2016 queanbeyan high school annual report€¦ · the annual report for 2016€is provided to the...

Queanbeyan High SchoolAnnual Report

2016

8216

Printed on: 7 June, 2017 of 34 Queanbeyan High School 8216 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Queanbeyan High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Jennifer Green

Principal

School contact details

Queanbeyan High SchoolAgnes AveQueanbeyan, 2620www.queanbeyan-h.schools.nsw.edu.auqueanbeyan-h.School@det.nsw.edu.au6297 2088

Message from the Principal

Situated on Njunnawall and Ngambri land, our school enjoys a broad range of partnerships and relationships with keyindustry and community groups.

2016 provided many opportunities to reflect upon what we want our community and school to look like/ be like into thefuture. More importantly it provided opportunity for our school to reflect on what kind of community we need to be, toprosper in a connected and competitive world. What mindset, skill set and tool set does this require?

Queanbeyan High School operates in a global economy. Free trade agreements have changed permanently how we “dobusiness”. Mining has shown how commodity driven economies are precarious and we are increasingly susceptible tofluctuating prices. Much of our manufacturing has been outsourced to other countries and jobs at all skill levels havedisappeared. If we are smart enough and strong enough as a community we can creatively turn circumstances to ouradvantage. As a nation we are still grappling with what comes next. How is it that we will transform our nation andcommunities to help create the future? Most of the change required will come from a relentless dedication toimplementing evidence based education policies and practices as we are seeing delivered now across public schools in New South Wales. We need to be educating self–directed 21st century learners. We are fostering the communityleaders of our future. A rigorous high expectations education will encourage and enable our young people with themindset, skill set and toolset required for initiative, innovation, and ultimately prosperity and wellbeing.

Our alumni continue to shine beyond their formal schooling. A significant proportion of our Vocational Education andTraining students who gained an Australian Qualification Framework have secured apprenticeships and traineeships in arange of exciting industries. A pleasing large group of students gained university places in undergraduate degrees oftheir choice. Our student are gaining employment in a range of industries.

This year Queanbeyan High School received a significant injection of funds from the New South Wales ResourceAllocation Model of funding, distributing school funding on the basis of determined need of the students and community,this revolutionised education. A bold and forward thinking, NSW was the first state to truly embrace the GONSKIFunding Model under very brave and forward thinking state leaders–Education Minister, Premier and cabinet, theexecutive leadership in the Department of Education, Executive of the NSW Teachers Federation, Secondary PrincipalCouncil of NSW and the Primary Principal Council of New South Wale. Historically these organisations have not alwaysworked proactively together, but with a shared common purpose of genuinely raising student outcomes across the state,they aligned systems and began to unleash talent. Amazing work has been happening in New South Wales PublicSchools. We have achieved a relatively smooth implementation of unprecedented wide reaching change that putresources where they were needed most based on research and data – supporting students to learn and providingschools with access to resources that ensured greater capacity to deliver quality Teaching and Learning. QueanbeyanHigh School has used the increase in funding to employ additional Staff providing an increased number of students withfrontline support, a mentor to assist teachers to strengthen their practice with assessment scaffolding and completion.


Students who previously could not have afforded to participate in a range of additional opportunities have this year beensupported to do so. A condition of receiving this unprecedented increase in funding, is heightened accountability andcloser attention to collaboration across schools and evidence based initiatives. Our school is collaborating with ourpartner schools of Karabar High School, Queanbeyan East Public School, Queanbeyan Public School, QueanbeyanWest Public School, Queanbeyan South Public School, Jerrabomberra Public School, Bungendore Public School, SuttonPubic School and Braidwood Central School to implement changes that will result in higher students’ performanceacross all schools. This professional collaboration is being supported by a proactive approach in education toprofessional development that is based on research and data identifying areas that require strengthening. Major projectsincluding Euclid (Mathematics), Robotics, Einstein (Science) engaged students and staff from all schools to work onprojects with academic mentors from a range of universities.

Our school has an increased percentage of students and families who are more mobile due to employment, economicpressures or family considerations. This increase in transient enrollments makes our school culture increasingly dynamicand provides an opportunity for our staff to put in place support for students who may experience ongoing schoolchanges. These students and families also bring with them new ideas and suggestions which can inform and improveour practices. As our school embeds the Stronger Smarter philosophy, an increasing number of our school communityappreciates and embraces diversity and change. We encourage our community to take the time to connect with eachother and not let an opportunity pass to let someone know that they are important. Communities look after their matesand this is one of the strongest and smartest strategies we can employ– it is good for the mental health of a communityand a school.

Increasingly schools are focused on the wellbeing of members of the school community, but in particular our students. 2016 saw an increased focus on implementation of positive psychology and wellbeing strategies. Education is more thanthe imparting of knowledge and developing thinking and working skills. It plays an important role in the building ofcharacter of a person. With strategic focus on building the leadership capacity and aspirational culture of the school ourschool has embraced the growth mindset and positive work of Dr Chris Sara with the Stronger Smarter Institute. One ofour strongest attributes is not in never failing, but in rising every time we fall. To accomplish significant growth we mustnot only act, but also dream, not only plan, but also believe.

I extend a most sincere thank you to the many students, parents, staff and members of the community who are activeparticipants in our journey of continuous improvement.


School background

School vision statement

Queanbeyan High School is committed to building positive High Expectation Relationships with all stakeholders in ourcommunity and foster self–directed lifelong learners.

We provide a safe, engaging and predictable school every day. Students know explicitly what is expected of and fromthem if they are to succeed.

Students are proactive citizens who act democratically by showing responsibility and respect and receive the same inreturn from staff and parents. Students make positive choices towards their learning and their personal best.

School context

Queanbeyan High School is a comprehensive school with an enrollment of 540 students, including 9% Aboriginal orTorres Strait Islander students and 25% students from non–English speaking backgrounds.

School enrollments are gradually rising across all year levels.

The school is transitioning its College 3+3 model of compressed stage 6 curriculum to a regular 2 year delivery model toprepare for the new stage 6 curriculum to be introduced in 2018.

Queanbeyan High School is working to strengthen its professional collaboration with partner primary schools andsecondary schools. Project Euclid, Project Einstein, Robotics and the Ninjimurra Professional Learning Group have seenenhanced collaboration and growth.

The school has a dedicated and passionate staff including Beginning teachers through to highly experienced teachers.The school has an active Parents and Citizens Association.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout New South Wales in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Learning: Culture: The school's on–balance judgement for this element is working towards delivering. All teaching staffunderstand that student engagement and learning are related, with the school communicating priorities for strengtheningboth.

Learning: Wellbeing: The school's on–balance judgement for this element is working towards delivering. The school hasidentified aspects of, and factors contributing to, wellbeing in the delivery of teaching and learning. The schoolencourages students to recognise and respect cultural identity and diversity. School staff maintain currency of knowledgeabout requirements to meet obligations under Keeping Them Safe.

Learning: Curriculum and Learning: The school's on–balance judgement for this element is working towards delivering.The school provides a range of extra curricular offerings for student development.

Learning: Assessment and Reporting: The school's on–balance judgement for this element is working towards delivering. Individual student reports include descriptions of the students's strengths and areas of growth. Teachers set transparentcriteria for student assessment and have in place principles of consistent assessment and moderation. Parents areupdated on the progress of their children.

Learning: Students Performance Measures: The school's on–balance judgement for this element is working towardsdelivering. The school achieves value–added results.


Teaching: Effective Classroom Practice: The school's on–balance judgement for this element is working towardsdelivering. Teachers regularly review and revise teaching and learning programs. Teachers routinely review previouscontent and preview the learning planned for students in class. Sustaining and Growing: Teachers provide explicit,specific and timely formative feedback to students on how to improve.

Teaching: The school's on–balance judgement for this element is working towards delivering. Teachers analyse and usestudent assessment data to understand the learning needs of students. School analysis of student performance data isprovided to the community on a regular basis.

Teaching: Collaborative practice: The school's on–balance judgement for this element is delivering. Executive, staff,faculty/stage, team and other meetings are used to review the curriculum and to revise teaching and learning programs.Staff regularly evaluate teaching and learning programs including the assessment of student outcomes. Sustaining andGrowing: Teachers work together to improve teaching and learning in their year groups, stages, faculties or for particularstudent groups.

Teaching: Learning and Development: The school's on–balance judgement for this element is delivering. Teachersparticipate in professional learning targeted to school priorities and their professional needs. The school has processes inplace for teacher's performance and development. Beginning and early–career teachers are provided with targetedsupport in areas of identified need.

Teaching: Professional Standards: The school's on–balance judgement for this element is delivering. Teachersunderstand and implement professional standards and curriculum requirements. Staff attainment of professional learninggoals and teaching requirements are part of the school's performance and development processes. Teachers arecommitted to their ongoing development as members of the teaching profession. Teachers demonstrate currency ofcontent knowledge and teaching practice in all their teaching areas. Sustaining and Growing: Teachers work beyondtheir classrooms to contribute to broader school programs.

Leading: Leadership: The school's on–balance judgement for this element is sustaining and growing: Delivering: Parentsand community members have the opportunity to engage in a wide range of school–related activities. The schoolcommunity is positive about educational provision. The school is committed to the development of leadership skills instaff and students. Links exist with communities of schools, other educational providers and other organisations tosupport the school's programs. Sustaining and Growing: The school solicits and addressed feedback on schoolperformance. Leadership development is central to school capacity building. The school has productive relationships withexternal agencies such as universities, business, industry and community organisations to improve educationalopportunities for students.

Leading: School Planning, Implementation and Reporting: The school's on–balance judgement for this element is delivering. Staff, students parents and the broader community are welcomed and engaged.when possible, in thedevelopment of the vision, values and purpose for the school. The three year plan has annual iterations focused onachieving identified improvements. The school articulates a commitment to equity and high expectations for learning foreach student and is responsive to changing needs. The school plan aligns to local and system priorities and ensuresresponsiveness to emerging needs. An evidence base, drawn from the collection and analysis of learning anddevelopment data, is used to review performance annually. Planning and implementation includes processes forresource allocation, professional learning, performance monitoring and reporting. The school acknowledges andcelebrates a wide diversity of student, staff and community achievements. Sustaining and Growing: There is broadunderstanding of, and support for, school expectations and aspirations for improving student learning across the schoolcommunity. Monitoring, evaluation and review processes are embedded and undertaken routinely. Excelling: The schooluses collaborative feedback and reflection to promote and generate learning and innovation.

Leading: School Resources: The school's on–balance judgement for this element is delivering. School staffing ensuresthat full curriculum implementation and delivery requirements are met. Systematic annual staff performances anddevelopment reviews are conducted. School and other facilities are used creatively to meet a broad range of studentlearning interests and needs. Sustaining and Growing: Strategic financial management is used to gain inefficiencies andto maximize resources available to implement the school plan. Excelling: The use of school facilities is optimized withinthe local community, to best meet the needs of students and the local community.

Leading: Management Practices and Processes: The school's on–balance judgement for this element is delivering. Theschool leadership team communicates clearly about school priorities and practices. Administrative practices effectivelysupport operations and the teaching and learning activity of the school. Accountability practices are tied to schooldevelopment and include open reporting to the community. The school leadership team creates an organisationalstructure that enables management systems, structures and processes to work effectively and in line with legislativerequirements and obligations. All school staff are supported to develop skills for the successful operation ofadministrative systems. Sustaining and Growing: There are opportunities for students and the community to provideconstructive feedback on school practices and procedures.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.


For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Positive High Expectation Relationships

Purpose

To Create high expectation relationships that are strength base driven for the well–being of all stakeholders, in whichcommunication is open and transparent. Partnerships between school and external agencies are active and prosperousand meet the needs of our students.

Overall summary of progress

High expectations relationships were fostered through a variety of strategies in 2016. Key messaging at regular studentassemblies and roll call announcements set a tone that was reinforced through increased expectations around studentbehavior in classes and satisfactory participation in assessment tasks.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

An increased number of studentsfrom all year groups willparticipate in leadershipopportunities.

A review of the plan moved this to the strategicdirection on Leadership. Students in years 7 and 8attended the Halogen Leadership forum in Sydney.Students attended the Group LeadershipConference in Canberra.

Decrease referrals for studentsmanagement.

Permanent and casual teaching staff are all awareof the Sentral referral system, Head Teachermonitoring and Deputy Monitoring of behaviour.Students have all had sessions in which the newsystem was outlined and clarified. Brochures havebeen produced and distributed to parents andavailable in a variety of locations. SASS staff andteachers have improved understanding of the Policyrequirements around partial and whole dayabsence management. Sessions by the HomeSchool Liaison Officer were conducted at Welfare,executive and whole school staff meetings. Theschool now generates and posts letters homefollowing unexplained absences on a weekly basis.School gates were closed during the school day toreduce partial non–attendance. Parents may nowcheck period by period school attendance of theirchildren through the Sentral Portal. One Sass Staffmember is dedicated to Attendance compliance andworks closely with the Home School Liaison Officer.

Increased attendance of parentsat school events.

Parent teacher evenings had strong parentalattendance. Activities focused on the youngercohorts had a higher participation rate. A focus onproviding additional resources appeared to beappreciated.

Positive feedback from partnerschools around informationsharing and collaborationbetween schools.

A collaboration focused on improving the transitionof primary students to high school across theQueanbeyan Schools was successful with jointplanning and communication strategies employed.Focus addressed personalised transitions forstudents with significant additional social/emotionaland educational needs.

Next StepsPrinted on: 7 June, 2017 of 34 Queanbeyan High School 8216 (2016)

Continued focus on high expectation relationships with exploration of the Positive Behavior for Learning as a possiblestrategy for supporting students to make more positive choices for their learning and social emotional development.



Quality Teaching and Learning

Purpose

To foster a culture of personal best for all stakeholders, through quality teaching and engaged learning. Our staff willdemonstrate curriculum innovation that reflects the needs of our students. Our students will embrace opportunities in allaspects of school life.


Significant work was accomplished on mapping student accommodations and adjustments and in turn the developmentof a more focused approach to Learning and Support. Staff evaluation strongly supported a narrowing of the focus of thestrategic direction as work done in 2016 was too broad.




100% of stage 6 students areaware of and recognize theperformance band at which theyare working.

All students entering the senior years in addition tocompleting All My Own Work now download copiesof syllabi, performance band descriptors and learnwhere to access the Assessment and Reporting siteto view exemplars of work within each syllabi.Students who aspired to achieve the HSC, a ROSAor Certificate in an AQF all engaged in thisdiscussion and activity with varying effort. It isevident from these discussions, further work onstudy skills and study patterns outside of formalclasses requires additional attention. A significantproportion of Students viewed any time that was notformal face to face classroom time was "Free time"and they either made a clear choice to notundertake homework and assessment or they didnot possess the executive functioning skills oforganisation and time management to complete thiswork in the time available.

100% of students in stages 4 and5 know about quality criteria forassessment perfomance banddescriptors

Quality Success criteria are published with eachAssessment task notification. in accordance withschool policy.

100% of staff have a ProfessionalDevelopment Plan

Faculty Head Teachers review PersonalDevelopment plans with respect to their facultyProfessional Learning plans. Responses fed backinto whole school and faculty planning for 2017.

Teachers undertook two collegial observations oftheir teaching in 2016 as part of the ProfessionalDevelopment Framework Plan.

Next Steps

A focus on writing in 2017 aims at entrenching a consistent approach by all teachers and classes. Use of sentencestarters, SEEL paragraphs and the ALaRM(c) matrix will be supported with professional learning and resources. Writingin the Middle Years will be undertaken by the literacy team.



Leadership at all levels.

Purpose

To deliver whole school practices that strengthens accountability and transparency. Teacher leadership is enabled andfacilitated. Student leadership is guided and supported.


Staff were provided with additional opportunities to undertake leadership roles and develop role and responsibilities forteams. A review of executive roles demonstrated a significant amount of duplication and cross over of roles. Students inyear 7 and 8 were supported to attend leadership development forums.




Increased student participation inleadership opportunities.

A review of the plan moved this from the strategicdirection on Positive relationships. Students inyears 7 and 8 attended the Halogen Leadershipforum in Sydney. Students attended the GroupLeadership Conference in Canberra.

Student leaders from year 9 developed strategiesfor supporting young students transitioning to highschool.Shared delivery of specialist programsincluding the Industry Training College(I.T.C.) whichis to be jointly staffed in 2017, Vocational Educationand Training courses, sporting and other activities.Both schools began to share opportunities forpositive promotion including a shared press releasefor the students who were placed int he states meritlist for the 2016 HSC results in band 6.

Increased staff participation incollaborative professionallearning programs.

A review of leadership development opportunitiesmapped areas for future engagement. Covey,Stronger Smarter, Growth Coaching and enhancedmentoring programs have been identified.

Next Steps

Executive roles and responsibilities will be realigned to improve effectiveness of teams and better reflect strengths of theexecutive. Staff will be supported with comprehensive resourcing and mentoring to undertake professional accreditationand maintenance. Student leadership will be encouraged beyond the usual SRC roles.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Queanbeyan High School has an enrolmentof 540 students with 9 % Aboriginal andTorres Strait Islander. Resource AllocationModel Funding was received to deliverprograms that address Closing theEducational outcomes gap for Aboriginalstudents.The school currently has 9% ofstudents identify as Aboriginal.

One School Learning and Support Officer wasemployed to work with Aboriginal students.This funding was supplemented by NortaNorta Funding and other sources of funds inthe Global Budget.Two additional staff weretrained in the Stronger Smarter Leadershipprogram bring the team up to fourmembers.Stronger Smarter initiatives wereimplemented across the secondarydepartment.All students identifying asAboriginal were provided additional SchoolLearning and Support Officer time to eitherwork one on one or in a group setting onspecific Literacy and Numeracy programs.Some students were supported with SLSO’smodifying work for the classroom teacher tosupport their learning at points of need.Senior secondary students were supportedwith mentor teachers and SLSO’s with timemanagement and assessment projectplanning support.

Connecting to Country andcultural programs $2150

Increasing aspirations andstudent expectations$7487.33

Partnership andEngagement withcommunity $868.17

The expenditure in this areawas lower this year as theschool used up residual tiedgrants of $ 32090.32 tocover many other programs(including tutoring) prior tomoving to the new LMBRsystem.

English language proficiency 25% from Non English Speakingbackgrounds. This number is increasing asthe Intensive English school in neighboringCanberra has reduced its intake from NSWschools.

Professional Learning $11931.33

Staffing $ 16467.82

Resources general$$1479.62

Resources technology$9167.98

The expenditure in this areawas lower this year as theschool used up residual tiedgrants to cover many otherprograms prior to moving tothe new LMBR system.

Low level adjustment for disability Resource Allocation Model Funding wasreceived to deliver programs that addressadditional education needs for students withadditional learning needs.

The Learning and Support team was thevehicle for consolidating the training of theLearning and Support Teacher, the English asa Second Language teacher and theAboriginal Education Officer. Staff from thesethree areas were trained in the MultiLIT/MiniLIT programs.

A process of shared files and data recordingand analysis has increased the number ofstudents identified as requiring significant and

Professional learning $4731.82

Staffing – teacher $4991.03

Staffing SASS / SLSO$19782.26

Resources general $665.36

Resources Technology$9204.68

The expenditure in this area


Low level adjustment for disability substantial support as reported in the NationalConsistent Collection of Data. This increasein identified students requiring substantialsupport has enabled more strategic planningto occur for future programs of intervention.Building the collaborative mindset of this teamhas encouraged the them to seek ideas forimprovement from other schools, furtherbuilding capacity to support students on theircaseloads.

Staffing for Learning and Support teachers.All students who had additional learning ormedical needs under the disabilitydiscrimination Act guidelines had a fulldocument review undertaken to ensure theschool was appropriately addressing theiradditional learning needs. Funding wasprovided to collate all documentation into theone area with quality filing resources tomaximise the ease of accessing thematerials. A reorganisation of roles andresponsibilities commenced andimplemented.

was lower this year as theschool used up residual tiedgrants to cover many otherprograms prior to moving tothe new LMBR system.

Socio–economic background Our school Family Occupation and EducationIndex (FOEI) is currently 109 with 16.8% and8.4% students respectively in Quarter 1 andQuarter 2. Resource Allocation ModelFunding was received to deliver programsthat address Educational disadvantage ofstudents from low socio–economicbackgrounds.

RAM equity funding provided opportunity toemploy specialist teaching and support staffto implement new support initiatives that haveshown to improve the mindset and skills ofstudents in regulating their emotional, socialand learning behaviours. This has led to animprovement in learning outcomes and staffcapacity to meet the needs of all studentswith reduced in class disruption.Targetingyear 8 students at risk of disengaging fromlearning, a teacher analysed data and workedacross classes to identified strategies topositively support students to self–regulatetheir emotional and social behaviours thatwere negatively impacting on their learningand wellbeing outcomes. Ongoingcommunication with parents, students,classroom teachers and the Welfare teamensured a consistent approach across theschool. This initiative resulted in a significantdecrease in the number of referrals ofstudents for off–task behaviours and adecrease in suspensions for consistentmisbehaviour within the targeted group.Ateacher was employed to provide one on onesupport for students experiencing significantanxiety impacted by assessments and study.Highly supportive relationships wereestablished and student and parent feedbackof this program was very positive. Weimmediately identified a reduction in referralsto support agencies and service providers foranxiety and decreased the number of


Staffing– Teacher $38621.28

Resources General $1021.09

Resources Technology $30281.19

Student basic needs –food$1155.30

Student basic needsuniform $ 2326.28

Student support to accesseducational programs andexperiences $ 3957.45

Student leadership $7563.35

Creating quality learningenvironments and climate $20294.87

Hall Mezzanine $ 25550



Socio–economic background students receiving warning letters fornon–completion of formal assessment tasks.


Staffing– Teacher $38621.28

Resources General $1021.09

Resources Technology $30281.19

Student basic needs –food$1155.30

Student basic needsuniform $ 2326.28

Student support to accesseducational programs andexperiences $ 3957.45

Student leadership $7563.35

Creating quality learningenvironments and climate $20294.87

Hall Mezzanine $ 25550


Support for beginning teachers Beginning teachers received timetabledrelease from face to face teaching to workindependently on their teaching and learningprograms, professional development and withtheir mentor. Teachers and mentors workedtogether to identify aspects of practice thatwould form the basis of a negotiated process.Classroom observation formed an integralpart of most programs.

In addition to this timetabled releaseadditional days available for professionaldevelopment and work were supported.

A new role overseeing professionaldevelopment of all staff has been planned for2017 to better coordinate support for all staff.

Release from face to faceteaching and mentoring $83609.14


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 228 265 273 266

Girls 215 228 241 244

Student attendance profile

School

Year 2013 2014 2015 2016

7 94.8 92.8 93.4 91.7

8 92.6 91.8 88 90.8

9 88.9 89.6 88.9 87.4

10 91.9 84.4 85.2 83.4

11 89.3 91.3 88.1 85.8

12 90.9 91.2 85.9 87

All Years 91.4 90.1 88.4 87.8

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Management of non-attendance

Attendance that drops below 90% is shown to have asignificant impact on student outcomes. Percentageattendance for years 9–12 all fell below this figurewhich is of significant concern to the long termacademic performance of the cohorts.

A decrease in trend data occurred following a review ofattendance management found a number of anomaliesin managing of persistent non–attenders. Significanteffort was put into ensuring all enrolled students wereaccounted for at Queanbeyan High School or anotherschool. We identified a number of students on our rollswho due to non–attendance had not been included inclass lists. This was rectified and accurate figures weregenerated.

Effort was put into students not yet 17 years of age whowere non– attenders. A systematic approach to

managing absence was implemented with studentswho did not provide a reason for not attending beingfollowed up with letters home requesting a reason. Theschool met with some resistance from parents.,particularly when the reason provided was not ajustified reason. The welfare team worked with theHome School Liaison Officer to ensure correct rollmarking period by period was occurring.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

5.3 3.4 4.6

Employment 6.3 9.3 53.4

TAFE entry 4.2 1.1 9.3

University Entry 0 0 23.3

Other 0 0 9.3

Unknown 0 0 0

Queanbeyan High School is very proud of ourgraduating class of 2016 actively participating in postschool employment, training and further education atvery high levels. A small number of studentsdisengaging from formal school education from year 10and 11 were supported with personalised post schoolpathways planning that saw them engage in Schoolbased apprenticeships and Traineeships, combinationsof work and training, and full time work and training.Our school actively supports this as a valid pathway forstudents.

Year 12 students undertaking vocational or tradetraining

Queanbeyan High school is committed to VocationalEducation and Training and actively seeks to replaceskill based 2 Unit courses with a commensurateAustralian Qualification Framework courses to ensurestudents leave formal schooling with the maximumcredentialing for their future careers. In addition tothese courses, our VET faculty ensure all studentshave opportunity to complete additional courses suchas a White Card and Asbestos awareness.

36% of all students studying for the HSC undertook aVocational Education and Training course.

eVET: • 3 Year 11 students began Animal Studies HSC

course through Distance Education mode througheVET with Illawarra TAFE.

• A Year 12 student completed 4 unit Cert II Retailthrough OTEN.

• 2 Yr 12 students received a Statement of


Attainment towards Certificate II BusinessServices.

In–school VET: • 4 unit Hospitality – 11 students were enrolled in

course. • 4 unit Information and Digital Technology – 1

student enrolled in course • 2 unit Metals and Engineering – HSC course

6students enrolled in course Preliminary course 3students enrolled in thecourse.

In addition to Year 11 and 12 VET the following Year10courses were completed.

Two 10 students commenced SBAT’s (school BasedApprenticeship and traineeship) Automotive mechanic,Carpentry

Our year in Vocational Education and Training (VET)has again been full of industry learning, practical skilldevelopment and understanding in the variousindustries studied by our students. The study of a VETcourse such as Information Technology, Metals andEngineering or Hospitality allows students to achievetwo qualifications, their HSC as well as a Certificate I orII in their chosen industry area. VET courses also allowstudents to get real industry experience during workplacement. VET gives students the ability to learn in apractical environment and to be assessed through avariety of methods. Information Technology studentsstudied websites,applications, and exploredintroductory level skills in installing and operatingsystem software. Hospitality students were involved inplanning,preparing and serving a number of schoolbased and community functions including regularWednesday recess coffee shop (Café D’Lish), CancerCouncil Biggest Morning Tea and catering for manyDepartment of Education professional learning activitiesheld at Queanbeyan High School. All VET studentswere given the opportunity to complete 70 hours ofwork placement in local businesses.Many of theseexperiences led to offers of part time or full time workfor the students involved.

Some Queanbeyan High School students were alsoinvolved in VET through Open Training EducationNetwork (OTEN), Distance Education (DE) and externalVocational Education and Training (eVET). Coursescompleted were Certificate II Retail, Certificate IIBusiness Services and Certificate II Animal Studies.

All VET courses studied allowed students to increasetheir employability skills through competency basedlearning while giving them the opportunity to completethe optional HSC Examination to contribute towardstheir ATAR.

Year 12 students attaining HSC or equivalentvocational education qualification

43 students completed year 12 at Queanbeyan HighSchool in 2016. Of this group, all were awarded theHigher School Certificate.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Head Teacher(s) 7

Classroom Teacher(s) 28.9

Learning and Support Teacher(s) 1.6

Teacher Librarian 1

School Counsellor 1

School Administration & SupportStaff

14.68

Other Positions 7.8

*Full Time Equivalent

Reporting of information for all staff must be consistentwith privacy and personal information policies.

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce. Queanbeyan High School has 3%Aboriginal staff in teaching and non–teaching roles.

A number of staff retired, were promoted or transferredthroughout and at the end of the year.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree

Professional learning and teacher accreditation

Queanbeyan High School enjoys a great mix

Teacher Accreditation

The school supports teachers who are permanent,temporary or casual employees of the Department ofEducation. It is inherent that this support coversawareness of the accreditation process and support forteachers to undertake peer observation andprofessional development including the funding of theseactivities.

10 staff are deemed to be provisional currently working


through their accreditation at the graduate level seekingaccreditation at the proficient standard.

33 staff are accredited with the New South WalesBoard of Studies , Teaching and Educational Standardsand are currently maintaining their accreditation atProficient standard.

25 staff were permanent members of staff prior to 2004.This group of staff will move onto the accreditationsystem at the commencement of the 2018 academicyear. The school is working to ensure that thissignificant shift in teachers work is supported to ensurea smooth transition.

Professional Development Framework

The implementation of the Professional DevelopmentFramework in 2015 in line with the Great TeachingInspired Learning policy facilitated a increased focus oncollegial observation of teaching practice. The newframework has been implemented statewide andteaching staff undertook refresher training in the policyand developed professional learning plans in line withthe policy. It is planned that in 2017 that all Learningand Support staff and administration staff will engagewith the process as well.

Teaching Observation

All teachers, executive staff including the principal arerequired to have completed two observations of theirteaching each year. This occurred to differing levels ofsuccess. Some faculties found staff embraced theopportunity for feedback of their teaching. Other stafffound the concept confronting. A template linked to theNSW Teaching standards was produced to supportstaff if they wished to scaffold the observation andfeedback.

A number of staff have taken up additional tertiaryeducation programs at Degree, graduate Certificate orMasters level and are currently engaged in thislearning.

5 staff Development days across the school yearcovered a range of areas including aspects of theSchool Strategic Plan and Mandatory compliancetraining.

Particular focus on Child Protection Training and theProfessional Code of Conduct was covered at the endof 2016 to ensure Queanbeyan High School had staffwith knowledge and awareness to best supportvulnerable students and students at Risk of SeriousHarm.

Training around Accommodations and Learningadjustments to support learners engage fully withlearning and demonstrate their understanding andapplication of their work led to a significant increase inthe number of students identified through the NationalConsistent Collection of Data survey. Staff identifiedthat as a group we could strengthen our teaching ofmixed ability groups particularly programming formulti–ability classes and personalised learning for

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to <insert date> and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Income $

Balance brought forward 400 537.21

Global funds 515 805.10

Tied funds 603 306.32

School & community sources 222 191.09

Interest 11 397.63

Trust receipts 66 061.05

Canteen 0.00

Total income 1 819 298.40

Expenditure

Teaching & learning

Key learning areas 72 326.63

Excursions 100 275.87

Extracurricular dissections 32 058.10

Library 7 988.82

Training & development 1 298.72

Tied funds 604 452.67

Short term relief 126 998.09

Administration & office 117 459.63

School-operated canteen 0.00

Utilities 165 640.40

Maintenance 70 162.02

Trust accounts 59 001.68

Capital programs 11 560.00

Total expenditure 1 369 222.63

Balance carried forward 450 075.77

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN


In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

From 2020 students achieving a Band 8 will beautomatically eligible for the Higher School Certificate.23 Year 7 students achieved either Band 8 or 9 resultsdemonstrating their personal readiness. 43 Year 9students achieved results in bands 8, 9 or 10.

The strongest performance of our students for year 7and 9 was in Grammar and Punctuation and Spelling,followed by reading.

Writing was identified as the area requiring mostsignificant strengthening for 2017. With work to targetsentence starters, paragraph scaffolding and ALaRMessay writing, the literacy team is developing a plan todeliver a comprehensive program for staff to implementin all classes across all faculties.


Students performing at or below National Minimumstandard is greater than the state average. A specialistMathematics teacher will be employed in the Learningand Support team for 2017 to implement personalizedand small group support for numeracy. Item analysiswill be conducted by the faculty and determine smallgroups for short blocks of intervention.

Students performing at or below National Minimumstandard is greater than the state average. A specialistMathematics teacher will be employed in the Learningand Support team for 2017 to implement personalizedand small group support for numeracy. Item analysiswill be conducted by the faculty and determine smallgroups for short blocks of intervention. Wednesdayafternoons the Mathematics Faculty provides freeadditional tutoring for all students.

Premier's Priorities: Improving education results

Students performing in the top 2 bands of NAPLANReading Year 7 were 17% whilst the state average was30

Students performing in the top 2 bands of NAPLANWriting Year 7 were 3% whilst the state average was18

Students performing in the top 2 bands of NAPLANSpelling Year 7 were 2% whilst the state average was31

Students performing in the top 2 bands of NAPLANGrammar and Punctuation Year 7 were 22% whilst thestate average was 31

Students performing in the top 2 bands of NAPLANNumeracy Year 7 were 13% whilst the state averagewas 31

Students performing in the top 2 bands of NAPLANReading Year 9 were 14% whilst the state average was 25%

Students performing in the top 2 bands of NAPLANWriting Year 9 were 1% whilst the state average was12%

Students performing in the top 2 bands of NAPLANSpelling Year 9 were 13% whilst the state average was26%

Students performing in the top 2 bands of NAPLANGrammar and Punctuation Year 9 were 6% whilst thestate average was 22%

Students performing in the top 2 bands of NAPLANNumeracy Year 9 were 2% whilst the state averagewas 27%

State Priorities: Better services – ImprovingAboriginal education outcomes for students in thetop two NAPLAN bands

Students performing in the top 2 bands of NAPLANReading Year 7 were 14.3%

Students performing in the top 2 bands of NAPLANWriting Year 7 were 0%

Students performing in the top 2 bands of NAPLANSpelling Year 7 were 28.6%


Grammar and Punctuation Year 7 were 28.6%

Students performing in the top 2 bands of NAPLANNumeracy Year 7 were 14.3%

Students performing in the top 2 bands of NAPLANReading Year 9 were 0%

Students performing in the top 2 bands of NAPLANWriting Year 9 were 0%

Students performing in the top 2 bands of NAPLANSpelling Year 9 were 0%

Students performing in the top 2 bands of NAPLANGrammar and Punctuation Year 9 were 0%

Students performing in the top 2 bands of NAPLANNumeracy Year 9 were 0%

Individual growth for students was strong across alllevels of performance.

Higher School Certificate (HSC)

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

Parent/caregiver, student, teachersatisfaction

Partners in Learning, Perspectives of Parents atQueanbeyan High School

The Partners in Learning Parent Survey is based on acomprehensive questionnaire covering several aspectsof parents' perceptions of their children's experiences athome and school. It is based primarily on JoyceEpstein's framework for fostering positive relationsbetween the school and the community. Successfulschools foster greater communication with parents,encourage parental involvement in their child'sschoolwork, and enlist parents to volunteer at theschool and participate in school governance. Thesurvey also provides feedback to schools about theextent to which parents feel the school supportslearning and positive behaviour and promotes a safeand inclusive environment.The survey includes sevenseparate measures, which were scored on a ten–pointscale. The scores for the Likert–format questions (i.e.,strongly agree to strongly disagree) have beenconverted to a 10–point scale, then averaged andreported by question and by topic. A score of 0indicates strong disagreement; 10 indicates strongagreement; 5 is a neutral position (neither agree nordisagree).

316 students completed a Tell Them From Me survey.49 Year 7 students, 73 Year 8 students, 80 Year 9students, 63 year 10 students, 28 year 11 students, 23year 12 students completed the survey.

19 Parents completed the survey. Information wasprovided to parents on leaflets given out to all students,


and also available at the office library and all parentmeetings during the survey window. Computers andIPADS were available for parent to undertake thesurvey at all subject selection andinformation evenings. Parents were asked about theschool’s Compressed Curriculum (3+3) College system.In particular, whether the system should be retained.Only 3 parents responded to this question and of those,one responded that they didn’t know the systembecause their child had not yet reached Year 11. Of theremaining 2 responses they were in favour of thesystem in reducing stress for students, but concernswere raised about subjects that have major works andthe time to completed these.

40 Staff completed the survey with 22 PermanentTeachers, 8 Temporary Teachers, 4 CasualTeachers, 4 School Administration Officers, 4 SchoolLearning and Support Officers.

Staff were asked about the school’s CompressedCurriculum (3+3) college model system. In particular,whether the system should be retained. 25% of staffbelieved at the time of completing the survey that themodel should be retained. the majority of staff believedthat it should not be retained and that the school shouldreturn to traditional HSC delivery.

In 2016 the School undertook a Welfare trainingprogram called “Raised Responsibilities’ developed toaction the school Strategic Direction around positiverelationships and quality teaching.. This 12 hourtraining course was run over 4 evenings. Training wasprovided to create consistency of behaviourmanagement delivery and teaching across the schooland to provide staff with additional skills in dealing withdifficult situations. 31 staff completed the course. 9staff elected to undertake data analysis using the RAPanalysis package developed by the NSW Board ofStudies Teaching and Educational Standards.

Student Survey

The student survey measures 38 indicators based onthe most recent research on school and classroomeffectiveness. This report provides highlights based ondata from 316 students in this school that participatedin the survey between 17 Mar. 2016 and 29 Mar. 2016.The number of students by year level is:• Year7: 49 • Year 10: 63• Year 8: 73 • Year11: 28• Year 9: 80 • Year 12: 23

Social emotional Outcomes:

Student participation in school sports

Students play sports with an instructor at school, otherthan in a gym class.• 54% of students in this schoolhad a high rate of Participation in Sports. The NSWGovt norm for these years is 48%.• 47% of the girlsand 60% of the boys in this school had a high rate ofParticipation in Sports. The NSW Govt norm for girls is45% and for boys is 52%.

Student participation in extracurricular activities

Students take part in art, drama, or music groups;

extracurricular school activities; or a schoolcommittee.• 27% of students in this school had a highrate of Participation in Extracurricular activities. TheNSW Govt norm for these years is 24%.• 33% of thegirls and 22% of the boys in this school had a high rateof Participation in Extracurricular activities. The NSWGovt norm for girls is 26% and for boys is 22%.

Students with a positive sense of belonging

Students feel accepted and valued by their peers andby others at their school.• 58% of students in thisschool had a high sense of belonging. The NSW Govtnorm for these years is 66%.• 48% of the girls and67% of the boys in this school had a high sense ofbelonging. The NSW Govt norm for girls is 62% and forboys is 69%.

Students with positive relationships

Students have friends at school they can trust and whoencourage them to make positive choices.• In thisschool, 71% of students had positive relationships. TheNSW Govt norm for these years is 78%.• 75% of thegirls and 68% of the boys in this school had positiverelationships. The NSW Govt norm for girls is 80% andfor boys is 77%.

Students that value schooling outcomes

Students believe that education will benefit thempersonally and economically, and will have a strongbearing on their future.• 71% of students in thisschool valued School Outcomes. The NSW Govt normfor these years is 72%.• 72% of the girls and 71% ofthe boys in this school valued School Outcomes. TheNSW Govt norm for girls is 72% and for boys is 73%.

Students that regularly truant

Students skip classes or miss days at school without areason, or arrive late for school or classes.• In thisschool, the Student Truancy Rate was 17%. The NSWGovt norm for these years is 10%• In this school, theTruancy Rate for girls was 15% and for boys, 19%. TheNSW Govt norm for girls is 9% and for boys is 10%.

Students with positive homework behaviours

Students do homework for their classes with a positiveattitude and in a timely manner.• In this school, 41%of students had positive homework behaviours. TheNSW Govt norm for these years is 54%.• 46% of thegirls and 37% of the boys in this school had positivehomework behaviours. The NSW Govt norm for girls is57% and for boys is 50%.

Students with positive behaviour at school

Students that do not get in trouble at school fordisruptive or inappropriate behaviour.• In this school,80% of students had positive behaviour. The NSWGovt norm for these years is 87%.• 88% of the girlsand 73% of the boys in this school with positive studentbehaviour at school. The NSW Govt norm for girls is92% and for boys is 82%.


Intellectual engagement composite

Students are intellectually engaged and find learninginteresting, enjoyable, and relevant.• 46% of studentsin this school are intellectually engaged. The NSW Govtnorm for these year levels is 46%.• 42% of the girlsand 49% of the boys in this school were intellectuallyengaged. The NSW Govt norm for girls is 43% and forboys is 48%.

Students who are interested and motivated

Students are interested and motivated in theirlearning.• 26% of students in this school wereinterested and motivated. The NSW Govt norm forthese years is 28%.• 24% of the girls and 26% of theboys in this school were interested and motivated. TheNSW Govt norm for girls is 26% and for boys is 29%.

Effort

Students try hard to succeed in their learning.• 66% ofstudents in this school tried hard to succeed. The NSWGovt norm for these years is 66%.• 70% of the girlsand 62% of the boys in this school tried hard tosucceed. The NSW Govt norm for girls is 67% and forboys is 65%.

Skills (grades)–challenge

Students feel challenged in their English, Mathsand Science classes and feel confident of their skills inthese subjects.• 26% of students in the school hadscores that placed them in the desirable quadrant withhigh skills and high challenge. The NSW Govt norm forthese years is 42%.• 14% of students were confidentof their skills but did not find classes challenging. TheNSW Govt norm for these years is 11%.• 48% ofstudents were not confident of their skills and foundEnglish, Maths or science challenging. The NSW Govtnorm for this category is 40%.• 12% of studentslacked confidence in their skills and did not feel theywere challenged. The NSW Govt norm for this categoryis 7%.

Students with high levels of optimism

Students feel good most of the time.• 42% of studentsin this school had high levels of optimism. The NSWGovt norm for these years is 43%.• 31% of the girlsand 51% of the boys in this school have high levels ofoptimism. The NSW Govt norm for girls is 40% and forboys is 47%.

Students with high levels of happiness

Students are mostly happy with their life.• 37% ofstudents in this school had high levels of happiness.The NSW Govt norm for these years is 37%.• 27% ofthe girls and 44% of the boys in this school have highlevels of happiness. The NSW Govt norm for girls is33% and for boys is 41%.

Students with high levels of academic self–concept

Students feel they can do well in their schoolwork.• 59% of students in this school had high levels

academic self–concept. The NSW Govt norm for theseyears is 65%.• 56% of the girls and 61% of the boysin this school have high levels of academicself–concept. The NSW Govt norm for girls is 64% andfor boys is 67%.

Effective learning time

Important concepts are taught well, class time is usedefficiently, and homework and evaluations supportclass objectives.• In this school, students ratedEffective Classroom Learning Time 6.7 out of 10. TheNSW Govt norm for these years is 6.3.• In this school,Effective Classroom Learning Time was rated 6.6 out of10 by girls and 6.8 out of 10 by boys. The NSW Govtnorm for girls is 6.2 and for boys is 6.3.

Relevance

Students find classroom instruction relevant to theireveryday lives.• In this school, students ratedRelevance 5.8 out of 10. The NSW Govt norm for theseyears is 5.8.• In this school, Relevance was rated 5.7out of 10 by girls and5.9 out of 10 by boys. The NSWGovt norm for girls is 5.7 and for boys is 6

Rigour

Students find the classroom instruction iswell–organised, with a clear purpose, and withimmediate and appropriate feedback that helps themlearn.• In this school, students rated Rigour 6.1 out of10. The NSW Govt norm for these years is 5.8.• Inthis school, Rigour was rated 6 out of 10 by girls and6.3 out of 10 by boys. The NSW Govt norm for girls is5.7 and for boys is 5.9.

Positive teacher–student relations

Students feel teachers are responsive to theirneeds, and encourage independence with ademocratic approach.• In this school, PositiveTeacher–Student Relations were rated 6.1 out of 10.The NSW Govt norm for these years is 5.7.• In thisschool, Positive Teacher–Student Relations were rated5.9 out of 10 by girls and 6.2 out of 10 by boys. TheNSW Govt norm for girls is 5.7 and for boys is 5.7.

Positive Learning Climate

There are clear rules and expectations for classroombehaviour. Students understand these and teachersmaintain high expectations that they be followed.• Inthis school, students rated Disciplinary Climate of theClassroom 5.9 out of 10. The NSW Govt norm for theseyears is 5.6.• In this school, Disciplinary Climate ofthe Classroom was rated 5.7 out of 10 by girls and 6.1out of 10 by boys. The NSW Govt norm for girls is 5.6and for boys is 5.7

Expectations for success

The school staff emphasises academic skills andhold high expectations for all students to succeed.• Inthis school, students rated Teachers' Expectations forAcademic Success 6.9 out of 10. The NSW Govt normfor these years is 7.• In this school, Teachers'


Expectations for Academic Success were rated 7 out of10 by girls and 6.8 out of 10 by boys. The NSW Govtnorm for girls is 7.1 and for boys is 6.9.

Students planning to finish Year 12

Students plan to finish high school.• 82% of studentsin this school had aspirations for finishing High School.The NSW Govt norm for these years is 85%.• 85% ofthe girls and 78% of the boys in this school hadaspirations for Finishing High School. The NSW Govtnorm for girls is 89% and for boys is 81%.

Students planning to do an apprenticeship orVET/TAFE course

Students plan to finish high school, and afterwardspursue a trade or apprenticeship program.• 43% ofstudents in this school planned to pursue a trade orapprenticeship program. The NSW Govt norm for theseyears is 35%.• 45% of the girls and 42% of the boysin this school planned to pursue a trade orapprenticeship program The NSW Govt norm for girls is35% and for boys is 35%.

Students planning to go to university

Students plan to pursue a post–secondaryeducation.• 53% of students in this school hadaspirations for pursuing a post–secondary education.The NSW Govt norm for these years is 67%.• 58% ofthe girls and 48% of the boys in this school hadaspirations for going to University. The NSW Govt normfor girls is 73% and for boys is 61%.

NSW Focus on Writing (English)

How often do your English lessons focus on how toimprove your writing?"– Never or hardy ever (Never)–26% In some lessons (Some)– 42% In most lessons(Most)–24% In all lessons (All)8%

NSW Focus on Explanation (Maths)

Students were asked: "How often do your Mathslessons focus on how to explain your answers inwriting?"– Never or hardy ever (Never)–19% Insome lessons (Some)–38% In most lessons(Most)–29% In all lessons (All)14%

NSW Focus on Scientific Concepts (Science)

Students were asked: "How often do your Sciencelessons focus on how to write about scientificconcepts?"– Never or hardy ever (Never)– 20% Insome lessons (Some)–33% In most lessons (Most)–36% In all lessons (All)11%

Students were asked: "I feel good about my culturewhen I am at school."– Aboriginal Students

Strongly Disagree (SD)–10% Disagree (D)– 8% Neither Agree nor Disagree (NAD)–13% Agree (A)–20% Strongly Agree (SA)50%

Students were asked: "My teachers have a goodunderstanding of my culture."– Aboriginal Students

Strongly Disagree (SD)– 24% Disagree (D)– 7% Neither Agree nor Disagree (NAD)–22% Agree(A)–22% Strongly Agree (SA)24%

Year 7 and 8 Students were asked: "Has yourschool provided any of the following opportunitiesfor you? Have you...

Through the school, identified careers that match yourinterests and abilities – 38%

Had advice about which school courses would help youreach your goals – 33%

Had a one–on–one talk with the school's careeradviser– 17%

Discussed your career plans with a teacher who is notthe school careers adviser– 20%

Received information about different jobs– 22%

Received information about different universitycourses– 18%

Received information about different VET or TAFEcourses– 15%

Been on an organised visit to a workplace – 16%

Been on an organised visit to a university campus – 10%

Attended an information session about universitystudy– 14%

Attended an information session about TAFE study–12%

Year 9 and 10 Students were asked: "Has yourschool provided any of the following opportunitiesfor you?



Had a one–on–one talk with the school's career adviser– 31%

Discussed your career plans with a teacher who is notthe school careers adviser – 29%

Received information about different jobs – 43%

Received information about different university courses– 38%

Received information about different VET or TAFEcourses – 28%


Been on an organised visit to a university campus


– 40%

Attended an information session about university study– 17%

Attended an information session about TAFE study –14%

Year 11 and 12 Students were asked: "Has yourschool provided any of the following opportunitiesfor you?



Had a one–on–one talk with the school's career adviser– 37%

Discussed your career plans with a teacher who is notthe school careers adviser – 25%

Received information about different jobs – 23%

Received information about different university courses– 23%

Received information about different VET or TAFEcourses – 19%


Been on an organised visit to a university campus– 21%

Attended an information session about universitystudy– 20%

Attended an information session about TAFE study –11%

Year 7 and 8 Students were asked: "At school, haveyou participated in...

Band, orchestra, choir (A)– 10%

School play, drama or musical (B)– 28%

Student council (C)– 20%

School newspaper or magazine (D)– 4%

Community and support work at school (e.g. peersupport, fundraising) (E)– 10%

Club / society (e.g. chess, debating, computing,environment) (F)– 10%

Photography / Art / craft group (G)– 5%

Year 9 and 10 Students were asked: "At school,have you participated in...








Year 11 and 12 Students were asked: "At school,have you participated in...








Tell Them From Me – Wellbeing Surveys conductedof students and parents compiled for analysis.

Interviews: 60% of staff were interviewed including asampling of classroom teachers, Year Advisors, HeadTeachers and Senior Executive. Sample compositionincluded representation from each faculty, variation inlevel of teacher experience, years of tenure atQueanbeyan High School, gender, age.

Surveys of All Year Advisors were provided with asurvey identifying major student wellbeing issues andan evaluation of wellbeing practices and procedures atQueanbeyan High School. This was compiled foranalysis using the School Excellence Framework.

Executive Meeting : The results of interviews are tabledfor discussion at the first Executive Meeting in Term 4(Tuesday 11 October 2016). Head Teachers to discusswith their Faculty members for tabling at the first StaffMeeting in Term 4.

Staff Meeting: Full staff discussion Monday 17 October2016 with suggestions of approach for the wayforward.The Wellbeing Framework For Schools enablesschools to build on the individual strengths of studentsand positions them to succeed and thrive throughoutlife. This Student Wellbeing Review will help to equipQueanbeyan High School to better support its studentsat each level of their development through leadership ofquality teaching, learning and engagement.

STUDENT WELLBEING CONNECT SUCCEED THRIVE


The condition of an individual or group : whetherphysical, social, psychological, emotional, spiritual.

– The quality of life of an individual or group.

– A state of happiness, satisfaction, or personalcontentment. Feeling good about yourself and beingable to function appropriately.

– A sense of personal belonging and connection.

– Being able to achieve goals and aspirations.

Staff consider it timely for a review of student wellbeingat Queanbeyan High School. Whilst there is a generalfeeling that there are many strengths to programsrunning, weaknesses have also been identified forimprovement. Staff appear receptive to positive andauthentic change and express an optimistic outlookthough there is some uncertainty moving through thistransition process. A common view expressed is thateach faculty seems to operate effectively, but “we allneed to see and respect what is going on in the widerschool.” The only blockage that could prevent QHSfrom connecting, succeeding and thriving is a fear thatnothing might change.The student body at QHS isgenerally happy and cooperative contributing to positivemorale. The majority of students are seen to havepositive relationships with each other and with staff. Infact, QHS is a tightly–knit school where students dosupport each other. This is most visible in the inclusionof students from the Support Faculty. Whilst studentswith high self–esteem generally perform well at QHS,students with lower self–esteem show less pride in theirschool uniform, their bookwork, school facilities andpersonal achievement. Stronger connections are vitalfor this group in order to build a core value of respectfor themselves, other students and staff. Whilst a lift inculture most recently has been noticed, higherexpectations point to more respectful behaviour,language and manners. Staff also highlight the need formore respectful interactions between boys and girls.Students who lack resiliency skills would benefit froman intensive program of support to explicitly teachcoping strategies. These are the students who give uptoo easily with their work. Review of the rewardsstructure may provide further incentive for thesestudents. Concerns are also expressed that whilstsignificant support is targeted at those studentsstruggling academically, more capable students whoappear to be coping can be neglected. As one teacherstated, “a lot of kids float about in the grey area and getover–looked.” Again, over–directed effort may beexpended on those students who exhibit the mostvisibly challenging behaviours. A similar sentiment isexpressed regarding the award process at QHS with arequest for review. This will strengthen the confidenceof both parents and the community that we doacknowledge excellence in effort and achievement.This will require a balance of resourcing to furthersupport our students who consistently ‘do the right thingand try their hardest’.

A significant strength of QHS is the caring staff who arenoted by students as always available to listen andassist with wellbeing issues. Year Advisors identify

worrisome student wellbeing issues that include:–

– concerns regarding mental health and emotionalstability including a lack of self–worth as reflected inclassroom outcomes. Staff also mentioned evidence ofanxiety, psychological problems, depression and a lackof resilience

– social issues outside of school related to family,independent living arrangements and evidence ofalcohol and other substances in the community

– nutritious food and diet (sugar intake)

– risk taking behaviours related to both genders

– relationship difficulties and the loneliness oftengenerated by puberty (particularly for boys)

– cognitive weaknesses, particularly writing skillsacross all KLA’s. Whilst research skills areemphasised, there is a perceived need for greaterwriting practice. There is an identified need to developa more proactive approach to support students withsignificant issues rather than waiting for a bigintervention. Early intervention requires accurate andaccessible information. With increasing quantity andcomplexity of information, a clear and effective systemof data entry and storage is required. A proactive ratherthan reactive approach also requires close andeffective communication with parents. There areadditional pressures on some students as either homecarers or self–carers. It was felt that systems at QHSare not always caring for either staff or students aseach face daily issues such as divorce, death, grief andrelationship breakups. Without appropriate training, thisemotional turmoil can then be expressed byinappropriate behaviours. The school may need toconsider appropriate structures to deliver copingstrategies. A longer term goal would be to teachmindfulness with higher order concepts such asself–regulation, self–discipline, a sense of achievement,self–confidence, self–esteem, risk taking in learning,positive emotions, life satisfaction and balance.

2. Behaviour and Discipline in Classrooms(Classroom Management) A common threadthroughout the review related to a perceived lack ofconsistency across the school. The benefits of awhole–school approach are obvious, but this willrequire extensive consultation and collaboration. Somefaculties feel an over–whelming expectation to teachwellbeing. Mapping of whole–school priorities andprovision of support through professional developmentshould be a focus of school planning. There is adiversity of staff at QHS with recognised experience atboth QHS and a range of other schools. This will allowrobust discussion of the best approach for QHS.Consensus requires 100% assent rather than 100%agreement. It is suggested that a convenient startingpoint for discussion would be the QHS DisciplineFlowchart. Students feel most secure when they ‘knowthe rules’ and what is expected of them. There is anexpress need for school rules, expectations andprocedures to be widely communicated andconsistently followed with reflection by the student andappropriate consequences considered. The whole


school community benefits from a safe, secure schoolsetting. But this needs re–visiting as a whole–schoolinitiative with executive leadership. The current roll outof the QHS expectations of behaviour andconsequences to all faculties to explore should providedirection towards a clear model for all students andteachers. This review of behaviour management shouldconsider effective disciplinary processes andconsequences as well as an effective reward system ofpositive reinforcement. A perceived lack of followthrough of consequences has impacted upon staffmorale with a request for an agreed linear progressionof consequences with consideration of flexibility asrequired. Whilst Formal Cautions are an effectivestrategy, an over–reliance may reduce theireffectiveness. Head Teachers take a key role inmaintaining acceptable behaviour expectations withintheir faculties, but would feel better supported by clearlydocumented structures, whole–school processes and asystemic approach. They express the need for astructure that provides justice and consistency inbehaviour management and empowerment through thehierarchical levels of authority.

Classroom teachers are looking for a strong and simpleclassroom management policy with consistentprocedures. Whilst the ethos of ‘Above The Line’ and‘Democratic Behaviour’ is understood by more ablestudents, it is thought to be complex for others tounderstand. The terminology is complex for those withless literacy skills. A simple poster of school rules(expectations) placed in each classroom for constantreference and reminders – Respect, Responsibility,Participation, Prepare, Prompt – and what this lookslike in each faculty area/building should form part of aschool focus. There was a general consensus that thiswould be more framed and less ambiguous than thecurrent behaviour ethos that is geared to a differentclientele that relies on intrinsic values. While ChoiceTheory provides guidance for students who areintrinsically motivated, a supplementary strategy mayneed to be considered for the extrinsically motivatedstudents. Classroom teachers can also be empoweredby being part of the resolution process withinvolvement, feedback and support from executivestaff. All levels of the chain of authority look for anintervention that will work, though at times studentsmay not respond appropriately and a disciplinaryconsequence is required. Historically, staff report aclimate of ‘missing positivity’ as they began to believethe judgement that behaviour problems that could notbe remediated related to their own inability to findsolutions. Again, there are strengths within facultiesthat can be investigated and duplicated to promote aconsistent whole–school approach to discipline.Classroom teacher buddy systems can provide collegialsupport across faculties. Settling routines effectivelyused in some geographic locations in the school wouldallow students to be more productive school–wide.Basics like speaking politely, following instructions andusing appropriate language are core expectations thathelp set clear boundaries and accountability.Classroom teachers comment positively on the effortsof their Faculty Head Teachers to manage behaviour.There does however, seem to be confusion regardingthe role of Year Head Teacher with a common feelingthat the role may be redundant. Clarification is required

to create a clear hierarchy.The focus for improvedpersonal management lies in the junior years,specifically Year 7 and Year 8. Whilst previous ‘middleschool’ trials may not have been viewed as thepanacea, queries have been expressed as to furtherinvestigation. With many students having up to 17teachers, a review of the timetabling process may beworthwhile.In the playground, students are expected todisplay the values of the school. Responsible andrespectful behaviours for some junior students mayrequire explicit teaching of the protocols surroundingsocial play. Our school community expects our studentsto learn to follow instructions. Giving choices is aneffective means of de–escalating situations, butstudents also thrive on clear guidance.Complementaryto behaviour management, many staff expressed theneed to strengthen links between ‘above the line’achievement and reward. High frequency expectationssuch as attendance and the wearing of uniform can beacknowledged through simple rewards as has occurredpreviously though inconsistently with sausagesizzles.3. Quality Teaching and LearningThere is ageneral feeling that whilst most students at QHS arepleasant and cooperative, achievement would improvewith an increased level of engagement. Students arecapable but limited by their own expectations. Aweakness of students from rural townships is often theirinability to ‘dare to dream’. The challenge for ourclassroom teachers is to inspire our students to pursueworthwhile and rewarding futures. Non–participation isreflected in cancelled excursions which may point to theneed for whole–school systematic review and planningof all activities and variations to routine.Increased staffexpectations should challenge students to achieve theirpersonal best. There is a fear that standards ‘meet inthe middle’ of those who expect more and those whoaccept less. Concerns do exist regarding the BOSTESruling for Year 9 NAPLAN from 2017 requiring minimumstandards of Band 8 or higher to progress to the awardof the Higher School Certificate. Staff point to the needfor planning as students transition to Year 7 withcontinuity in Learning Support Plans advised by atransference of data from primary school partners.

4. School Systems and School Planning – Structures,Systems, Processes and Programs There is anover–arching student wellbeing ethos in place at QHSbased upon documents such as :–

• The Raise Responsibility System Promoting PositiveRelationships

• Stronger Smarter Principles and Strategies forPromoting Positive Relationships

• Choice Theory Reality Therapy Lead ManagementPromoting Positive Relationships

The survey of staff revealed a widespread perception ofa lack of consistent structures and processes regardingstudent behaviour management with one representativecomment made that “as a school we tend not to focuson the right things, we are lacking in systems andstructures, we make cursory attempts but they are notstuck to. People need to be accountable. I need clearrules to function and so do the kids.”Similar commentsidentify too many last minute decisions made due to


inadequate systems in areas such as examinations andexcursions. There appears to be a close link in theminds of many staff between these structuralinadequacies and a lack of clarity of role statementsand responsibilities. It also contributes to confusion formany staff as they have seen many initiatives adopted,but not always embedded. As one commentsummarises “we have plenty of good ideas, butimplementation is our down–fall.”There was a positiveresponse from staff regarding the N Award system withmore recent efforts to follow through a system that doeseffectively give students time to remediate their efforts.Students better recognise a hierarchy of consequencesassociated with the sending of warning letters.Conversely, there is a perception that the use of yellow‘Permission to Leave Class’ forms has helped to curbunsettled students with less issues resulting. This is anexample of a system that is functioning well. ButMonitoring Cards are not being used across the schooland a revisitation of the Chart of Processes withMonitoring Cards that was devised in 2015 would behelpful to Year Advisors. QHS prides itself on its‘Personal Best’ program. Some staff contribute thecalm and safe environment throughout the school tothis program and philosophy. However, the schoolwould benefit from a clear and collaborative vision ofwhat constitutes ‘personal best’. Communication isidentified as an area that can be improved with acommon theme that staff really wish to be listened to.Sentral is not being utilised as effectively as it could beand staff generally express confusion in locatingrelevant information from the QHS T Drive. Whilst DailyMuster was considered a distraction at the busy start ofa day, the valuable heads–up regarding studentwellbeing is missing. There is a link to improved schoolsystems and structures in terms of inputting informationonto Sentral and feedback to staff. Likewise, there hasbeen irregularity in Student Welfare Meetings due toother competing school professional developmentpriorities and this has hindered communication. TheWelfare Team are keen to see a Wellbeing Policy andProcedures document collaboratively compiled,clarified, drafted and published with reviewed content,role statements and flow charts of processes. Prioritiesfor reinvigoration of wellbeing initiatives include areinforcement of the QHS Anti–Bullying Policy andProcedures, a Scope and Sequence of Wellbeingactivities from transition Year 6 to exit Year 12, aconsideration of the timing of activities such as camps,refocusing attention on programs that work (such asPeer Support), consideration of transition points (Yr6 toYr7, Yr7 to Yr8, Yr10 to senior) and furtheringconnections with primary partner schools throughbuddy/mentor opportunities.

A positive desire has been expressed by many staff tofurther explore opportunities to better communicate withparents with resultant stronger relationships. Staff doquestion whether the QHS website is a contemporaryreflection.Completion, update and access of studentsupport plans (including health plans and behaviourplans) has been identified as an issue by staff.Thecurrent six year reward cycle based upon the awardingof qhackas may benefit from review by the WelfareTeam. Any system must be valued by students andconsistently applied by staff to provide incentives toalter behaviour. Staff comment on the advantages of

building positive incentives into the school structurewith rewards for conforming to simple requirementssuch as the wearing of uniform through to higherexpectations related to excellence in personalachievement.Whilst it was positively commented thatthe QHS Achievement Assembly acknowledges the‘unsung heroes’ who generally do the right thing, somestaff caution the need to observe criteria for suchrecognition. The aim of most reward systems is tomove from extrinsic to intrinsic reward over time andwith maturity. In the end they don’t reward for expectedbehaviours, but higher order unexpected positivebehaviours. It is up to each class teacher to ‘set the bar’with commonality across the school in following theagreed system.As part of a systemic approach,students need to see the link between actions andprivileges earned. Staff call for a sharper vetting systemfor privileges (such as School Socials andextra–curricular activities) which should tie in withclarity of consequences. This should create a strongerlink between effort and achievement and the sense ofentitlement to privileges with a well–known anddocumented system.Morning Assemblies are seen asproblematic by many staff with a need to investigate‘assembly control’. This should address perceivedissues such as the responsiveness of seniors, a displayof expected manners and emphasis of the positivesrather than negatives that set the daily tone. MorningAssembly and Roll Call should set the day up forsuccess and this contributes to student (and staff)wellbeing. A review and systemic solution can be put inplace.5. Supported LearningWhilst there are positivegeneral impressions of support provided to students atQHS, in order to provide equity in educational outlooks,all staff need to be offering personalised anddifferentiated learning opportunities to students withcareful planning and review. This will then provide asense of achievement and success for all students.There is a recognised growing need for understandingautism and strategies to support students.Staffcomment on an “I can’t do it – therefore I won’t try”culture amongst a section of students. The result isminimal work completion. Student wellbeing wouldbenefit from a changed mantra of “What can Iachieve?” rather than “Near enough is goodenough.”The School Learning Support Team hasestablished links with the Welfare Team and togethermust work towards the best use of resources to supportstudents. Mentoring and enrichment programs arevalued by staff in assisting students to completeassignments and assessment tasks, in coaching ofcontent and in improved time management. The workof the School Learning and Support Officers (SLSO’s)is also valued in this regard.It is felt that the LearningSupport Team Referral system has improved with anactive, regular and well attended meeting. There havebeen requests for more specific feedback from referralswith access to a published spreadsheet with constantupdates on each child including recommendedstrategies for classroom teachers. This will contribute toa more structured use of available resourcing. Staff doacknowledge inundation of the Learning Support Teamwith demands, especially for junior students withliteracy needs. The role of the Learning and SupportTeacher (LAST) increasingly is focused on working withstaff (rather than students) to build expertise. Lessexperienced staff particularly indicate an interest


interest in knowing more about learning adjustments.More experienced staff highlight two areas of supportfor students – time management skills and the‘chunking’ of work. Students are too easilyoverwhelmed. Without such adjustments, students willcontinue to struggle with demands and then riskdisengaging from learning. This can result in studentapathy, disruption in classes and frustration ofclassroom teachers. Cognitive issues are viewed bystaff as a very important domain of student wellbeingand though learning support needs appear to beincreasing, it does depend upon the cohort. Anidentified issue is that high school does tend to becontent and outcomes driven compared to primaryschool where adjustments seem to be more naturallymade for each student. Staff interviewed commentedon the result that teaching tends to be levelled at themiddle group at the detriment of those at either end ofthe spectrum. Staff indicate a willingness to assist withthe preparation and review of Learning, Behaviour andRisk Management Plans and their placement onSentral for ease of access. There is a request forregular reporting at Staff Meetings of critical studentlearning and support needs.Likewise, staff indicate awillingness to further explore access to Life Skillsprograms with revised curriculum for appropriatestudents. There is appreciation for the support offeredto the learning of Aboriginal students at QHS, thoughagain, staff indicate a willingness to assist with reviewof Learning Support Plans. Some Aboriginal and ESLstudents are less targeted for support as they regularlytry with their work and behave appropriately and hence‘fly below the radar’. All students at QHS need to learnto be strong and smart.

6. Professional Practice There is recognition of pastexpenditure at QHS on professional developmentincluding Choice Theory, Quick Tools, RaisingResponsibility, and Kagan cooperative learning. Staffconsider that they have been well–briefed and trainedand should persevere with the valued strengths ofthese programs, when applicable, but also note adegree of ‘program fatigue’. A collaborative need existsto decide what QHS does well and to focus on thesestrengths.Staff step up to fill relieving roles on a dailybasis and although legitimate, these absences do affectthe operation of the school. Some provision ofprofessional development to fill these roles withupskilling may be beneficial in allowing the school tooperate smoothly. Staff express the need to feelprepared and well backed up and to clearly understandthe duties involved in relieving roles. There is anobligation for senior staff to model best practicestructures and processes (eg. organising an excursionaccording to school policy).Professional dialogue mayallow an aligning of expectations regarding the qualityof work output. A common thread is the perception thatthe most capable academic end of students could bemore challenged. A suggested strategy is to build upsustained writing in junior years to meet the demandsof senior work, with particular emphasis on the skills ofanalysing and synthesising information.Staff expressthe need for strategies to support the learning ofidentified students to be delivered by the SchoolCounsellor, the Learning Support Team andQueanbeyan Office personnel on a regular basis at

Faculty Meetings, Staff Meetings and SchoolDevelopment Days. It may be beneficial for all staff torevisit the de–escalation techniques offered by NonViolent Crisis Intervention workshops.Collegialobservation of classrooms was mentioned as critical toprofessional development. This can be part of on–goingdiscussions and negotiations between staff andexecutive.As a longer term objective, Executive maywish to consider a common programming andassessment format at QHS. This would encouragesecurity in learning for students because of consistencyand certainty and may alleviate some of the anxiety feltby students with assignments and assessment tasks.Further to this, discussion may also consider if there isroom for a common literacy/numeracy approach acrossall KLA’s. Many staff raised concerns regarding thecollege calendar and how it is coordinated. A carefulreview of dates including the spacing of exams,assessments and reporting functions would provide aconsidered overview of the operation of the school thatmay help to reduce student and teacher stress. Thiswould seem to mesh well with feelings that faculties areembracing new curriculum with organisation of newteaching programs. A well–organised and well–plannedschool sends an important message to students andparents and ensures that the importance of events suchas examinations is not devalued. An effective schooladheres to well–planned deadlines. Coordinationacross the school alleviates unnecessary stress onboth students and staff.When there are problems in ourschool operation, as part of our professionalism thereneeds to be careful and thorough reflection to build inpositive changes. It is not about criticism or failure – butinstead, collaborative solutions and improvement.Aligning our faculties with a whole–school approach willcreate a strong team

.7. Effective Leadershipi) Student LeadershipQHSoffers many excellent opportunities for students todevelop and display leadership skills through suchworthwhile programs as camps, drama, sport andcompetitions. Such initiatives help to build self–esteemand resilience through experiential learning. Staffcommented favourably on Anti–Bullying and PositiveRelationships programs conducted by the PDHPEFaculty. In addition, there was recognition of the valueof Links to Learning, Youth Axis, Men’s Link, YouthFrontiers Mentoring Program and other inspirationalspeakers to the school.There is an issue that noteveryone participates which can extend feelings ofdisconnection for some students and some concernsdo exist for the time that is taken out of academicprograms, especially given the ‘college structure’. Thisimpacts upon wellbeing with stress and‘melt–downs’.Whilst ‘Positivity Camp’ and ‘Positivity onCampus’ are generally regarded as valuable programs,concerns have been expressed regarding selectivitywith some students feeling excluded from the futureleadership process. ii) Staff LeadershipThe staff ofQHS welcome the stability of new leadership andkeenly support direction to further improve student andstaff wellbeing. There is a perception that whilst manyinitiatives have been introduced in past years, there is aneed to review priorities and embed the most effectivepractices. Staff at QHS consider themselves to be quiteresilient and value positive relationships andcollegiality. Staff express their readiness and


willingness for change. They have been pleased to seethe physical parameters of the school being progressedand look forward to clear direction from their executivein other areas. Strong collegiality will be built throughconsultation.Important student wellbeing roles such asYear Advisor, Girls Advisor, Boys Advisor and SchoolCounsellor are identified by students as helpful whenneeded. Many other staff volunteer leadership roles(eg. Breakfast Club and Lunchtime Library) to provideboth a service and meeting point for certain groups ofstudents. Staff need to be supported in these rolesthrough professional training and recognise the need torefer students on to professional levels of counsellingwhen required. Clear role statements available to allstaff would provide improved clarity surrounding suchprograms, as well as suggested pathways forescalation of support for significant issues.There is acall for the development of simple flowcharts thatquickly demonstrate processes as a guide for staff(particularly new to the school).This is a practicalleadership initiative that could be undertaken across theschool and would be useful to staff because theyprovide reassurance of what happens in variouscircumstances. Documentation is highlighted as amajor issue for staff new to the school who need toquickly know how things happen, when and by whom.An up to date Staff Handbook would be beneficial.Although more related to staff wellbeing, there werecomments regarding the need to improve the staffinduction process including documentation relating topolicies and procedures. There is an over–reliance on‘institutional memory’. Relational leadershipaccompanied by firm structures and processes wouldsee a shorter induction period with obvious benefits tostudents. It would also assist in unity and consistency.Itis recognised that QHS has a dynamic Welfare Teamand in particular Year Advisors provide a significantservice to students. Year Advisors know their studentswell and provide outstanding support. Staff generallyrecognise the depth of expertise in the school and looktowards pathways to leadershipexperience.8. Character EducationPositive modellingby staff results in incidental learning by students in allareas including the good qualities of leadership,recognising respectful relationships and demonstratingresponsibility. Explicit instruction is required to teachappropriate and expected behaviours and valuesespecially in the junior school where it must be revisitedregularly. The power of repetition is obvious as moststudents recite the school song.A recognised strengthof QHS is the provision of alternative pathways forstudents including early start school–basedapprenticeships and partial attendance programs thatcater for flexible learning. These generate an improvedlikelihood of success. In addition, these students learnvaluable work skills and life values.The ‘core skills’program is another example where QHS is equippingstudents for post–school life and theworkplace.9. OtherThe College System was oftenmentioned by staff with recognition of some strengthsbut also numerous weaknesses. Whilst outside thebounds of this review of student wellbeing, it is worthyof consideration due to the stress created on studentsand staff through pressure of time. Subjects with amajor work component all suffer from compacted timefor completion. The maturity of Year 11 studentscompeting against an older Year 12 cohort at the

Higher School Certificate also raises questions ofconcern regarding disadvantage. Without an externalformal Year 10 examination process, staff find thatstudents are feeling unprepared and not coping withHSC examinations within 12 months. The morale thenof students becomes closely linked to staff morale.Rollover impacts upon all years of the school in termsof timeframes.

PDHPE Faculty review

The criteria for the PDHPE faculty review was toanalyse faculty programs and assessments;communication with parents, students and staff; wholeschool involvement; and professional relations with theschool community. In addition, particular focus wasplaced on determining areas of strength and to pinpointareas in which improvements can be made.A total of106 students were surveyed in regard to theirexperiences across the board in PDHPE classes. Theirresponses were then collated and analysed and anoverall analysis was undertaken. 32 Parents respondedto a survey giving their perspective on: teacherknowledge; faculty approachability; strengths of thePDHPE faculty and areas of improvement; feedback;assessment task quality, relevance and difficulty; andthe communication they have received with their child’steacher. Staff members outside of the PDHPE facultywere also asked for their input. Lesson observationsand interviews were conducted with each of theteachers within the faculty by external, qualifiedpersonnel (H.T. PDHPE, Karabar High School, Ms. N.Wells and Learning and Support Teacher, QueanbeyanHigh School, Ms. H. Klein) to gain further insight andperspective into the overall organisation, managementand performance of the PDHPE faculty.Facultyprogramming and organisation has contributedpositively to the development of whole school initiativessuch as sports days, carnivals, representative fixtures,excursions and student wellbeing programs. All facultymembers contribute to the efficacy of the faculty andhave input in the development of units of work andassessments. Feedback has indicated that facultymembers work cohesively and diligently with the aim ofimproving student learning outcomes and encouragingthem to lead a healthy and active lifestyle.Studentresponses indicated a strong recognition that thePDHPE staff knew their subject area and were able topitch the lesson at an appropriate level for them.Students acknowledged that there was some varietywithin the lessons and many indicated that theyenjoyed their PDHPE/Sport lessons. Students felt staffwere encouraging, approachable and explained work ina way that enabled them to understand and completeset work. Students felt staff were able to managestudent behaviour effectively and efficiently whichcreated a safe learning environment for all. Themajority of students reported PDHPE staff providedtimely and appropriate feedback on all assessmenttasks.Parents indicated via the survey that PDHPE staffhave an excellent understanding and knowledge oftheir subject area. They reported that staff wereapproachable and most parents were comfortablediscussing issues with them. Parents feel that PDHPEstaff are inclusive and actively encourage students whoare reluctant or who have difficulty engaging. Accordingto the survey, parents have noted there has been great


representation at parent/teacher evenings by thePDHPE faculty. In addition to this, the PDHPE staff givepositive and constructive feedback to students. Theyalso believe assessments are appropriate, challengingand age related. In general, parents are appreciative ofthe work staff are putting in to improve outcomes fortheir children. Parents have entertained the idea ofusing a variety of methods to get information across tothem.As a result of this review, the PDHPE faculty willwork further towards differentiating units of work tocater more fully for the range of students’ learningneeds; endeavour to improve facilities and availabilityof equipment and resources for learning; encouragingstudents to take ownership of their own progressthrough self–reflection and assessment and furtherinvestigating more effective means of conveying allnecessary information related to PDHPE (assessmenttasks, program outlines, key dates etc). Context ThePDHPE Faculty has been able to build on a period ofstability over the past 18–24 months. Staff are settled intheir roles, with a significant proportion beingpermanent. This stability has enabled strong links to bedeveloped within the school and community. ThePDHPE faculty has 5 permanent staff positions and 1temporary position. The PDHPE faculty runs anintegrated sports program which has encouragedgreater student participation and promoted a higherlevel of health and wellbeing. With this base, thePDHPE Faculty has been able to work diligently andcohesively to produce programs in line with therequirements of the NSW Department of Education andBOSTES. As a faculty we have considered the strategicdirections of Queanbeyan High School – QualityTeaching and Learning, Positive Relationships, andLeadership – and have set specific goals for the facultyto work towards within each area in 2016.In thestrategic direction related to Quality, Teaching andLearning we have focused upon methods andevaluation of assessment tasks, as well asmodifications and accommodations to be made withinprograms for particular students. For the strategicdirection of Positive Relationships we have run anumber of whole school programs and activities whichenable all staff and students to build and developrelationships in contexts outside the class room. For thestrategic direction of Leadership there was a focus onprofessional learning and development/refinement ofwhole school programs. Many staff in the PDHPEfaculty have designated leadership positions within theschool.For the purpose of this review, feedback wassought in relation to the strategies undertaken by thefaculty in working toward each of these goals and theeffectiveness of these strategies was analysed as aresult.Questions to students and parents related toassessments, programs, staff approachability andprofessionalism, and general communication wereemphasised so appropriate and relevant feedbackcould be gained. Questions to staff were in relation tothe faculty’s overall contribution to the school andgeneral performance.

Mathematics Review

The criteria for the Mathematics Faculty review was:that the processes and unit programming put in placewith the introduction of the new Australian Curriculum inMathematics were considered; and that new initiatives

recently undertaken by the Mathematics Faculty tosupport Queanbeyan High School’s Strategic Directionswhilst also addressing students’ needs and subsequentlearning outcomes were evaluated.A total of 241students were surveyed in regard to their experiences,prior to rollover into the new academic year, inMathematics classes. Their responses were thencollated and analysed by Year level and then an overallanalysis was undertaken. 41 parents responded to asurvey giving their perspective on: their child’sprogress; their awareness of various activities beingundertaken; and the communication they have receivedwith their child’s teacher. Staff members outside of theMathematics Faculty were also asked for their input.Lesson observations and interviews were conductedwith each of the teachers within the faculty by anexternal, qualified person (H.T.Administration, KarabarHigh School, Ms. P. Field) to gain further insight andperspective to the over all organisation, managementand performance of the Mathematics Faculty.Significantprogress has been made in faculty programming – withcomprehensive units of work and reference to availabledata, such as NAPLAN results and Learning SupportTeam referrals. Record keeping practices are highlyorganised within the faculty. All faculty memberscontribute to the efficacy of the faculty and have input inthe development of units of work and assessments.Feedback has indicated that the faculty members workcohesively and diligently with the aim of improvingstudent learning outcomes.Student responses indicateda strong recognition that the Mathematics teachersknew their subject area and were able, in the largemajority of cases, to pitch the lesson at an appropriatelevel for them.Students did also acknowledge that therewas some variety within the lessons and that the newtypes of assessments that had been introduced,including a range of assignments and Mathletics onlinetasks,were a good mix. The initiative of thestudent–devised reference sheets for Years 7 –10 testsand examinations has been well received by thestudents. Indications are that it has increased studentconfidence in their preparation and execution of tests,however further investigation will be required to seewhether this practice has increased students’ studyskills as they enter senior years of schooling.Studentsdid demonstrate some recognition of the ‘6 steps tosolving problems’ (emphasising problem solvingtechniques) and ‘SMURF’ (checking of mathematicalmethod and answers) initiatives. These initiatives willbe integrated further into students’ work as timeprogresses. The majority of students also indicated thatthey looked forward to attending Mathematics classesmost of the time and there was an indication of interestfor an after– school study/tutorial session amongst 33%of the students overall. Parents indicated via the surveythat they have accessed the variety of methods ofcommunication with class teachers that is currentlyavailable; the most common being at parent–teacherevenings.Indications are that they would welcomefurther discussions regarding their child’s learningoutcomes.The majority (78%) of parents alsorecognised progress in their child’s learning. Parentsprovided feedback that Mathletics – as a resourceprovided by the school– was utilised on an independentbasis by a significant number (46%) of their children.Parents also welcomed and valued alternative methodsof assessment of their child’s learning. As a result of


this review, the Mathematics Faculty will work further indifferentiating units of work to cater more fully for therange of students’ learning needs; incorporating agreater variety of activities and the use of concretematerials within lessons. Assessment tasks will also betargeted with the view of providing a broader range ofassessments that adequately gauge studentcomprehension and learning. Further investigation willbe required to accommodate student need for afterschool study/tutorial sessions and efforts to increasepositive communication with parents will continue.

Policy requirements

Aboriginal education

Queanbeyan High School works closely with theQueanbeyan Local Aboriginal Education ConsultancyGroup. The AECG provides ongoing advice andassistance to the school staff and students. Theschools is committed to closing the educational gap instudents outcomes between Aboriginal andNon–Aboriginal students. Our Aboriginal EducationOfficer offers on the ground for our students andfamilies assisting with students needs to support theirlearning outcomes.

A number of programs connecting students and staff tocountry occur throughout the year in one local NationalPark visit and one salt water excursion.

Our Aboriginal Education Team began to implement theStronger Smarter Program into the school with a focuson high expectation relationships of students, staff andfamilies. Shifting the conversation to improvement ofeducational outcomes has been the primary focus ofthis program. Our junior AECG coordinated andconducted a range of cultural programs and key eventsthroughout the year. Our Sorry ribbon banner at thefront of the school signaled the start to ReconciliationWeek which included the walk over the bridge inQueanbeyan. NAIDOC Week Assembly was wellattended and our community enjoyed traditional bushfoods for lunch.

Our students participated in an IPROUD day at theNSW Police Academy, delivering Sista Speak to youngprimary girls at Queanbeyan South Public School. AIME is a program that encourages Aboriginalstudents to aspire to further training and educationbeyond formal schooling. Further work needs to occuraround the post school destination planning and theschool will explore programs such as Djinggi for 2017.

In 2017 the school plans to implement MGoals for allAboriginal students Personalised Learning Plans.MGoals is a webbased program that displaysinformation about the local people, land and historysupporting the cultural elements of students learningand identity. Not only does it promote local culture,students use online goals setting tools enablingcollabortion with families and school working inpartnership to support children's' learning.

Multicultural and anti-racism education

Queanbeyan High School celebrates our diversity ofcultural background with 25% of students coming from over 30 different countries countries where English istheir second language. Our School has an AntiRacisim Contact Officer (ARCO) who works withstudents experiencing or committing racism. This roleis supported by significant department of educationpolicy and resources to support harmoniousrelationships between all students irrespective ofcultural background. Supporting the development of theintercultural relationships, our student body runsprograms on Harmony day.

Other school programs

Wellbeing

The Wellbeing Team consists of six year advisors, boysand girls advisors, Anti Racism Contact Officer(ARCO), SRC coordinator and the Head Teacher ofWellbeing. We formally meet once per fortnight,informally we work together on a daily basis. We aim tosupport all students in feeling safe and supported atschool. On a broader perspective Wellbeing at QHSincludes: school counsellors and representation on theLearning and Support Team. In 2016 the focus ofwellbeing at Queanbeyan High School was uniform,attendance and promoting positive behaviour. By theend of 2016, as a result of student, staff and communityconsultation some parts of the uniform were changed toinclude black shorts and trackpants and the PE uniformwas also updated. Year Advisors have been workingclosely with the Home School Liaison Officer andAdministration Staff to improve student attendance atschool. This is a critical factor for success at school.Poor attendance is also an indicator of learning, socialand mental health issues. Year Advisors useattendance as their main indicator of more supportbeing needed. This is where a referral to our Learningand Support Team might help to provide the necessarysupport for students who are not attending regularly.Students who attend regularly are more likely to feelthat they belong in the school environment. Thisincreases their resilience and ensures that students areparticipating in their learning. A group of Year 9students were trained at the end of 2016 to provide aPeer Support program to assist the incoming Year 7cohort. The purpose of these programs is to provideleadership training and opportunities. It is expected thatYear 7 students will benefit from having Year 9students as their peer supporters. By 2018, it is our aimto have a stronger social and academic leadershipamongst the junior school cohort. Some programspromoting positive behaviour and respect that wereincluded as whole school activities in 2016 wereMotivational Media, Links to Learning, girls and boyswelfare days, Harmony Day, White Ribbon Day andNAIDOC activities. These activities were targeted tospecific years or groups of students and the SRC alsoplanned activities to raise funds for designated charitiesas well as encouraging participation in schoolactivities.

PDHPE


PDHPE is a core subject for 7–10 students. Studentsare exposed to a variety of topics including self andrelationships, movement skill and performance,individual and community health and lifelong physicalactivity.Students across these years are assessedusing a variety of methods including assignments, classtests, presentations and practical activities.Accommodations are made where necessary to ensureall students are able to meet course outcomes.Thosestudents with an interest in sport/movement can elect tostudy Physical Activity and Sports Studies (PASS) andDance. In 2017 we ran two PASS classes, one ofwhich studies the course experiencing a variety ofsporting contexts whilst the other class maintained afocus on Rugby League and Rugby Union, and oneDance class which had a focus on performance andcomposition. This class participated in the YouthDance Festival at Canberra Theatre showcasing skills,technique and performance qualityTwo College HigherSchool Certificate classes ran in 2017. Five studentsachieved a Higher School Certificate in Dance andtwenty students received a Higher School Certificate inSport, Lifestyle and Recreation.Sport2016 providedsome excellent opportunities for students to strive forexcellence in their chosen sporting pursuits.Queanbeyan High students achieved some outstandingindividual results. Congratulations to all students whoparticipated with enthusiasm at school sport all the waythrough to those who excelled at the highest level.Notable achievements for 2016 include:Sportsperson ofthe Year – Brad Rauter: Brad excelled on the sportingfield. He was age champion at the school, zone andregional swimming carnival, breaking several recordsalong the way. Brad swam extremely well at the statecarnival walking away with a silver medal in both the100m breaststroke and 100m backstroke and a bronzemedal in the 100m freestyle. Brad was age championfor the school and zone in athletics and represented atregional and state level. Brad was selected in theU/15’s South Coast AFL side who travelled to Albury forthe State championships. Whilst unsuccessful in hisbid to make the state squad he performed admirably.As a thirteen year old, with two more years in this agedivision, this was a fantastic achievement. SportingEncouragement Award – Emily Siciliano: Emilyperformed extremely well in the pool in 2016. She wasthe school, zone and regional age champion. At thestate championships Emily was a finalist in a number ofevents.Rugby League – Jesse Thompson: Jesse wassuccessful in gaining selection in the South CoastRugby League team. From this he was selected in theSouthern NSW squad. Jesse has also been asignificant member of the Canberra Raiders juniordevelopment program representing at U16level.Athletics – Taumasina Amon: Taumasinarepresented the South Coast region at the StateAthletics meet. He is particularly strong in field eventsthrowing in both Javelin and Discus.Golf – Trent Britton:Trent placed 2nd at the Regional Golf Championships.He represented at the State Championships and placedin the top 20. Trent is a talent to keep an eye on in thefuture.

Technology & Applied Sciences (TAS)

For many students completing their HSC the resultattained in their TAS subject was their highest resultachieved. The major projects and portfolios thataccompanied the practical courses in IT Timber,Automotive and Multimedia were well completed andsomething students could be proud of. There were alsosome outstanding Community and Family StudiesIndividual Research Projects that followed the researchprocess closely and allowed students to thoroughlyinvestigate a topic of their choice. Students completingExploring Early Childhood had the opportunity to visitchild care centres and interact with young children andunderstand the benefits of positive relationships onchildren. Some students also entered their handappliqued baby quilts into the Queanbeyan Show.These students were all awarded prizes and should feelextremely proud of their efforts. Senior Visual Designstudents produced some outstanding design work.Through their investigation of the surf brand Santa Cruzand by following the design process students designedoriginal tye dyed T–shirts and skateboard decks.Theprojects produced in different year groups alsodemonstrated the capabilities of our students and theexpertise and commitment of the TAS staff. The Year 9and 10 Food Technology Pizza task and food Cateringtasks, Year 9 and 10 Timber and Metal projects, andjunior Technology Mandatory projects all showcasedthe very practical nature of the faculty. FoodTechnology and Hospitality students in Years 9 to 12showed their food preparation skills when catering forevents such as school functions and the NAIDOC weekmorning tea. In 2016, the TAS Faculty expanded theuse of 3D printing with the establishment of aTechnology Room. The use of CAD programs to createand produce projects has been trialled and the TASStaff is constantly up–skilling to work with students inthis developing area.

Learning and Support

Queanbeyan High School has five support classes fordelivery of individualized programs of learning. Oneclass for students with a mild intellectual disability, twoclasses for students with a moderate and severeintellectual disability and two classes for students withautism. These classes are grouped according tostudents’ individual needs, both academic and social.Each class is supported with a School LearningSupport Officer (SLSO) as well as a classroom teacher.The students follow a regular timetable with all KLAscovered with a variety of teaching staff. Where possiblethey are able to have a specialist teacher for TAS.Students who are in years 9 and 10 are able to beincluded in electives and can choose from the availableclasses in mainstream, if it is suitable and meets thegoals set in their Individual Transition Plans. Likewisestudents can access mainstream subjects in theCollege program where appropriate.Itinerant SupportTeachers Hearing (ISTH) that support students withhearing impairment on a one on one basis and alsowithin the classroom as needed. LBOTE students havesupport from an ESL teacher providing withdrawalgroups for language development and in–class supportto help with accessing curriculum.Learning and SupportTeacher (LaST) provides literacy and numeracywithdrawal groups for students identified as havingdifficulty with basic skills as well as individual


interventions to support their learning.Application forSpecial Provisions for successful completion of HSCexaminations. ACER assessment to provide accuratebaseline for student learning and some strategies tohelp support teachers years 7 – 10. Activateprogram–providing support for students withassessment tasks, scaffolding and assisting withresearch for successful completion.

HSIE

In keeping with Queanbeyan High School’s motto“Nothing without labour”, the Human Society and itsEnvironment (HSIE) Faculty challenges students todevelop a strong work ethic and to value lifelonglearning, empathy and informed citizenship. Our facultyvision statement is to shape individuals who activelycare about themselves, others and the world we share.In order to foster this, the HSIE faculty values andpromotes high expectation relationships, safe andrespectful learning environments, learning andleadership opportunities as well as celebratingindividual successes and improvements. The HSIEfaculty specialises in the planning and implementationof the History and Social Sciences curricula atQueanbeyan High School. The HSIE faculty offersGeography and History as core subjects in Stages 4and 5 as well as Elective Commerce, Elective History,Work Education and Aboriginal Studies in Stages 4 and5.

The HSIE faculty also offers the following Stage 6subjects: Ancient and Modern History, BusinessStudies, Economics, Legal Studies, and Society andCulture. The HSIE Faculty aspires to develop in itsstudents a culture of personal achievement. Ourteaching staff are passionate about their courses andtheir collaborative and collegial approach toprogramming and development of quality teaching andlearning resources.Other learning paths in HSIE allowconnectivity with the local and regional community.Fieldwork in Geography and site studies in Historyencourage active engagement with local people, placesand issues as well as global events, stressing theimportance of individual responses and broad analysisand understanding. Some of the excursionsconsistently offered are:Sydney Jewish MuseumSydney University HTA lectures The NicholsonMuseum, Sydney University The Museum of AncientCultures, Macquarie University The Australian WarMemorial, Canberra Surf Beach, Bateman’s BayCanberra Mosque The HSIE faculty has also offeredunique and life changing experiences for students inYear 10–12. Three overseas excursions have beenorganised over the past 8 years which have catered tostudents studying Ancient and Modern History in Stage6. These overseas trips to Greece, Italy, France, Spain,Belgium and Crete have allowed students to gaininvaluable knowledge and understanding of ancient andmodern societies and cultures, which are relevant totheir studies and will inform them as citizens; givingstudents an opportunity to experience a variety ofnationalities, backgrounds and life experiences.

The HSIE faculty Queanbeyan High School offersGeography and History as core subjects in Stages 4and 5 as well as Elective Commerce, Elective History,

Work Education and Aboriginal Studies in Stages 4 and5. Commerce provides the knowledge, skills,understanding and values that form the foundation onwhich young people make sound decisions onconsumer, financial, business , legal and employmentissues. At Queanbeyan High, Commerce is a dynamicsubject that provides a great foundation for businessand legal studies in the senior years. History elective isan enrichment option for Year 9 and 10 students.Current students are enjoying a deeper understandingof the historical process, investigating the Aztecs, athematic study like crime and punishment or slaveryand their own interest project towards the end of theyear. Work Education provides students with anopportunity to develop knowledge and a contemporaryunderstanding of the world of work, the diverse sectorswithin the community, and the roles of education,employment and training systems. The course includesa practical component in which students will complete ashort work placement model. Aboriginal Studiesprovides students with the opportunity to gainknowledge and understanding of Aboriginal Peoples ofAustralia, their cultures and lifestyles. It is not just acourse for Aboriginal students, but a great opportunityfor ALL students to understand the diversity ofAboriginal Peoples. It provides wonderful opportunitiesfor local community engagement, excursions andnetworking with other students. It also providesmeaningful ways of engaging with issues relevant toyoung Aboriginal people. This semester we have beenvisited by guest speakers from the local Aboriginalcommunity and look forward to visiting local Aboriginalorganisations later in the year. Furthermore, theAboriginal Studies class is looking forward to playing arole in the management of the school’s Native Garden,cultivating Indigenous plants from the local area. TheHSIE faculty also offers the following Stage 6 subjects:Ancient and Modern History, Business Studies,Economics, Legal Studies, and Society and Culture.Ancient History inspires students to engage in both theinteraction of societies and the impact of individualsand groups on ancient events and ways of life. AsMarcus Garvey once said “A people without theknowledge of their past history, origin and culture is likea tree without roots”. It is invaluable, for to be unawareof history is to be ignorant of those forces that haveshaped our social and physical worlds. Students in theHSC course focus on famous events such as theeruption of Mount Vesuvius in Pompeii, the impact ofpersonalities such as Agrippina the Younger, Caligula,Nero and Claudius and societies such as AncientSparta; comparing past to present and present to pastby exposing them to a variety of perspectives on keyevents and issues.The study of Modern Historyprovides students with the opportunity to engage in theevents that have shaped the modern world. Using theinterpretation of various sources, students investigatethe motivations and actions of individuals and groupsand how these have influenced the world politically,socially and culturally. Historically, the school hasfocused on the Civil Rights Movement in the USA andthe Boxer Rebellion in China for the Preliminary courseand Germany as the National Study and Personality inthe HSC course. We are excited about the recentchanges to the Modern History Stage 6 Syllabus andlook forward to investigating new areas of study indifferent regions of the world, for example, South East


Asia. Modern History also provides students withwonderful opportunities to attend excursions to relevantmuseum exhibitions and in the past we haveundertaken studies of feature films released in cinemasduring the relevant unit of study.Business Studiesfosters intellectual, social and moral development byassisting students to think critically about the role ofbusiness and its ethical responsibilities to society. Inaddition, a significant feature of Business Studies is itsrelevance to the full range of HSC students, as itprovides useful knowledge and competencies for life. In2017, students will be building on past successes byexpanding our case work program with visits planned toplanned to major companies and involvement in theAustralian Business Competition in the future.Economic decisions have a crucial influence on thequality of life experienced by people throughout theworld. The study of economics can help individuals,groups and societies make choices that assist them toimprove their quality of life. Students will benefit fromthe study of economics if they engage intend toprogress into business, accounting and finance, media,law, marketing, employment relations, tourism, history,geography or environmental studies.The Legal Studiescourse offers excellent preparation for life through astudy of the legal system, it's principles, structures,institutions and processes. It allows students toquestion and evaluate legal institutional structures inthe domestic and international environments and toundertake a comparative analysis of other political andinstitutional structures. Society and culture opensstudents' eyes to the invisible forces creating andshaping the world around us. We explore internationalcultures, belief systems and popular culture. The HSCcourse requires an intensive personal investigation intoa sociological question of interest which has seenprevious students interrogate topics such as genderexpectations in sport, the legacy of WWI oncontemporary Australia and perceptions of beauty.


2016 queanbeyan high school annual report€¦ · the annual report for 2016€is provided to the...

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