes combined to present a short original work titled "Channel Beat" with original comedy skits, dances and songs, and work was started on a large full school musical for 2014.

Science Report

There have been many notable events and results in science during this year.

The focus this year has been on developing teaching and learning programs for Years 7 and 9 in line with the new science syllabus. This will continue into next year as we develop the units for Years 8 and 10 and evaluate the implementation of the programs in Years 7 and 9.

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The Science faculty has continued our relationships with the Australian National University and the University of Wollongong by providing specific specialised learning opportunities to our students by having guest presenters come to school and by visiting the facilities of these universities. Students in Years 9 to 12 were the recipients of these opportunities and the positive feedback received will ensure that these partnerships continue to grow. Students from Year 7 to 11 were also able to enjoy workshops provided by the Sapphire Coast Marine Discovery Centre throughout the year.

In January, Khan Schroder-Turner participated in the Engineering School, sponsored by the Rotary Club, gaining insight into a number of future possibilities. While in December, Keely Clark attended a Science and Mathematics summer camp with the University of Newcastle, gaining a valuable opportunity to participate in a wide range of activities and experience on campus living.

Recipient of the Victor Chang science award for 2013 was Nick Fachetti. He attended an awards ceremony at the University of Wollongong.

In the 2013 HSC our students achieved some excellent results in the four different subjects taught at HSC level.

Students receiving a Band 4, 5 or 6 in Biology exceeded the State average by 15 percentage points.

In chemistry the results attained by our students in Bands 4, 5 or 6 were above the State average.

In physics students gaining a Band 4 or higher represented 80 percent of the class compared to the State average of 66 percent.

In earth and environmental science the percentage of students obtaining a Band 3 or higher fell just below the State average by 5 percent.

Social Science Report

The Social Science faculty experienced growth in the number of elective classes chosen by the student body. A second Year 11 business studies class and a second Year 9 commerce class were created to meet demand in the subjects. The 2013 HSC results in business studies and legal studies were pleasing across the board.

The faculty organised Clean Up Australia Day, two curriculum based geography excursions and a commerce excursion to Canberra during 2013.

Clean Up Australia Day was an opportunity for our students to help keep the areas around our school and the local beaches clean for the community. As well as an education in environmental awareness, this was also an opportunity to reinforce the cohesion of the new Year 7 students with their peers. After removing rubbish from the local sites, students enjoyed a swim and an ice cream at Bar Beach.

The geography excursions for Years 10 and 11 were well attended and most students enjoyed the opportunity to carry out fieldwork to support their class-based studies. Year 10 examined coastal management issues around the Tura Beach and Bournda areas while Year 11 examined the biophysical interactions of coastal dune systems and rainforests while enjoying overnight camping, kayaking, bike riding and orienteering in the Bournda National Park.

The Year 10 commerce class travelled to Canberra to visit Parliament House, the High Court of Australia and the Royal Mint. The excursion was valuable as it reinforced elements of the course the students had studied over the past two years and was also an enjoyable way to end the course with a spot of shopping, ice skating and mini golf.

TAS Report

In 2013 the TAS faculty focused on refining our current programs and practices to enhance outcomes for students participating in TAS courses.

HSC results were strong with students in industrial technology, construction, food technology and hospitality achieving results in Band 5 & 6. Our VET hospitality students participated in various catering events.

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Students in industrial technology – timber featured amongst the schools best HSC results with 4 of the students obtaining band 6. Nathan Batten, Tim Watson and Alex Krantz had the honour of having their major project selected for inclusion in InTech 2014, the annual exhibition of outstanding major design projects.

Pictured is a sample of 2013 industrial technology – timber major projects.

Our agriculture Cattle Show Team shows cattle at many of the local shows including the Canberra Show and the Bega Calf Show. Students compete in junior judging and junior parading. The students learn many skills including looking after the cattle, preparing them for the show, public speaking and assessing cattle for different markets.

Their enthusiasm was rewarded in the 2013 Canberra Show where students did extremely well in all categories.

The TAS faculty maintains a commitment to WH&S, and providing a quality learning environment for our students.

Student informationIt is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

2007 2008 2009 2010 2011 2012 20130

100200300400500600700

Enrolments

Male FemaleYear

Stud

ents

Student attendance profile

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Gender 2009 2010 2011 2012 2013Male 264 264 249 232 223Female 269 254 220 205 216

2008 2009 2010 2011 2012 20130

25

50

75

100Student attendance rates

School Region State DECYear

Atten

danc

e ra

te

Management of non-attendance

Regular review of rolls are completed by clerical staff and stage review teams monitor attendance weekly and make contact with parents. We also work in conjunction with Regional personnel to improve attendance of students who are identified as being at risk of disengaging from education.

The school has developed an action plan designed to improve our overall attendance rates which is to be implemented during 2014.

Post-school destinations

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Year 12 students undertaking vocational or trade training

[Enter summary statement which must include the percentage of Year 12 students undertaking vocational or trade training in 2013.]

Year 12 students attaining HSC or equivalent Vocational educational qualification

[Enter summary statement which must include the percentage of Year 12 students attaining HSC or equivalent vocational educational qualification in 2013.]

Workforce informationIt is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1

Deputy Principal 1

Head Teachers 7

Classroom Teachers 28.4

Teacher Librarian 1

Careers Adviser 1

Teacher of Emotional Disabilities 1.4

Teacher of Behavioural Disabilities 1.4

Support Teacher Learning Assistance 1.1

Counsellor 0.9

School Administrative Officers 11.8

Total 56.0

The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce.

The school employs an Aboriginal Education Officer to support Aboriginal students and families. Additionally, the school employs two Aboriginal learning support officers as part of the Norta Norta program.

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

Qualifications % of staffDegree or Diploma 100

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Scho

ol

Year 2010 2011 2012 20137 88.0 88.3 90.3 91.58 89.7 82.8 85.5 90.09 84.5 85.7 83.4 83.3

10 84.9 85.3 84.9 81.511 82.1 80.7 83.0 84.112 83.8 84.4 86.5 83.1

Total 85.5 84.5 85.5 85.5

Regi

on

7 91.7 91.5 91.6 92.28 89.5 88.7 89.2 89.69 88.1 87.0 87.2 88.3

10 87.4 85.9 85.6 86.011 87.9 86.0 86.4 87.412 88.0 87.3 87.9 89.0

Total 88.8 87.8 88.0 88.7

Stat

e DE

C

7 92.6 92.5 92.4 93.28 90.5 90.1 90.1 90.99 89.1 88.8 88.7 89.4

10 88.3 87.1 87.0 87.711 89.1 87.6 87.6 88.312 89.8 89.2 89.3 90.1

Total 89.9 89.2 89.1 89.9

Postgraduate 10NSW Institute of Teachers Accreditation 11

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

Date of financial summary 30/11/2013

Income $Balance brought forward 295026.02Global funds 369792.63Tied funds 290409.66School & community sources 109028.37Interest 13829.48Trust receipts 33035.47Canteen 113478.75

Total income ** Expressionis faulty **

ExpenditureTeaching & learning

Key learning areas 63128.79Excursions 27290.17Extracurricular dissections 50374.27

Library 7687.14Training & development 1683.49Tied funds 266080.39Casual relief teachers 77595.07Administration & office 86522.41School-operated canteen 105450.54Utilities 85941.48Maintenance 20224.70Trust accounts 28910.23Capital programs 0.00

Total expenditure =SUM(B13:B25) \# "###0.00"

820888.68Balance carried forward =B10-B26 \#

"###0.00" 403711.70

A full copy of the school’s 2013 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

School performance 2013the Higher School Certificate results of our students. The equivalent of 49% of our students gained a Band 6 or 90% plus result in at least one of their exams. Of the 29 exams sat for by our students we achieved above State average for 18 of these; a truly outstanding performance, ranking our school as one of the best performed schools in the Illawarra South East Region.

Academic achievementsNAPLANIn 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 3: from Band 1 (lowest) to Band 6 (highest for Year 3)




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.

NAPLAN Year 7 - Literacy (Including Reading, Writing, Spelling and Grammar and Punctuation)

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http://www.myschool.edu.au/

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Percentage in BandsSchool Average 2009-2013SSG % in Band 2013State DEC % in Band 2013

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NAPLAN Year 7 - Numeracy

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Percentage in bands:Year 7 Numeracy


NAPLAN Year 9 - Literacy (Including Reading, Writing, Spelling and Grammar and Punctuation)

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NAPLAN Year 9 - Numeracy

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Percentage in bands:Year 9 Numeracy


Higher School Certificate (HSC)In the Higher School Certificate, the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest).

0102030405060708090

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Anci

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School 2013 School Average 2009-2013

SSG 2013 State DEC 2013

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HSC: Course Summary Table

Course School 2013

School Average

2009-2013

SSG 2013

State DEC 2013

Ancient History 66.8 68.2 66.5 69.3

Biology 74.5 73.7 70.1 72.8

Business Studies 70.6 73.5 68.6 71.2

English (Standard) 71.1 69.8 62.7 63.8English (Advanced) 81.7 83.0 75.1 78.5

General Mathematics 61.4 70.2 63.5 64.0

Mathematics 71.0 69.6 71.4 76.3

Modern History 66.0 73.7 68.0 73.5

0102030405060708090

100M

athe

mati

cs

Mod

ern

Hist

ory

School 2013 School Average 2009-2013

SSG 2013 State DEC 2013

-2.5-2.0-1.5-1.0-0.50.00.51.01.52.02.5

Low Middle High

Rela

tive

perf

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HSC: Relative performance from Year 10 (value-added)

School 2013School Average 2009-2013SSG Average 2013

Retention to Year 12 (SC to HSC)

0.010.020.030.040.050.060.070.080.090.0

100.0

SC06-HSC08SC07-HSC09 SC08-HSC10SC09-HSC11 SC10-HSC12SC11-HSC13

Retention to Year 12 (SC to HSC)

School SEG State

Significant programs and initiativesNarooma High School has established a number of programs which operate to support students both within the regular classroom and on an individual or small group basis if required.

These programs include the wellbeing team, the learning support team, the tutorial centre, the Partners with Industry and Education (PIE) program, the Year 6 - 7 transition.

These programs have successfully supported students by maximising their educational opportunity throughout 2011.

Aboriginal educationAboriginal students at Narooma High School are supported through Norta Norta funding initiatives. There are junior and senior components of the Norta Norta initiative.

The junior Norta Norta program at Narooma High School allows Aboriginal students in Years 7, 8, 9 and 10 to receive support in the classroom by a junior Norta Norta tutor.

Individuals recommended by the deputy principal and an Aboriginal community member ,as being suitable to work as a tutor, will accompany targeted students to class to enhance engagement at school and in the classroom as well as providing support to improve their academic achievement. This may involve encouraging them to be organised with equipment, and in keeping their notes and books in certain circumstances. The tutor may also be called upon to collect work given out in class to ensure students stay abreast with best work practices.

All tutorial assistance for the junior Norta Norta program should take place in the classroom with the teachers in control of the class. On occasion, and only by prior arrangement, it is possible for the tutor to assist students with research in the library under the supervision of the teacher-librarian. These arrangements should be made by the class teacher.

All support provided should be in line with the student’s personalised learning plan. Throughout tuition students and tutors should continue to uphold the values of Narooma High School by mutual Respect, showing responsibility and giving Support.

The senior Norta Norta program for Years 11 and 12 at Narooma High School involves qualified teachers working with Aboriginal students in Years 11 and 12, providing individual tuition and support to enhance student engagement with school and classwork as well as providing support to improve the student’s academic achievement.

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Identified eligible students are allocated to tutors by the deputy principal and/ or the head teacher welfare.

Times for tutorial assistance are assistance are negotiated between the deputy principal, the tutor and the student, and are flexible where necessary.

On occasions where a Year 11 or 12 student is absent from school, the tutor will use this time to work with Aboriginal students from Years 9 and 10 who have been identified as needing assistance and who have their names on a list.

All support provided should be in line with the student’s personalised learning plan, and qualitative and quantitative indicators should be embedded in each individual plan.

All tutor assistance is to take place in the classroom with the normal timetabled teacher in control of the class. Alternatively tuition may occur during students study periods in the library or a vacant classroom identified by the Deputy Principal. Throughout tuition, students and tutors should continue to uphold the Narooma High School values of Respect, Responsibility and Support.

Positive Behaviour for Success (PBS)The PBS program in our school is now well under way. Having completed the action plan, the team has had the values and expectations signage designed, constructed and located in the canteen, quadrangle, entrance areas and area C.

As part of the school’s reward system the issuing of merits is being actively promoted and encouraged and steps are in place to establish more consistency in the ways merits are awarded across the school.

With staff support the team has set up a system for recognising and awarding merits for positive behaviour outside of the classroom.

Work in 2011 focused on planning and teaching explicit behaviour lessons. The lessons aim to ensure the expectations that are communicated in the signage are understood, and students know how to display the expected behaviours in those areas.

Partners, Industry and Education (P.I.E.)

PIE is a program that involves students from Moruya, Narooma, Batemans Bay High Schools and our school continued to be involved in 2012. It is designed to re-engage students at risk of disengaging with education in a different setting involving the school, TAFE, Eurobodalla Shire Council and various industry stakeholders.

Students participating in the program take part in a number of courses run by TAFE, including their white card, and first aid courses. Additional to these they took part in a range of hospitality and barista courses for which they received TAFE accreditation. As part of the program they visited a range of industries which included the NPWS, Octopus’s Garden child care centre, Narooma Golf Club, Narooma Swimming Pool and Woolworths.

Our students took part in the planning and running of a rugby league gala day for our partner primary schools with the support of the NSW Country Rugby League. This day was highly successful and our students gained many practical skills that will assist them in the future quest for employment.

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Tutorial CentreThe tutorial centre continued its program of support for students with behavioural difficulties. The year began with in-class support and monitoring and classroom teacher referrals. After student and parental consultation, identified students was either withdrawn on a needs basis or targeted with in-class support. Individual programs were subsequently designed to assist with academic, social and personal needs.

Intervention targeting behaviours before they escalated was a focus prompting specific programs targeting self-esteem, goal setting and anger management being initiated.

Work experience and work skills continue to be a major focus for the centre, with several students experiencing the positive benefits of this program.

The centre continues with the ‘grow your own healthy food’ program in our raised vegetable patch as well as encouraging healthy eating and cooking skills.

LinkagesNarooma High School provides a linkages program to our primary schools in mathematics, allowing the gifted and talented students to undertake activities in a high school setting. This has prepared students to continue into the accelerated mathematics program.

Students from Cobargo, Bodalla, Narooma, Bermagui and Tilba Public Schools are able to participate in this program. They are challenged through a range of mathematical based activities that are designed to generate enthusiasm for mathematics.

In addition to this it acts as a highly visible and successful link between the students in the primary schools and the high schools forming the basis for a successful transition to high school.

School planning and evaluation 2012—2014

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

Surveys of parents, staff and students

Interviews with a broad range of stake holders

Analysis of appropriate data and information

Consultation with key stakeholders in relation to proposed changes

Curriculum EvaluationPDHPE Faculty Review 2013

Background:

As part of Narooma High Schools ongoing goal to strive for improvement, the PDHPE faculty participated in a student evaluation of the stage five units of work. Each faculty member was required to select -using a convenience sampling method- students from their stage five classes to complete a student evaluation survey. The survey was comprised of twelve questions which aimed to provide students with an opportunity to critique the programs, teaching and learning strategies, assessment procedures and learning environment maintained in PDHPE lessons they participate in. A total of 107 students for years 9 and 10 completed the survey.

Findings:

62% of the respondents answered that either usually or almost always they find, that what they learn in PDHPE is important. 51.4% of respondents reported that they either usually or almost always find that there is a good variety of different activities used within their PDHPE lessons. 61.7% of respondents reported that they either usually or almost always find that their PDHPE classroom is a stimulating and safe place to learn. 79.4 % of the respondents reported that they either usually or almost always found that their PDHPE teacher expects them to do their best in the class room.

Recommendations:

Some of the data collected during this process will be used to shape the PDHPE faculty plan to be implemented in 2015. Only 47.6% of respondents reported that they either usually or almost always found that there were many ways to show what they had learned within their PDHPE assessments. A focus

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for all assessment task delivery will be to ensure that multiple mediums or contexts will be provided -both in theory and practical settings- to ensure students have the opportunity to differentiate their evidence of learned content. Only 34.6% of respondents reported that they either usually or almost always found that they were praised or rewarded for their learning success in PDHPE. As a result of this data, the faculty will review what criteria are used to justify why a student receives a merit award in this subject. The aim will be to increase the number of merits distributed to students for successful engagement within the subject.

School planning 2012—2014: progress in 2013

School priority 1 - AttendanceThis target is aimed at developing strategies, processes and procedures that will lead to improved student attendance.

Outcomes from 2012–2014Student attendance rates for 2013 remained equivalent to 2012.

School attendance rates continue to be below Region and State averages

Evidence of progress towards outcomes in 2013:

Our success will be measured by:

Comparisons of historical data with current data to identify improvements

Responses from school community surveys

Reductions in the number of students not attending school

Reductions in the truancy rates at school

Strategies to achieve these outcomes in 2014

Some of these will include:

Continued implementation of the recommendations from the attendance review

Developing positive rewards scheme for students who exhibit outstanding attendance at school

Promoting the benefits of attendance through newsletters and bulletins

Surveying the school community in relation to school attendance

Participating in an external evaluation of practices in relation to attendance

Monitoring various aspects of attendance including specific year group and daily patterns

Working to ensure the curriculum is engaging our students

School priority 2 - Literacy

The target is to improve literacy outcomes by a further 4% over the next two years. We will establish a literacy and numeracy team who will identify appropriate strategies for improvement, specifically writing

Strategies to achieve this target include:

Working closely with our partner schools to identify highly effective strategies

Continue to review data at both high school and primary school level in years 4, 6 and 8.

Review of data in twelve months’ time.

Our success will be measured by

Identification and introduction across all key learning areas of identified effective spelling strategies

Students achieving improved results in writing assessments

NAPLAN writing results for year 7 students approaching State average in bands 8 & 9.

Areas for evaluation in 2014:

Learning and Support structures for students

Merit and rewards systems

Strategies used to evaluate these areas in 2014:

Surveys of parents, staff and students

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Interviews with a broad range of stake holders

Analysis of appropriate data and information

Consultation with key stakeholders in relation to proposed changes

About this reportIn preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Anthony Fahey - Principal

John Melville – Deputy Principal

Liz Kildea – P&C President

2012 SRC executive

Executive Members – M Hanigan, L Schroder, C Atkins, D Cafe, B Glyde, A Thomas and P Zideluns.

Staff Members – K Maher, A Swadling, L Drury.

School contact informationNarooma High School

Princes Highway, Narooma 2546

Ph: 4476 4377 Fax: 4476 3953

Email: [email protected]

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

School Code: 8536

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

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

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· web viewstage 5 students completed two community partnership projects. they contributed in the...

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