NSW Department of Education & Training

8513 & 8374

2009 Annual School Report Brisbane Water Secondary College

NSW Public Schools – Leading the way

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Messages

Principal's message Brisbane Water Secondary College is a proud public comprehensive, coeducational, 7-12 high school located on the Woy Woy peninsula. The college was established in 2002 across two campuses to provide age appropriate teaching and learning environments for the cohort of students enrolled on each, and to greatly increase curricular and extracurricular offerings. The Middle School Campus at Umina caters for students in Years 7 to 9 and provides a Middle Years education philosophy which emphasises team based teaching and learning, concentration on learning skills and basic competencies, and the development of confidence and leadership skills in students. The Senior Campus at Woy Woy caters for students in Years 10-12 and emphasises the preparation of students for the major external credentialing of the School Certificate and the Higher School Certificate. In the senior years over 50 different Board of Studies courses are taught, including all of the vocational education frameworks. Students also have access to TAFE and University courses as part of their HSC. The college structure provides exceptional opportunities for our students, allowing students to pursue their ‘personal best’ in their chosen area/s. As a school community we are duly proud of our academic, sporting and cultural achievements. The 2009 has been an outstanding year for the students, staff and families of the College. As is reported elsewhere in this document the College students achieved our best ever Higher School Certificate and School Certificate results. Our Performing Arts students performed and excelled locally, regionally and at state level. Our sporting teams continue in our fine tradition and clearly demonstrated why we are considered so highly. The 2009 year saw many new initiatives including the Building Education Revolution (BER) which saw significant enhancements across both Campuses. The Digital Education Revolution (DER) saw the College receive in excess of 700 notebook learning devices. The Umina Campus received a full refurbishment to the Canteen facilities and the Metal Workshop. The Woy Woy Campus received a purpose built state of the art Nursing and Allied Health Training Facility, which is an outstanding resource for all students on the Central Coast. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the

school's achievements and areas for development. Stephen Harris College Principal Frank Gasper Middle School Campus Principal Pamela McAlister Senior Campus Principal

P&C Presidents Brisbane Water Secondary College is supported by The Parents and Citizens Associations of both Umina Middle School Campus and Woy Woy Senior School Campus . Monthly meetings aim to provide an opportunity for parents and teachers to share information and to support student educational programs . The P&C raises funds to benefit student learning by running The School Canteens at both Campuses . Money raised has been used in recent times to provide interactive white boards in specific class rooms of the schools as well a variety of student welfare programs . Cooperation between the P&C Associations , the parents , teachers , students and the wider community has resulted in Brisbane Water Secondary College achieving outstanding results again in the past 12 months . As a parent group we are proud of our students and the success they are encountering as part of their engagement in the positive learning environment of Brisbane Water Secondary College.

We certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school's achievements and areas for development.

Bruce Graf Bruce Donaldson President President Umina P&C Woy Woy P&C

Student representative's message Umina Campus As always, in 2009 the Umina Campus S.R.C. took on many tasks associated with our position as the schools’ leaders. We involved ourselves in school-based activities to help assist the wellbeing of our fellow peers, as well as lending a hand out to the local community during the projects of national and international charities.

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Our S.R.C. under the leadership of Bianca Torossian and Jay Kissick, raised finance for many charities, held themed discos that were enjoyed by many, and generally helped out during school events such as sports and assemblies. We conducted a school assembly on every Tuesday of every week, to tell the students of the many opportunities that were available to them around the school. With our school pride behind us, the S.R.C. organised charitable events at our school such as Bandage Bear Day Appeal, Mufti days for various events, raising funds for Jeans for Genes Day and Stewart House. As well as fund raising for charities , the S.R.C. organised many projects for the school and even helped individual students in need at the school. The S.R.C. was supportive, on behalf of our school, of World Vision both through the 40 Hour Famine Appeal and with the sponsorship of a Raut Jagatram from India throughout the year. Showing our support of Legacy Day, our representatives went down to Fisherman’s Wharf in Woy Woy to start an early day at 6am and sell badges till 9am. As a reward for our good spirit, we were given a well earned breakfast at McDonald s and then we were off again to help raise money for war widows, patrons and the children of war veterans. During the year the S.R.C arranged an ANZAC Day service at school, we organised the events, speeches and songs were conducted to remember our losses to war. The S.R.C also organised a special school assembly For Remembrance Day (11th November) and gave a minute of silence as tributes to all those affected by war. Our S.R.C. has put in a lot of work to make our school more welcoming, with Year 9 peer support and our monitoring card system, we help ensure that our school is safe and a good environment to be in. Many thanks to the executive of the S.R.C. For their leadership over the past year and our current S.R.C students wish well on last year’s Year 9 who are moving Campus.

. Lauren McDonald, Umina S.R.C Representative 2009 and 2010.

Woy Campus Our formal year started off with our SRC Training Day at Umina PCYC. The day started off with activities to help introduce and get to know all the members of the SRC especially the new Year 10 students. The day was an opportunity to

understand the goals of the SRC particularly in the Senior Campus setting. Discussions included;

• Fundraising ideas

• Encouraging a positive school atmosphere

• Being positive role models

• Improving communication between staff and students

Our SRC Induction Ceremony was a special event which gave both students and the parents in attendance the opportunity to witness us take the stage and receive our badges and be proud to watch us take the Leaders Pledge reminding us of our important role in our school community. Many of our SRC members have been involved in different Leadership Programs throughout the year, with a special mention to Paige Martin who is heavily involved in the Youth Council and continues to be a wonderful ambassador for both our school and the youth of the Central Coast. ANZAC Day is one of the most important days on our calendar. Students from the SRC attended both the dawn service as well as the 9am service where the laying of a wreath of remembrance was a moving experience. The SRC at the Senior Campus feels that the fundraising undertaken this year was to go towards four charities;

• The Children’s Hospital at Westmead

• Wildlife Warriors

• Cancer Appeals

• World Vision

Mufti days, raffles, cake stalls, attending “Relay for Life”, and the selling of merchandise were used to raise funds to support these campaigns. The SRC was also particularly moved by the devastating Victorian bush fires and the decision was made to hold a concert in the hall staring ex-student Tessa Nuku and her band ‘Microwave Jenny”, this was so successful we were able to send $631 to this worthy cause. This year’s SRC continued to support the Red Cross by organising the mobile blood bank to come to the school. Not only did SRC students donate blood, they ensured that the day ran smoothly by reminding students and staff of their appointments, helping to fill in forms and providing comfort to some of the more nervous donors.

During 2009 the SRC at Brisbane Water Secondary Collage Senior Campus focused on the importance of caring for our community, as well as becoming strong confident leaders of our society.

Alex Irving, Woy Woy S.R.C Representative 2009 and 2010.

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School context

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

Umina Campus Student Enrolments 2005 2006 2007 2008 2009 Male 520 473 493 479 497 Female 450 427 426 422 445

Woy Woy Campus Student Enrolments 2005 2006 2007 2008 2009 Male 329 388 365 363 316 Female 343 352 367 351 331

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the total enrolment for the College was 1589 students in 2009, with 942 attending the Umina Campus and 647 attending the Woy Woy Campus. As is indicated in the above graphs and tables the overall population has remained reasonably static in recent years. The slight reduction in enrolments at the Woy Woy Campus in the past three years has been attributed to the highly success vocational education and programs which has resulted in numerous students commencing full time employment prior to completing the Higher School Certificate.

Student attendance profile Year 2006 2007 2008 2009 School 7 na na na 88.9 8 na na na 84.0 9 na na na 85.1 10 na na na 86.7 11 na na na 84.9 12 na na na 86.3 Total 88.4 86.8 86.4 85.9 Region 7 na na na 91.5 8 na na na 88.9 9 na na na 87.8 10 na na na 87.6 11 na na na 88.2 12 na na na 88.4 Total 89.1 89.0 88.9 88.7 State 7 na na na 92.3 8 na na na 90.0 9 na na na 88.8 10 na na na 88.7 11 na na na 89.4 12 na na na 89.4 Total 89.8 89.9 89.9 89.7

The graph indicates that there has an overall

reduction of 2.5% attendance in the four years shown. The College identified student attendance as area for improvement in 2009. The first action was to review our systemic practices. As a result we identified deficiencies in our role marking procedures. We then modified these processes, which have ensured that we have a more accurate record of daily student attendance.

In accordance with Federal reporting requirements the above figures are for Semester 1 only. The College recorded significant improvement in student attendance in Semester 2, including a 2.9% increase in attendance for students in Years 10-12 during Term 4 compared with the overall Semester 1 result.

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Management of non-attendance The College believes that student attendance is vital to provide students with the opportunity to realise their potential. To this end the College has initiated systemic practices to monitor student attendance and to provide support to the students and families who demonstrate attendance below an average of 85%. These practices include:

• Daily Role Call for all students

• Expectation of a parental note for all absences and the communicating this expectation to parents and carers if a note is not provided within five days of an absence

• An 85% at or below attendance report is monitored on a weekly basis by the Head Teachers Welfare / Student Services on both Campuses

• Reporting to parents on attendance twice per year

• Students experiencing difficulty a supported via the Campus Learning Support Team

• Engagement of the Home School Liaison Officer as required.

Retention to Year 12 SC03-

HSC05 SC04-HSC06

SC05- HSC07

SC06- HSC08

SC07 - HSC09

School 56.7 60.9 61.9 56.3 54.0 SEG 59.4 60.5 62.2 57.6 59.5 State 61.0 61.1 60.8 60.3 61.0

There was a significant decrease in our retention of students from Year 10 to Year 12. This can be attributed to significant local employment opportunities and enhanced academic rigor applied to the Higher School Certificate at the College. Post-school destinations

Post School Destinations

0

10

20

30

40

50

60

Destination

University

TAFE

Private College

Apprenticeship

Gap Year

Employment

Unknown

159 students sat the Higher School Certificate in 2009.

Of the 159 mainstream students a record number of university offers was made to the eligible 86 students, 51. This represents in excess of the total cohort which is above the regional and state average for recent years. This is a significant improvement over our previous record of 49 students, in 2008, coming from a much larger cohort.

Year 12 students undertaking vocational or trade training Brisbane Water Secondary College is an identified leader in the provision of Vocational Education and Training (VET). In excess of 75% of our students undertake at least one VET subject as a component of their Higher School Certificate. The College continues to offer every available VET framework within our curriculum structure. This has been reflected in 130 individual VET qualifications achieved by the 2009 cohort.

Year 12 students attaining HSC or equivalent vocational educational qualification Enter summary statement which must include the percentage of Year 12 students attaining HSC or equivalent vocational educational qualification in 2009.

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

Enter text here

Staff establishment Position Number Principal 3 Deputy Principal(s) 4 Assistant Principal(s) 0 Head Teachers 22 Classroom Teachers 104.02 Teacher of Emotional Disabilities 3 Teacher of Mild Intellectual Disabilities 2 Teacher of Moderate Intellectual Disabilities 2

Teacher of Reading Recovery 0 Support Teacher Learning Assistance 2.1 Teacher Librarian 2 Careers Advisor 2 Teacher of ESL 0 Counsellor 3 School Administrative & Support Staff (SASS) 30.65

Total 179.77

The College currently includes four Aboriginal staff members who are employed on a temporary basis. The College Management Group in consultation with the Mingaletta AECG has identified an Aboriginal employment strategy aimed at increasing the number of Aboriginal staff permanently employed within the College.

Teacher qualifications All teaching staff meets the professional requirements for teaching in NSW public schools.

Enter text here

Qualifications % of staff Degree or Diploma 95 Postgraduate 5

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

A full copy of each Campus's 2009 financial statement is tabled at the annual general meetings of the School parent body. Further details concerning the statement can be obtained by contacting the school.

Umina Campus Summary Date of financial summary: 30/11/2009Income $

Balance brought forward 103,050.49Global funds 624,819.81Tied funds 263 716.94School & community sources 335 547.23Interest 5 960.72Trust receipts 23 573.24Canteen 0.00Total income 1 356 668.43

ExpenditureTeaching & learning Key learning areas 218 140.50 Excursions 146 022.73 Extracurricular dissections 29 905.65Library 7 082.37Training & development 5 333.68Tied funds 311 557.09Casual relief teachers 253 730.84Administration & office 147 990.53School-operated canteen 0.00Utilities 97 071.46Maintenance 40 764.72Trust accounts 18 133.03Capital programs 6 558.50Total expenditure 1 282 291.10Balance carried forward 74 377.33

Woy Woy Campus Summary

Date of financial summary: 30/11/2009Income $

Balance brought forward 503 204.60Global funds 453 654.90Tied funds 251 120.94School & community sources 204 708.22Interest 19 272.74Trust receipts 255 507.30Canteen 0.00Total income 1 687 468.70

ExpenditureTeaching & learning Key learning areas 119 352.86 Excursions 55 305.46 Extracurricular dissections 135 673.77Library 25 732.10Training & development 0.00Tied funds 263 380.13Casual relief teachers 78 774.97Administration & office 99 690.46School-operated canteen 0.00Utilities 96 404.41Maintenance 58 196.37Trust accounts 259 165.63Capital programs 27 500.00Total expenditure 1 219 176.16Balance carried forward 468 292.54

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School performance 2009 Brisbane Water Secondary College enjoys a fine reputation for outstanding student achievement in all areas of student pursuits and 2009 followed strongly in this tradition.

Achievements

Arts The Brisbane Water Learning Community has a long established reputation for excellence in the Creative and Performing Arts arena Few other subject areas witness the sheer passion and dedication as demonstrated by students and teachers alike, who selflessly volunteer their time and talents over and over again to succeed in a vast range of activities, far beyond the boundaries of the curriculum. 2009 shows some incredible achievements for Creative and Performing Arts at BWSC: Once again, our creative art students were selected to have their works proudly exhibited in A Central Vision art show at the Gosford gallery. Year 7 to 9 performing arts students successfully gained places in the Youth in Performing Arts concert at Laycock Street Theatre, and also invited to perform at Newcastle University’s Ourimbah Campus.

Dance

Our Dance students again excelled. Our Year 9 Sports group and our Year 9 Dance elective students were successful in their auditions for the Hunter Schools Dance Festival.

Students from both Campuses were also successful in gaining acceptance to perform at Star Struck. Rehearsals for this ran from May through to June and students were kept very busy, often returning to the coast after midnight. The show was out of this world! 3,000 students, 145 schools. What a great experience for these students.

The year continued with 3 successful entries for Central Coast Dance Festival. Education Week Performances Education Week saw our students represent the College with distinction in their annual tour of local Primary Schools. Nearly 100 students were involved in playing instruments, singing, dancing, gymnastics, juggling and puppet shows. Highlights from the show were performed for visitors at the campus Open Day. Our choir, vocal group, soloists, instrumentalists, and performers

also entertained some very receptive audiences at our local retirement village tours.

Mr Swan supervises the travelling troupe

Variety Night

The annual Variety Night season featured performances over two nights and a matinee to an audience of over one thousand. Over forty student acts including rock bands; soloists, dance, drama and magic entertained a diverse audience including over 300 students from our primary feeder schools at the matinee. Entertainment students carried out the high-quality technical production, which included big screens and a live-feed camera.

HSC Show Case

The practical component of HSC subjects such as Visual Arts, Photography, Video and Digital Media, Textiles and Design, Design and Technology, Metal and Wood Industrial Technology, Drama, and Music were featured at a special night. Parents, students and interested community members were invited to a night that included an art exhibition, displays and performances of HSC practical works in progress. Hospitality students catered for the event. This program also benefits students as it provides a real audience for performances and valuable feedback on art and design works in progress.

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Sport Brisbane Water Secondary College is widely acknowledged as a leader in sporting excellence. Our success is based upon participation for every student, a spirit of sportsmanship and a desire to achieve a personal best . Sporting Highlights throughout included:

• The house of Booker winning the Champion house for 2009, winning the overall point score from the Swimming, Athletics and Cross Country Carnivals.

• Swimming Champion House: Davis • Athletics Champion House: Booker • Cross Country Champion House:

Cromellin

From these events the following junior and senior champions received awards at the Sporting Excellence Presentation Night. Senior Sports Persons of the Year:

• Chelsea Campbell • Tom McParlane

Junior Sports Persons of the Year:

• Brea Singman • Wade Hannell

Other Major award winners from the year included

• Rodney Fowler Award: Chelsea Campbell • Team of the Year: 6 X 50m All Boys

Freestyle Relay – 2nd at NSW CHS Chanpionship

• Pierre De Cupertain Award: Renee Mainwaring

Students who represented NSW at national completion:

• Brea Singman – Touch Football • Tom McParlane – Swimming • Chelsea Campbell – Girls Rugby • Brayden Wiliame – Rugby League • Renee Mainwaring: Cross Country • Heidi Graham – Mogul Skiing

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

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

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

Yr 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

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

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

and/or

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

Literacy – NAPLAN Year 7 The Year 7 results displayed a similar pattern to last year. There was a disparity with the State average but an overall higher performance when compared with Like School Groups in Spelling and Grammar & Punctuation.

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Numeracy – NAPLAN Year 7 The Year 7 Numeracy results show a significant dip in comparison to recent results and that of our comparison school group.

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Literacy – NAPLAN Year 9 The graphs indicate that our students outperformed our comparison Like School Group, particularly in the areas of Spelling, Grammar and Punctuation. A more detailed analysis indicates that the cohort has performed below the State average and is significantly below the results achieved in 2008.

A significant analysis of these results has taken place in an attempt to re-establish the significant progress made in previous years. This has included:

• Detailed analysis of group and individual results by Teams and Faculties

• Professional development of staff in Naplan testing, marking and analysis of questions

• Faculty preparation of support materials to help develop the skills base

• Examination preparation skills to increase the rigor applied to test situations

• Trial Naplan testing to familiarise students with exam conditions

• Feedback to students designed to develop examination techniques and skills

• Narrative skills development as a sequential learning experience for students

It is anticipated that 2010 will see a return to the upward trend in Naplan results of previous years.

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Numeracy – NAPLAN Year 9

The Numeracy results indicate a significant decline in reference to the strong results achieved in 2008. A similar analysis has been undertaken in Numeracy in parallel with the Literacy analysis and a subsequent strategy was implemented to ensure that 2010 results return to a level comparable with or in excess of 2008 results.

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School Certificate

The 2009 cohort achieved our most significant results in the history of the College. The graphs clearly indicate that all subjects demonstrated significant improvement in comparison to our five year average and compare most favourably with the Like Schools Group.

Improved School certificate results were an identified target of the College’s Strategic Improvement plan and these results are a validation of the effectiveness of the strategies that have been implemented. Each Key Learning Area (KLA) significantly outperformed their identified target and this bodes well for the achievement of these students in the 2011 HSC.

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School Certificate relative performance comparison to Year 5 (value-adding)

Each subject, with the exception of Mathematics, has demonstrated a significant improvement in comparison to the five year average.

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Higher School Certificate

As with the School Certificate, the 2009 cohort achieved our most significant results in the history of the College. The graphs clearly indicate that all subjects demonstrated significant improvement in comparison to our five year average and compare most favourably with the Like Schools Group.

The College and community celebrated the high number of Band 5 & 6 results and the exceptionally high ATAR result of 96.55 but the most pleasing aspect was the dramatic reduction in the number of Band 1 and 2 results.

Improved Higher School certificate results were also an identified target of the College’s Strategic Improvement plan and these results again are a validation of the effectiveness of the strategies that have been implemented. Each Key Learning Area (KLA) significantly outperformed their identified target.

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Higher School Certificate relative performance comparison to School Certificate (value-adding)

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Minimum standards The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 7 and 9.

The performance of the students in our school in the National Assessment Program – Literacy and Numeracy is compared to these minimum standards. The percentages of our students achieving at or above these standards are reported below.

Percentage of Year 7 students in our school achieving at or above the minimum standard in 2009

Percentage of Year 7 students achieving at and above minimum standard

Reading 87.4 Writing

81.7

Spelling

89.2 Punctuation and grammar 87.7 Numeracy 91.8

Percentage of Year 9 students in our school achieving at or above the minimum standard in 2009

Percentage of Year 9 students achieving at and above minimum standard

Reading 84.2 Writing

78.8

Spelling

85.0 Punctuation and grammar 81.7 Numeracy 93.7

Significant programs and initiatives

Aboriginal education There are 150 Aboriginal students within the College. 99 are located on the Middle School Campus and 51 attend the Senior Campus. The College is committed to eliminating the disparity gap between indigenous students and non-indigenous students.

The results of our Aboriginal students in all external examinations are extremely positive, outperforming Aboriginal state and regional

averages. However, it must be stated that on average our Aboriginal cohort results remains below the results of our wider school population.

Every Aboriginal student in the College has an individually developed PLP (Personalised Learning Plan). These plans are developed jointly between students, staff, parents and the community. Our Strategic Improvement Plan has clearly defined targets and strategies for our Aboriginal students. They detail specific targets and strategies for each student. In the areas of NAPLAN achievement and attendance.

The College has committed to involvement in the Stronger Smarter Aboriginal education program with a select number of key staff and community members being trained in 2009. The College has submitted an application on behalf of the Brisbane Water Learning Community to become a Hub Stronger Smarter network. This result in the College taking a lead role in action research to support Aboriginal students K-12.

The College in collaboration with the Mingaletta AECG submitted an application for the Schools in Partnership program. We were delighted when we were informed our application was successful. This will ensure that the College receives in excess of an additional $300,000 funding over the next three years to support Aboriginal education and training. Key focus components include the employment of Aboriginal staff including a Community Project Officer and the engagement of community members within our school. The College has collaboratively developed an Aboriginal Learning Space on the Senior Campus. The Aboriginal Learning Space has grown from an increased awareness of the need for a space to create a sense of place and belonging amongst Aboriginal Students and staff and to promote Aboriginal awareness and education throughout the wider school community. After visiting several schools on the Central Coast and speaking to students, teachers, Aboriginal workers, Community members and the Aboriginal Education Consultative Group it became clearly evident that such a space would support the educational and cultural needs of the growing population of Aboriginal students in the area, the Aboriginal Studies curriculum and other KLA’s using the room. Examples of various Aboriginal settings, spaces and learning centres were viewed and discussed eg. Tuggerah Lakes College, Henry Kendall High

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School, Ourimbah University and local feeder schools to assist the Aboriginal Education Team in deciding what would work best for Brisbane Water Secondary College Senior Campus. Under the direction of the Aboriginal Education Team a collaborative meeting between Community Elders, Auntie Anita Selwyn and Kevin Duncan, Years 10,11 and 12 Aboriginal and non-Aboriginal students, and other key stakeholders in the project took place where ideas, concepts, and a shared vision of the aesthetics and purpose of the learning space were discussed and recorded and a committee formed. This committee was divided into three areas; finance, art and opening day celebration. Students have been actively involved in the various stages of planning under the direction of both Liesl Tesch and I. Aboriginal Elder and artist Kevin Duncan has agreed to collaborate with students on murals for the space. Technological resources, namely a Smart Board, projector and computer have been identified as key tools for teaching and learning within this context. Context specific modular furniture has also been selected for the space and will contribute to the room’s overall effectiveness as a positive, culturally sensitive and educationally sound environment.

Agriculture Program Agriculture at the College exposes students to a range of experiences associated with farming and the rural sector that they would not normally come in contact with considering the beachside location. These include the subjects of Agriculture, Years 7 to 12, Primary Industries Years 11 and 12 and Farm Maintenance Years 9 and 10, as well as the various programmes associated with the farm located at the Umina Campus and available to the Woy Woy Campus.

Members of the victorious Cattle Club The largest of these is the cattle show programme that has been running for around 15 years and in that time has become recognised around the east coast by the cattle industry as one of the most successful exhibiting schools, with multiple awards at some of the most prestigious and competitive shows in the country. The number of Grand Champions over that time is considerable as well as a number of successful student cattle paraders and judges. Students from these courses often go on to rural based careers through university, colleges and direct employment on properties. The other components of the farm which includes sheep, pigs, pastures, hydroponics, horticulture, bees, poultry, goats and crops are woven into the student programmes with considerable success. Students and their families become so attached to the farm that they can be regularly found at the farm during their lunch and recess times as well as before and after school. Some become trustees of the farm and help to feed the animals on the weekends. There is also a regular parade of ex students who return to the farm to help or report the progress of the careers.

All in all it is a very successful programme and having a large school farm of some 14 acres directly attached to the school is quite unusual and produces some great benefits for the students.

The “Croft” The Croft is a Support Unit for High School students from the Hunter Central Coast Region who have a diagnosed mental health disability. It caters for students enrolled in Year 7 to Year 10. The Croft is situated on the grounds of the Umina Campus of Brisbane Water Secondary College. There are three classes, with one of the classes being fully integrated into Umina Campus .

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To support the students, teaching staff is made up of a Head Teacher, three teachers and three teachers aides (SLSO). All students who are enrolled at The Croft have an Individual Educational Program (IEP), which includes both academic and behaviour outcomes.

There are two options for the students in pursuing their studies at The Croft. The first option is for the student to be enrolled at the Sydney Distance Education High School. This allows the students at The Croft full access to the curriculum, as they would if enrolled in a regular High School. The goal for these students is completion of studies necessary to attain the School Certificate. The second option is for students to be involved in the Living Skills Curriculum. This also gives the student an opportunity of attaining their School Certificate.

The staff at The Croft, in consultation with the parents/carers of a student, will discuss which option best suits the needs of the individual student. As well as the typical school based activities including sport, cooking, art and craft, students at The Croft will have access to a flexible timetable to cater for outings and other activities to reinforce the benefits of staying at school to achieve their goals. The Croft follows the principles of Positive Behaviour Intervention System (PBIS) in supporting positive behaviour outcomes and increasing the student’s academic outcomes. The off-campus site, The Croft, had 14 students drawn from around the Central Coast and the integrated class within the Umina Campus had 7 students.

The 2009 school year The Croft had 5 students in Year 7; 5 students in Year 8; 4 students in Year 9. One student was successfully integrated back to his home school in Year 9. Another student was so successful with Work Experience he gained full-time employment for 2010. Ten students were enrolled with the Distance Education High School. Three students completed the Surf Survival Certificate from Surf Life Saving.

Debating and Public Speaking 2009 has been another successful year for the BWSC public speaking and debating teams. Senior students from the Woy Woy campus spent a lot of time tutoring students at the junior campus throughout the year. We began the year with the UNYA and Rotary Public Speaking competitions, where Year 9 student, Bianca Torrosian, achieved

second in the regional finals and Kalina Knight, was highly commended.

Mrs Farquhar with Bianca Torossian and Kalina Knight

The NSW Premiers Debating Challenge began early in term 2 and continued throughout term 3 where we had record numbers of students participating. Students participated in debates via video conference against schools within region. Term 4 proved to be busy with in-school debating and public speaking competitions to determine the best team and speaker for each year group proved to be very popular. Year 7-8 debating students enjoyed their annual trip to the University of Newcastle for the University Debate Cup. The year ended with BWSC Umina debating students hosting the primary school Peninsula Cup Debating Competition. Students from BWSC became hosts, adjudicators and tutors for the five feeder primary schools participating. It proved to be a most enjoyable experience for all involved.

Digital Education Revolution In preparation for the coming Digital Education Revolution the College had developed a comprehensive digital education program. The College endorsed Moodle as the e-learning platform to support teaching and learning. Staff were provided exceptional professional learning opportunities both internal and external to the College. The highlight of which was our annual two day Learning Conference, “Imagine, Create, Connect”, featuring the world renown speaker, Mark Treadwell.

The Digital Education Revolution delivered in excess of 700 laptop learning devices and two full time Technical Support Officers located at the College. The effective utilisation of these learning devices is a marked change in how we do business. Early observations from students and staff are very positive. Approximately 12% of the

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College currently has wireless connectivity and Phase two, which is scheduled for April 2010, will see this level increased to 95%, which will substantially improve the useability of the devices and assess to our Moodle facility.

The commencement of the DER progam

Lighthouse Program The Career Education Lighthouse Schools Project recognises good practice and encourages innovation in school career education programs by providing funding to schools. The aim of the Lighthouse project is to improve the delivery of career education in schools through disseminating positive examples of career education programs which encourage other schools to develop a planned and coordinated approach to career education. During late 2008, BWSC Umina campus applied for a careers development lighthouse grant to assist with funding our careers program inclusive of the Year 9 mock interviews. We were successful and received funding of $10,000 for 2009. Our project, ‘Preparing Students for Future Employment’ aimed at giving all year 9 students the opportunity to gain employability skills through the schools present career programs in addition leading up to a mock interview day towards the conclusion of the school semester. All students participated in transition and mock interviews which assist their employability skills and acted as a transition bridge to the senior campus. The grant greatly assisted with purchasing up to date careers resources and equipment, programming inclusive of the Australian Blueprint for Career Development Guidelines (ABCD of Careers), and supporting and running of the Year 9 Mock Interviews over the 3 days.

The project was successful and students gained employability skills that can be transferred into the workforce. Parents gained confidence that their child has the skills and techniques to gain employment when necessary. The community benefited by employing students from our campus because they have a greater practical and theoretical knowledge gained from their career development.

Multicultural education

At Brisbane Water Secondary College there is an emphasis on ensuring that all faculties include appropriate multicultural perspectives. We continue to see a rise in enrolments of students from a variety of cultural backgrounds and we recognise, welcome and celebrate this diversity.

Students within the College has exceptional opportunities to experience a variety of cultures first hand. This year we conducted an overseas excursion to Europe. Our planed visit to Fujimi Junior High school Gunma Japan and recipricol hosting opportunities had to be cancelled due to the Swine Flu epidemic.

Respect and responsibility Values are a key component of education at BWSC. The College has three core values, viz;

• Respect

• Relationships

• Commitment

These values are explicitly taught to students in Year 7 as part of our timetabled Welfare and Values lessons.

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Topic 1. Positive Relationships and Positive Environments. Discuss Responsibilities, Manners, Freedoms and Privileges, Rights. Topic 2. Bullying and Resilience. Discuss Verbal and Emotional Harassment, Physical and Non-Physical Bullying, Strategies for dealing with bullies, who to go to for help. Topic 3. Values - Respect. Discuss self respect, how are we different to our classmates? , stereotypes, self esteem, who do you respect? Topic 4. Crime Prevention. Discuss shop lifting, offensive behaviour, stealing, vandalism and arson and The Young Offenders Act.

The College also introduced Positive Behaviour Learning (PBL) in 2009. This program has been adopted within our learning community from Kindergarten through to Year 12. The basis of this program is the explicit teaching of expected behaviours and values with an emphasis on rewarding positive behaviour.

Sports Academy 2009 started with the Rugby League Sports Academy Induction and 2008 award winners service. Josh Ford and Chris Bainbridge received the student of the year Awards for their efforts in 2008 and Bennet Leslie and James Murphy also received Commitment Awards.

Woy Woy Leagues Club

Supporting Jason Haywood

After completing their relevant Modified Games and International Games Coaching Certificates the yr 11 and 12 students started the peninsula primary schools coaching program in conjunction

with Woy Woy Rugby Leagues Club and Country Rugby League. The students also completed the Mini and Modified Rugby League Referees Certificate, instructed by Shayne Hayne (2009 NRL, State of Origin, Grand final and World Cup Referee) and completed the practical competencies when refereeing the local Junior Rugby League and school fixtures through out the season. In 2009 the open boy’s team participated in the Elite Schools St Marys Cup competition coming third in the Senior College division. Our team gained valuable experience by participating in this competition and playing Westfields, Matraville and Endeavour Sports High Schools. The College also competed in the Prestigious University Shield and were runners up in the Central Coast Arrive Alive Cup.

Action against Matraville High The Woy Woy Cup was conducted in term three and provided the opportunity for the students to utilise their Sports Administration and Refereeing skills. The students performed their duties with high distinction during the primary school gala day controlling over 24 games including semi finals and finals. Term four high lights included the resistance training unit, alternate sports program, sports nutrition program and the Leadership camp and hike in the Ku-ring Gai National Park.

Woy Woy Cup

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We wish the year twelve students who completed the program good luck for the future and look forward to continued success in 2009 and beyond. We would also like to wish good luck to our departing Yr 11 student Brayden Wiliame who has been contracted by the Melbourne Storm to play in the National Under twenty’s competition. The Sport Academy once again would like to thank the help and support of Woy Woy Leagues Club for their ongoing financial, technique and educational support. The program continues to grow giving the students knowledge and experience of the Rugby League Industry with particular attention to Sport Administration, Refereeing, skill development and coaching, first aid, nutrition, conditioning and recovery and player welfare and management.

Vocational Education Academy VET is a key component of the curriculum offered at Brisbane Water Secondary College. The framework subjects provide valid pathways for many of our students. In recognition of the importance of VET within our school the College has introduced the VET Academy. In addition to the full scope of VET Frameworks offered at the College the Academy also includes the new Trade School, with exceptional state of the art Nursing and Allied Health Training facility.

The recognition of our College in providing VET opportunities was further enhanced this year when we were announced as a “CITE” (Centre for Industry Training Excellence). This announcement has allowed us to commence planning for upgraded Hospitality facilities, which will be completely refurbished by the end of 2010.

The College is piloting the introduction of VET in Year 10. This will see 60 selected students begin an “Early Commencement” of their HSC in the framework areas of;

• Information Technology

• Retail

• Entertainment Industries

Key highlights of 2009 include;

• Tanya Ryan won the Central Coast VET Student of the Year in Business Services

• Kane Stuart- Tatham won the Community Enterprise Project Award for his work in Information Technology

• James Johnson won the Laycock St Theatre Staging Award

• Chad Davis won the Australian VET Student of the Year Awards

• Four of our Entertainment students were chosen to represent the school at the Sydney Schools Spectacular.

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Progress on 2009 targets

Target 1 Improved Literacy results in Year 9 NAPLAN Test. 16% or more of the student cohort achieve a Band 9 or 10. 26% or less of the student cohort achieve a Band 5 or 6 This target was not achieved in 2009 Although 16% of the 2008 cohort achieved Bands 9 or 10, in 2009, the closest to the target was in Spelling where 13.6% achieved in these bands. Although 28 % of the 2008 cohort were placed in Bands 5 and 6, the only element in 2009 where the target was reached was in Spelling where27.8% of students were in these bands.

The College Management Group have reviewed our current practices with a focus on ensuring that we achieved a significant improvement in 2010. As a result the College has provided all staff with significant professional development opportunities in:

• The explicit teaching of literacy

• Quality Teaching framework • Detailed analysis of group and individual

results by Teams and Faculties • Professional development of staff in

Naplan testing, marking and analysis of questions

• Faculty preparation of support materials to help develop the skills base

• Examination preparation skills to increase the rigor applied to test situations

• Trial Naplan testing to familiarise students with exam conditions

• Feedback to students designed to develop examination techniques and skills

• Narrative skills development as a sequential learning experience for students

Target 2 Improved Numeracy results in Year 9 NAPLAN Test. 16% or more of the student cohort achieve a Band 9 or 10. 30% or less of the student cohort achieve a Band 5 or 6 This target was not achieved in 2009 Although 15% of the 2008 cohort achieved Bands 9 or 10, in 2009, 12.4 % of the 2009 cohort achieved in these bands.

Although 32 % of the 2008 cohort were placed in Bands 5 and 6, 31.1% of the 2009 cohort were in these bands. This was slight improvement, but still short of our target.

Target 3 Attendance of students at the Middle School Campus to meet or exceed 88.2%

Our overall yearly attendance for students in Years 7-9 was 84.1% which is in deficit of our intended target.

As mentioned earlier the Umina Campus conducted a review of their Attendance procedures at the commencement of 2010. As a result of this review revised quality systems were implemented. This has resulted in improved data collection and a more accurate record of whole and partial absences. It is the opinion of the College Management Group that daily attendance has in all probability improved in comparison to 2008 but this is not reflected in reporting data due to the changed method of collection.

Target 4 Attendance of students at the Senior School Campus to meet or exceed 88.2%

In 2009 student attendance for the Senior School Campus was 85.2%. Progress was achieved through the year with attendance in Term 3 rising to 87.4% and in Term 4 to 89.8%. Strategies to achieve the target included: The installation of a new computerised attendance Program, First Class. This allowed for a more efficient and accurate system. Professional devleopment of staff in Roll marking. Series of informational materials supplied to parents in the newsletter and via direct mailings, supported by addresses at appropriate gatherings, eg. Subject Selection Evenings, highlighting the College expectation in relation to attendance and strategies to assist parents

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Target 5 24 School based apprentices / trainees (SBAT’s) enrolled by the completion of 2009 In 2009 22 students in the College were enrolled in SBAT courses. These included:

• 5 in Aged Care • 5 in Hospitality • 4 in Retail • 3 in Information Technology • 2 in Transport and Distribution and, • 1 in Jewellery Making, Plumbing and

Pharmacy. Another 4 students completed a Certificate 3 in Health Services Assistance through Northern Sydney Central Coast Area Health. This is the equivalent qualification to an SBAT.

Target 6 The establishment of a minimum of six effective learning community committees that have clear terms of reference, targets and accountability

The College Management Group identified the need for the following College Committees;

• Aboriginal Education

• Creative and Performing Arts

• Curriculum

• Environmental Education

• Professional Learning

• Transition

• Technology 4 Learning

• Uniform

Each committee has a written set of protocols which includes;

• Composition

• Terms of reference

• Meeting frequency

• Reporting requirements

Each committee is representative of key stakeholders within the College community. Each of these committees has now been established

and meetings are scheduled throughout 2010 and are indicated on Campus Calendars.

Key evaluations It is a requirement for all NSW public schools to conduct at least two annual evaluations – one related to educational and management practice and the other related to curriculum. In 2009 our school carried out evaluations of College policies and Stage 5 VET.

Educational and management practice As a College operating across two separate sites it is vital that we conduct vigorous examinations of our practices to ensure that both Campuses operate in a complementary manner than most effectively supports students learning needs.

Background

Since the College commencement in 2002 there has been an attempt to align operation on both Campuses wherever practical and possible. Individual Campuses have however retained the responsibility for the development and implementation of individual policies and protocols.

Findings and conclusions

A desktop audit was conducted of the policies of both Campuses. Whilst it was obvious that there was significant effort that had been expanded in policy development on both Campuses there was significant opportunity for improvement.

Key concerns included:

• Not all policies located in a central assessable location on each campus

• Lack of version control and currency on many policies

• No indication of author or updates

• Lack of reference to current DET policy

• No visible proof that the policy had been endorsed by the site manager

• Significant deviation between Campus policies

• Lack of a common presentation led to reduced readability

Future directions

The College Management Group has endorsed a College template. The template included the following key features;

• Name of policy

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• Author – Date of writing

• Author of updates and version control

• Links to DET and or BWSC policies

• Guiding principles

• College principles

• Individual Campus Implementation Protocols

• Consultation process

• Staff professional learning

• Success Indicators

• Revision

• Endorsement by College Principal, Umina Campus Principal and Woy Woy Campus Principal.

In 2010 all key College Policies will be reviewed and rewritten using the new template and stored on the College Moodle server.

Curriculum The structure of the College affords our students with a diverse curriculum that is not attainable in a more traditional structure. The College is committed to reviewing the curriculum offered to ensure that we meet the needs of our students and the community.

Background

The College is committed to exploring innovative curriculum structures as is evidenced by our:

• Team structures to support Middle Schooling

• Academy structures in the Senior Campus

• Offline curriculum to facilitate cross campus teaching and learning opportunities.

In 2009 the College introduced a pilot program to allow a small number (60) of students to commence VET subjects whilst in Year 10.

Findings and conclusions

The College Head Teacher VET lead individual interviews to assess the suitability of the pilot program and the students involved. Key findings included;

• As the Year 10 students had to be removed from one elective class to complete the VET subject there was a significant reduction in the number of students in some elective classes

• Many of the students in the Year 10 cohort performed at or above the level of students in Yr 11

• Less than 55% of students elected to continue the subject in 2010. This is in comparison to approximately 85% of Year 11 students

• Students reported the work load as significantly more than expectation

• The introduction of Yr 10 VET and a negative effect of VET the following year

• Regional VET Consultants highlighted the difficulties in delivering VET in Stage 5 and the need for a future pathway for Retail students

Future directions

A further review will be conducted at the end of 2010 to assess the overall success and to measure the number of students who pursue a Certificate III in their chosen area.

Professional learning Brisbane Water Secondary College places great importance on the Professional Learning of all staff. Individual staff are supported to develop a Personal Professional Learning Plan. Additionally the College conducts an annual two day target learning conference in Term 1. Umina Expenditure

Professional Learning by category

28%

21%

17%

13%

QT Literacy & Numeracy

Information Communication Technologies

Leadership and Career Development

Begining Teachers

Woy Woy Expenditure

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Professional Learning by category

26%

33%

21%

13%

QT Literacy & Numeracy

Information Communication Technologies

Leadership and Career Development

Begining Teachers

TOTAL FOR 2009 $46,505.26

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School development 2009 – 2011 The College has an established Strategic Improvement plan in place for 2009 – 2011. This includes the identification of key targets and strategies to realise the targets

The plan articulates three priority areas.

STRATGIC PRIORITY 1 Maximising student engagement, learning and educational outcomes through quality teaching. Outcomes • All students achieve optimum literacy,

numeracy and technology skills to maximise their engagement with leaning

• Parity of outcomes for Aboriginal students • Student attendance and retention to Year 12

equals or exceeds state averages • Strengthened teacher capacity to improve

student learning outcomes

STRATGIC PRIORITY 2 Implementation of Connected Learning strategies that meet the needs of students in a digital age. Outcomes • Blending innovative pedagogical practices

with emerging technologies to develop outstanding educational resources

• Establishment of sound infrastructure common to both campuses providing an outstanding learning environment

• Enhanced teacher quality in the effective integration of technology into classroom teaching and learning

STRATGIC PRIORITY 3 Establishment of a dynamic learning community based upon collaborative independent relationships with local primary schools and surrounding communities. Outcomes • Schools/ campuses work collaboratively to

improve student academic and welfare outcomes.

• Enhanced community relationships and environmental sustainability

• Enhanced communication practices with all key stake holders

• Quality transition programs

Targets for 2010 The following targets are a statement of change that the College aims to bring about in the 2010

school year. Each target is specific and measurable and focuses on improved teaching and learning opportunities for students in the College.

Target 1 Improved Literacy results in Year 9 NAPLAN Test. 18% or more of the student cohort achieve a Band 9 or 10. 26% or less of the student cohort achieve a Band 5 or 6

Strategies to achieve this target include:

Teams to develop Literacy Action Plan for Year 9 classes that clearly identify strategies for high and low achieving students.

STLA & Learning Support Coordinator to identify students with high needs and create Individual Education Plans.

Implementation of effective Personalised Learning Plans for all Aboriginal students that identify areas of need based upon quantifiable evidence.

Our success will be measured by:

Direct reporting of NAPLAN results

Target 2 Improved Numeracy results in Year 9 NAPLAN Test. 16% or more of the student cohort achieve a Band 9 or 10. 30% or less of the student cohort achieve a Band 5 or 6

Strategies to achieve this target include:

Teams to develop Numeracy Action Plan for Year 9 classes that clearly identify strategies for high and low achieving students.

STLA & Learning Support Coordinator to identify students with high needs and create Individual Education Plans.

Implementation of effective Personalised Learning Plans for all Aboriginal students that identify areas of need based upon quantifiable evidence.

Our success will be measured by:

Direct reporting of NAPLAN results

Target 3 Attendance of students at the Middle School Campus to meet or exceed 88.2%

Strategies to achieve this target include:

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Review systemic practices and confirm Campus protocols and provide immediate and appropriate staff professional development.

Reduce Stage 4 and 5 long suspensions by 2.5% Attendance of Aboriginal students demonstrates parity with the wider student cohort. Identified executive has the responsibility for the progress of Aboriginal students with regard to their PLP. Intervention and notification strategies implemented for students of concern

Series of informational materials supplied to parents in the newsletter and via direct mailings, supported by addresses as appropriate gatherings, eg: Subject Selection Evenings, highlighting the College expectation in relation to attendance and strategies to assist parents Our success will be measured by:

College based recording of student attendance through the use of the OASIS software package. Accuracy of data confirmed via DET audit protocols.

Target 4 Attendance of students at the Senior School Campus to meet or exceed 88.2%

Review systemic practices and confirm Campus protocols and provide immediate and appropriate staff professional development.

Series of informational materials supplied to parents in the newsletter and via direct mailings, supported by addresses as appropriate gatherings, eg: Subject Selection Evenings, highlighting the College expectation in relation to attendance and strategies to assist parents Our success will be measured by:

College based recording of student attendance through the use of the OASIS software package. Accuracy of data confirmed via DET audit protocols.

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

Stephen Harris, College Principal

Frank Gasper, Middle School Campus Principal

Pamela McAlister, Senior Campus Principal

Warwick Bateman, Deputy Principal

Kirrily Harvey, Deputy Principal

Gus Vrolyk, Deputy Principal

Ruth Brown, Head Teacher Welfare

Jeff Phillips, Head Teacher C.A.P.A.

Larry Thompson, Head Teacher Administration

John Lynch, Head Teacher Administration

Warren McGuire, Head Teacher VET

Rob Harwood, Careers Advisor

Geoff Spence, Agriculture Teacher

John Maxwell, Teacher / TEPA Coordinator

Katie Austin, Teacher

Matt Marker, Teacher

George Ruzek, Teacher

Nerida Lewis, Teacher

Bruce Donaldson, P&C President

Bruce Graf, P&C President

School contact information Brisbane Water Secondary College Middle School Campus Veron Road Umina, 2259 Ph: (02) 4341-9066 Fax: (02) 4343-1704 School Code 8513

Brisbane Water Secondary College Senior School Campus Edward Street Woy Woy, 2259 Ph: (02) 4341-1600 Fax: (02) 4344-263 School Code 8374

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

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