2017 Brisbane Water Secondary College Woy Woy Campus ...€¦ · In the domain of Teaching, the priority of the Woy Woy Campus has been data skills and use of data to influence teaching.

Brisbane Water Secondary College Woy WoyCampusAnnual Report

2017

8374

Printed on: 13 April, 2018Page 1 of 15 Brisbane Water Secondary College Woy Woy Campus 8374 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Brisbane Water Secondary Woy Woy Campus as anaccount of the school's operations and achievements throughout the year.

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

School contact details

Brisbane Water Secondary College Woy Woy CampusEdward StWoy Woy, 2256www.woywoy-h.schools.nsw.edu.auwoywoy-h.school@det.nsw.edu.au4341 1600

Message from the Principal

As we come to the end of the three year planning cycle I can proudly say that Brisbane Water Secondary College(BWSC) strives to be the school of choice for our students, parents, carers and community partners. The enrolmentsacross the College have increased and as such over 90% of students zoned for Brisbane Water Secondary College areattending. This increase indicates that the community continues to gain confidence in the teachers and school to deliveron high level educational outcomes for their children. The College has made significant incremental gains in the areas ofacademic excellence, sporting excellence, creative and performing arts, student wellbeing, student leadership andpost–school opportunities for its students.

There has been a change to the teaching staff across the three years with some retirements, transfers and movementacross the College. We strive to place permanent expert teachers in all classes and I believe that we have been able tomake significant inroads in this area. Student success is underpinned by the expertise and commitment of the teachingstaff to deliver engaging and enriching learning experiences for all students.

The expectations for teachers have changed over the past three years to include the implementation of PerformanceDevelopment Plans for all teachers, that align with the Australian Teaching Standards to bring about improvement indaily teaching practice. The changes for teachers include the, completion of fifty hours of professional learning,developed by the National Educational Standards Authority (NESA) and fifty hours of teacher identified professionallearning, totalling 100 hours of professional learning over 5 years. The implementation of the teacher observationfeedback processes and shared professional learning have been built into teacher expected practice. The newprofessional ethos is for teachers to support one another in developing the highest quality professional practice to deliverexemplary teaching experiences for students. The implementation of Google Applications for Education across theCollege has enhanced the capability of our teachers to engage students in their learning and provide innovative, creativeand collaborative learning experiences. Advancement Via Individual Determination (AVID) continues to be a major focusacross the College giving teachers, the tools to ensure students become well rounded independent learners inpreparation for post–school life and further tertiary studies. The AVID program is firmly embedded into BWSC year 7–10class structures. Furthermore AVID has been adopted by one of the partner primary schools with great success.

I would sincerely like to thank our community partners who have given their time and resources to embellish the learningexperiences and opportunities for our students. I take this opportunity to thank our supporters including the localbusiness partners, Umina and Woy Woy Rotary, Ettalong Diggers, Bendigo Bank, Peninsula Village and all of ourParents and Citizens who tirelessly give their time to support our students.

The Brisbane Water Learning Community (BWLC) which includes the five partner primary schools continues to meeteach term to plan, develop and implement effective strategies in teaching and learning. The establishment of theCurriculum Teams in English, Mathematics, Science and HSIE has strengthened the communities ability to developconsistent practices in teaching, learning and assessment across all schools. In 2017 the introduction of EnrichmentGifted and Talented days in Science and STEM is indicative of the goodwill that exists across the learning community.

Over the past three year Umina Campus Principal Brent Walker, continues to set the benchmark for innovative practicein the middle school setting. There is a committed focus to improve student learning experiences through the teams


structure which includes specialist academic classes, targeted sports classes, as well as creative and performing artsclasses. The design and building of a new STEM room with new laser printers and state of the art technology has beenone of the many achievements he has put in place. The AVID program is now in its fourth year of implementation andcontinues to target a number of students to develop skills in readiness for the adult learning environment. Theintroduction of TEEEC writing program has been implemented across the College to improve students writing in allclasses. The continuation of Professional Learning HUBS allows teachers to actively engage in collaborative professionallearning on a fortnightly basis. The HUB allows all teachers to actively reflect upon and enhance their ability to improvetheir classroom practice in relation to the Teaching Standards.

David Allomes Principal of the BWSC Woy Woy Campus retired in 2017. As leader of the Woy Woy Campus. David wasa strong advocate for the continued implementation of AVID across the College which guides senior students in thedevelopment of the skills needed to be successful in future tertiary studies including University. The expertise anddedication of the teaching staff to prepare students for life beyond school, is evident in the high number of students thatscored highly in the Higher School Certificate. This has resulted in high numbers of students receiving first round offersto further their studies at University in 2018. The Woy Woy Campus successfully prepares and supports studentsthrough a Careers and Transition program that provides work experience, mentoring and the development of workplaceskills to ensure that all students are guided to successful post–school employment.

As we head into the next three year planning cycle I am sure that there are many changes to come as we strive to keepup with advancements in technology and teaching practice. I would also like to welcome Rebecca Cooper to the SeniorExecutive Team as the new Principal of the Woy Woy Campus in 2018. Rebecca achieved her position through MeritSelection and has proven to be an inclusive innovative leader bringing out the best in teachers and providing supportiveand excellent structures to enhance student learning experiences.

Paul Gilmore

College Principal


Message from the school community

Brisbane Water Secondary College is strongly supported by the Parents and Citizens Associations (P&C) of both UminaMiddle School Campus and Woy Woy Senior Campus. Both Campus canteens are operated by the P & C and thefinancial profits continue to provide funds to benefit students learning at both Campuses. Funds have been focusedtowards the recognition of student achievements, curriculum delivery, and a variety of student welfare initiatives. TheP&C have supported the school through the following financial contributions

BWSC Umina P&C 2017

Donation's to BWSC Umina • 40th Anniversary Celebration $650 • Jnr Sportsperson Award $400 • P&C Incentive Scholarships $500 • National Cheerleading Reps $200 • Year 9 Graduation Cake $165

Total $1915

BWSC Woy Woy P&C2017

Donations to BWSC Woy Woy • Lockers $8140 • Snr Sportsperson Award $400 • Donation $9750 • Duke of Ed Affiliation Fee $330 • P&C Incentive Scholarships $705 • Edudata Software $420 • Examination Papers $5500 • Foxtel Subscription $2400 • Library Resources $300

Total $18290


School background

School vision statement

BWSC will enhance life opportunities for every student through quality pedagogy, diversity of curriculum and innovativepractice in partnership with an informed, supportive community.

School context

Brisbane Water Secondary College is a dynamic comprehensive, co–educational, 7–12 high school located on the WoyWoy peninsula. The college was established in 2002 across two campuses to provide age appropriate teaching andlearning environments and has increased curriculum and extra–curriculum offerings. The Umina Campus of 889 studentscaters for students in Years 7–9 and provides a Middle Years education philosophy emphasising team–based teachingand learning and the development of confidence and leadership skills in students.The Woy Woy Campus of 692students caters for students in Years 10–12 and emphasises the preparation of students for the major externalcredentialing of the Higher School Certificate. The unique Teaching Teams structure on the Umina Campuscomplemented by selective academic and CAPA classes has been a key feature in achieving academic, sporting andstudent wellbeing success. Key programs, Focus on Reading and Positive Behaviour for Learning has embedded aculture of learning and success. In 2017, AVID, a university readiness program continues to be implemented into to allyears. The structure of the College allows the Woy Woy Campus to provide flexible access to unparalleled opportunitiesincluding in excess of 50 senior courses, Health Services training, sporting academies, a recording studio, a full range ofvocational courses including School Based Apprenticeships and Traineeships (SBAT) opportunities.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

In the domain of Learning, the Woy Woy Campus has primarily focused on Curriculum and Learning over the pastthree years. A feature of our progress has been the ongoing breath of our senior curriculum based on student choice andcommunity expectation. This is evident with the introduction of the course 3D–animation and gaming due to studentdemand and compliments the high demand for vocational courses and SBAT applications. To ensure a strong academicpathway is available to students in 2017 the AVID program continues to support aspiring university students. Attention toschool career planning has been a significant feature on the Senior Campus and is supported by full time careers andtransition advisor. Individualised mentoring and planning with students and parents has greatly increased theemployment/further training success rate of students leaving school before the completion of the HSC. In this domain weare delivering in Learning Culture, Wellbeing and Student Performance Measure. We are sustaining and growing inCurriculum and Learning and Assessment and Reporting.

In the domain of Teaching, the priority of the Woy Woy Campus has been data skills and use of data to influenceteaching. To ensure quality delivery of HSC courses all staff were trained in the use of the Results Analysis Package(RAP) and Smart data. Through collaborative practice, faculties have been able to utilise data from past HSC students topinpoint specific content areas and skills that resulted in adjustments to teaching and learning programs. In this domainwe are delivering in all aspects. Delivering in Effective Classroom Practice, Data Skill, Collaborative Practice, Learningand Development, Professional Standards

In the domain of Leading, the Woy Woy Campus recognised leadership as a priority area. After reviewing theprofessional learning goals of staff our leadership team recognised the three areas of data analysis, classroomdifferentiation and technology innovation as the key strategic directions for professional learning. The Campus approachto professional learning has recognised the highly accomplished skills of lead staff and provided a strong foundation ofleadership capacity across the Campus. Our self–assessment process will assist the school to refine the strategicpriorities in our School Plan, leading to further improvements in the delivery of education to our students. In this domainwe are delivering in all aspects. Delivering in Leadership, School Planning Implementation and Reporting, SchoolResources and Management Practice and Process

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.


Strategic Direction 1

Quality Individualised Student Learning

Purpose

Purpose: To make learning accessible to all students in order to meet individualised student needs.To engage studentsin quality learning in order for them to reach their potential.

Overall summary of progress

The data analysis continues to be a major focus of the Woy Woy Campus. There has been the establishment of a dataanalysis team to unpack Higher School Certificate data and to use this data to implement better teaching strategies andpertinent pedagogy to improve student results. Two HSC subjects have shown a positive improvement in z–scores in2017. Teachers are given the opportunity and the skills to analyse HSC data at a class level and with this informationmake modifications and adjustments to teaching and learning programs. Teacher professional learning in the area oflesson differentiation continues to be a priority with the establishment of a Teacher Mentor in Differentiation, who worksclosely with teachers to provide expert knowledge in lesson differentiation. AVID continues to be a focus of the College,giving teachers and students the skills needed to be successful learners.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Improvement in student growthdata for HSC Z scores and valueadded.

$20 000 was allocated tothis improvement measure.Teacher time andprofessional learning indata analysis and programmodification assistedteachers in reflectionpractice and change inpedagogy.

Two subjects showed improvement between 2016and 2017 with respect to z–scores.

Increase in the number ofstudents successfully completingan educational pathway.–HSC–Vocational Education

$90 000 was allocated toCareers and Transitionemployment.

The majority of students successfully complete aneducational pathway. We are confident in directingand successful in finding post–school work orfurther study opportunities for most of our students.

All teachers develop teachingprograms containing strategiesfor differentiated learning.

Teacher release to mentortargeted teachers toproduce differentiatedlearning experiences forstudents. Collaborativelesson planning andobservation practices wereused in teacher mentortime. $12 000 was allocatedto these initiatives.

Teachers were identified through the PDP processand were targeted for additional professionallearning and mentoring support in classroom lessondifferentiation.

Students aspiring to go toUniversity to be above 65% in allyears.

No funds were expended inthis area.

The Tell Them From Me surveys indicate that 45%of the students in year 11 and 46% of the students in year 12 had aspirations for pursuing apost–secondary education at University.

Next Steps

The Woy Woy Campus will take a new direction in 2018 in the area of Student Learning. The new direction includes awhole school approach to curriculum and assessment with a focus on the teaching of explicit writing skills to equipstudents with the skills to better answer complex questions in examinations. There will be a strong commitment toimprove student wellbeing, learning , differentiation and positive psychology



Quality Teacher and Leaders Learning

Purpose

Purpose: High–quality educational practice to ensure innovative and engaged learning. Collaborative and supportiveteachers enabling and sustaining a reflective and responsive practice. Promote and empower leadership opportunities inthe classroom to achieve college vision. All staff meet and maintain accreditation at the appropriate level and remain inPublic Education.


The College is committed to the professional learning of all teachers so as to improve teaching practices and develophigh quality teachers who deliver pertinent individualised learning. The major areas of professional learning includeGoogle Applications for Education (GAFE), Advancement Via Individual Determination (AVID) and Differentiation ofstudent learning. Teachers have responded in a professional manner to the new Performance Development Plan (PDP)process and are prepared for the implementation of the new Teacher Accreditation process to occur in 2018.

Professional learning has taken a different model in review and preparation for the new NESA processes to monitorteacher progress and development in line with the Australian Teaching Standards. All teachers have been successful inacquiring and maintaining proficiency.

Shaun Martyn guided all executive teachers through the process of working with teachers through the DISC model ofcommunication. Executive teachers with this knowledge have an additional tool to support staff and lead constructiveconversations. Informal evaluation indicated all executive were confident in supporting teachers.





All staff complete anindividualised PerformanceDevelopment Plan (PDP)recognising and identifying areasof personal and professionaldevelopment.

No funds were expended asteachers were given time inteacher meetings todevelop a personalisedPDP.

All staff have participated in the PDP process andhave submitted PDP's which are storedelectronically. Time was given in teacher meetingsto deliver important information and for teachers tocollaboratively plan and implement professionaldevelopment plans

Teachers actively engaged inprofessional learning in relation toleadership with opportunities todemonstrate leadership qualities.

No funds we used inproviding leadershipopportunities anddeveloping teachers torelieve in higher duties.

There were several opportunities for teachers tobecome part of leadership programs across theCollege. Teams for teacher accreditation, AVID andStudent Voice, have allowed teachers to take onadditional roles. Many teams exist across theCollege including sport and CAPA where teacherscan take on organisational roles.

All staff are undertaking and/ormaintain accreditation at theappropriate level

No funds were used in thisprocess. Time wasallocated to thedissemination of informationin teacher meetings andschool development days.

A College accreditation team was put in place toguide all teachers across the College in the newteacher accreditation process. Ongoingprofessional learning ensured that all teachers weremade aware of their professional responsibilitiesand what was required by them to maintainemployment. Teachers aspiring to HighlyAccomplished have been identified and strategieshave been put in place to support them.

Next Steps

New processes to be implemented in 2018 include, a whole school approach to professional learning and a collaborativepractice to improve teacher quality and curriculum development to support teacher capacity to deliver exemplar teachingpractice suited to Future Focused Learning. The campus will develop and implement in action research teams whodevelop innovative practices through future focused research and pedagogy.



Quality Schools, Quality Communities

Purpose

Purpose: Consistent quality systems across both campuses that will facilitate quality learning and be communicated withthe community.A vibrant environment which excels in success, wellbeing and opportunity. BWSC will be the school ofchoice. A purposeful K–12 learning continuum through strengthened learning partnership within the BWLC.


The Brisbane Water Learning Community has collaboratively worked together to successfully implement Parent ForumPrograms and Curriculum Learning Teams in the Key Learning Areas (KLA) of Mathematics, Science, English, Historyand Geography. The learning community has developed a collaborative high quality educational system supporting thefamilies located in the Brisbane Water Learning Community.





Staff know and adhere to collegepolicy, systems and practices.

Professional learning andCollege Principal fundswere used to releaseteachers to review policy.

$2000

The process of firstly identifying the top 20 schoolrelated policies was undertaken with combinedexecutive. The next steps involved a schoolresponse to the Department of Education policy.The newly developed policies are worked throughwith Executive who then will work through the policywith teachers in their faculties and teams. The isalso a need to comply with the new A–Z Policyimplementation tool. Mandatory policies that havebeen updated are the Child Protection and WorkingWith Children Policy.

Increase the percentage ofstudents entering the collegefrom partner and private schools.

Teacher Release forprofessional learning andparent forums.

$500

The enrolments across the College have remainedsteady over the past year. There has been less of atrend for students in the local learning community toseek enrolment in non–local schools.

Increase in teaching staff workingacross the BWLC on sequentialage appropriate learningprograms and initiatives

Teacher release forplanning and workshoppresentations.

$500

The Curriculum Learning Teams in HSIE, English,Mathematics and Science have worked onimplementing consistently across the learningcommunity the new syllabuses and developingcommon programs and assessment tasks.

Next Steps

Faculties will continue to undergo review, with a renewed rigour to ensure the faculties are aligned with the expectationof a National Education Standards Authority audit process. The Curriculum Teams will continue to meet and plan forcommon programs and assessments across the learning community. There will be professional learning in the area ofliteracy and numeracy progressions to develop teacher understanding of how this data can be used and what the datameans for them in adjusting teaching practice to meet the individual needs of students. The TEEEC writing model hasbeen a common literacy focus across the BWLC and the introduction of enrichments days STEM and Numeracy willcontinue with the development of literacy enrichment across the community.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $71 956 The employment of an Aboriginal EducationWorker created an awareness of culturalprograms. The Cultural Continuum continuescontinues to be a priority focus in developingvalid learning experiences for AboriginalStudents.

English language proficiency $6 764 The funding has provided an increase inLearning Assistant Support Teacher (LAST)time, to work individually with studentsidentified as requiring assistance with English.

Low level adjustment for disability $121 056 Increase in LAST staffing has allowed formore individualised support for studentsrequiring assistance with their learning. LASTmentoring support has allowed more studentsto successfully complete assessments andcope with the rigour to study at senior levels.

Employment of an additional StudentLearning Support Officer (SLSO) providedongoing support for students in classroomsand individual mentoring.

Socio–economic background $482 100

$22 000

Employment of a Careers and Transition(CAT) coordinator to assist with studentalternate pathways planning and sourcecredentialed student career training programsto strengthen future career opportunities.

Six additional teachers have been trained inAVID. The AVID program has moved to anAVID class in year 10 transitioning from theUmina Campus.

Ongoing support from Newcastle Universitywith trained tutors assisting BWSC studentshas diversified student learning opportunities.

Teachers and Head Teachers have usedadditional release time to implementprofessional learning in priority areas– AVID,technology, classroom differentiation andHSC data analysis.

Family Referral Service

Support for beginning teachers $18 914 In 2017 two staff members were provided withbeginning teacher support funding. Funding isused for teacher release time for preparation,mentor collaboration , purchase of resources,professional learning, lesson observation andfeedback.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 404 372 338 323

Girls 356 333 320 304

Student attendance profile

School

Year 2014 2015 2016 2017

10 87.7 86.3 86.3 87.2

11 87.2 84.4 86.8 86.9

12 88 86 88.6 86.7

All Years 87.6 85.5 87.1 87

State DoE

Year 2014 2015 2016 2017

10 88.1 87.7 87.6 87.3

11 88.8 88.2 88.2 88.2

12 90.3 89.9 90.1 90.1

All Years 88.9 88.5 88.5 88.4

Management of non-attendance

There is a minor difference in the Campus and Stateaverages for student attendance with the biggestvariation occurring in the year 12 cohort. Attendance inthe Campus is managed by, morning roll callprocedures, period by period roll marking and textingto parents by 11 am each day when absence fromschool has been recorded.

Students and families that may need extra support arereferred firstly to the Campus wellbeing team who mayalso involve department resources and the HomeSchool Liaison Officer (HSLO) to support families ingetting their children to school.

There are a number of programs to support studentoverall wellbeing at school that include school basedand non school based mentoring, support agencies,individualised learning plans and a Family ReferralProgram.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 11

Employment 0 0 28

TAFE entry 0 0 16

University Entry 0 0 26

Other 0 0 4

Unknown 0 0 15

Year 12 students undertaking vocational or tradetraining

Year 12 students undertaking vocational or tradetraining

Vocational Education and Training is an importantelement of curriculum for many student sat BrisbaneWater Secondary College. In 2017 34.13% of Year 11students and 51.50% of Year 12 students were enrolledin a Vocational Education courses with 99% of Year 12students who completed a VET course achieving a VETqualification. 2017 saw the reintroduction of Screen andMedia into the curriculum to allow students to developan increasing range of skills. The course has changedto reflect different skills required in theworkplace. There were 22 School Based Trainees in avariety of fields including Health Services Assistance, Hospitality, Business Services, and Retail Services.

Year 12 students attaining HSC or equivalentvocational educational qualification

As Brisbane Water Secondary College is a Centre forExcellence for Industry training, 48.2% of all Year 12students were enrolled in at least one VET course atthe college with a further 16% of students enrolled inTAFE courses.The College continues to offer a widerange of VET framework and non–framework courseswithin our curriculum structure to suit the needs of thestudents. This has been reflected in 114 individual VETqualifications with further VET qualifications achieved atTAFE.


Year 12 students attaining HSC or equivalentvocational education qualification

Of the 2017 year 12 cohort 161 students completed aHSC credential.

Eight students completed a School BasedApprenticeship.

The following list indicates the courses and number ofstudents who have completed an Certificate I, II or III invocational education and training (VET) courses. • Engineering and Related Technologies Total: 7 • Architecture and Building Total: 4 • Agriculture, Total 3 • Environmental and Related Studies Total: 3 • Health Total: 1 • Management and Commerce Total: 9 • Society and Culture Total: 18 • Creative Arts Total: 17 • Food, Hospitality and Personal Services Total: 13

Workforce information

Workforce composition

Position FTE*

Principal 2

Deputy Principal(s) 2

Assistant Principal(s) 0

Head Teacher(s) 11

Classroom Teacher(s) 39.78

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.4

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

12.28

Other Positions 1

*Full Time Equivalent

Three teachers on the Woy Woy Campus identify asAboriginal.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 2

Professional learning and teacher accreditation

Teacher accreditation for all teachers becomesmandatory in the year 2018, where pre–2004 teacherswill enter the accreditation process at theproficient level. Across the College, we have ledseveral professional learning sessions to inform staff oftheir professional requirements to maintainaccreditation for the first time and to maintainaccreditation and the proficient level. The College hasimplemented a College Accreditation team to supportand inform teachers of new accreditation processes. Allteachers have been informed of the need to obtain theirWorking With Children Check number and supply thatnumber to the Department of Education. Teachers arealso being supported at higher levels of accreditationthrough the establishment of a Brisbane WaterLearning Community seeking accreditation at higherlevels support group. Graduate teachers are beingsupported through a rigorous induction program makingthem aware of how they are being supported throughadditional funding and the use of a mentor teacher. andsupervising teacher.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.


Receipts $

Balance brought forward 1,096,134

Global funds 291,126

Tied funds 437,812

School & community sources 102,287

Interest 7,497

Trust receipts 181,100

Canteen 0

Total Receipts 1,019,822

Payments

Teaching & learning

Key Learning Areas 50,517

Excursions 14,710

Extracurricular dissections 48,958

Library 4,223

Training & Development 4,323

Tied Funds Payments 272,741

Short Term Relief 49,403

Administration & Office 43,867

Canteen Payments 0

Utilities 102,819

Maintenance 46,260

Trust Payments 257,925

Capital Programs 0

Total Payments 895,746

Balance carried forward 1,220,210

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 0

Revenue 2,310,360

Appropriation 2,031,914

Sale of Goods and Services 413

Grants and Contributions 276,305

Gain and Loss 0

Other Revenue 0

Investment Income 1,729

Expenses -991,230

Recurrent Expenses -991,230

Employee Related -412,488

Operating Expenses -578,742

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

1,319,131

Balance Carried Forward 1,319,131

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

This summary of the financial information covers fundsfor operating costs to 2017 and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.


2017 Actual ($)

Base Total 7,156,867

Base Per Capita 103,280

Base Location 0

Other Base 7,053,587

Equity Total 681,875

Equity Aboriginal 71,956

Equity Socio economic 482,100

Equity Language 6,764

Equity Disability 121,056

Targeted Total 465,008

Other Total 318,071

Grand Total 8,621,820

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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

School performance

NAPLAN

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

Data for this section belongs to the Umina Campus andresults will be reflected in the Annual School Report forUmina

Data for this section belongs to the Umina Campus andresults will be reflected in the Annual School Report forUmina

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data

.

The Percentage of students in the top 2 Bands forNAPLAN

All students Female • NAPLAN 7 Numeracy 17.24% • NAPLAN 9 Numeracy 5.00% • NAPLAN 7 Reading 27.59% • NAPLAN 9 Reading 11.29%

All students Male • NAPLAN 7 Numeracy 24.44% • NAPLAN 9 Numeracy 14.14% • NAPLAN 7 Reading 23.53% • NAPLAN 9 Reading 14.85%

Aboriginal Female • NAPLAN 7 Numeracy 6.25% • NAPLAN 9 Numeracy 5.56% • NAPLAN 7 Reading 18.75% • NAPLAN 9 Reading 5.56%

Aboriginal Male • NAPLAN 7 Numeracy 13.33% • NAPLAN 9 Numeracy 17.65% • NAPLAN 7 Reading 6.67% • NAPLAN 9 Reading 0%


Higher School Certificate (HSC)

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

Subject School2017 SSSG State

SchoolAverage

2013-2017

AboriginalStudies

58.0 0.0 70.2 58.0


Ancient History 49.6 64.2 68.1 63.1

Biology 66.8 67.0 70.9 66.3

BusinessStudies

61.7 63.4 68.2 64.3

Community andFamily Studies

73.0 65.9 70.7 69.3

Drama 71.5 72.2 75.5 70.3

Earth andEnvironmentalScience

76.6 71.7 73.6 76.5

English(Advanced)

63.6 72.6 77.6 68.2

English(Standard)

55.8 62.8 65.6 58.3

Geography 65.9 64.5 70.7 67.6

HospitalityExamination(Food andBeverage)

71.8 67.4 71.5 72.4

IndustrialTechnology

54.8 61.0 64.8 60.2

Legal Studies 66.5 68.6 72.1 69.4

MathematicsGeneral 2

61.2 59.2 63.6 64.8

Modern History 59.5 63.6 69.6 66.4

PersonalDevelopmentHealth andPhysicalEducation

60.5 64.6 67.7 66.4

Senior Science 64.5 65.6 68.3 67.8

Society andCulture

73.0 69.9 76.4 76.7

Visual Arts 77.1 74.6 77.7 74.9

Parent/caregiver, student, teachersatisfaction

Parent Satisfaction

Parent satisfaction across the College remains atapproximately 80%. 14% indicated that they were notsatisfied and 12% indicated other on the survey form.Other survey responses include comments aboutelements of schooling that they had concerns with.

Teacher Satisfaction

The Teacher satisfaction results for 2017 remain closeto previous scores with 90% of teachers indicating thatthey enjoy coming to work and feel supported by theircolleagues.

Student Satisfaction

From the Tell Them from Me surveys conducted acrossthe College the following statements are the averagefindings from the 2017 cohort of students in years 11and 12. • 28% of students have high levels of happiness.,

45% have medium levels of happiness and 26%have low levels of happiness.

• 31% of students have high levels of optimism,45% with medium levels of optimism and 25%with low levels of optimism.

• 52% have high levels of academic self concept,33% with medium levels of self concept and 10%with low levels of academic self concept.

• 77% of students have positive relationships atschool.

• 45% of students have a high sense of belonging.

Policy requirements

Aboriginal education

Aboriginal Education continues to be a strong focus forthe College. The recent appointment of an AboriginalEducation Worker Ms C .Grosse, has allowed thealready strong partnership with the Aboriginalcommunity to develop stronger longer lasting ties. Theindigenous students within the College continue toperform at above state average in all areas. Aboriginalperspectives are embedded into the teaching andlearning programs across the College. The CulturalContinuum continues to be a Brisbane Water LearningCommunity initiative that connects all IndigenousStudents k–12 across the Peninsula in the teaching andlearning of Aboriginal cultural perspectives.

Multicultural and anti-racism education

The campus has appointed a Multicultural andAnti–racism Education Officer Mr C.Wright. Thecampus has in place a transparent process whichteachers and other members of the school communitycan express their concerns or report incidents that theyinterpret as being of a multicultural or anti–racist nature.Teacher training in this area is offered on an annualbasis and updated at a point of need.


2017 Brisbane Water Secondary College Woy Woy Campus ...€¦ · In the domain of Teaching, the priority of the Woy Woy Campus has been data skills and use of data to influence teaching.

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