annual report 2018 - hampton high school...mr. steve beaton principal school priorities our purpose...

Annual Report 2018

ASPIRE INNOVATE ACHIEVE

FROM THE PRINCIPAL

I am pleased to present to you the Hampton Senior High School Annual Report for 2018. The information contained herein demonstrates our progress against our School Priorities as outlined in our 2018-2020 Business Plan, key achievements in each learning area and a summary of our financial position. Rather than a new direction, the school priorities for our current Business Plan build upon the gains made in our previous cycle and are centred on a focus upon what matters most, student performance. The 92% WACE Graduation rate for the 2018 Year 12 students was the pick of the academic achievements for me as this is tangible evidence of significant growth, affirmation that 92% of our students left Hampton with a pathway in place either via University, TAFE or the workplace. A key component of this success was the mentoring that Year 12 students received through the year to assist them with study skills, exam strategies and OLNA completion. Our VET Program continues to offer a wide variety of school based Certificates across ICT, HPE and Beauty with a significant proportion of our 2018 Year 12 population reaching the Certificate 3 qualification which is an outstanding assistance for TAFE entry and further study. Alongside the school based programs our Workplace Industry Pathways and Training (WIPT) Year 11 and 12 courses also saw students attend the workplace and TAFE while also attending school. In many cases this led to apprenticeships or employment straight from school as a result of WIPT placements. Our Specialist Programs have continued to thrive with strong enrolment numbers and excellent student participation. This has been evident through the student’s classwork, presentations to parents and the many State competitions that Hampton students successfully participated in throughout 2018.

Attendance figures remain above “Like Schools” for both Aboriginal and non-Aboriginal students which is a credit to the Student Services team and their follow up with individual students. Throughout 2018 we placed significant time and resources into professional learning for Hampton teachers in the area of Classroom Management Strategies with whole staff training, individual staff conferencing and the training of 7 specialist Conference Accredited Trainers to assist with classroom observations and teacher development. Assisting teachers professionally isn’t limited to within school as we were, again, a Teacher Development School for Digital Technologies which resulted in Hampton staff spending time with other schools and teachers assisting their development of the Digital Technologies curriculum and assessment. This professional engagement was extended through our work with our partner schools in the Morley Schools Network (MSN) whereby Hampton staff provided professional support for Science teachers across the 19 schools in the network on a voluntary basis. While these are some of the key highlights of the year from my perspective, you will notice as you read this Annual Report that there were many areas of gain made by Hampton students when compared against system and school measures. I would like to take this opportunity to thank all Hampton students, staff and parents for their ongoing endeavours, support and pursuit of excellence. Mr. Steve Beaton Principal

SCHOOL PRIORITIES

OUR PURPOSE At Hampton our purpose is to assist our students to complete their schooling with a clear pathway for future success as informed, engaged and purposeful young citizens of good character. This purpose sits at the core of all we do in the school and is a driving force behind the diverse programs and opportunities we provide. An extensive consultative process led Hampton Senior High School staff to commit to enacting this vision by:

Providing relevant, enriching and challenging learning experiences

for our students

Creating safe environments that promote student voice,

engagement and solution seeking

Empowering and supporting our students to realise and achieve

their goals

Role modelling a culture of respect and responsibility for our

students

Positively influencing our students’ lives as active and aware

citizens

PRIORITY 1 ENHANCING STUDENT PERFORMANCE We have a commitment to ensure that our students have every opportunity to capitalise on their strengths to achieve success in their endeavours. We will use system tools and a range of achievement data to plan and track each student’s learning to ensure that all students have access to excellence in public education. This expectation will be evidenced through strategic partnerships with parents, teachers, students and the wider Hampton community. Our focus will be cross curricular and will be inclusive in curriculum, ensuring that students are well equipped to take advantage of the possibilities of new initiatives.

SCHOOL PRIORITIES

NAPLAN SCORE RANGE

Above National Minimum Standard

At National Minimum Standard

Below National Standard

NAPLAN Score Range

Reading

Year 7

Year 9

2017

2018

2017

2018

Band

Sch

Like Sch

Sch

Like Sch

Sch

Like Sch

Sch

Like Sch

10

686 2% 2% 4% 3%

9

634 - 685

2%

3%

4%

5%

3%

8%

10%

10%

8

582 - 633

12%

11%

9%

14%

33%

29%

28%

29%

7

530 - 581

30%

25%

37%

25%

34%

26%

33%

31%

6

478 - 529

34%

30%

34%

29%

21%

24%

20%

19%

5

426 - 477

15%

20%

13%

18%

7%

10%

4%

7%

4

374 - 425

7%

11%

3%

9%

3

322 - 373

2

270 - 321

1

Up to 269

Achievement Target 1.1 Continue to perform above Like Schools for Reading and Writing. READING Both Year 9 and Year 7 performance data in Reading maintained steady progress and performed slightly better than Like schools. We expect

this improvement trajectory to continue given the strategies in place for the scope and sequence developed by the English Learning Area and adopted by all learning Areas as a whole of school initiative.

NAPLAN Score Range

Writing

Year 7

Year 9

2017

2018

2017

2018

Band

Sch

Like Sch

Sch

Like Sch

Sch

Like Sch

Sch

Like Sch

10

686 3% 3% 2% 2%

9

634 - 685

1%

1%

2%

2%

7%

6%

4%

5%

8

582 - 633

8%

6%

9%

8%

20%

18%

20%

18%

7

530 - 581

24%

16%

17%

15%

29%

23%

21%

22%

6

478 - 529

34%

27%

27%

26%

23%

25%

28%

26%

5

426 - 477

23%

32%

33%

32%

18%

26%

25%

27%

4

374 - 425

10%

18%

12%

18%

3

322 - 373

2

270 - 321

1

Up to 269

WRITING Year 7 Writing outperformed Like Schools but fell overall to 2015 levels, mirroring the achievement pattern of like schools over a similar time span. Overall 28% of students achieved Band 7 or higher while Like Schools achieved 25% at Band 7 or higher. The Year 9 overall performance was surprising.as it dipped slightly below Like Schools. However, 26% of students managed to achieve Band 8 or higher while Like Schools achieved 25% at Band 8 or higher. Again, the strategies in the scope and sequence should strengthen students’ experience with the variety of text types and we predict an improvement in writing achievements across the board.

Band Score Range

10 686 and above

9 634 - 685

8 582 - 633

7 530 - 581

6 478 - 529

5 426 - 477

4 374 - 425

SCHOOL PRIORITIES

Achievement Target 1.2 Improve Numeracy performance to achieve above Like Schools.

NAPLAN Score Range

Numeracy

Year 7

Year 9

2017

2018

2017

2018

Band

Sch

Like Sch

Sch

Like Sch

Sch

Like Sch

Sch

Like Sch

10

686

0%

3%

4%

4%

9

634 - 685

1%

5%

6%

5%

7%

10%

11%

14%

8

582 - 633

15%

11%

14%

14%

29%

27%

32%

24%

7

530 - 581

34%

27%

30%

26%

36%

35%

37%

35%

6

478 - 529

31%

32%

34%

32%

25%

24%

11%

19%

5

426 - 477

16%

20%

14%

20%

3%

2%

5%

4%

4

374 - 425

3%

5%

3%

4%

3

322 - 373

2

270 - 321

1

Up to 269

NUMERACY Year 9 saw Numeracy levels rise significantly according to band achievement. Forty seven percent of students achieved Band 8 or higher compared with Like Schools achievement levels of 42%. This also had implications for Achievement Target 1.5 (Increase the % of students who prequalify from 34% to 45%) because 47% of students also prequalified for OLNA Numeracy. The Year 7 data similarly showed a smaller improvement with 20% of students achieving Band 8 or higher compared with 19% for like schools.

Achievement Target 1.3 WACE Achievement will exceed Like Schools

YEAR 12 PERFORMANCE DATA 2018 WACE ACHIEVEMENT Number of students eligible for WACE 2018 2017 2016 115 119 83 Number of students achieving WACE 106 (92%) 97 (82%) 70 (84%) The improvement in the WACE achievement percentage is reflective of the improvement in achievement of OLNA. Underpinning this are the resources allocated by the school to fund the work of the Literacy Co-ordinator and the Numeracy Co-ordinator who work across all Learning Areas and support the work of the mentors. Mentor Groups are structured to provide extra support for students in Literacy and Numeracy. WACE Achievement Rate: count (% of eligible students) School 92% Like Schools 83% Public Schools 89% Hampton SHS clearly outperformed both Like Schools and Public Schools in the achievement of WACE. Another factor underpinning this success is the very strong VET programs that run successfully from Year 10 through to Year 12. The majority of our students achieve multiple certificates and many achieve at the Certificate III level in Year 12. Achievement Target 1.4 We aspire to achieve a Median ATAR achievement of 70%

ATAR PERFORMANCE 0 students had 6 ATAR Courses 38 students had 4 or 5 ATAR Courses 5 students had 1 – 3 ATAR Courses Median Score 59.38 Highest 96.40 Lowest 27.90 Like Schools 71.25 Public Schools 79.50 This is an area of concern. The ATAR cohort is small but several of the students should not have been attempting ATAR. However, despite counselling they persisted in attempting the ATAR examinations. The reason is often cultural and the parents support the students’ “ right to try”. This resulted in a rather long tail which is most evident in the tricycles where 74% of students fell into the bottom tricycle. We have increased counselling and provided additional supports for struggling students.

Achievement Target 1.5 Increase the % of students who prequalify for OLNA from 34% to 45%

The Year 9 NAPLAN results continue to improve. The target was achieved in Numeracy where 47% of students achieved Band 8 or higher compared with Like Schools achievement levels of 42%. Reading results improved to 42% achieving Band 8 or higher where like schools achievement was also 42%. Although the writing results were disappointing at 26%, Like schools results were also down to 25%. Achievements in Spelling and Grammar and Punctuation were very strong and

we out performed Like Schools.

NAPLAN Hampton Like Schools

Spelling 60% 44%

Grammar and Punctuation

50% 42%

Achievement Target 1.6 Regular attendance (90%plus ) rate for all year groups will be equal to or higher than 70%. ATTENDANCE at Hampton SHS

Although we knew this target was ambitious, we made plans to educate both the student population and the parents in our community of the importance of regular attendance at school. The Student Services team, in particular, took ownership through the Year Coordinators to follow up absences through phone calls and home visits Attendance plans and developing a sense of belonging through the “We are Hampton” campaign. Future years will show a significant improvement of these figures.

Achievement Target 1.7 Indigenous student attendance will equal or exceed like schools

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

Overall attendance

90% 88% 86% 88% 90% 88%

Regular attendance (over 90%)

70%

61% 51% 60% 62% 56%

SCHOOL PRIORITIES

Aboriginal Attendance

Year School Like Schools WA Public Schools

2017 73.8% 70.7% 66.6%

2018 73.6% 70.5% 66%

These figures show that our indigenous attendance rates are higher than both like schools and the WA Public Schools. Although these are pleasing, we also recognise that there is more work to be done in creating that “sense of belonging” mentioned above. Further development of our “Follow the Dream” program and the appointment of an experienced AIEO will also strengthen relationships between school and our indigenous school community. Achievement Target 1.8 Teacher judgement data has a strong correlation to system assessment data in both NAPLAN and WACE. Alignment Data Observation 2018

Students/ (%) of

students with

alignment results

Alignment of Result Results not Aligned

WA Public School (WAPS) Mean

and (SD)

School Compared

to the WAPS

NAPLAN Result is

below the Grade

Allocation

NAPLAN Result is

above the Grade

Allocation

Mathematics / Numeracy

174 (91%) 60% (10%)

53% (7% Below)

30% 17%

Year 7 Numeracy: Teachers grade allocation may be too lenient. More balance.

English / Reading

174 (93%) 60% (8%) 62% (2% Above)

22% 17%

Year 7 Reading: Teacher grade allocation too lenient. No balance

English/ Writing 174 (93%) 59% (10%)

49% (10%) Below

45% 6%

Year 7 Writing: High teacher expectation. Writing as a process

Students/ (%) of

students with

alignment results

Alignment of Result Results not Aligned

WA Public School (WAPS) Mean

and (SD)

School Compared

to the WAPS

NAPLAN Result is

below the Grade

Allocation

NAPLAN Result is

above the Grade

Allocation

Mathematics / Numeracy

132 (92%) 57% (10%)

39% (18% Below)

3% 17%

Year 9 Numeracy:.

English / Reading

132 (89%) 59% (8%) 51% (8% Below)

19% 30%

Year 9 Reading:

English/ Writing 132 (90%) 57% (9%) 50% (7%) Below

41% 8%

Year 9 Writing:

In terms of using NAPLAN results to moderate teacher grade allocations, the grade alignment results would help indicate very sound teacher judgements for these students. Schools with skewed non-aligned results or results more than one standard deviation below the state mean may wish to investigate how this has occurred. Achievement Target 1.9 VET performance will show an increase in the number of students completing Certificate III

SCHOOL PRIORITIES

Year 7

Year 9

Year 12 Student Pathways

Year ATAR & Cert II or Higher VET Cert II or Higher

2017 15.9% 63.8%

2018 21.0% 66.4%

The table above reflects the importance given to VET Certificates in the school and the students” growing recognition of the value adding that comes with the completion of these qualifications. This is particularly noticeable in the ATAR population where increasingly students are including Certificates in their choices for Year 11 and Year 12. Year 12 Students Completing Certificates (%) during Years 10 – 12

Year Cert II Cert III

2017 30.0% 70.0%

2018 38.5% 61.5%

Again we can observe the increase in students completing Certificate II studies. The apparent decrease in the percentage of students completing Certificate III studies is explained in part by the offerings at the school. At Year 12 level there are 4 Certificates offered: Certificate II Outdoor Recreation Certificate III Business Certificate III Information Digital Media and Technology Certificate III Beauty While all Certificates are popular, a significant number of students choose to complete the Certificate II in Outdoor Recreation. We may need to review our offerings in the light of this data.

PRIORITY 2 EXCELLENCE IN TEACHING PRACTICE We believe that high quality teaching is vital to student engagement and

learning outcomes. Systematic practices that support quality teaching will be provided. Professional learning will develop shared understandings and set agreed standards together with an emphasis on improving classroom practice and embedding ICT in our classrooms. Our essential classroom practice will be underpinned by the use of instructional behaviour support and the use of the AITSL Standards to facilitate teachers selecting goals for improvement. Achievement Target 2.1 Design, implement review and refine a school wide pedagogical framework, specific to our context, for teaching excellence at Hampton SHS build around evidence based Instructional Strategies In 2018, Hampton SHS engaged the services of a Behaviour and Engagement Teacher Consultant in to work full time with teachers to provide professional learning designed to develop agreed common teaching practices that are consistently applied and monitored in all classrooms. Specifically, the program’s objective was to support teachers to develop their teaching practice in order to:

Build strong staff-student relationships

Gain an understanding of the underlying factors influencing behaviour

Develop a conscious awareness of effective behaviour support strategies and skills

Collaborate using shared understanding of the skills, knowledge and language of behaviour support

Engage in professional discussion to develop teaching practice and support student engagement and attainment of student learning targets

Apply consistent behaviour support strategies throughout the school to minimise unproductive behaviour and encourage student engagement.

Although the program was voluntary, all but 2 teachers opted to be part of the professional development, attending PD sessions often in their own time. This is indicative of the importance allocated to it by the teaching staff and the value of the outcomes. Feedback from teachers confirmed the value of this course.

SCHOOL PRIORITIES

The development of the pedagogical framework resulting from this will be ongoing.

Achievement Target 2.2 We will build and sustain a team of Conference Accredited Trained teacher who will support teachers to

apply Instructional Behaviour Support and identified engagement strategies to improve student achievement. Additionally, the program initiated in 2018 aimed to train at least 8 Conference Accredited Trainers who would continue the work with teachers into the future. This was achieved. through the dedicated work put in by teachers in their own time. Accreditation was viewed as a valuable process for professional development for class teachers who are experienced and committed to building capacity in their peers. It was also a way to provide leadership roles for teachers who would benefit from this opportunity. The roles of the CATs included:

Coaching peers to develop conscious knowledge of the language and skills of IBS across the whole school

Providing in-school professional development for new staff to ensure consistency in Behaviour Support across the school

Monitoring and supporting peer coaching teams. Achievement Target 2.3 All teachers will incorporate feedback from classroom observations, Peer observation and reflection against the AITSL standards as the basis for ongoing reflective practice. This is developing as teachers adopt the peer observation model and coaching model. See 2.2 above

Achievement Target 2.4 The Workforce Development Plan will show a diversification of leadership opportunities in the school for staff

engaging in career progression and personal development.

Hampton Senior High School has a proud heritage as a multicultural, friendly and harmonious school of choice for our community many of whom demonstrate their ongoing loyalty to the school either through their choice to return to work here or their decision to send their child to the school they attended, a pleasant scenario that enhances intergenerational history with our school. Hampton has systematically provided opportunities for advancement of career opportunities for staff by simultaneously advancing the school’s priorities. The following tables illustrate the manner in which support has been provided to priority areas and recognition of expertise of staff has been utilised. It also demonstrates the extra funding achieved by the school to support initiatives. This Target will also be ongoing. School financed FTE funding Teaching staff FTE Position 1.2 Year coordinator x 6 0.4 Bright Sparks x 2 0.2 Literacy coordinator 0.2 Numeracy coordinator 0.4 CAT x 2 0.2 D & T Technician support VET coordination and support x 2 (1 x 0.55, 1 x 0.45) 3.6 Total

SCHOOL PRIORITIES

School financed FTE funding Level 3 FTE Position 2.0 Level 3 SS Manager x 2 0.2 ICT management 0.7 HOLA additional release time x 7 2.9 Total Additional FTE Externally funded FTE Position 0.3 GAT coordination 0.2 STEM coordination 0.2 TDS Digital Technologies 0.7 Total PRIORITY 3 A DISTINCTIVE SCHOOL Hampton enjoys a tradition of being a true local school with a loyal parent following. To further differentiate Hampton SHS from surrounding schools we will promote the profile of excellence achieved in our distinctive programs

Achievement Target 3.1 Continue to provide a dynamic and flexible suite of enrichment programs that aim to develop and highlight students’ talents.

STEM COLLABORATION The collaborative project between Science, ICT, Product Design and Mathematics teachers continued in 2018 with the implementation of a full suite of electives in Years 7 to 10. Students have the opportunity to engage in a wide

variety of electives that engage them in using design thinking to produce solutions to engineering problems. Students have access to the machinery in the STEM workshop including the laser cutter, CNC router and 3D Printers when designing their engineering solutions and can use this machinery to make prototypes and final products of their solutions. The teaching staff spent many hours up-skilling themselves on both the software and the use of the machinery in 2018. A particular highlight was the model F1 cars produced by Year 10 students who represented Hampton at the F1 in Schools event, winning the Cadet class. The development of the ten-day International Tour of Florida including a visit to Kennedy Space Centre in Orlando continued throughout 2018. The paperwork is complete, flights booked and 19 excited students are prepared to make the most of this exciting opportunity in April 2019. The International tour will provide students with an amazing opportunity to highlight of which is a three-day Mars Rover robotics program at NASA’s Kennedy Space Centre. Students will develop their critical thinking and collaborative skills, work with industry experts to develop innovative solutions to issues facing the Space Travel industry, improve their communication skills and experience real world applications of STEM concepts.

Athletics Academy This was the second year for the Athletics Academy. It saw yet another specialist class formerly added on grid/timetable for 4 periods a week with a new group of Year 7 students. Much of the theory has been backward mapped so students are well prepared for General & ATAR Physical Education Studies when they move into Senior School. There was great individual and team success in a range of events over the Athletics and School Sport seasonal calendar. The coordinating member of staff works closely with Athletics WA fulfilling a role as Coach and Talent Identification. A number of meets and events were attended to increase professional learning and improve the school’s networking and programme development. The Junior Girls and Boys team finished in the top two for their respective divisions for the state-wide Nitro Athletics Knockout Cup, and as a result qualified to travel to the Gold

SCHOOL PRIORITIES

SCHOOL PRIORITIES

Coast and compete in the Interstate Schools Nitro Athletics Knockout Cup. Achievement Target 3.2 Continue to offer a diverse range of General and VET Pathways through Senior School See previous comments about VET progress. Achievement Target 3.3 Provide ongoing development of curriculum opportunities for students and potential students. Project EDGE continued for the fourth consecutive year providing free weekly workshops in dance to interested students in Years 4-6. Hampton mentor students Larah Price and Ashlyn Nichols assisted Miss Appleby, Miss Flint and Ms Rock each week. This year the term of workshops culminated with a final showing at the end of term 3 for parents and friends. Larah and Ashlyn performed along with the Year 11 Dance class and finishing with the Project EDGE performers in their new devised work “Rollercoaster”.

PRIMARY SCHOOL ENGAGEMENT Great effort has been made to engage Primary School students in Design and Technologies through a range of programs. The STEM collaborative worked with Primary Schools to select interested and talented Year Five students from our feeder schools. These students were invited to the school for five two-hour sessions to engage in engineering challenges using the Lego Simple and Powered Machines. Over 30 students engaged in this program (up from 12 in 2017). Students from the 2017 cohort were invited to participate in the Young Explorers in a number of sessions after school culminating in the opportunity to present their ideas to the school community at TechFest. Finally, all Year Six students from Hampton Park and Eden Hill stayed on after Bright Sparks for an introductory session in both the Product Design and STEM workshops giving students a taster of the opportunities they can expect as High School students. One initiative stemming from the TDS initiative was the Review and Renew

project which provides a group of students the opportunity to review a course from one learning area and provide feedback on how it could be enhanced, including the use of Digital Technologies or other avenue. Giving students agency and voice is empowering for students and gives teachers their perspective directly. Students have been articulate and clearly self aware in what would help their learning and their insights have been appreciated by staff. These project workshops will cover all other learning areas not covered in 2018 with feedback from teachers on the difference this is making reported on by the end of 2019. Their reports will influence future planning for PL and infrastructure at school. This priority is addressed in detail in Learning Area Reports.

A SELECTION OF HIGHLIGHTS 2018

Commonwealth Day Youth Harmony Program Incubate Choreography Night - The 2018 choreography performances were held to packed audiences. All of the items were choreographed by the students and were performed in groups or as solos.

Project Edge – Year 6 Young Creatives Project Shaun Tan Award My Favorite Year Our musical productions continue to be one of the highlights of our school calendar. Mr Wilson was again the Director and pianist and Claire Darling (a former Dance student) choreographed the show.

Hypervision City of Nedlands Emerge Awards Young Originals Exhibition Senior Drama Night - All in the Timing Middle School - The Bear (A Chekov) Write a Book in a Day -WABIAD Spelling Bee Meta Exhibition Two of our Year 12 students had their art works selected for inclusion in the 2018 meta Exhibition. This exhibition is a showcase of what has been judged the best Year 11 and 12 artworks in the state

A SELECTION OF HIGHLIGHTS 2018

RoboCup 3rd place TechFest showcased the amazing range of skills that students in ICT, Maths Science and STEM courses are developing. A wide range of projects were on display with students capably answering the many questions that were asked of them. Logo designed by Joanne White 2017 Graduate

Product Design Competition Pallet Project Game Changer Awards Best Overall Project Stars and Stripes Cheer Competition Market Day National History Challenge FOLLOW THE DREAM -Madison Riley Swimming Carnival

Athletics Carnival Athletics Academy Program Outdoor Recreation Camps Opening of STEM Room F1 in Schools Winners NASA trip Preparation and fundraisers School Ball Presentation Night Bushrangers R U OK Day? National Day of Action against Bullying and Violence One Percenters Club

FINACIAL REPORT

FINACIAL REPORT

Student funding is based on the February Census. Funded students = 820 This includes additional amounts for Aboriginality, Disability, Educational Adjustments and Social Disadvantage. Locally Raised funds include:

Subject Charges Years 7 – 10 (65.50% of funds requested)

Subject Charges Years 11 – 12 (70.46% of funds requested)

Voluntary contributions (65.49%) Special thanks to our parents/guardians for their important contributions, which enable us to provide enriching programs and high levels of support for our students. Funded Targeted Initiatives Salary Cash VET in Schools $195’086 School device program $30’000 Follow the Dream $229’461 $17’521 Gifted and Talented $ 69’258 $ 5’125 Graduate Teacher Program $ 32’179 $ 755 Chaplaincy Program $21’012 SEP – Digital Literacy Grant $14’625 SEP – Sponsorship $20’000 MISP – EV3 Robotics $ 4’750 MISP – STEM Pathways Co-ordinator $22’000 MISP – STEM Project ‘Space’ $10’000 MISP – Tech Trails $ 250 P/L – Digital Technologies $ 5’500 $ 4’878 P/L – DigiTech School funding $44’000 School Psychologist $ 58’521 Specially Organised Classes $ 10’030 Teacher Development Schools $ 5’000

In the majority of cases Targeted Initiative Funding was employed to increase staffing in classrooms, provide opportunities for smaller classes or to provide targeted support or resources for students.

Some of the initiatives employed were:

Follow the Dream - Employment of a Coordinator to track and support students, provision of after school tuition four days per week, attendance at cultural events and use of laptop devices

Gifted and Talented Education Program - Provision of teacher tuition, performance attendance and costs

Graduate Teacher Induction - Program -Relief costs covered for attendance at Graduate courses, extra reporting time, professional learning, release time and some resources

In School State Funded Chaplaincy – Payment towards the cost of a full time Chaplain in Student Services.

Maritime Industry School Pathways -

Resources for the Applied Science Program

Specially Organised Classes (SPORG G&T) - Subsidy for Cheer competition costs and uniforms, classroom resources and teacher preparation release

Teacher Development Schools - Relief costs covered for staff providing professional learning or attending other schools to up skill colleagues

VET in Schools - Teacher release for two staff and an Administration officer to run the VET Program, Career Pathways, WIPT Program and oversee the Certificate courses.

SUMMARY Carry forward 2017 (Cash) $ 498’947 Carry Forward 2017 (Salary) $ 108’503 INCOME Student-Centred Funding $ 9’845’336 Transfers and Adjustments -$ 10’998 Locally Raised Funds $ 598’148 TOTAL FUNDS $11’039’936

EXPENDITURE Salaries $ 9’384’516 Goods & Services (Cash) $ 1,345’400 TOTAL EXPENDITURE $10,729’916

NATIONAL SURVEY 2018

In March the school administered the annual staff, student and parent survey. Our results indicate a strong correlation between staff, students and parents to support learning outcomes. All three stakeholders believed that Teachers expect students to do their best and that teachers motivate me to learn. Students acknowledged they have good teachers who care about both their academic performance and well being. To further interrogate this data and get a deeper understanding of what Hampton looks like to all stakeholders we have committed to the Fogarty EdVance School Improvement Program. This program is a three year journey that evaluates our Organisational Health Index and then informs our planning, actions and resourcng over the next three year cycle. The purpose is to achieve ven better outcomes for Hampton students.

Question Student Staff Parent Teachers at this school expect students to do their best

89% 88% 77%

My school looks for ways to improve

74% 90% 58%

Teachers at this school motivate me to learn

62% 78% 61%

My teachers are good teachers

70% 86% 67%

Teachers at this school care about their students

66% 90% 68%

Survey Question Year 7 Year 10 Year 11 Year 12 Concern My teachers expect me to do my best.

95.1% 89.3% 87.1% 85.1%

My teachers provide me with useful feedback about my schoolwork.

77.8% 62.6% 34% 62.7% Yes

Teachers at my school treat students fairly.

71.5% 49.3% 55.5% 28.3% Yes

My school is well maintained.

75% 69.3% 40.7% 65.7% Year 11

I feel safe at my school.

69.4% 57.3% 44.5% 65.7% Year 11

I can talk to my teachers about my concerns.

48.6% 64% 40.9% 41.8% Yes

Student behaviour is well managed at my school.

54.2%

62.7% 11.1% 31.4% Year 11/12

I like being at my school.

86.8% 64% 40.6% 55.3% Yes

My school looks for ways to improve.

84% 80% 61% 71.6% Year 11

My school takes students’ opinions seriously.

66% 69.3% 24.1% 44.8% Year 11/12

My teachers motivate me to learn.

85.4% 60% 51.7% 52.3% Yes

My school gives me opportunities to do interesting things.

87.5% 52% 46.3% 46.3% Yes

My teachers are good teachers.

83.3% 54.7% 74.1% 67.1% Year 10

My teachers care about me.

76.4% 54.7% 51.8% 79.1% Year 10/11

LEARNING AREA REPORTS

THE ARTS Highlights The distinctive school focus within the Arts was again highlighted through the exceptional artistic talent on display at various performance, display and exhibition events. Thank you to the Arts team for the immense amount of time and effort that goes in to helping the students perform and achieve such innovative and creative endeavours.

Achievements Learning Area Operational Plan:

Consolidation of WA Curriculum in the Arts with a focus on increasing achievement in the Responding strand.

Focus on using data to analyse student achievement and actions taken and targets set as a result of the analysis.

Graduate students Taylor Harding and Amy Johnson were employed as dance tutors. Year 12 students Larah Price and Ashlyn Nichols worked as mentors for the primary school dance workshops.

Year 12 student Courtney Briggs continued to volunteer her time to operate sound, lights and work as stage manager on various Arts performance events. She is applying for the backstage course at WAAPA for 2019.

Introduced extracurricular programs: Media Club and Hampton Legacy Cheer team

Continued promotion of Arts events through marketing and promotional material, Facebook and Visual Arts Instagram page – this year introduced a Performing Arts Facebook page

Performances at assemblies and Presentation Evening

Class room observations as part of performance management and Instructional Behaviour Support program

Prospective Parent Night: in Term 1 included a performance by Gifted and Talented Dance students in years 7 and 8 and speakers from the Gifted and talented Dance, Specialist Performing Arts (Drama) program and Specialist Cheer/Dance program.

Orientation Concert: in Term 4 with performances by Year 7-10 Gifted and talented dance, Year 9 Specialist Performing Arts (Drama) and Year 9 and 10 Specialist Cheer Dance, along with films by Media Club and Visual Art work and Photography selections from throughout the year.

Increase in Senior School Media subject selections for 2019.

Outstanding success in various Visual Art competitions. (see Visual Art section for details)


Specialist Cheer Dance:

Both group stunts, Hampton Monarchy (level 1) and Hampton Royalty (Level 2) along with Hampton Sovereigns (Year 7/8) Level 1 Cheer team all competed at AASCF State Championship where they did great routines. Both group stunts placed 1st with Sovereigns placing 3rd

The following weekend, the two group stunts competed again at the CUA Spring State Titles which was a school only competition.

CUA Stars n Stripes – There were six routines that performed over the weekend. Sovereigns came 3rd out of a division of 5. Monarchy and Empire (an extra-curricular group stunt) came 1st and 2nd respectively and received the 2nd and 3rd highest scoring group stunt routines for the weekend, out-scoring club teams. Royalty placed 4th in their division. The extra-curricular team (Hampton Legacy) competed for the first time and came 6th in the division. Dynasty (the Pom routine) placed 2nd in their division.

All routines performed in the annual End of Year Dance Concert Motion Replay.

The extra-curricular team, Hampton Legacy started this year with a mixture of Specialist Cheer students along with students from other areas such as Athletics Academy and Gifted and Talented Dance. They worked hard throughout the year to build their stunting and tumbling skills ready for the final competition.

Emma Petrovic (Year 9) was an assistant coach for the extra-curricular team as well as the group stunts. She worked alongside Miss Flint to ensure that Legacy’s routine was engaging and challenging.

Specialist Performing Arts and Drama: Senior Drama Production Term 1: ALL IN THE TIMING: was an ensemble

of works from David Ives a New York Playwright. The play is a modern existentialist’s perspective of living in New York and other idiosyncratic aspects of living in America. Included Year 10 Specialist Performing Arts (Drama) and Year 11 and 12 General and ATAR Drama Students.

Bell Shakespeare incursion for all Drama students early Term 2. Senior School Drama Night: All ATAR Year 11 and 12 students

performed their Original Solo Productions. Middle Drama Night: Year 7 & 8 Specialist Performing Arts students

performed scenes from Anton Chekov’s The Bear, a classical romantic comedy. The Year 9 Specialist Performing Arts Students each chose a monologue and then performed them in the same evening.

Auditions for WAAPA: 1 Student Abbie Dorman. Attended the Arts Symposium with the Year 11 and 12 Students at

Notre Dame University. Increase in incursions from Industry Professionals including Jo

Wyndham Incursion: Tadashi Suzuki Workshops & Ellissa Walliss Incursion: Anne Bogart Workshop with Year 11 & 12 ATAR Students.


Gifted and Talented and General Dance:

Year 9-10 GAT Dance students attended a dance theatre performance of ‘Attractor’ by Lucy Guerin and Gideon Obarzanek at the Heath Ledger Theatre. They also participated in a post-show conversation.

Senior School Dance (and Drama) students attended the Annual Performing Arts Perspectives Concert at the Perth Concert Hall, featuring Hampton Graduate and top performing practical dance student, Taylor Harding.

Year 9 and 10 GAT Dance students performed a Bollywood dance at the Commonwealth Youth Harmony Day event held at Government House Ballroom, this was the second year in a row that Hampton has been invited to perform at this prestigious event.

Incubate: Choreography Night was held in Term 2 and featured a range of student choreographed works by Year 7 to 10 Gifted and talented Dance students and Senior School General and ATAR Dance students.

Year 11-12 Dance students attended a dance theatre performance of Bangarra’s ‘Dark Emu’ at the state Theatre Centre.

Year 12 Dance students participated in improvisation and composition workshops with Independent Artist, Phillippa Clarke

Senior Dance Night: held in Term 3, featured Year 11 and 12 ATAR Dance students’ solo works in preparation for practical exams and Year 12 General Dance small group composition works.

Project EDGE continued for the fourth consecutive year providing free weekly workshops in dance to interested students in Years 4-6. Hampton mentor students Larah Price and Ashlyn Nichols assisted Miss Appleby, Miss Flint and Ms Rock each week. This year the term of workshops culminated with a final showing at the end of term 3 for parents and friends. Larah and Ashlyn performed along with the Year 11 Dance class and finishing with the Project EDGE performers in their new devised work “Rollercoaster”.

Motion Replay: End of Year Dance Concert the annual concert was again held at the start of term 4 and featured an array of dance performances that the Gifted and Talented, Senior School Dance and Specialist Cheer Dance students have been preparing throughout the year. The concert concluded with “Motion Replay” a 25 minute work featuring the various GAT and Senior school classes in a work inspired by various film genres. Held over 2 sold out nights, we again included a matinee performance for the Eden Hill and West Beechboro Primary School dance groups. This year we invited them to perform for us as well and they were simply amazing.

Year 12 Gifted and Talented Dance Graduate, Ashlyn Nichols was one of 30 top performing practical ATAR dance students invited to audition for the Annual Performing Arts Perspectives.



Media Arts (Media and Photography):

Media Night: a selection of films from years 7-12 were screened for an audience of parents and Hampton staff

Night filming: Year 12 students participated in overnight filming at Hampton to produce horror films.

Perspectives: Year 11 students attended the Media Perspectives excursion and demonstrated exemplary conduct.

Media Club: An after school Media Club was initiated and students produced one comedy short every term, while picking up new skills in a fun and social atmosphere.

Significant increase in number of students selecting Media in senior school.

Visual Arts:

Three students (Maica Bandalan, Geena Gill and Jovan Couronne - Year 12) selected to participate in Perth Festival Young Creatives Mentorship. Three of eight students selected state wide. Jovan had a photograph from the project appear on perthnow.com.au

Two students selected for inclusion in Meta Exhibition at Gallery Central (Year 12s - Hannah Francisco and Maica Bandalan)

Four works selected as finalists in City of Swan's HyperVision Exhibition (Maica Bandalan, Caleb Trueman, Jarrad Del Borrello and Zahra Alhashimy)

Five works selected for inclusion in Young Originals at ECU (Shaylee Kirkup, Jovan Couronne, Zahra Alhashimy Maica Bandalan and Geena Gill)

Year 9 Sarah McKenzie was a finalist in the City of Subiaco Shaun Tan Award for Young Artists

Jessica Nish, Samuel Bourke, Maica Bandalan, Shaylee Kirkup and Ivan Medrano exhibited in City of Nedlands Emerge Youth Art Awards

Maica Bandalan awarded highly commended in Open Category in Emerge Youth Art Awards winning $250

Maica Bandalan exhibited in City of Bayswater Art Awards Book In A Day workshops and participation Involvement in design and development of Student Services’ Tranquil

Garden Community mural at Altone Park Shopping Centre First stand alone Visual Arts Exhibition


DESIGN AND TECHNOLOGIES PRODUCT DESIGN During 2018 the Year 9 and 10 workshop based electives have been re-branded and re-designed to encourage students to see the creative design based aspects of the Design and Technologies curriculum. The courses have been renamed “Product Design” and students have been engaged in a greater focus on their individual design work and responding to briefs prepared by clients before producing a finished product. Two examples of the increased design expectations are now features around the school and provide excellent examples of this transition. Two Year 9 classes ‘up-cycled’ disused pallets into a variety of furniture pieces for the canteen. Mr Beaton acted as the client, giving students specifications they would need to follow. The furniture is now being used daily within the school café. Two Year 10 students (Charlie Gillam and Gersom Francisco) submitted their work in the ‘Out of the Woods’ competition. Both their pieces included innovative design pieces making use of scrap material and offcuts and these pieces are currently on display in the foyer of Reception. Further improvement to student opportunities to engage with the curriculum began in 2018 by experiencing working with new materials. Machinery that enables students to work creatively with plastics will support student creativity and design thinking. This begins with the investment in a sublimation press providing opportunity for collaboration with other Learning Areas. Metals will begin to be reintroduced to lower school curriculum projects and students will be provided with opportunities to engage with smart materials. Student work will be on display in the cabinet at the workshop entrance and will showcase a variety of student work. Over time the variety of design ideas and materials used will increase. These changes will hopefully lead to the reintroduction of a Materials Design and Technology course in 2020.

STEM COLLABORATION The collaborative project between Science, ICT, Product Design and Mathematics teachers continued in 2018 with the implementation of a full suite of electives in Years 7 to 10. Students have the opportunity to engage in a wide variety of electives that engage them in using design thinking to produce solutions to engineering problems. Students have access to the machinery in the STEM workshop including the laser cutter, CNC router and 3D Printers when designing their engineering solutions and can use this machinery to make prototypes and final products of their solutions. The teaching staff spent many hours up-skilling themselves on both the software and the use of the machinery in 2018. A particular highlight was the model F1 cars produced by Year 10 students who represented Hampton at the F1 in Schools event, winning the Cadet class. The collaboration also focused on developing and sharing best practice in teaching Design and Technologies. Each of the electives was refined from the prototypes through a collaborative approach that made the best use of different areas of strength from different members of the group. This collaborative approach was also seen through the staging of several major events. TechFest showcased the use of technology in the classroom across all areas involved in the collaboration and the STEM Awards Night showcased and celebrated the high quality work produced by our students. The development of the ten-day International Tour of Florida including a visit to Kennedy Space Centre in Orlando continued throughout 2018. The paperwork is complete, flights booked and 19 excited students are prepared to make the most of this exciting opportunity in April 2019. The International tour will provide students with an amazing opportunity to highlight of which is a three-day Mars Rover robotics program at NASA’s Kennedy Space Centre. Students will develop their critical thinking and collaborative skills, work with industry experts to develop innovative solutions to issues facing the Space Travel industry, improve their communication skills and experience real world applications of STEM concepts.


PRIMARY SCHOOL ENGAGEMENT Great effort has been made to engage Primary School students in Design and Technologies through a range of programs. The STEM collaborative worked with Primary Schools to select interested and talented Year Five students from our feeder schools. These students were invited to the school for five two-hour sessions to engage in engineering challenges using the Lego Simple and Powered Machines. Over 30 students engaged in this program (up from 12 in 2017). Students from the 2017 cohort were invited to participate in the Young Explorers in a number of sessions after school culminating in the opportunity to present their ideas to the school community at TechFest. Finally, all Year Six students from Hampton Park and Eden Hill stayed on after Bright Sparks for an introductory session in both the Product Design and STEM workshops giving students a taster of the opportunities they can expect as High School students.

ENGLISH Nicole Fernandes-Ramos filling in so ably (better than her line manager

from all reports) in my absence

WABIAD having a record 72 participants, including alumni

WABIAD morning tea

Spelling Bee being well attended by enthusiastic students and staff

Planning effectively in the creation of backward mapping Scope &

Sequence (Year 7 to Year 12 ATAR) for parents and students, as well as

refining courses for both analytical and creative components in order to

improve results in NAPLAN, OLNA, EST and ATAR as well as overall

grades

Improving Year 12 OLNA results

Literacy focus during Mentor classes

Semester Two movement and progress in Year 10 Extension – C > B; B >

A

ESL support for Nang and sister during Term 3

Peer conferencing – a positive process

Three English staff involved in CATS training (Sam, Karen, Nicole)

Felicity initiating (and conducting) The Writers’ Guild


HUMANITIES AND SOCIAL SCIENCES Highlights HaSS at Hampton SHS in 2018 saw a number of our objectives from the Learning Area Operational Plan for 2018-2020 being met. There was considerable success in national competitions this year with Sami Abbas being selected as a state finalist for the Premier ANZAC Student Tour and Holly Micallef winning a state finalist position in the National History Challenge. Sami wrote a fantastic speech on Frederick Leslie Sayers, an indigenous soldier whose contribution in world conflict has largely gone unrecognised, while Holly created a visually appealing and historically accurate museum exhibit on Mummification in the Ancient Egyptian period. Our Senior Geography students, Hayden Suero, Jai Breen and Brock Gatti attained a High Distinction in the National Geography Competition by exhibiting exemplary geographical mapping skills and knowledge.

Collaboration across staff in our learning area and with other learning areas was evident. Two year 9 HaSS teachers ran an election as a class activity across both classes whereby students created political parties, delivered speeches and voted. Our Harmony Day celebrations included sporting events at lunchtime throughout the week, a ‘Meats of the World’ tasting and a whole school P5 activity on tolerance and acceptance facilitated by Year 10 Extension students. Thanks to the Physical Education Department, Student Services and all of the HaSS staff for their efforts in this week of celebrations. The feedback sheet completed by all staff indicated they felt this was a worthwhile activity.

The Year 7 Market Day was a particular highlight where students again competed to make a profit by selling a range of products they manufactured themselves. 2018 saw this annual event have a theme of ‘Fun Fair.’ The ingenuity and resourcefulness displayed by the students was inspiring.

Assessment was a focus for 2018. HaSS staff have discussed different

assessment modes to assist student achievement this year. We trialled a verbal assessment, resulting in increased achievement, and made a commitment to trialling differentiated assessments in the coming year. Longitudinal data of the learning area displayed a disproportionate percentage of students gaining a C grade, and comparability across classes was problematic due to the individual nature of assessment. 2017 saw the beginnings of common assessment tasks with common marking guides, and the implementation of common tests following a specific format with literacy objectives assessed and adequate rigour to provide opportunities for students to excel. 2018 has seen the fruition of these initiatives and the full implementation across years 7-10 with achievement data indicating that we are providing opportunities for students to succeed and we have less E grades for some year levels. Data is becoming more consistent across classes and we have a grade distribution more reflective of the cohort. Our A and B grade data for 2018 is better than like schools for all year levels apart from Year 10. We are on par with state schools for A grades in Year 7, higher than the state for B grades in year 8 and higher than the state for A grades in year 9. Historical data for year 8 shows we have twice as many A grades and almost half the amount of D grades in year 9 from the previous year. This is a testament to recently written assessments, tiered through levels of difficulty providing opportunities for motivated students to succeed, together with the vigilance of HaSS teachers tracking students on grade boundaries. There were a number of excursions across all year groups, as detailed below.

Achievements Learning Area Operational Plan:

The maximum number of students were entered into the National

History Challenge.

The maximum number of students were entered into the Premier

ANZAC Student Tour.


Senior Geography students entered in National Geography

Competition.

Reward certificates composed for all HaSS disciplines to be distributed

across years 7-10 in 2019.

Literacy strategies appendix added to HaSS teaching and learning

programmes.

Student feedback section incorporated into every common assessment

task.

Classroom observations as part of Instructional Behaviour Support

Program.

HaSS department Connect page resourced with current pedagogy

research articles for professional development of HaSS staff.

Digital library of resources and assessments relating to the new

curriculum now on Connect and accessible for all HaSS staff.

Classrooms have examples of graphic organisers displayed on the walls

for use with instructional strategies and explicit teaching.

HaSS classrooms also have word walls in all classrooms for each

discipline and year level.

Collaboration across colleagues has been achieved through the

diligence of year level coordinators e.g. year 9 HaSS coordinator and

the initiatives of individual teachers.

Year 7 Market Day included all classes as planned for in learning area

plan.

HaSS led Harmony Day celebrations.

Support offered to indigenous students in Follow The Dream Office.

Use of Common Assessment Tasks and marking guides now

implemented across all years 7-10 classes.

Learning area staff met with HOLA at the end of each semester to

discuss low grades and intervention strategies attempted.

New planning document created with HaSS WA Curriculum skills. These

were backward mapped from year 10 to year 7 and agreed upon for

use in teacher set tasks.

Excursions and Incursions Year 9 incursion Anzac G’Day performance by Class Act Theatre

Year 10ext students visited Claisebrook, Fraser Point and the South

Perth foreshore to learn about environmental management of the

Swan River

Year 10 extension students attended an excursion Courage to Care at

ECU that examines the bystander effect within the context of The

Holocaust

Year 11 History students visited The Holocaust Museum and met a

survivor

Year 11 Geography ATAR and Year 12 General Geography students

visited the Swan Valley to attend Whistler’s Chocolate Factory

Year 11 General Geography visited the Northern Beaches

Year 12 Geography ATAR students visited the CBD in the City of Perth

Year 12 Geography ATAR students visited Alkimos


HEALTH AND PHYSICAL EDUCATION Popular Certificate II HPE Senior School course offerings ranged from Sport and Recreation, Sports Coaching and Outdoor Recreation. Amongst the benefits of our courses was the opportunity to complete nationally accredited Senior First Aid and CPR Certificates along with the opportunity to gain a wide range of practical industry experience. PE Studies – Strong and reliable interest from students in our Year 11 & Year 12 General courses, with a strong performance in the Year 12 course with a 100% pass rate, and results higher than both ‘Like’ and ‘State’ schools. Health Studies – This year we offered General Health Studies courses in Senior School. Students planned and executed the running of the annual Health Expo targeted at younger students regarding a number of relevant health issues. Students embarked on the annual visit to Cyril Jackson Health Festival. This was well received by students, giving them an insight into a number of health issues and support services. Our lower school Health programs have been revitalised using backward mapping, taking into account EST requirements so that students can be successful in their performance in Health Studies. Health Studies has been well supported by students throughout the recent years. Lightning Carnivals – We attended four carnivals this year for Years 7, 8, 9 and 10 with teams in a wide variety of sports. As always students behaviour has been highly commendable during these events. Years 7, 8 and over swimming carnivals – these were very successful events with great participation and enthusiastic support from selected Senior School students who nominated to swim in events on the day with a view to going on to represent the school at the Interschool Swimming Carnival later in the term.

Whole School Athletics Carnival – this highly successful event operated well again, along similar lines to past events. Student behaviour was very good with great participation in the key athletics events. This year we were fortunate to

have favourable weather conditions. Interschool (SSWA) participation – Athletics and Swimming as in previous years. The swimming group work tirelessly, attending trainings and meetings in the lead-up to event, and conducting themselves impeccably on the day. Champion Schools participation teams included Netball and Senior Boys Basketball, Junior Boys and Girls Basketball (one day carnival). We will continue to offer these opportunities and more to ensure that our teams are good ambassadors for the school and are suitably attired in high quality sporting uniforms. House System – Once again school based House System has been evident and has positively impacted on school culture. Staff House Leaders coordinated students and events to an exemplary standard. House captains made the most of leadership opportunities through the superb representation of their house and the school. Their contributions to carnivals and sporting events were also exemplary and very helpful to staff. These students have developed a sense of identity within the school environment and the student body have responded very well.

Athletics Academy This was the second year for the Athletics Academy. It saw yet another specialist class formerly added on grid/timetable for 4 periods a week with a new group of Year 7 students. Much of the theory has been backward mapped so students are well prepared for General & ATAR Physical Education Studies when they move into Senior School. There was great individual and team success in a range of events over the Athletics and School Sport seasonal calendar. The coordinating member of staff works closely with Athletics WA fulfilling a role as Coach and Talent Identification. A number of meets and events were attended to increase professional learning and improve the school’s networking and programme development. The Junior Girls and Boys team finished in the top two for their respective divisions for the state-wide Nitro Athletics Knockout Cup, and as a result qualified to travel to the Gold Coast and compete in the Interstate Schools Nitro Athletics Knockout Cup.

LEARNING AREA REPORTS LEARNING AREA REPORTS

Senior First Aid qualifications – A considerable number of students have, again, been put through First Aid and CPR courses by Certificate II teachers, thus saving the students, the school and employers a considerable amount of money. Students outside the HPE Learning Area have also completed the course. Reward lunches/activities – these have continued to be held to reward students training after school, school representation and helping out voluntarily at various events.

HOME ECONOMICS 2018 Home economics has settled into the new rooms, still working out

the minor quirks of the new layout, but students and teachers are

enjoying the new and refreshing rooms. We will be investigating new

equipment and resources to go along with the new curriculum and new

rooms.

Results from the first full year of the new curriculum are sound and we

hope to continue with better results in 2019.

Senior school class numbers are steady and being maintained. Results

for senior school are steady.

There has been a rejuvenation of the Learning Area not only through

new rooms, but new staff. This should all so contribute to improved

outcomes for students

INFORMATION AND COMMUNICATION TECHNOLOGY There is much to celebrate about 2018: the success of our students, the success of our staff and progress we made from the previous year in areas we acknowledged that needed it.

Digital Technologies implementation

Our students are fortunate that the importance of digital skills for the present and future is recognised with all students in Year 7 and 8 completing a year-long course in Digital Technologies. This affords us the opportunity to go beyond the essentials of the curriculum and repeat and build on knowledge and skills. The new curriculum was implemented from Year 7 to Year 10 with particular focus on the lower school classes where is it compulsory.

Some of the key aspects of delivering the new curriculum were:

A common program across all classes with common assessment tasks

Use of some common strategies for teaching, while teachers did modify

and adapt for differences in class groups, based on the NAPLAN data

available

A major collaborative task was introduced in Year 8 for the first time

and was a huge success

Robotics was introduced in all general classes in Year 8 in addition to

the well established robotics program in the specialist class

STEM principles were explicitly taught and emphasised in several

assessments, highlighting links with Maths, Science and STEM courses

Marking rubrics and checklists were used in addition to numeric

marking and observation as ways of assessing

Year 9 and 10 elective courses experimented with different tools to

meet the requirements of the curriculum, in particular physical

computing

As a result of the implementation

Teachers collaborated more closely, creating and sharing resources

Teachers are developing a better understanding of the standards for

each year group, while understanding that the courses will need to be

modified annually as primary students reach high school with higher

levels of technology knowledge and skills

Teachers shared new skills with each other and student mentors were

used in some classes to assist both new teachers and students

The data from Semester 2 identified the rise in the standard of the new

curriculum and the gaps that need to be addressed in teaching and

assessments which was visible in the lower than expected grade

distribution when more difficult concepts were taught in Semester 2

Specialist course programs will be modified to increase the depth and

challenge compared with the new general courses and evolving

technologies compared with general classes

All lower school students had opportunities to showcase their STEM

skills and some were acknowledged through nominations by their

teacher for the STEM awards

Senior School Courses VET courses dominate this area, with Year 10, 11 and 12 classes undertaking studies in Business or IDMT (Information, Digital Media and Technology) industry streams at Certificate I, II or III level. Students gradually learn to value these hands on practical courses with usability in any future career, though many of the IDMT students specifically go on to IT related courses at TAFE or University.

A small group of students elected to study AIT (Applied Information Technology) as an ATAR course in Year 11 and for the first time, there was also an AIT General course group. Both groups made progress through the year with most successfully achieving a C grade.

Highlights The continued tireless efforts of the VET teachers led to 100% successful completion of VET courses for Year 12 students in Certificate III Business, Certificate III IDMT and Certificate II Business. This assisted both ATAR and non-ATAR students to value add to their WACE completion and attainment

VET teachers laboured long hours to complete ever changing qualifications and professional learning requirements and successfully met Audit requirements from the RTO

The mBot robots introduced as a physical computing programming activity working collaboratively groups in Year 8 was a great success in spite of some trepidation from the teachers. Student mentors from Year 10 assisted teachers and students with some of the initial hurdles. New activities such as this encouraged STEM principles for which some students were nominated at the STEM awards ceremony.

The ICT specialist students attended excursions to RobocupJunior, FLL and the Game Changer Awards. 2018 was memorable for their outstanding representation of our school by the preparation, conduct and quality of their efforts.

A Year 10 team were finalists in the RobocupJunior Soccer category astounding the judges at the scrutineering time with their professional journals

A Year 9 team were also selected for the finals of the FIRST Lego League and supported each other through the competition trials. This was a cross curricular assessment between ICT and Science

Three Year 8 boys won a Bronze medal in the RobocupJunior Rescue category in their first competition with their quiet perseverance.


A group of Year 7 specialist students participated in the HackEd competition, sponsored by Landgate, experiencing problem solving for a client within a deadline and a competitive atmosphere.

During the TechFest showcase event held in Term 2 students from both specialist and general classes presented their on-going activities in robotics. This afforded some friendly competition and opportunities for students and parents to see the progress in learning from Year 7 to Year 10. All ICT teachers supported this event. Two Year 7 teams entered the Game Changer Awards (through WAITTA) for the first time and won Best Overall Project awards forthe Year 7-8 and Year 9-10 category! All six students created educational games based on competition themes, but wowed the judges with their mature, thoughtful answers, meticulous testing and preparation of documentation evidence.

Digital Technologies – Innovation Partnerships, Hampton’s only TDS was very busy all year with school initiated events, responding to requests for support from other schools, professional learning workshops and partnerships. Some of the highlights were: STEM PL for Hampton staff, Cybersafety and mental health workshop at Morley

school network day, Digital Technologies curriculum workshops in metro and country schools.

One initiative stemming from the TDS initiative was the Review and Renew project which provides a group of students the opportunity to review a course from one learning area and provide feedback on how it could be enhanced, including the use of Digital Technologies or other avenue. Giving students agency and voice is empowering for students and gives teachers their perspective directly. Students have been articulate and clearly self aware in what would help their learning and their insights have been appreciated by staff. These project workshops will cover all other learning areas not covered in 2018 with feedback from teachers on the difference this is making reported on by the end of 2019. Their reports will influence future planning for PL and infrastructure at school. Three staff commenced Teachers Can Code program building capacity beyond the ICT staff. Collaboration between ICT teachers and other STEM teachers developed further, resulting in pathway development in ICT supporting STEM pathway courses where possible.

The school was asked to host a FIRST Lego League regional event in 2019. The support from the Principal, STEM Steering committee and other teachers has


been very encouraging, with several teachers volunteering their time on weekends at 2018 FLL events to learn these various roles.

ICT staff led the STEM Young Explorers program at Hampton, for Primary school students in Year 6 who completed the STEM Challenge in Year 5 as a way of developing their Digital Technologies and innovation skills. Six students from three primary school completed the program.

TechFest and STEM awards were two major public events held in 2018. The first highlighting learning in action while the second celebrated the successes of students. Staff efforts were strongly recognised at a time of change in curriculum, evolving technologies and new courses requiring additional hours of research, learning and preparation.

Teacher efforts well beyond expectations of the job are recognised for extended parent contact, additional work times during lunch and after school, re-submission of work permitted to tap into potential, work on extra-curricular activities, provide support for other colleagues.

Focus area: Modify Year 7 and 8 assessments and marking instruments to a closer with Judging Standards criteria, to enable more students to achieve As and fewer students to achieve D or E grades in these two years.

MATHEMATICS

Highlights Mathematics staff ran homework classes for students after school, contributing to student’s successful completion of courses. The Learning Area ran practice NAPLAN testing as a precursor to formal NAPLAN for both year seven and year nine students. These tests were then analysed, and the analysis was used to remedial teach in areas of weakness prior to actual NAPLAN testing. One Mathematics staff member served as a year coordinator. One of our staff who was part of the inaugural Hampton SHS Bushrangers cadet group continued with the running of Bushrangers in 2018. One of our staff has worked with Indigenous Follow the Dream students to help maximise their scores in Mathematics. MAWA Professional Development (Conference) was attended by a number of Mathematics staff. Staff ran and marked the EST requirements for SCASA

The Mathematics LA ran all senior school courses. This involved running a combined year 11/12 class.


ACHIEVEMENTS NAPLAN results for Year 9 showed an improvement with a large increase in the Year 9 group mean and a small increase in the Year 7 group mean Performance management occurred with all staff. A combined Year 11/12 Specialist class was run and small group moderation with the Year twelve group in conjunction with another school was successfully implemented to meet SCASA requirements. One of the Mathematics LA staff continued in the role of Occupational Health and Safety Officer, while another Mathematics staff member continued to work as part of the Barry Bennet instructional Strategy program that the school is running and undertook PD in this with a view to up skilling other staff. She also undertook Conference Accreditation Training to enable her to observe and provide feedback to other teaching staff. Several Mathematics staff participated in the STEM awards night. One of the Mathematics staff served as a member of the School Board and served on the School Finance Committee. A Student Teacher successfully completed a Teaching Practice in the Mathematics Learning Area.

Initiatives The LA ran practice NAPLAN testing as a precursor to formal NAPLAN for both Year seven and Year nine students. These tests were then analysed, and the analysis was used to remedial teach in areas of weakness prior to actual NAPLAN testing. The STEM initiative has continued, with the Head of LA Mathematics and another mathematics staff member serving on the STEM committee.

Student Success A comparison of School grades with like schools and DOE showed that our Year 7 students continued to do well, with percentages of A grades higher than either DOE or like schools and our Year 8 and 9 students with percentage of A grades above like schools.

Our Year 12 Mathematics Methods results were above like schools. Our percentages of E grades for Mathematics Essentials were lower than like schools and DOE.

SCIENCE Highlights The Science Learning Area led or collaborated with STEM, ICT, Design and Technology and Maths on a wide range of events and programs:

Community engagement: First Tech Challenge, Young Explorers, STEM

Challenge for Primary Schools, First Lego League, “Design and

Technology day”, NASA Fundraising including NASA Quiz night.

Student Competition: F1 in schools, Subs in schools,

School based initiatives: Science staff involved in classroom

observations, CAT training, the STEM steering committee.

Plant Production Systems continued its development. The first stages of expanding the growing space after a successful application for funding from the Finance committee and clearing of the old STEP house garden and brick fence. Reinvigoration of Applied Science Program courses to incorporate STEM activities, ICT, community links, incursions and excursions to be implemented in 2019.


Initiatives Plant Production Systems area expansion.

Repurposing of the old Photocopier room to make space for increased

equipment storage and organisational demands due to increase in

STEM activities in ASP.

Implementation of 3D printers in Year 10 ASP Astronomy/Rocketry

course.

Professional development sought in Explicit Direct Instruction delivered

at Aveley College and reporting back to Science staff during morning

meetings.

Department engagement with student historical data. Specific targets

set by each staff member relating to individual students with the

potential to perform at a higher grade level.

The Bright Sparks program continued to provide engaging and practical

Science classes to students from Hampton Park, Eden Hill and Weld

Square. This was extended to a collaboration with STEM and Design

and Technology to have the students at Hampton Senior High School

for a full day.

Continued success in maintaining student numbers in general pathway

Science.

Increased expenditure on ASP STEM resources and storage including

Lego kits.

Achievements Continuation of the Science branch of the Morley Schools Network

(MSN) throughout 2018. This involved providing a professional

learning event each term, open to teachers from the eleven schools in

our network

Continued high performance of teachers and delivery of Science

classes, despite changes in leadership and teachers, including two out

of area Science teachers.

Two Science teachers involved in the IBS CAT training initiative in

school and successfully gaining competency.

Successful grant application for NASA trip through “Inspiring Australia”

for $20 000

Continued expansion of Bright Sparks program, including “Design and

Technology Day” Successful outreach and delivery to Camboon PS,

Weld Square PS, Hampton Park PS and Eden Hill PS.

TechFest collaboration with STEM, ICT, D&T and Maths with successful

displays and high attendance by the local community.

Successful application and contesting in external competitions including

“F1 in Schools” and “Subs in Schools.”

Science teacher involvement in First Lego League, including coaching

and judging.

Science teacher involvement in coaching and judging the First Tech

Challenge.

Successful Plant Production Systems delivery and expansion plans.

Science staff helped demolish a shed, the pond, a wall and the plant

beds as well as move equipment to the storage shed during the

Christmas holidays.

Applied Science Program whole day review producing refreshed

programs, assessments and ideas for industry and community links.

Excellent results in ATAR Psychology. 90% pass rate in General courses

in Year 11 and 12 for regular attenders.


Science contribution to the implementation of STEM programs and

events with three Science staff members on the STEM steering

committee.

Continued success in maintaining student numbers in general pathway

Science.

Competitions and Excursions During 2018 the Science department offered a range of opportunities for students to participate in curriculum extension with practical and engaging educational activities. Excursions included:

Year 10 Follow Your Curiosity Day excursion to ECU

Scitech Science café

Year 12 General Psychology zoo excursion.

Subs in schools competition

Solar car competition

Students in the Applied Science Program also organised in-school competitions and exhibitions including:

Solar car speed challenge

Wind turbine power challenge

“Body World” theme park displays

Year 9 ASP held multiple public exhibitions of student work, including

the assistance devices designed to assist members of the community,

e.g. people in wheelchairs and the vision impaired.

Overview of 7-10 results

Teacher Judgements Semester 2, 2018 Global science grade

A B C D E Total Year 7 22 43 58 26 16 165 Year 8 15 30 47 26 28 146 Year 9 6 37 31 26 29 129 Year 10 8 12 53 25 18 116 Total

annual report 2018 - hampton high school...mr. steve beaton principal school priorities our purpose...

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