Duncraig Senior High · PDF fileDuncraig Senior High School Annual Report 2015 ... self-respect provide a secure environment that enhances ... Homework Club. The school offers two

DUNCRAIG

SENIOR

HIGH

SCHOOL

ANNUAL REPORT 2015

Duncraig Senior High School

Annual Report 2015 | Page 2

VISION Duncraig Senior High School provides a caring, engaging and supportive learning community, which fosters a culture of excellence to produce resilient, life-long learners in a rapidly changing world.

The SCHOOL MOTTO ‘CARE – ENGAGE – EXCEL’ is recognized by the community and used as a common language in school signage and publications. SCHOOL VALUES We believe: POSITIVE RELATIONSHIPS are the key to

success

in INDIVIDUAL OWNERSHIP of learning

in striving for PERSONAL BEST

in the CELEBRATION of EXCELLENCE

SCHOOL-WIDE PEDAGOGY Teaching and Learning within the school is based upon the following five (5) principles: Respect We value and care for all members of the community. Mutual and

self-respect provide a secure environment that enhances learning. Achievement Successful people maximise their potential to achieve personal

goals and enjoy the learning process. We strive for our personal best and celebrate success.

Collaboration Working together provides the opportunity to share ideas and experiences and to benefit from the input of others. We learn together and from one another.

Engagement Engaged people are motivated to extend their horizons, take individual ownership of learning and seek excellence. They are likely to be more creative, enthusiastic, persistent and inclined to take risks.

Relevance Learning is enhanced when we connect what we are doing with life experiences. The learning process must also cater for the different ways in which people learn and acknowledge their current stage of development.



SCHOOL PURPOSE Our School-Wide Pedagogy gives the school its distinctive PURPOSE, which differentiates our objectives for all students from those of other schools. Objective 1: Students develop respect for all members of the community. Objective 2: Each student achieves his/her personal goals and enjoys learning.

Success is celebrated. Objective 3: Students and staff develop the skills to work as effective team

members. Knowledge and skills are shared to improve learning. Objective 4: Students are fully engaged in their education and are prepared for

further education, training or employment. Objective 5: Students see relevance in learning and value it as an integral part of

their development. The School The School is a vibrant secondary school catering for approximately 1315 students from Duncraig, Padbury and surrounding areas. The School is situated in the western suburbs on the coastal strip some 18km from Perth and 2km from the ocean. Its position is advantageous in terms of accessibility and also the cooling influence of sea breezes in the warmer summer months. The catchment area would be described as middle-to-high income socio-economic status. Parents are generally very supportive of the school and the P&C is very active within the school. The current student enrolment includes students from Year 7 to Year 12. Year 7 students joined the high school for the first time in 2015 and throughout 2014 Duncraig SHS underwent a building program to cater for the increase in enrolments. The building program has included a new block of 11 classrooms that has created a safe space and an age appropriate transition into high school for our junior students. A new Administration building, entry to the school, improved parking and drop areas for students and an attractive outdoor amphitheatre were also built giving the school a vibrant and colourful new entry. In 2015 the third stage of the building program was completed providing the school with a dedicated Student Service Centre, new gymnasium and sports change rooms and an upgraded Performing Arts Theatre. All Lower School students are taught by subject specialist teachers and with a comparatively larger upper school student population, the school is able to offer a wide variety of courses for senior students, who are then able to go on to University, TAFE or employment. 2015 was Duncraig‟s sixth year as an Independent Public School. The School Motto of Care, Engage and Excel, and the School Wide Pedagogy of Respect, Achievement, Collaboration, Engagement and Relevance (RACER) are embedded in all aspects of the school‟s life.



INDEPENDENT PUBLIC SCHOOL Late 2009 saw Duncraig become one of the first 34 Independent Public Schools in Western Australia. This provided an excellent opportunity to maximise the educational outcomes for our students. The school established the Business Plan 2010-2012 and a new School Board came into operation under the Chair of Mr David Ford who has continued in this role to the present day. The School Administration works in coordination with the Board in reviewing school performance and resourcing priorities within the school. During Term 3 2012, Duncraig underwent an Independent Review conducted by the Department of Educational Services (DES). The review was one of the first to be undertaken by an Independent Public School in WA and involved three DES reviewers spending several days in the school talking to staff, students, parents and School Board representatives. The DES reviewers also analysed evidence and performance data and the following extracts are from the review findings: “The school presents as a caring place where learning and high achievement are encouraged. All students, with their diverse needs, are supported and the school promotes an expectation of high student outcomes.” The reviewers commended the school for:

A very positive culture and provision of a safe and inclusive community for its students and staff

Its high reputational capital both within its own community and the wider community

The use of the RACER principles to provide an overt sense of unity and purpose throughout the school

Developing a shared understanding of curriculum expectation for ongoing discussions about student achievement and the refinement of curriculum provision

The extensive consultation involved in the review of the Business Plan which included participation of all staff, the Board and members of the community

The provision of quality special programs and co-curricular programs. The full Independent Review Findings can be found on our school website. Business Plan 2013-2015 Following the Independent Review in 2012 a new Business Plan 2013-15 was established. The Business Plan has 24 targets set out under the five general headings; Student Achievement, Student Engagement, Staff Development, Resources and Infrastructure and Community and Partnerships. The Business Plan 2013-2015 is available on the school website and will undergo the next review by DES early in 2016. By the end of Term 1 2016 a Business Plan 2016-18 will be established.



STAFF As an Independent Public School all school teaching staff are selected on merit. Duncraig Senior High School is a sought after school by the teaching profession. As a consequence there is a stable, experienced and highly committed teaching body at Duncraig. In addition to the Principal, three Associate Principals and Manager of Corporate Services, there is a Senior School Coordinator and a Lower School Coordinator, eight Heads of Learning Areas responsible for the management of the various curriculum areas in the school and a full time Vocational Education and Training (VET) Coordinator. Pastoral care is an ongoing school priority and a strong Student Services Team exists to promote and monitor student welfare. This team consists of Administration, Lower and Senior School Coordinators, Year Coordinators (one for each year), Gifted & Talented Coordinator, School Based Academic Extension Coordinator, Nurse, Psychologist, VET Coordinator, Chaplain, Students at Educational Risk (SAER) Coordinator, Literacy Coordinator and Learning Support Coordinator.



PROGRAMS OFFERED Specialist programs offered at Duncraig SHS include the Gifted and Talented Academic Program (G&T) for students in the top 5% of the State and the Triathlon Program for gifted athletes. The G&T program provides a stimulating, challenging and enriched educational environment and is available for students outside our local intake boundaries. A School Based Academic Extension Program (SBAE) for academically able students is also an integral part of the school and runs parallel to the G&T program. The Specialist Duncraig Triathlon Academy accepts up to twenty-four (24) cross boundary, high performing athletes into this sports program each year. The School has developed an excellent partnership with Triathlon WA. The Duncraig Triathlon Academy goes from strength to strength and is at the forefront of State and National competitions. In addition to these specialist programs, Duncraig offers a wide range of academic courses – English, Mathematics, Science, Society and Environment, Art, Technology and Enterprise, Physical Education. Duncraig also offers courses in French (Years 8 -12), Indonesian (Years 8 & 9), Chinese (Years 8, 9 & 10) and Music. The Lower School subjects lead into a wide range of Senior School courses in Years 11 and 12. These include the high level academic subjects such as Literature, Physics, Chemistry and Mathematics Specialist for students on a University pathway and a range of certificate courses for students seeking to continue their education at TAFE or in the workforce. Certificate courses on offer in 2015 include Certificate II in Music, Dance, Community Services – Child Care, Creative Industries - Media and Sports and Recreation; Certificate II and III in Visual Arts -Technical Graphics and Business. Other innovative programs offered at Duncraig Senior High School include: The largest WA Bushranger Cadet Unit operates at Duncraig SHS and is run in partnership with the Department of Environment and Conservation. Approximately 8% of the student population participate in this program and receive WACE recognition for their work. This program provides wonderful leadership team building and service opportunities for students and has an excellent standing in the school community. A strong music program caters for a large number of students from Years 7 to 12. A number of ensembles and orchestras exist within the school. Music students undertake an international/national tour every three years with the next tour planned for 2016 following their successful New Zealand tour in 2012.



Homework Club. The school offers two x 1.5 hour homework sessions in the School‟s modern library after normal school hours, where students are assisted with their work by experienced teachers in the areas of English, Mathematics, Science and Humanities and Social Sciences. Breakfast Club. The „Breakfast Club‟ is a program for high achieving ATAR students. Highly successful past students attend as Guest Speakers to inspire, encourage and motivate. Becoming a member of the „Breakfast Club‟ is highly sought after and is part of a wider program to assist students to achieve their personal best in their academic studies. Year 12 Mentoring Program. The Year 12 mentoring program is designed to support all Year 12 students as part of a multi-faceted program involving administration, student services and Form teachers. Each student meets with a mentor to discuss their progress and set goals. Support structures are then established based on individual student needs. Year 12 Goal Setting Program. As part of a holistic program to encourage all students to understand their potential and set targets to achieve personal best, external consultants provide objective advice and support to all students to reach their post-secondary aspirations. Regular meetings and ongoing monitoring are key features of the program. Master Classes. Our highest achieving Year 12 students are invited to participate in intensive weekend Master Classes in which external specialists provide support materials focused on helping high achieving students to meet their full potential. Students enjoy the collaboration with like-minded students and the recognition that outstanding achievement is something to be applauded and not hidden. The Duncraig Secondary Education Support Centre is a separate school co-located on the site. It provides a valuable program for Years 7 to 12 students with learning disabilities. These students are integrated into the High School program in areas such as School Sporting carnivals, the School Ball and in some of the optional subject areas providing a strong inclusive environment for all students.



OUTSTANDING STUDENT ACHIEVEMENT Duncraig has a reputation for high academic standards and the Leavers of 2015 achieved outstanding results in both the ATAR and non-ATAR areas. Duncraig SHS was ranked 37th in the League Table calculated on the number of students achieving more than 75% and 38th in the League Table calculated on the number of students achieving more than 65%. While League Tables are only one measure of success, they do help to give support to the strategic directions in our Business Plan 2013 - 2015 and demonstrates the strength of leadership and professionalism of the leaders and teaching staff over that period. The following is a summary of Duncraig‟s achievements in 2015:

Median ATAR 81.5 o 26% of our ATAR students achieved an ATAR in the top 10% of the

State. o Over 50% of our ATAR students were in the top 19% of students in

the State. o 73% of our students received an ATAR above 70 allowing them the

choice of any university other than UWA. o 94% qualified to attend one of the four Perth public universities.

4 students achieved an ATAR of 99+. Daniel Vu 99.85, Blake Hillwood 99.85, Finbarr Foy 99.2 and Nikolai Price 99.0.

13 students achieved an ATAR of between 95 and 99 and 16 students achieved an ATAR of between 95 and 99

Two Certificates of Distinction - in top 0.5% Blake Hillwood for Mathematics and Ester Bolgia (VET) for Business Services and Information & Communication.

Eight Certificates of Commendation: (at least 10 A Grades over Years 11 & 12) Daniel Chiswell, Ahmed Farhath, Finbarr Foy, Blake Hillwood, Nikolai Price, Olivia Ryan, Daniel Vu and Sonna Yawary.

VET Achievement: o 50% or 113 Year 12 students participated in VET o 94% or 106 students achieved a Certificate ƖƖ or higher! o 50 students achieved a Certificate ƖƖƖ o 2 students achieved a Certificate ƖV

This continues the positive trend established over the last 3 years.



Science Petroleum Club of WA. This club expands the student‟s knowledge of the Oil and Gas Industry with industry representatives presenting to both classes. The students formed groups and researched different careers in the industry. Two groups were chosen to represent the school and presented their career choice at Curtin University.

Participants in the Marine Biologist Career Group were Liam Berryman, Emily Chandler, Taylor Edwards, Laura Harris, Robin Walsh, Kiera Winchester.

Participants in the Petroleum Engineer Career Group were Samantha Hobson, Jasmin Htun, Grace Jaffar, Krista Mullally, Ayesha Qureshi

RIO TINTO Big Science Competition. Our students received 13 High Distinctions, 47 Distinctions and 98 Credits.

High Distinctions were awarded to: Year 7 Kurt Elferink and Maxim Silversmith Year 8 Shannon Hammond-McKenzie, Callum Innes, Aidan

O‟Sullivan, Sean Sutton Year 9 Sophie Batterbury, Astrid Osborne, Hannah Walters Year 10 Tighe Gilmore, Grace Jaffar, Harshil Patel Year 12 Andre Macleod Anthony

RACI National Chemistry Quiz Our students were awarded 14 High Distinctions, 32 Distinctions and 45 Credits. High Distinctions were awarded to:

Year 7 Luke Chandler-Hopkins, Jake Tattam, Year 8 Kate Cresswell, Callum Innes, Daniel Oliver Year 9 Shannon Oo, Hannah Walters, Nick Zhang Year 10 Xin Wei (Andy) Hu Year 11 Kok Wei (Dennis) Cheng, Aaron Jenkins, Ben Medley Year 12 Finbarr Foy and Blake Hillwood.

University of NSW Education Assessments Australia Competition. Our students received 2 High Distinctions, 20 Distinctions, 50 Credits and 10 Merits.

Science Olympiads in Physics and Chemistry. Three Year 11 students were invited to participate in the Science Olympiads in Physics and Chemistry.

Kok Wei (Dennis) Cheng achieved a High Distinction in Chemistry and a bronze medal and a Credit in Physics.

Aaron Jenkins achieved a Distinction in Physics.

Connor Marlow achieved a Credit in Physics.



Mathematics The International Competitions and Assessments for Schools (ICAS) Years 7, 8, 9 and 10 students. Distinctions with scores over 90%

Year 7 (15 students) – Arthur Lund (98%), Louis Comer (97%), Corrina Oo (95%)

Year 8 (7 students) – Briana Jansen (98%), Josephine Mah (97%), Kieran Chow (96%)

Year 9 (5 students) – Nick Zhang (99%)

Year 10 (5 students) – Luke Alexander (97%), Tighe Gilmore (96%) Australian Problem Solving Mathematical Olympiads (APSMO) Year 7 (Junior) and Year 8 (Senior) SBAE and G&T classes entered as a class and individually. The Year 7 SBAE class came in the top 25% in the Junior Competition. In the top 10% we had 11 Year 7 students and 7 Year 8 students. In the Australian Mathematics Competition (AMC) High Distinctions were awarded to the following students Year 7 - Maxim Silversmith (100%) and Louis Comer (99%) Year 8 - Josephine Mah (99%) Year 9 - Nick Zhang (99%) Year 11 - Ben Medley (96%) Year 12 - David Vasilevski (99%) Distinctions (85%+) were awarded to 14 Year 7 students, 9 Year 8 students, 7 Year 9 students, 7 Year 10 students, 3 Year 11 students and 6 Year 12 students.

Have Sum Fun Online Competition We entered 2 teams from each year group. Year 7s came 15th and 27th out of 79 teams. Year 8s came 7th and 11th out of 81 teams. Year 9s came 7th and 12th out of 60 teams Year 10s came 10th and 30th out of 33 teams.

Have Sum Fun Quiz Competition We had 2 teams in Year 11/12 made up of our Specialist Maths students, 2 Teams in Year 9/10 and 2 teams in Year 7/8. All of the students had a great time and thoroughly enjoyed participating in a Maths Quiz!



English Opti Minds – Language/Literature Challenge The Year 7 team comprising of Gifted & Talented (G&T) students Divya Maurya, Dinhara Jayawardena, Aislinn Fischer and Mercedes Quinlan were State Finalists for the third year running and won the Creativity Award for scoring the highest points overall in the Spontaneous Challenge at the Regional Finals. The Year 8 Team comprising of Gabriel Merga, Casper Leonard, Freddie Forshaw-Ellis, Zane Huntley, Justin Warland, Annie Atkinson and Abbey Smith were victorious in the State finals and represented WA in the Australian finals where they came second.

International Competitions and Assessments for Schools (ICAS – English) All Year 8-10 students in G&T and SBAE participated. For Year 7 the school average score was 34.7, compared to 32.2 for the Australian national average score. For Year 8 the school average score was 37.5, compared to 32.9 for the Australian national average score. For Year 9 the school average score was 38.9, compared to 37.5 for the Australian national average score. For Year 10 the school average was 39.7 compared to 39.5 for the Australian national average score. There were three High Distinctions: Lara Bartels (Year 9 G&T), Shannon Hammond-McKenzie (Year 8 G&T), Briana Jansen (Year 8 G&T), 21 Distinctions, 66 Credits, 31 Merit and 90 Participation certificates.



Humanities and Social Sciences

Education Minister, Peter Collier, Visit to DSHS The Education Minister, Hon. Peter Collier MLC, came to DSHS to take a full lesson of Year 11 Politics and Law. The students were engaged in his presentation, although were quite shy around a person they had been learning about in class. Mr Collier was able to give a first person account of the structure of the Legislative Council and Assembly, in particular how laws are passed and the relationship between the major parties in West Australian politics. 2015 ANZAC Centenary Tour (Sydney/Canberra) In April 2015, approx 40 Year 10 students and 3 teachers went to Sydney and Canberra to commemorate the ANZAC Centenary. They attended the Dawn Service and Last Post at the War Memorial, visited Parliament House, the AIS and many other famous Australian institutions.

The 2015 Premier’s ANZAC Student Tour (Gallipoli) Two State Finalists from the 2014 Premier‟s ANZAC Competition, Jett Fisher (Year 11) and Nick Stevens (Year 10) were chosen to go on a trip of a lifetime to Gallipoli to commemorate the ANZAC centenary with 30 other West Australian students. On return, Jett in particular was active in speaking to community groups, the school, individual classes and students about his experiences.



Premier’s ANZAC Essay Competition 2015 63 Year 10 G&T/SBAE students participated in the 2015 Premier‟s ANZAC Essay Competition. One student, Benjamin Olsen, was selected as a candidate and although he was not successful, wrote an insightful essay on how war divides or unites the West Australian community. Business, Economics & Politics and Law Symposium The Year 11 Economics, Accounting and Finance, and Politics and Law students went to a symposium at Notre Dame University in Fremantle, with other Year 11 and 12 students from both the public and private education sector. An informative day, the students engaged in highly relevant small group discussions and lectures from some of the university‟s top professors in each field. CCIWA Student Economic Forum The top four Year 12 Economics students attend the CCIWA forum where they were able to meet other high performing Economics students from other schools, network with business stakeholders and listen to keynote speakers Holocaust Centre & Survivor Story The Year 11 Modern History class, as part of their studies into Nazi Germany, visited the Holocaust Centre where they were able to listen to the emotionally charged stories of Holocaust survivor, Ken. Tourism in the Swan Valley – Geography Field Trip The Year 11 Geography class spent a day in the Swan Valley, investigating the interconnections between this area of Perth and tourism. Herdsman Lake Wildlife Centre As a Geography extension activity in Year 9 G&T/SBAE, the students were given a tour of the wildlife centre, focusing on ecosystems, biomes and conservation of the natural habitat of indigenous animals.



VET/WPL

2 students, Billy Howe and Jas Snellin, won the Federal Government Vocational Student Prize (from 2014 but announced in August 2015).

50 students attended an External Training Institution one/two days per week to complete a qualification over and above their school subjects. These training institutions included Central Institute of Technology, Polytechnic West, West Coast Institute of Technology, Challenger Institute of Technology and the Motor Trades Association.

16 students participated in a School Based Traineeships (SBT) by attending work one day per week at work placements including Spring Hair and Beauty Academy, City Beach Stores, Reece Plumbing, and WA Institute of Martial Arts.

120 Senior School students completed work placements at 200 local establishments including Jetty‟s, Toscanini‟s, Riding for the Disabled as part of their Workplace Learning Course.

The Careers Expo was run on Open Reporting Day in the Library. This was very successful with positive feedback from parents, students, staff and exhibitors.

Try-A-Trade Programs were held for Year 9 and 10 students. 80 students attended Trades North, The College of Electrical Training and MPA.



Computing Preetham Nagarajan – 2nd place in the “Meet the Business Leader” General Knowledge Quiz, which had over 600 participates.

Languages

In the Alliance Française examinations

A High Distinctions (Très Bien) was awarded to:

Burim Emini (Year 11) Distinctions (Bien) were awarded to:

Baptiste Riches and Yana Ryakhovskaya (Year 12) and Stephanie Lafitte (Year 9)

In the Assessment of Language Competence: A High Distinction was awarded to:

Josephine Mah (Year 8) for Indonesian and Mandarin

Distinctions (Bien) were awarded to:

Alexander Scherini (Year 8) for Mandarin

Justin Warland (Year 8) for French and German

Hannah Walters (Year 9) for French

Megan Cosser, Ebony Drage, Kathryn Precious and Jessica Stoves (Year 10) for French



Physical Education Triathlon Achievements Duncraig Triathlon Academy won the SSWA Triathlon Championships for the eleventh consecutive year in 2015. Triathlon students were officials at the State Triathlon Primary Schools' event. Eleven Duncraig Triathlon students qualified to represent WA at the 2015 National Championships; they are as follows:

Cooper Foxcroft

Michaela Maynard

Tara Corrigan

Joanna Robertson

Joanna Maynard

Liam McCoach

Micah Wynter

Brandon Swift

Drew Corrigan

Wes Thomson

Drew Kingham



State Team Representatives: Duncraig is proud of the many students who receive State

team representation. Congratulations to the following 26 students:

Jessica Emery State U18 Girls cricket team

Asa Nowell State & National Kayaking

Tom Keating Hockey

Sam Richardson Soccer

Isla Carr Lacrosse

Cooper Foxcroft Triathlon & Cross Country

Michaela Maynard Triathlon

Tara Corrigan Triathlon

Kiarra Nazaroff Cross Country

Mark McCoach Mixed Netball

Nathaniel Precious State Para Equestrian

Sanneyrah Sauni Netball

Keesha Atkins Australia Ice Hockey

Wes Thomson Triathlon

Drew Kingham Triathlon

Drew Corrigan Triathlon

Micah Wynter Triathlon

Joanna Maynard Triathlon

Joanna Robertson Triathlon

James Vincent Australia Gridiron

Nikolai Price Australia Gridiron

Tarinah Nazaroff Cross Country

Brandon Swift Triathlon & Cross Country

Liam McCoach Triathlon

Daniel Snook State Surf Lifesaving

Denver Farmer Hockey

School athletics: 21 records were broken last year.



Inter-school athletics: In October our Inter-school Athletics Team represented Duncraig in A Grade finishing with a five year high 4th place, and narrowly missed third by 33 points. There were many wonderful performances by our students led by the Nazaroff sisters who won all of their respective 800m & 1500m races. Stefan Rajakovic won Champion Boy in Year 8 and Kiarra Nazaroff won Year 9 Champion Girl. Ansu Muller came 3rd in Year 7 Champion Girl and Tarinah Nazaroff 2nd in Year 12 Champion Girl. There was a great team spirit with a superb effort given by every team member.

Inter-school swimming: In March Duncraig participated in the B Grade Inter-School Swimming Carnival. A team of 75 students went to HBF Challenge Stadium to do their best in the Carnival. There were two year groups who had not experienced a competitive carnival of this type before and both the Year 7 & 8 students were a little overawed at the stadium and the enormity of it all. After warming up the Year 7‟s began the day with freestyle where our „unknowns‟ did well with seven out of eight races featuring Duncraig students in the top three. It was becoming clear that Duncraig were going to win and we did achieve a brilliant 1st place by a massive 259 points. The Year 12 students battled valiantly with some well-trained opponents, before Brody McGowan managed to overpower his opponents on his way to becoming Champion Boy Year 12. We congratulated Brody on his achievement, which was even more outstanding given he was Champion Boy in all 5 years at Duncraig.

Inter-school teams: In 2015 we competed against other schools in boys and girls soccer (4 teams), netball (3 teams), cricket, touch rugby, surfing, body boarding and rugby union.

Cross country: 85 Duncraig students attended the State Cross Country, with the Nazaroff girls both winning their respective year groups and three students Cooper Foxcroft, Tarinah Nazaroff and Kiara Nazaroff making the State team.



The Arts

Visual Art Students have many opportunities to showcase their Art with many being recognized for their talent.

Ray van den Berg's "Rottnest Experience" painting was chosen by the Art Gallery of Western Australia for inclusion in this year's Perspectives Exhibition.

Five Year 12 ATAR students had work selected for the Wanneroo Shire Council's Northern Perspectives Exhibition. They were Ray van den Berg, Rosie Clayton, Yana Abdul Samad, Maisey Geddes and Lucy Callis.

Esther McDowell (Year 11) had her pastel drawing selected for the "Young Originals Exhibition".

Duncraig took 1st, 2nd and 3rd place prizes in City of Joondalup Road Safety Competition (Graphics Section)

Cadets

In 2015 the Unit maintained 69 Cadets and 6 Instructors and one full time community volunteer. The Instructor base consists of school staff and community members. The Bushranger Cadet Unit continues to attract significant community interest and support including from Executive and teachers who take great pride the cadets‟ achievements. Cadets and their instructors completed approximately 10 500 hours of training in 2015 including attending weekly meetings, camps and excursions with a balance between leadership activities, personal challenges, teamwork, skills, environmental conservation activities and community service. Cadets also completed curriculum studies consisting of Community Endorsed Programs in Years 8 to 12 and Senior First Aid Training. In 2015 18 Cadets completed the new Cadets Adventurer Training for Year 7s, 20 Cadets completed Level 1 BRWA Training, 13 Cadets completed Level 2 BRWA Training, 3 Cadets completed Level 3 BRWA Training and 9 Cadets completed Eco Leader 1 and 2 Training.

In addition the Cadet Unit Instructors held four planning workshops and attended a three day Leadership Camp. Two Instructors gained their Senior First Aid and the Chief Instructor received an Award for Excellence from Department of Parks and Wildlife for his service to Cadets. The Unit maintained its stellar programs with the Tambellup community, planting trees in salt affected areas, dune restoration with the Grey Shack Beach community and links to National Parks through work details and activities. A new partnership was form with the Mullaloo Beach Action Group to restore the dunes north of the Mullaloo Surf Life Saving Club. The Unit attracts funding from individuals and also BP Australia. This has facilitated the development of the Cadet Compound and replacement of tents. The Department of Communities and Local Government provides the bulk of the Cadet Unit funding. This organisation, together with support from the DPAW Coordinator, facilitates many new initiatives including the Pedal Prix Challenge, which was continued in 2015 and is set to expand in 2016 to include a 24 Hour race in South Australia. Cadets are requesting more challenge and extension. Many are excelling in school programmes and successfully demonstrate their strengths including winning the Senior School Long Tan Award this year.



STANDARDS OF ACHIEVEMENT – UPPER SCHOOL

WACE Graduation Rates 2015

The WACE achievement rate for 2015 was 96%, consistent with 2014 achievement rate data. Students at risk of not achieving WACE are identified as early and are regularly interviewed and monitored throughout both Year 11 and Year 12. For Year 12 students, a number of additional intervention strategies are employed to support students including:

A Teacher Mentor Program for every Year 12 student – this program is now in its third year.

Student/parent interviews. External consultants work with all Year 12 ATAR students to establish secondary exit

goals and to help provide strategies for success.

A new Senior School structure has been established and is now in its second year. The new structure ensures that each student‟s progress is closely monitored and Students at Academic Risk (SAER) are identified and supported.

ATAR Results 2015

The median ATAR was 81.5 and was the best result in a decade ranking 33rd in the State. Other key achievements included:

Four students received an ATAR of 99+ with two students having an ATAR of 99.85.

Thirteen students achieved an ATAR between 95 and 99

Two students received a Certificate of Distinction (Mathematics and VET)

Eight students received a Certificate of Commendation

91

92

93

94

95

96

97

98

99

100

2011 2012 2013 2014 2015

WACE Graduation



Percentage of students receiving at least one scaled mark of 75 plus and ATAR results

The percentage of students with 1 or more scaled scores of at least 75 was 29% in 2015.

This demonstrated a clear improvement on previous years and in line with a positive trend

over the last few years. Duncraig Senior High has very intentionally adopted a focus of

building and maintaining a “Culture of Excellence”. Collectively called the „Senior School

Improvement Plan‟, focused strategies have been developed and are supported by

the whole school community. These include:

A rigorous assessment period in the first 6 weeks of Year 12, focusing on student

achievement and the importance of striving for their best.

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64

66

68

70

72

74

76

78

80

82

84

2011 2012 2013 2014 2015

Median ATAR

School

State

0

5

10

15

20

25

30

35

2011 2012 2013 2014 2015

Percentage of students with at least one scaled score of 75 plus ATAR

results



Student and parent information sessions where the mark adjustment process and the value

of attaining the highest possible examination result to maximise each student‟s ATAR score

are explained.

One on one goal setting s e s s i o n s w i t h a n external consultant to promote the value of lifting aspirational goals.

WACE revision courses with a focus on examination preparation at three stages of senior schooling:

I. prior to final Year 11 school examinations (after school)

II. prior to Semester 1 Year 12 examinations (after school)

III. prior to Semester 2 Year 12 examinations (on weekends during Term 3)

A financial assistance package to assist Year 12 ATAR students to purchase additional

study resources, attend private provider WACE revision seminars during Term holidays or source any other appropriate assistance.

A „Breakfast Club‟ program to support and motivate identified high achievers in Senior School.

A „FlexiTime‟ program for 1 period each week that provides opportunities for students in Senior School to participate in programs such as Study Sensei, Time Management, Ace Your Exams, Memory Mnemonics (all run by Elevate Education), Stress Management, ATAR Mark Adjustment, TISC Application Process, Making a Success of Year 12.

Adjusting marks for ATAR courses in the two formal reports provided to parents of Senior

School students to reflect the final scaled marks achieved by our students in the p rev ious four years.



Attainment Rate

Duncraig Senior High School remains a highly successful secondary school with the majority of students exiting to universities and the remainder entering employment or further training.

The Attainment Rate of 87% for students achieving an ATAR > 55 and/or Certificate II was significantly higher than previous years, reflecting an improved ATAR performance and development of our VET program.

VET Certificate Courses (Certificate II and above) will remain a focus in 2016 with many new courses now in their second year of implementation along with the new Tourism Certificate II program.

The development of further VET Certificate courses is being encouraged and

consolidated to support the new WACE structure. DSHS will also be developing

Certificate II and higher Certificate courses that can be run as stand-alone courses in Year

12 in 2017 and beyond.

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10

20

30

40

50

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100

2011 2012 2013 2014 2015

Attainment Rate



STANDARDS OF ACHIEVEMENT – LOWER SCHOOL

Grade distribution

Across all Learning Areas there were pleasing results of achievement in Years 8, 9 and 10. This was demonstrated by the percentage of Duncraig Senior High School students who achieved an A or B grade compared to like schools. Department of Education schools were reported as having approximately 45% of students achieving A or B grades on average. Duncraig had very good results with most learning areas achieving well above this result.

59 58 53

63

85

62 59 56

Percentage of Year 7 A/B Grades

58 62 56.5

63

79 71

64 72




50 49.5 58

50

74 76

45

56


53 59

43

60 55

78

67 66




Teaching and Learning strategies and support have been well developed in Lower School:

• 12 staff completed AIC@D in 2015 (full course with conferencing)

• 43 staff completed AIC@D Revisited, a one-day course focusing on Madeline Hunter Lesson design and use of SEQTA as a platform for integrating ICT.

• All teachers have developed teaching strategies using mobile technology to improve

learning

• Elevate Education is operating with all Years 7, 8, 9 and 10 students to develop study skills and effective time management

• The Literacy Support Coordinator worked extensively on persuasive writing across

Years 7, 8 and 9

• IT infrastructure was upgraded across the school with the addition of wireless points and data projectors in all classrooms; Interactive technology has been implemented in 34 classrooms and the library

• At professional learning workshops run regularly after school, teachers have

developed their IT skills for online learning and applied the available technology in the classroom

• Homework Club operates two days a week and is very well attended and supported

by students and teachers.

• Best Performance NAPLAN analysis is helping teachers develop programmes to address areas of weakness.

At Duncraig Senior High School, it is acknowledged that parent involvement is critical for students to perform at or near their personal best and that successful learning comes from commitment of students, teachers and parents to the process. The online Learning Management System SEQTA and associated Marks Book allows parents unprecedented access through Coneqt-P to track their child‟s performance and communicate with teachers.



National testing data

NAPLAN data results are in the expected range with students performing well. Teachers are using a variety of strategies in the classroom to prepare students for all assessments. Examinations are a focus area in Lower School to develop the skills that students require in their Senior School studies to maximise their achievement.

Year 7 This is the first time Year 7 students have sat the NAPLAN at Duncraig SHS so there is no prior data for comparison.

Average Test Score Standards Year 7 Duncraig SHS

Numeracy 572 Reading 570 Writing 525 Spelling 567 Grammar 563

Year 9

Over time, there is a positive trend in Year 9 numeracy average test scores

Over time, there is a positive trend in Year 9 reading average test scores



The decrease in 2015 Year 9 writing results has been noted and is being addressed by Literacy Coordinator Angela Smith.

Over time, there is a positive trend in Year 9 spelling average test scores

The decrease in 2015 Year 9 grammar and punctuation results has been noted and is being addressed by Literacy Coordinator Ms Angela Smith.



Attribute data

Teachers are developing strategies that focus on classroom management to foster positive relationships in the classroom. These strategies are used to engage students and improve academic results. Lower school Attribute Data demonstrates that more than 80% of students are doing their personal best and are behaving appropriately „consistently‟ or „often‟. This is an excellent result indicating that the standard of the learning environment at Duncraig creates the positive achievement seen in the grade distributions.

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Con Oft Som Sel Con Oft Som Sel Con Oft Som Sel

Works to the best ofhis/her ability

Behaves appropriately Is well organised

Lower School Attributes



Priority 1 – Instructional Strategies

At Duncraig Senior High School we strongly believe that teachers have the greatest impact on the learning process and if we can improve the quality of the interaction between teachers and students then we will improve the learning outcomes for our students. In 2015 teachers have continued to develop their Instructional Strategies and Classroom Management skills working in collaboration with the Teaching and Learning Coordinator Ms Tricia Gilbert. In 2015 Mr Wade Norman was also appointed as IT Coordinator to provide more assistance to staff. Ms Gilbert, in partnership with the Department of Education‟s Classroom Management Strategies (CMS) team, has continued delivering the 4 day Advanced Instructional Course at Duncraig (AIC@D) to a further 12 teachers in 2015. The percentage of current staff at DSHS having completed AIC@D over 2013-2015 is 70%. Embedded in the AIC@D program is the Department of Education‟s highly commended 3 day Instructional Strategies for Engagement course. Each professional development day undertaken by a teacher is followed with a „conference‟ where the teacher is observed implementing the strategies developed in the course and is given non-evaluative positive feedback from the trained observer. In essence the teachers reflect on their practice and are encouraged to continue building their teaching and learning toolbox of strategies to improve student learning. To help with the focus of using technology in the curriculum, Ms Gilbert has integrated technology through the AIC@D program. A large focus of the program in 2015 has been to mentor, support and assist teachers working with technology in classrooms, in particular using the schools online learning management system SEQTA to support the pedagogy they have developed through AIC@D. A rotation was set up so Mr Norman and Ms Gilbert could assist staff with integrating technology into their classrooms by regularly visiting each department. In addition, at the beginning of the year, a great deal of support was provided with the transition of Year 7s and 8s into high school with their BYO devices. They have also developed online resources for staff which are available on the SEQTA portal. 43 staff participated in an “AIC@D Revisited” course in 2015 to refresh and apply instructional skills whilst using the SEQTA platform for delivery. This included staff who had already completed the full AIC@D course, and new staff to the school. Workshops on using IT in the classroom were also conducted on Professional Development days after identifying through staff survey feedback that they would like additional support in these areas.

The development and establishment of a SCHOOL WIDE PEDAGOGY

incorporating the implementation of Instructional Strategies in the classroom.



PRIORITY 2 – LITERACY

The development of a Literacy Program across all Learning Areas focused on raising standards in all areas of Reading, Writing and Spelling

Literacy remains an important priority at Duncraig and all Learning Areas have literacy strategies in place to address this aspect of education in a manner relevant to each subject.

The changes in WACE examinations to incorporate more short answer responses have facilitated a change in focus from essay structure to paragraph and sentence structure. Information about sentence and paragraph structure is in the 2016 diaries and Professional Development will take place in learning areas.

The introduction of Year 7 has meant that two year groups will undergo national testing (NAPLAN) in secondary school and the Year 7s will experience national testing soon after entering secondary schooling. Settling the Year 7s and helping them through the process is of importance to the teaching and pastoral teams.

The program continues to work on three levels.

1. Students at academic risk

2. Reading strategies 3. Essay Writing/paragraphing/sentence structure

Students at Educational Risk.

The SAER team works with students identified as being at academic risk in the area of literacy. A number of programs have been utilised including Word Shark (for spelling), Toe by Toe and Stride Away. Students who have difficulty with Reading Plus will be using these programs.

Students identified by the team may work to individual learning plans and receive assistance from Education Assistants. The Education Assistants receive regular professional development to facilitate their role. Duncraig SHS will become a dyslexia friendly school in 2016, starting with the new intake of Year 7 students. Education assistants will attend professional development to enhance their ability to assist dyslexic students in the classroom.

Education assistants will have electronic copies of texts in all learning areas downloaded on their electronic devices in 2016. This will assist students by increasing the assistant‟s capacity to engage with the texts and to work one on one with the students.



Literacy Coordinator

The literacy coordinator has played a significant role in the selection of reading and literacy texts targeted at improving reading literacy after researching appropriate electronic and print texts for different learning contexts. She has attended a number of professional development courses in 2015 to assist with Reading Plus, OLNA preparation, strategies to improve reading comprehension and assessing, teaching and improving writing. She will conduct professional development for English teachers at the beginning of 2016 to help familiarise them with Reading Plus and the NAPLAN marking process. Further professional development will be conducted throughout the year.

Reading Plus

Reading Plus is a computer-based program aimed at improving the reading of participants and to help develop them into proficient readers and independent learners. In 2015/16 the updated program is running for Year 7 and 8 students (and SAER students in other year groups) through their English classes. Students are tested at the start of the year to gauge their reading efficiency, capacity and motivation. This determines the difficulty of the comprehension exercises that they complete. Students complete tasks during school time and at home. Skills-based writing prompts are also available for students to demonstrate their comprehension of the texts they have read.

The Library Resource Centre Lower School Reading Program

Year 7 students have an intensive induction to the library in Term 1, followed by the introduction of independent reading. The use of Smartboards and ICT is highly effective in engaging the students during the induction program. The library promotes the love of reading through special events such as Book Week in August every year and meaningful displays designed to fit specifically with English programs and current events.

Online Literacy & Numeracy Assessment (OLNA)

The introduction of the OLNA test in 2014 has increased the significance of the NAPLAN tests. Year 9 students who achieve Band 8 in reading and writing in NAPLAN avoid sitting the OLNA test in Year 10. It is also a requirement that Year 10 students pass the OLNA tests to be eligible to enrol in an ATAR pathway in Year 11 and achieve WACE at the end of Year 12. The importance of achieving Band 8 has been emphasised with all Year 9 students and parents are informed on the impact of not achieving the required standard.

The literacy coordinator conducted a series of lessons with the 2015 Year 10 and 11 students who were required to complete the OLNA tests. Lessons focused on brainstorming ideas, planning, reading and writing strategies and providing model answers. This support will continue in 201



Whole School Literacy Strategies

The Sustained Silent Reading Program will continue in 2016. This program has become a part of the school culture since its implementation in 2012. Boxes of high interest texts including graphic novels and magazines will be supplied to each learning area in 2016 to assist students to make full use of their Sustained Silent Reading time.

ATAR disclaimer classes

After school classes for Year 10 students who did not achieve the required grade to enrol in Year 11 ATAR were conducted in 2015 and will continue in Semester 2, 2016. Students have the opportunity to focus on improving the structure and quality of their writing with lessons designed in coordination with the Year 10 program. Identification and analysis of text conventions are combined with writing templates and model answers to assist students to improve their writing and their grades in subsequent tasks.

Year 9 Language and Literacy course A new Year 9 Language and Literacy course will be trialled in 2016. This is in response to the small number of students who struggle with the Beginner Language courses (French, Indonesian and Chinese) in Year 8. The focus is on two hours of building literacy based around some „cultural” themes that the Year 9 French, Indonesian and Chinese classes cover. Students will start the year with some general activities that all students need and then move into work specific to the needs of individual students. The teacher works in consultation with the relevant English teacher.

Planning for 2017

The literacy coordinator plans to conduct research into finding alternative essay structures and other effective strategies to improve writing outcomes for lower school and upper school students as well as continuing to use data to identify students needing assistance.



Priority 3 – Information and Communication Technology

2015 was a year of consolidation for ICT at Duncraig with ongoing work in many areas. The use of technology throughout the school continues to be a focus. Year 7 to 10 students were encouraged to bring their own device (BYOD) with great success with participation of nearly all students in the program. Infrastructure across the school was improved resulting in:

• An increased number of wireless access points • Interactive projectors installed in 15 rooms • More Tier 3 staff storage server installed • Clickview server purchased for install in 2016.

The use of the full SEQTA suite has expanded during 2015. All Senior School courses and many Lower School courses for all Learning Areas are now available for student and parent access utilizing the Learning Management System aspect of SEQTA and Parent ENGAGE. These initiatives will enhance communication with students and parents to improve student outcomes. Extensive use has also been made of the school website to provide information and resources to students and parents through links to components such as the Senior School Bulletin Board. To ensure maximum use is made of technology an extensive program for staff professional development has been established. A Teaching and Learning Coordinator (TALC) was appointed to develop the Advanced Instructional Course @ Duncraig (AIC@D). The role of the TALC was to incorporate aspects of technology with a program focussing on Classroom Management and Instructional Strategies. The TALC worked with 55 staff members over the course of the year to explore and implement strategies to improve pedagogy through the use of technology. This program has proven to be highly effective and will continue into 2016 with more staff being in-serviced. Ongoing after-hours weekly professional development was also provided by key ICT personnel and was well supported by staff.

Continue the process of integration of ICT across all Learning Areas and year levels to

exploit the latest in educational technology



STUDENT PARTICIPATION – ATTENDANCE – BY YEAR LEVEL Student attendance rates have continued to remain high in all year groups [Year 7-10 average attendance

rate = 92.33% % / Year 11 & 12 average attendance rate = 92 %]. Year 10 rates in particular have improved again, due to support provided to assist disengaged students to find a more appropriate educational / training option.

Year Attendance Rate (%)

Y07 Y08 Y09 Y10 Y11 Y12

2010 92 92 93 92 93

2011 93 90 91 94 94

2012 94 91 89 91 95

2013 94 92 90 90 91

2014 93 93 91 92 92

2015 93 93 91 92 93 91

Again our attendance rate exceeds the state average by 4.25 % in Years 7-10 and 4% in years 11 & 12.

The use of the SEQTA attendance recording, SMS contact, emailing processes and increased daily phone communication with parents has contributed to a reduction in the number of unresolved absences across all year groups



STUDENT PARTICIPATION - ENGAGEMENT

Peer Support

In 2015, Peer Mentors have been more actively involved with Year 7 & 8 Form groups and

involved in recess/lunch mentoring of students in the Banksia Block. The Year 10 Peer Mentors

have been more actively involved with the Year 7 Form leaders and have helped them run Year 7

events such as the disco, trash and treasure, and other initiatives.

Peer Support Mentors & Sessions

Year Mentors Sessions Run

2013 40 (Yr 11) 8

2014 32 (Yr 11) 4

2015 86 (44 Yr 10 & 42 Yr 11) 12

From 2016 onwards the Peer Mentoring program will solely involve Year 10 students mentoring Year 7‟s. Student Recognition – RACER Points

RACER Points have become an accepted feature of the school culture, especially within year 7 and 8 cohorts. RACER Award vouchers, Commendation Certificates and sporting performances all contribute to an individual student‟s RACER Points total. The RACER Points Reward system has been further developed in 2015, with rewards being

allocated to students in Year Assemblies.

Benchmark Rewards are provided to students on achieving

25 points [Canteen voucher]

50 points [Movie voucher]

100 points [$10 Retail voucher]

150 points [$10 Retail Voucher]

200 points [$15 Retail voucher]

250 points [$15 Retail voucher].

A RACER 100 Points Club has also been implemented in 2015, with inductees being invited to a

Principal‟s Morning Tea where they were acknowledged with a Commemorative Pen.



SCHOOL SURVEYS

Duncraig Senior High School - Parent School Opinion Survey 2015 All Duncraig SHS parents were invited to participate in the Parent School Opinion Survey 2015. The following is a summary of their responses.

Rating Score

Strongly Agree 5

Agree 4

Neither agree nor disagree 3

Disagree 2

Strongly disagree 1

Number of respondents: 259 The average ratings of parental responses is given below, followed by a breakdown of the

responses.



Neither Agree nor Disagree

Agree or Strongly Agree

Teachers at this school expect my child to do his or her best.

5%

91%

Teachers at this school provide my child with useful feedback about his or her school work.

13%

72%

Teachers at this school treat students fairly.

17%

74%

This school is well maintained.

11%

78%

My child feels safe at this school.

6%

88%

I can talk to my child’s teachers about my concerns.

12%

78%

Student behaviour is well managed at this school.

17%

72%

My child likes being at this school.

5%

87%

This school looks for ways to improve.

20%

72%

This school takes parents’ opinions seriously.

33%

53%

Teachers at this school motivate my child to learn.

20%

66%

My child is making good progress at this school.

11%

75%

My child's learning needs are being met at this school.

14%

70%

This school works with me to support my child's learning.

26%

58%




Agree or

Strongly Agree

This school has a strong relationship with the local community.

41%

50%

This school is well led.

18%

74%

I am satisfied with the overall standard of education achieved at this school.

12%

76%

I would recommend this school to others.

13%

77%



Duncraig Senior High School - Staff School Opinion Survey 2015 All Duncraig SHS staff were invited to respond to the Schools Opinion Survey 2015 and the following is a summary of their responses.

Rating Score

Strongly Agree 5

Agree 4


Disagree 2

Strongly disagree 1

NA Null

Number: 98 staff responded to the survey The average ratings of staff responses is given below followed by a breakdown of the responses.




Agree or

Strongly Agree

Teachers at this school expect students to do their best.

3% 94%

Teachers at this school provide students with useful feedback about their school work.

2% 93%

Teachers at this school treat students fairly.

4% 95%

This school is well maintained.

12% 81%

Students feel safe at this school.

9% 90%

Students at this school can talk to their teachers about their concerns.

7% 90%

Parents at this school can talk to teachers about their concerns.

3% 96%

Student behaviour is well managed at this school.

13% 71%

Students like being at this school.

16% 83%

This school looks for ways to improve.

4% 96%

This school takes staff opinions seriously.

24% 55%

Teachers at this school motivate students to learn.

7% 90%

Students’ learning needs are being met at this school.

8% 87%

This school works with parents to support students' learning.

5% 93%

I receive useful feedback about my work at this school.

26% 57%

Staff are well supported at this school.

22% 67%




Agree or Strongly Agree

This school has a strong relationship with the local community.

37% 57%

This school is well led.

12% 83%

I am satisfied with the overall standard of education achieved at this school.

6% 90%

I would recommend this school to others.

7% 91%



Duncraig Senior High School - Student School Opinion Survey 2015 Duncraig SHS students were invited to participate in the Student School Opinion Survey 2015. The following is a summary of their responses.

Rating Score

Strongly Agree 5

Agree 4


Disagree 2

Strongly disagree 1

Number: 619 respondents, 51% Male and 49% Female.

1. The average ratings of student responses is given below followed by a breakdown of the

responses.



Neither Agree nor

Disagree Agree or Strongly Agree

My teachers expect me to do my best.

8%

90%

My teachers provide me with useful feedback about my school work.

24%

61%

Teachers at my school treat students fairly.

28%

50%

My school is well maintained.

29%

53%

I feel safe at my school.

19%

67%

I can talk to my teachers about my concerns.

30%

49%

Student behaviour is well managed at my school.

34%

40%

I like being at my school.

25%

59%

My school looks for ways to improve.

27%

60%

My school takes students’ opinions seriously.

31%

41%

My teachers motivate me to learn.

27%

57%

My school gives me opportunities to do interesting things.

20%

65%



Financial Highlights for 2015

1 133,093.35$ 133,093.35$

2 621,910.31$ 621,664.31$

3 46,295.00$ 46,295.00$

4 33,500.00$ 33,500.00$

5 112,043.86$ 108,221.19$

6 -$ -$

7 48,510.55$ 48,510.55$

8 -$ -$

9 9,939.91$ 9,939.91$

10 1,189,148.56$ 1,176,976.62$

11 402,317.73$ 402,317.73$

2,596,759.27$ 2,580,518.66$

217,417.39$ 217,417.39$

2,814,176.66$ 2,797,936.05$

Locally Generated Revenue906,418.76$

DoE Grants 46,295.00$

Other Govt Grants48,510.55$

Other 1,176,976.62$

Transfers 402,317.73$

2,580,518.66$

1 124,860.95$ 95,447.00$

2 4,816.27$ 2,467.74$

3 340,000.00$ 291,920.31$

4 195,507.44$ 156,654.10$

5 146,820.37$ 146,820.37$

6 570,350.98$ 484,397.32$

7 862,613.73$ 799,182.96$

8 67,925.76$ 51,785.99$

9 8,278.57$ 4,352.89$

10 -$ -$

11 188,685.02$ 141,598.36$

12 333,769.05$ 333,769.05$

2,843,628.14$ 2,508,396.09$

Bank Balance 1,283,769.95$ Made up of: -$

1 General Fund Balance 289,539.96$ 2 Deductible Gift Funds 14,122.69$ 3 Trust Funds -$ 4 Asset Replacement Reserves 922,829.89$ 5 Suspense Accounts 67,718.41$ 6 Cash Advances 100.00-$ 7 Tax Position 10,341.00-$

1,283,769.95$

Opening Balance

Voluntary Contributions

Charges and Fees

Government Allowances

P&C Contributions

Commonwealth Govt Grants

Total

Duncraig SHSFinancial Summary as at

Actual

31 December 2015

Internal Transfers

BudgetRevenue - Cash

Trading Activities

Other

Fundraising/Donations/Sponsorships

DoE Grants

Other State Govt Grants

Leases

Utilities

Repairs/Maintenance/Grounds

Capital Works

Total Funds Available

Total Bank Balance

Cash Position as at:

Other

Transfers to Reserves

Total

Assets and Resources

Education Services

Other Specific Programs

Salary Pool Payments to Central Office

Budget ActualExpenditure

Trading Activities

Administration

0

200

400

600

800

1,000

1,200

1,400

$000

Revenue Source

Revenue - Budget vs Actual

Budget Actual

Loca lly Generated Revenue

35%

DoE Grants2%

Other Govt Grants2%

Other 46%

Transfers15%

Current Year Actual Revenue Sources

0

100

200

300

400

500

600

700

800

900

1,000

$000

Expenditure Purpose

Expenditure - Budget vs Actual

Budget Actual

10

110

210

310

410

510

610

710

810

910

1010

$000

Cash Position

Insert your School Logo

Here or Delete if not required

Documents

Duncraig Senior High · PDF fileDuncraig Senior High School Annual Report 2015 ... self-respect provide a secure environment that enhances ... Homework Club. The school offers two