2016 tumut high school annual report - amazon s3 · school strategies for improved learning and the...

Tumut High SchoolAnnual Report

2016

8343

Printed on: 9 May, 2017 of 20 Tumut High School 8343 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Tumut High School as an account of the school's operationsand achievements throughout the year.

As set out in the school plan, it provides a detailed account of the progress the school has made to provide high qualityeducational opportunities for all students. 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.

Don Dixon

Principal

School contact details

Tumut High SchoolBogong PlaceTumut, 2720www.tumut-h.schools.nsw.edu.autumut-h.School@det.nsw.edu.au02 6947 0600


School background

School vision statement

Tumut High School:

• fosters independent, creative and critical thinkers for lifelong learning;

• supports the social and emotional development of resilient and responsible individuals;

• equips students to be informed, active and responsible community members;

• provides an inclusive learning environment that caters for the needs of all students.

School context

Tumut is a rural town on the southwest slopes of New South Wales. Tumut High School draws students from within thetown and from surrounding localities, including Adelong, Talbingo, Batlow, Brungle, Bongongo and Adjungbilly. Studentshave access to a well–rounded education that values and supports the intellectual, creative, physical, social andemotional development of each student by providing them with the knowledge, understanding, skills and values forproductive and rewarding lives. Tumut High School provides many opportunities for students to develop a range of skillsthrough a variety of quality educational activities, including sporting, cultural, leadership, outdoor education, academicexcursions, public speaking and enrichment activities. There is a strong commitment to Vocational Education throughSVET and EVET courses as well as School Based Apprenticeships and Traineeships. Using the Positive Behaviour forLearning model, our core values are emphasised through strong student management and welfare protocols whichpromote a safe and harmonious environment for all students. The students are encouraged to respect each other asthey work responsibly and cooperatively in meeting the school's high expectations. The school has strong partnershipswith the local AECG, TAFE, local public schools, surrounding district secondary schools and local community.


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,our school achievements and the next steps to be pursued. The Framework supports schools throughout NSW in thepursuit of excellence by providing a clear description of high quality practice across the three domains of Learning,Teaching and Leading. This year our school undertook self–assessment using the elements of the School ExcellenceFramework to inform, monitor and validate the progress and impact of our teaching and learning strategies throughoutthe year. We thoroughly examined the school plan to determine the elements of the School Excellence Frameworkthat were most strongly addressed. Staff reflected on the progress being made across the school based on theexpectations identified. This provides an important overview to ensure our improvement efforts align with these high levelexpectations. In the domain of Learning, our efforts have primarily focused on Learning Culture, Wellbeing andCurriculum. Our school programs are designed to target the needs of identified students and all staff understand thatstudent engagement and learning are intricately related. Our schools PBL program continues to build positive, respectfulrelationships through teaching responsibility and has been instrumental in providing the framework to support thecognitive, emotional, social and spiritual wellbeing of our students. The school excels in providing enhanced learningopportunities with other schools and community organisations, in particular with our Middle School Program andcommunity RYCE Program. We continue to develop partnerships with our Aboriginal community to provide enhancedlearning opportunities through extracurricular learning opportunities. The school has a strong relationship with the localactive AECG. Our school delivers well when reporting on student performance and is working towards developingstrategies that incorporate data which highlights growth in student performance. In 2016 the school also exploredstructural changes needed to address whole school learning priorities. This, amongst other things, involved setting asidecurriculum for whole year group programs as well as targeted explicit literacy teaching across the school. In The domainof Teaching a major focus of the school has been on embedding the philosophy around HOW2Learn. HOW2Learn wasincorporated into whole school programs in Year 7 as part of the school’s Thinking Thursday program. The schoolcontinues to promote ALARM as an effective whole school scaffolding process when writing extended responses. Overallthe school has moved into sustaining and growing and although teachers use student data, as evidenced in teachingprograms and reporting processes, data skills and use has been identified as an area for improvement. We have aProfessional Development Framework implemented that has teachers participating in professional learning linked towhole school programs. The school use of data has led to change in the provision of professional learning and hasprovided a more strategic approach to professional learning contributing to increasing teacher participation. In thedomain of leading the school focus on providing opportunities for students and community to engage in a wide range ofactivities has promoted positive attitudes about educational programs associated within the school. The school has veryproductive relationships with external agencies and has been effective in using these relationships to develop theleadership skills of both staff and students. Our self–assessment process will further assist the school to refine thestrategic priorities in our school plan, leading to further improvements in the delivery of education for our students.


Strategic Direction 1

SCHOOL STRUCTURES

Purpose

Enhancing positive school experiences through the development of supportive school structures, including collaborationand engagement with the wider community.

Overall summary of progress

Our Senior Transition program has successfully supported students to make more informed decisions about theirschooling and for the years beyond. Evaluations of the Middle School program show it has engendered high levels ofstudent engagement and significant parent satisfaction, while feedback from teachers at Tumut High and in all feederschools has been constructive and valued. Strategic development of school processes such as Parent Teacher Eveningsand the Community Focus Group have enhanced community relationships and provided opportunities for collaborativepartnerships which enhance both the standing of the school in the local community and learning outcomes for ourstudents. This has been reflected in positive articles written by the local press, and the well received Postcard Homeproject acknowledging substantial numbers of students for outstanding positive behaviour throughout the year.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Active collection and use ofinformation to support successfulstudent transition

Both the Middle School and Senior TransitionPrograms were re implemented with minorchanges. Analyse of data collected continues toshow strong parental and student support

$22 000

School structures, systematicpolicies, programs and processesidentify and address studentlearning needs

Developed a systematic approach to the inductionof new and beginning teachers. Staff were releasedto engage in school plan based professionaldevelopment.Further development of innovativeapproaches to meeting and professional learningopportunities.

$ 15 000

Extra–curricular learningopportunities are significant,support student development,and are strongly aligned with theschool’s vision, values andpriorities

Cross Age tutoring continued for its 3rd yearequipping students to become responsiblecommunity members. The Yr Why WednesdayProgram provided an inclusive learningenvironment through the provision of accessibleextra curricular activities.

$7 000

The school leadership teammakes deliberate and strategicuse of its partnerships andrelationships to access resourcesfor the purpose of enriching theschool’s standing within the localcommunity and improving studentoutcomes

The school was successful in obtaining a range ofguest speakers from both the school and localcommunity to enrich student knowledge of lifelonglearning.

$1 000

School Plan Evaluation – toevaluate and help improve futureplanning, regular CFG meetingswill be conducted. The focusgroup (students, parents,community and AECG) will meetwith each Strategic Team, todiscuss and give feedbackregarding the schools progress inimplementing the Plan and to

Two way communication with community wasenhanced through the establishment of theCommunity Focus Group.. Meetings were heldwhere strategic directions were communicated anddiscussed. The CFG feedback contributed toeffective evaluation.

$5 000





give an assessment of relevantdata collected.

Two way communication with community wasenhanced through the establishment of theCommunity Focus Group.. Meetings were heldwhere strategic directions were communicated anddiscussed. The CFG feedback contributed toeffective evaluation.

Next Steps

In 2017 the primary focus is to use data, particular from the TTFM surveys, to analyse the impact of THS Middle Schooland Senior Transition Programs, as well as cater for these programs with specifically designed timetable and matrixstructures.

We will also focus on increasing engagement with the local community to more clearly align the school's visions andpriorities with student and community needs, developing strong partnerships across multiple platforms.



TEACHING QUALITY(Professional Practice)

Purpose

Building teachers’ capacity to deliver a flexible curriculum that meets the diverse needs of our students.


Teacher's capacity to deliver curriculum, which caters for diverse student needs, was built in a number of ways.

The development of a peer coaching culture which included the use of collaborative teaching practices, was utilised bythe HOW2Learn and Technology and Student Learning teams to embed practices that supported the initiative,thus building teachers capacity to deliver these programs.

Systems including ‘Data Analysis to Identify Target Behaviours for Student Acknowledgement’ were embedded acrossthe school community, while PBL Classroom Systems Training was delivered to all faculties, enhancing teacherconsistency and developing environments which maximise learning.

Increased numbers of parents and community members were involved in the delivery of teaching and learning programswith long term and new partnerships being recognised through the local media. A database of active partnerships wasregularly updated and utilised by staff in planning a flexible and supportive curriculum.




The school has embedded andexplicit systems for collaboration,classroom observation, themodelling of effective practiceand feedback to drive and sustainongoing , school–wideimprovement in teaching practiceand student outcomes

HOW2Learn strategies introduce through theestablishment of a whole school coaching program.The 'What Works Well' document supported futureplanning for the embedding of explicit literacyteaching.

$ 22 000

Positive and respectfulrelationships across the schoolcommunity underpin a productivelearning environment, andsupport students’ development ofstrong identities as learners

Classroom systems training delivered across theschool in all KLA's ensuring consistency inclassroom management

$ 5 000

The school establishes activepartnerships and workscollaboratively to ensurecontinuity of learning for students

Existing partnerships were reinforced and newpartnerships developed.

$ 10 000

School Plan Evaluation – toevaluate and help improve futureplanning, regular CFG meetingswill be conducted. The focusgroup (students, parents,community and AECG) will meetwith each Strategic Team, todiscuss and give feedbackregarding the schools progress inimplementing the Plan and togive an assessment of relevantdata collected.

School leadership teams were actively engaged atCFG Meetings in providing outlines of the school'sstrategic directions to illicit feedback

$1 000


Next Steps

In 2017 we will focus on improving student literacy by embedding explicit systems for observations, collaboration andeffective feedback for all staff. This will be supported by a wellbeing approach which encourages positive and respectfulrelationships and caters for all learners in all settings. Increasing contributions from community partnerships will besought to ensure relevance, continuity and support of learning for students.



STUDENT LEARNING

Purpose

Enabling students to be literate, numerate, creative and capable of learning in both collaborative and independentsettings.


The school successfully embedded a series of programs which specifically assisted the teaching and learning of literacyin a variety of settings.

Technology and Student Learning professional learning priorities were established and many staff participated in peercoaching to develop curriculum delivery strategies integrating technology and information services.

A team of 6 trained ALARM teachers was formed and met regularly to share resources, develop matrices and posters,plan for whole school implementation and complete evaluations. HSIE and English faculties ALARM trials with Stage 6classes included presentations made by the ALARM Team. An end of year evaluation of the Stage 6 trial surveyedstudents and staff on the use of ALARM. Results showed improved writing technique for many students, a need for aconsistent approach to using the matrix, and staff requested more professional learning sessions.

The HOW2Learn Team monitored the implementation of H2L into Stage 4 via the Why Wednesday program. In terms 2,3 and 4 resources and coaching for staff were provided including familiarity with concepts, incorporation into classes andSplit–screening techniques.




There is school–wide, collectiveresponsibility for learning andsuccess, with high levels ofstudent, staff and communityengagement.

HOW2Learn $10 000

Students use reflection onassessment and reportingprocesses and feedback to planlearning.

Limited progress achieved because of the school'semphasis on ALARM and HOW2Learn.

0

Student reports contain detailedinformation about individualstudent learning achievementand areas for growth, whichprovide the basis for discussionwith parents.

Report profiles altered to include studentachievement of PBL Expectations. Targetedteaching included in Yr 7 and 8 profiles for 2017

$ 3 000

Curriculum programs andteaching practices effectivelydevelop the knowledge,understanding and skills of allstudents, using evidence–basedteaching practices and innovativedelivery mechanisms whereappropriate.

ALARM introduced into Stage 6 classes in Englishand HSIE. Whole School training and developmentdelivered by an ALARM Team across the school.

$ 6 000

Curriculum delivery integratestechnology, library andinformation services.

Professional learning across the school combinedwith coaching up skilled staff in technologyintegration

$ 6 000

As in Strategic Direction 1 and 2 0





School Plan Evaluation – toevaluate and help improve futureplanning, regular CFG meetingswill be conducted. The focusgroup (students, parents,community and AECG) will meetwith each Strategic Team, todiscuss and give feedbackregarding the schools progress inimplementing the Plan and togive an assessment of relevantdata collected.

As in Strategic Direction 1 and 2

Next Steps

In 2017 we will focus on: • increased student engagement and independent learning through the use of innovative delivery mechanisms,

collaborative teaching and the use of quality learning environments which integrate technology with library andinformation services;

• inclusion of ALARM strategies in assessments, programs, and teaching and learning activities in Stage 6; • the continued implementation of HOW2Learn strategies and dispositions across all KLAs; • reporting mechanisms which detail areas for growth, promote engagement with parents and reflection by students.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading AEW was employed and worked effectivelywith the HT Welfare assisting in developmentof PLPs, assisting students in class andworking with the schoolin organising activitiesfor NAIDOC week.Programs such as Burrabinya for girls andBro Speak for boys were accessed fromoutside the school. Both programs impactedpositively on the school with increasedattendance and engagement of studentsinvolved. The school budgeted for both theseprograms however funding for the programswas provided for beyond the school.

AEW, COMPACT, WaggaRegional Office support • Aboriginal backgroundloading ($12 000.00)

Low level adjustment for disability Outreach Centre continues to provide anexcellent means to reengage students. Theoff site facility at TAFE has proven to providean 'alternative setting' which students respondto.

20 000 to employ SLSO12 000 over the year torelease staff for coaching15 000 employ additionalLaST support • Low level adjustment fordisability ($47 000.00)

Socio–economic background Welfare Programs implemented as planned HT Admin, AdditionalTeacher, Resource Centreredevelopment, StudentAssistance

• Socio–economicbackground ($190 000.00)

Support for beginning teachers Induction Program completed, Period supportgiven to Beginning Teachers and Mentors.Training and Development completed

Ht Admin, InductionProgram, Training andDevelopment Fundingprovided

• Support for beginningteachers ($21 589.00)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 272 283 284 290

Girls 274 265 253 274

Student attendance profile

School

Year 2013 2014 2015 2016

7 93.9 93.1 93 94.8

8 90.9 91.2 89.9 91

9 91 89 88.3 87.5

10 88.4 89.6 88.9 85.8

11 90.7 89.5 89.8 88.9

12 87.9 92.9 88.6 90.8

All Years 90.6 90.7 89.7 89.8

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

6

Employment 50 60

TAFE entry 0

University Entry 23

Other 3

Unknown 50 8

Year 12 students undertaking vocational or tradetraining

In 2016 2 students completed SBATs and 4 VETcourses were taught at the school. They were:–

Construction (9 students), Hospitality (6 students),Primary Industries (9 students)and Retail Services (12students).

54 students studied vocational courses outside ofschool (EVET). The courses were:–

Automotive (21 students), Beauty ( 13 students), EarlyChildhood (7 students), Human Services (5 students),Forestry (7 students) and Media (1 student).

Year 12 students attaining HSC or equivalentvocational education qualification

87 students achieved the Higher School Certificate.


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Head Teacher(s) 8

Classroom Teacher(s) 29.7

Learning and Support Teacher(s) 1.4

Teacher Librarian 1

School Counsellor 1

School Administration & SupportStaff

12.08

Other Positions 6

*Full Time Equivalent

The staff includes one Aboriginal teacher and one parttime Aboriginal Education Worker.

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 10

Professional learning and teacher accreditation

One temporary staff member gained proficientaccreditation in 2016. One permanent teachercompleted maintenance for proficient accreditation.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30th November 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 601 614.17

Global funds 519 125.74

Tied funds 572 975.27

School & community sources 332 805.14

Interest 15 280.27

Trust receipts 20 317.27

Canteen 0.00

Total income 2 062 117.86

Expenditure

Teaching & learning

Key learning areas 108 349.98

Excursions 204 339.00

Extracurricular dissections 45 343.69

Library 9 832.36

Training & development 10 403.63

Tied funds 432 690.38

Short term relief 123 226.81

Administration & office 107 850.10

School-operated canteen 0.00

Utilities 108 459.63

Maintenance 27 331.26

Trust accounts 21 476.35

Capital programs 89 613.82

Total expenditure 1 288 917.01

Balance carried forward 773 200.85

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.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.


The NAPLAN results show a steady increase overall inreading and writing for Year 7 students over the lastfour years. Year 9 student scores have shownincreased growth in writing, grammar and punctuationand consistent scores in spelling.

Average numeracy scores for Year 7 students showgradual improvement over the past four years, whileYear 9 student scores have remained consistent.

In accordance with the Premier's Priorities: Improvingeducation results, schools are required to report theirstudent performance for the top two NAPLAN bandsin literacy and numeracy.

The percentage of Year 7 students in the top two bandshas increased for reading and spelling and remained


consistent for writing, grammar and punctuation andslightly decreased for numeracy.

The percentage of Year 9 students in the top two bandshas remained consistent for numeracy and writing.

Another reporting requirement from the State priorities:Better services – Improving Aboriginal educationoutcomes is for schools with significant numbers ofAboriginal students to report the percentage ofAboriginal students in the top two NAPLAN bands.

In our school 8% of Aboriginal students in Year 7achieved a Band 8 in the NAPLAN areas of Reading,Spelling, Grammar and Punctuation as well as inNumeracy.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). In 2016 Tumut High School had 79 studentscomplete the HSC. Results according to Banddistributions were as follows: 17 Band 1, 51 Band 2,111 Band 3, 116 Band 4, 49 Band 5 n and 8 Band 6.Overall there were increases in the percentage ofstudents achieving in Band 5 ( 67%) and Band 6 (300%)


In 2016 the schools performance in the HSC, ascompared to the two previous years , showed that inindividual senior subjects the average performance ineach subject was at or above the previous 2 years atTumut High School. In comparison to state averagesTumut High School was above average in 7 subjectsand on , or just below, in 6 additional subjects.

Parent/caregiver, student, teachersatisfaction

In 2016, the school sought the opinions of students,parents and staff using the Tell Them From Me (TTFM)student and parent surveys. Their responses arepresented below: • 75% of students feel they have positive

friendships and are actively involved in the life ofthe school;

• 85% of students value positive behaviour; • 80% of students feel safe at school and this is

reflected in their school attendance; • parents are supportive of the school and

encourage students to do well at school. Theybelieve their child is clear about expectedbehaviours;

• 75% of parents are satisfied with schoolcommunication;

• teachers regular collaborate with other teachersthrough discussion on student engagement,student assessment and learning goals;

• teachers have high expectations of studentlearning.


Policy requirements

Aboriginal education

The implementation of the Aboriginal Education andTraining Policy has seen Tumut High School targetresources and professional learning to promote theinclusion of Aboriginal perspectives and content acrossall Key Learning Areas. Funding from Norta Norta andAboriginal background is provided though DoEresource allocation so that students are given supportas required. At Tumut High School this funding wasused to employ an Aboriginal tutor. This tutor workedwith students in classes and individually when studentswere working on specific assessment tasks . The focuson increasing literacy and numeracy outcomes, andenhancing retention and engagement through thedevelopment and integration of indigenousperspectives across the curriculum, was supported bythe school's Head Teacher Welfare. Bro Speak and the Burrabinya program were successfullyimplemented engaging our Middle School Aboriginalstudents. NAIDOC Week continues to provide theopportunity to involve community and this year a localAboriginal teacher was the guest speaker at our formalassembly. All formal meetings, assemblies andfunctions acknowledge the traditional custodians of theland and we pay respect to elders past, present andfuture for they hold the memories, the traditions, theculture and hopes of Aboriginal Australia. In 2016 theschool was fortunate to have our Aboriginal EducationWorker present Welcome to Country, in language, atsignificant formal assemblies.

Multicultural and anti-racism education

The Multicultural Education Policy and the AntiRacismPolicy have supported the school community toacknowledge and respect cultural diversity and a senseof belonging through the celebration of days such asHarmony Day. The central message for Harmony Dayis that 'everyone belongs', reinforcing the importance ofinclusiveness to all students. Data extracted from theTell Them From Me survey shows a good studentsense of belonging at Tumut High School. Multiculturaleducation is a whole community process that preparesus all for our roles and responsibilities in aninterdependent world. Students and staff from TumutHigh School regularly participate in inclusive communityevents such as the local Festival of the Falling Leaf,Lanterns on the Lagoon, regional agriculturalshows such as the Tumut, Adelong and GundagaiShows, as well as charity events such as Tumut TakesTwo. Community events such as these help placestudents and staff at the centre of all communitypractices which promote multiple perspectives and anappreciation of cultural and linguistic diversity within ademocratic society.


Other school programs

RYCE REPORT

A community partnership was developed with TumutHigh School in 1995, to engage local cattle producers,parents, students, industry representatives and localbusinesses. The partnership’s aim is to impartknowledge, skills and experiences regarding the cattleindustry and to address the current shortage of industryskills within the agriculture sector.

Currently the RYCE program is developing a schoolpartnership with James Fallon High School, Albury. Theaim of this partnership is to establish a cattle programat James Fallon and provide students with a Charolaisheifer, knowledge and skills in cattle management,selection, nutrition and show preparation.

Tumut High School cattle parading studentsdemonstrated their cattle knowledge and skills to thirtyearly career teachers in agriculture from across NSW atan outstanding two day workshop.

Students and community members continue tosuccessfully manage a 36 hectare property atWoomera, Gadara. This collaboration demonstrates avery positive school community partnership.

Sport Achievements

Students continue to achieve well in sporting events.Some of the highlights include: • Hunter Lee achieved 3rd in the NSW CHS State

Cross Country Carnival; • Molly Manns represented the Riverina in

Swimming, Athletics & Cross Country. Sherepresented the NSW CHS Athletics Team at theNSW All School’s Athletics Championship injavelin, discus and shot put. Molly placed 4th injavelin and8th in discus at the All School’sCarnival;

• Drew Beavan represented the Riverina in 3different sports including Touch Football, RugbyLeague and AFL;

• The THS Open Girls Rugby 7’s team made theNSW state carnival and came 3rd in the state;

• The THS Open Girls Cricket team made the top 4in the Marie Cornish Shield;

• The THS Opens Rugby League side made thetop 16 in NSW in the University Shield;

• Charles Dodds represented THS at the NSWCHS Swimming Carnival in 7 different events;

• Kade Knight made the NSW all schools swimmingcarnival and placed 5th in the 100m Freestyle.

Student Representative Council

Members of the SRC attended all Term meetings of thenewly formed Cootamundra Principals’ SRC Network.Tumut High is the pivotal organising school for thisNetwork. Throughout the year numerous charities weresupported. They included: RUOK Day, Biggest MorningTea and Udderly Awesome Day. The studentspromoted Aboriginal leadership with Grace Dennynamed as the Aboriginal Representative on the

SRC. ANZAC Day was strongly supported byattendance at local ANZAC ceremonies in bothAdelong and Tumut, and by selling Legacy badges.

Daisy James was named as President of the TumutShire Youth Council. She was supported by CharlieDodds, Brayden Applyby, Caleb Francis, JamieO’Brien, Damon O’Brien, Kiera Bevan and JoshuaVeitch as additional Councillors.

The SRC continued support of the Breakfast Programat Tumut High by assisting with food production anddelivery. Students attended the REROC Youth Forumin Wagga.

R.I.S.E.

During 2016, several female ‘at risk’ studentsparticipated in the ‘Re–Engaging Individual Studentsthrough Empowerment Program’ (R.I.S.E). Studentsbecome involved in the program through staff orself–nomination and according to school attendanceand behaviour records. The statistics from theserecords displayed increased levels of attendance and adecrease in negative incidents for the programsparticipants throughout the year. This is as a result ofthe consistent support provided to help the studentsunderstand and manage conflict that might otherwisehinder growth. Staff feedback has noted greater levelsofself–regulation in most participants including greaterlevels of mindfulness and resilience. Staff and studentshave also noted that when conflict does arise, studentsare exhibiting skills which enable them to be moreaccountable for their actions and more able torecognise their role in escalating and resolving issues.R.I.S.E participants have expressed a positive opinionof the program, in particular the provision of asupportive environment suitable for working throughdistractions with the use of explicit teaching of expectedbehaviours and worthwhile habits.

Creative And Performing Arts

The THS Creative and Performing Arts (CAPA)concerts have become major annual events in ourschool calendar allowing students to showcase theirmusical and dramatic achievements. In 2016 the Juniorand Senior CAPA evenings included performancesfrom our Year 10, 11 and 12 Music and Drama classes,as well as a dance performance by junior students. Inaddition patrons were able to view the display of Year10 and 11 Visual Arts works in the front foyer of thebeautiful Montreal Theatre. The Senior Performing Artsnight provided students the opportunity to perform foran audience prior to their official exams. CAPAconcerts are a major fund raiser for the High School aswell as being part of our Education Week contribution.


2016 tumut high school annual report - amazon s3 · school strategies for improved learning and the...

Documents