Gilmore College

2014 School Report

School Priorities2012 – 2015; the priority areas include:

• BuildingStaffCapacity.

• RaisingStandardsinLiteracyandNumeracy.

• BuildingPartnerships.

Curriculum Improvement: To provide students with the opportunity to experienceacurriculumthatisflexibleandrelevanttotheirindividualneedsbyfocusingon:

• Improvingstandardsofliteracyandnumeracy.

• Improvingteachingandlearning.

• Usingevidencebaseddecisionmaking.

Values Education: Ourvaluesinfluenceourbehaviourandgivepurposetoourlives.We seek to ensure that all students are able todevelop the followingcore-shared values:

• Apursuitofknowledgeandacommitmenttotheachievementofpotential.

• Self-acceptanceandrespectofself.

• Respectandconcernforothersandtheirrights.

• Socialandcivicresponsibility.

• Environmentalresponsibility.

The Student Services Team at the College has a number of support staffavailable toworkwith students, includingAboriginal and Islander EducationOfficers,aChaplain,aPsychologist,aYouthWorkerandaCommunityNurse.ALevel4AssociatePrincipal,YearManagers,YouthSupportOfficersandYearCoordinatorsallworkwithstudentsatriskandprovidepastoralcare.

External Partnerships – Extended ServicesTheCollegeworksinpartnershipwithmanyexternalagenciesincluding:TheSmith Family, the Young Parents Program, Aspire, UWA, Murdoch, PACT,Beacon,KIC,DavidWirrpundaFoundation–DeadlySistaGirlz,Clontarf,WaterAuthorityandFollowtheDream.

Gilmore College EthosRigourWe have high expectation ofourselves that challenge us to strive for excellence.We have apositiveapproachtolearningandfoster the development of lifelonglearning.

RelevanceWe recognise the need to caterfor individual differences in ourstudents to achieve the bestpossibleoutcomesforthem.

RelationshipsWe build relationships basedon trust, mutual respect andthe acceptance of rights andresponsibilitieswithintheCollegecommunity.

Werecognisethevalueofpositivepartnerships with parents and carers, students, staff and thewider community to provide qualityeducation.

BackgroundGilmore College opened inJanuary 2008 after the closureof Kwinana Senior High School.The College serves all or part ofthe following localities: Anketell,Bertram, Calista, Casuarina,Henderson, Hope Valley,Kwinana, Leda, Mandogalup,Medina, Naval Base, Postans,The Spectacles, Oakford, Orelia,Parmelia,WattleupandWellard.

Gilmore College is a Year 7 - 12campus,offeringprogramsacrossThe Arts, English, Health andPhysicalEducation,Mathematics,Science,SocietyandEnvironment,andTechnologyandEnterprise.

The Vocational Educationand Training (VET) deliversCertificate II level coursesincluding: Specialist Engineering,Hospitality, Business, IndustrialStudies, Plant Mechanic (HeavyDiesel), Building & ConstructionandInformationTechnology.

VET AND ATAR Pathways

VETA ProgramCoordinatormanages all aspects of the VETprogramacrosstheSeniorSchool,includingpartnershipswith business, industry and community organisationswithin the Kwinana district. Students graduating fromGilmore are not only well equipped for enrolment intertiary courses at University or at TAFE, but also forcoping with the demands that employment places upon themiftheychoosetogooutintotheworldofwork.

ATARAtGilmoreCollegewenotonlyaimtofulfiltheacademicpotentialofourstudents,butdosoinanenvironmentofcareandconcernbasedoncorevalues.

Special Programs

PACTThe Peron Alliance for Curriculum & Teaching is aninitiative that ensures Gilmore College can offer a fullrangeofcoursesinpartnershipwithotherschoolsintheKwinana/Rockingham District. Strong links have beenforgedwithMurdochUniversity.

Specialist EngineeringGilmore College offers a Department Of EducationendorsedSpecialistPrograminEngineering.ThisisrunasaTraineeshipinpartnershipwiththeKwinanaIndustriesCouncil(KIC).

Automotive – Heavy Diesel MechanicGilmoreCollegewill offer a new course in heavy dieselmechanics for 2015. Students will access ChallengerAutomotiveTAFEonedayperweek.

Work ConnectWorkConnectisaclassforagroupofYear10,11and12studentswhohavebeenidentifiedasneedingadifferentSeniorSchoolpathway.Theobjectofthecourseistogivethestudentslifeskills,literacyandnumeracyskillshelpingthemgainemployment.TAFE,workexperienceandawiderangeofalternativelearningactivitiesareaccessed.

Instructional ImprovementArangeofprogramsandstrategiesareusedtoimproveclassroominstructionatGilmoreCollege.Theseinclude:InstructionalRounds, Literacy Strategy, Student TrainingAround Reading (STAR), Follow the Dream, PositiveSchools & Classroom Engagement (PS&CE - previouslyknown as CMS) Foundation Program and InstructionalStrategies.

STARSTAR is a literacy program adopted in 2013. It targetsstudentsjustfailingtomeetthestandard.2014statisticsshowedreadingabilitiesofparticipantsimproved,asdidtheirconfidenceincompletingtasks.

ThestatisticsalsoshowthisprogramhasamostpositiveimpactonYear7and8students.MuchoftheregressionfromaDgradetoanEgradeisduetolackofattendance,whichincreaseswitholderstudents.

In2014, theSTARprogramemployed5staff,4parttimeteachingstaffand1fulltimeeducationassistant(EA).Theprograminvolvedstudentswhowereachievinga‘D’gradeinEnglishbeingremovedfromregularclasses2-3timesperweektoworkinsmallgroupswithaSTARteacher.Duringsmall groups sessions, students were involved in guidedreading activities, intensive writing sessions and wereassistedinthecompletionofassessmentandclasswork.

STARstudentsgradedistributionafterintervention

2014 B C D E NUMBERYear 7 2% 46% 37% 9% 59Year 8 12% 40% 18% 15% 50Year 9 0% 26% 35% 38% 34Year 10 3% 21% 33% 43% 33

Academic ExtensionIn2013theCollegecreatedanAcademicExtensionclassin Year 7. Students applied tobe in the class andweretested togainentry.2014 saw the second intakegroupselected.ThisisadeliberateattempttoraisethenumberofATARstudentsattheCollegeandwillberepeatedeveryyearforYear7s.By2018thefirstintakegroupwillbeinYear12.Thesestudentsareachievingatahighstandard.

Year 8 2014This group formed the foundation Academic ExtensionProgram at Gilmore College. The AEP was advertised attheendof2012forintakein2013.Aselectionprocesswasundertaken which included testing to select 32 suitableapplicants(academicallyhigheracrossallfourMESSareas).TheAcerGeneralAbilitytestwasusedtopre-teststudents.Year6reportingdataaswellasapositivereportsfromtheirprimaryschoolshelpedtoplacethesestudents.

Monitoring was undertaken on a continuous basisthroughout the year with students who were not performing to the standard being removed from theprogram. Once per term meetings with teachers areconductedsincetheinceptionoftheprogramandteachersarerequiredtoshowevidenceof‘enrichment’activitiesundertaken by this group. Teachers are also requiredto differentiate the curriculum to ensure rigour to theteaching/learning program and to ensure assessmentsaresetusing‘Bloom’sTaxonomy’tocaterforhigherorderthinking.

Achievement has improved in all learning areas with most studentsmoving fromB and C grades in 2013 to an A gradein2014(Year8),exceptintheSciencelearningareawheremorestudentsmovedfromA grades in 2013 to B and C grades in (Year 8) 2014.

Year 7 2013 (Year 8 2014)Learningareagradedistributionbelow:

English Maths Science HASSGrade 2013 2014 2013 2014 2013 2014 2013 2014A 6 13 12 13 23 10 10 21B 18 19 13 9 5 15 17 11C 6 0 5 10 2 6 3 0D 0 0 0 0 0 1 0 0E 0 0 0 0 0 0 0 0

Year 7TheYear7AcademicExtensionclass2014wasselectedattheendofthe2013schoolyearbythesameprocessas the previous year. Successful applicants undertookaptitude testing (AGAT) and had to fulfil criteria (highachievementacrosslearningareas).

Monitoring was undertaken on a continuous basisthroughouttheyearwithstudentswhowerenotmeetingthe grade being removed from the program. Once perterm meetings with teachers are conducted since theinception of the program and teachers are required toshowevidenceof ‘enrichment’ activities undertakenbythis group. Teachers are also required to differentiatethecurriculumtoensurerigourtotheteaching/learningprogramandtoensureassessmentsaresetusing‘Bloom’staxonomy’tocaterforhigherorderthinking.

Year 7 2014Learningareagradedistributionbelow:

English Maths Science HASSGrade SEM 1 SEM 2 SEM 1 SEM 2 SEM 1 SEM 2 SEM 1 SEM 2A 5 6 10 9 16 23 8 6B 12 10 12 20 11 6 18 19C 13 13 8 1 3 1 4 5D 0 1 0 0 0 0 0 0E 0 0 0 0 0 0 0 0

Instructional RoundsInstructional Rounds is a form of classroomobservation. It involves teams of teachers andadministrators viewing segments of classroompractice. The teams share the informationgathered to focus on problems of practice sothe College ensure it develops high-qualityinstructioninallclassrooms.

Summary for 20146InstructionalRoundshavebeenconducted:todate,twoin2013andfourduring2014.Duringthis time 6 Problems of Practice have been

identified andobservations have focusedon these (seeattached)43teachershavebeeninvolvedinobservationand45classeshavebeeninvolvedsincetheinceptionofIRatGilmoreCollege.

2 members of the College Board have participated inInstructionalRounds.

3 Federation Principals and 3 Deputy Principals haveparticipatedinInstructionalRounds.

Dataobtainedfromdebriefshasbeensummarised.

Debriefshavebeenconductedwithparticipantswhowereobservers after each Instructional Round (six debriefs)and2debriefsinvolvedthewholestaff.

AnalysisofdebriefsidentifiedProblemsofPracticetiedtotheinstructionalcore(content,student,teacher)aswellasresources.

Next level of work (2015)IdentificationofaProblemofPracticeforawholeCollegefocus(curriculumdifferentiation)andtheeffectonwholeschoolliteracy/numeracy(Collegepriority).

RegularInstructionalRoundsin2015(time-tabledtwoormoreperterm)

Pre-datacollection(startof2015)andpostdataanalysis(endof2015)

Positive Schools & Classroom Engagement (PS&CE - previously known as CMS) Foundation ProgramPositive Schools & Classroom Engagement (PS&CE)is a method of developing teacher skills in BehaviourManagementandInstructionalStrategies.Itteachesstafftouselowkeymethodsofmanagingbehaviour.ItisusedacrossthewholeCollegesoallteachersfollowthesamemethodandusethesamelanguage.

Wrap Around ProgramsResourceful Adolescent Program - RAP is conductedthroughPhysicalEducationwithallYear8students.Theprogram aims to build resilience and provides studentswithskillstodealwithdifficultsituations.

Year 7 - 2012 Year 9 - 2014

Above At Below Above At Below

Reading 59% 24% 17% 52% 29% 19%

Writing 36% 40% 25% 34% 23% 43%

Spelling 58% 19% 23% 60% 19% 21%

Grammar & Punctuation 62% 24% 14% 45% 33% 22%

Work Connect –isaprogramforstudentsinYears10,11and12whohavebeenidentifiedasbenefittingfromhavingamixofschool,workexperienceandTAFE.

Advocacy -isrunacrossthewholeCollege.EachyeargrouphastheirownprogramfromtheABCBlueprintforCareerDevelopment,spellingbyaYearCoordinator.Fivesessionspertermaredevotedtothecareersprogramandthreetoyeargroupassemblies.TwoperiodsatermareusedforwholeCollegeassemblies.

Literacy StrategyTheLiteracyStrategyisatwohourliteracyblockrunacrossYear8.It integratesHumanitiesandSocialSciences(HASS-previouslyknowasSocietyandEnvironment)andisahighlystructuredformatwherethelessonsarebrokenintofivesegments.

ThetablebelowisbasedonNAPLANdataofonecohortoverathreeyearperiod(Year9in2014).StudentsundertooktheLiteracyStrategyinYear8of2013.

ImprovementhasbeenmadeinReadingandSpelling,limitedachievementinWritingandmoderateprogressinGrammarandPunctuation.

Presentingissues:

• InsufficientEnglishcontentinthestrategy,tooheavilydrivenbyHASScontent.

• Teachersnotdeliveringintheprescribedmanner.

Positives:

• Teachersdeliveringintheprescribedmannerreportedpositiveengagementbystudents.

NAPLANTheNationalAssessmentProgramLiteracyandNumeracywasconducted inMay2014forYear7andYear9studentsatGilmoreCollege,assessingtherelativeperformanceofYear7and9studentsinnumeracy,reading,punctuationandgrammar,writingandspelling.ReadingisawholeCollegeliteracypriorityatGilmoreCollege.

Goodprogressisbeingmadeinwriting,punctuation&grammar,readingandnumeracy.In2014theYear9resultsimprovedacrossalloftheNAPLANtests.

TheCollegehascollaborativelydevelopedWholeSchoolLiteracyandNumeracyPlanstoaddresstheissueofstudentsnotmeetingtheNationalMinimumRequirements.TargetedteachingofliteracyandnumeracyskillshasbeenadoptedbyMathematicsandEnglishteachersattheCollege.

The contextualnatureof literacyhas alsobeena cross-curricula focus for all teachersusingprint–richenvironments,subject-specificvocabulary,reciprocalreadingstrategiesandparagraphing.ArangeofnumberandmeasurementstrategieshavebeenprioritiesforteachersattheCollege.

TherewasasignificantimprovementinMathematicsNAPLANresultsforYear9sinnumeracy.Thegapbetweenthelikeschoolsisgraduallydecreasing.In2012,13%ofYears7swererankedbelowthenationalminimumstandard,whereasin2014only7%ofstudentswererankedbelowthenationalstandard.

Year 7 and Year 9 Testing Results

Writing

NumeracyReading

Punctuation&Grammar

NAPLAN NAPLAN - NumeracyNational Minimum 2012 2013 2014Standard (NMS) Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

AboveNMS 42% 44% 44% 30% 53% 48%

AtNMS 45% 39% 46% 52% 41% 45%

BelowNMS 13% 17% 10% 18% 6% 7%

Average Test Score NAPLAN - Numeracy NAPLAN 2012 2013 2014 Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

Average Score 477 527 479 514 496 538

School Performance in comparison with all NAPLAN - Numeracy WA Public Schools 2012 2013 2014 NAPLAN Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

Comparative Performance

BelowExpectedperformanceincomparisontotheresultsofallother WApublicschools

ExpectedperformanceincomparisontotheresultsofallotherWA publicschools

AboveExpectedperformanceincomparisontotheresultsofallother WApublicschools

Percentages of students Above, At, and Below National Minimum Standard Levels

NAPLAN NAPLAN - ReadingNational Minimum 2012 2013 2014Standard (NMS) Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

AboveNMS 59% 45% 50% 40% 63% 52%

AtNMS 24% 32% 35% 37% 27% 29%

BelowNMS 17% 23% 15% 23% 10% 19%

Average Test Score NAPLAN - Reading NAPLAN 2012 2013 2014 Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

Average Score 490 520 485 519 501 536

School Performance in comparison with all NAPLAN - Reading WA Public Schools 2012 2013 2014 NAPLAN Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

Comparative Performance

Percentages of students Above, At, and Below National Minimum Standard Levels

NAPLAN NAPLAN - WritingNational Minimum 2012 2013 2014Standard (NMS) Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

AboveNMS 35% 21% 35% 19% 44% 33%

AtNMS 40% 26% 32% 25% 38% 23%

BelowNMS 25% 53% 32% 55% 18% 43%

Average Test Score NAPLAN - Writing NAPLAN 2012 2013 2014 Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

Average Score 456 459 437 458 473 497

School Performance in comparison with all NAPLAN - Writing WA Public Schools 2012 2013 2014 NAPLAN Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

Comparative Performance

Percentages of students Above, At, and Below National Minimum Standard Levels

NAPLAN NAPLAN - SpellingNational Minimum 2012 2013 2014Standard (NMS) Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

AboveNMS 58% 48% 59% 54% 60% 60%

AtNMS 19% 13% 20% 22% 25% 19%

BelowNMS 23% 39% 22% 23% 15% 21%

Average Test Score NAPLAN - Spelling NAPLAN 2012 2013 2014 Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

Average Score 490 507 499 528 495 542

School Performance in comparison with all NAPLAN - Spelling WA Public Schools 2012 2013 2014 NAPLAN Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

Comparative Performance

Percentages of students Above, At, and Below National Minimum Standard Levels

NAPLAN NAPLAN - Grammar & PunctuationNational Minimum 2012 2013 2014Standard (NMS) Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

AboveNMS 62% 31% 42% 41% 50% 45%

AtNMS 24% 39% 18% 22% 31% 33%

BelowNMS 14% 31% 40% 38% 19% 22%

Average Test Score NAPLAN - Grammar & Punctuation NAPLAN 2012 2013 2014 Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

Average Score 490 504 455 495 491 532

School Performance in comparison with all NAPLAN - Grammar & Punctuation WA Public Schools 2012 2013 2014 NAPLAN Year 7 Year 9 Year 7 Year 9 Year 7 Year 9

Comparative Performance

Percentages of students Above, At, and Below National Minimum Standard Levels

Year 12 Participation

Eligible Year 12 Number acquiring a TER VET – No of students in a VET – No of students completing a Students (ATAR) Cert II or higher Cert II or higher

2012 87 18 21% 55 63% 46 53%

2013 107 13 12% 71 66% 69 64%

2014 54 7 13% 37 69% 35 65%

7studentssatWACEexamsin2014.Resultsfor2014cannotbedisplayedduetothesmallnumberofstudentsparticipating.

TeachersatGilmoreCollegeworktoensurethatATARresultscontinuetoimprovewithafocusonExaminationLiteracyandAssessmentModeration. PACT schoolswork in partnership to ensure student results and teacher judgments arecomparablewithstate-wideexamresultsattheconclusionofYear12.

Eligible Year 12 Percentage Students achieving WACE

2012 87 91%

2013 107 85%

2014 54 87%

Year 12 2014ItmustberememberedthattheYear12studentsfor2014were,whatwasreferredtoas,thehalf-cohort.ThisgroupwasverysmallincomparisontopreviousandfutureYear12cohortsandaffectswhatdatacanbereported.

Retention rates from Year 8 - 12 are increasing, nowat 77%. Many students leave in Years 11 and 12 fortraineeships,apprenticeshipsandemployment.However,79%ofstudentsenteringYear11completedYear12.

This is a 21% increase from 2012 and indicates morestudents are remaining at school until the end of Year12. Gilmore College offers a wide range of VocationalpathwaysaswellasanATARpathway.

Apparent Retention & Progression (%)

Years 8 - 10 Years 8 – 12 Years 10 - 12 Years 10 - 11 Years 11-12

2012 100% 50% 54% 92% 58%

2013 114% 66% 69% 98% 75%

2014 106% 77% 77% 97% 79%

Secondary Attendance

Non - Aboriginal Aboriginal

School State School State

2012 82.9% 89.3% 66.9% 67.9%

2013 86.2% 89.1% 72.2% 67.2%

2014 80.6% 88.6% 62.6% 66.3%

Primary Attendance

Non - Aboriginal Aboriginal

School State School State

2012 88.5% 93.3% 74.6% 81.1%

2013 89.7% 92.4% 80.8% 80.7%

2014 87.0% 93.2% 75.6% 80.4%

Attendance 90%attendanceisrequiredtoimprovestudentlearningoutcomes.

Regularattendance(90%)iscriticalforimprovingstudentacademicachievement.52.6%ofstudentsatGilmoreCollegeattendedregularlyinSemester12013,animprovementfrom2012.

Attendanceratesarestillofconcern.TheCollegesetstargetsforimprovementandusesarangeofstrategies,includingearlyintervention,monitoringandrewardsystemtoimproveattendance.

SuspensionsIn201423%ofallstudentsreceivedasuspensionforviolationsofCollegerules,orunacceptablebehaviour.Thisistoohigh,althoughlowerthansuspensionsin2010and2011.Only13%ofallstudentsreceivedtwoormoresuspensionsin2014.TheCollegeisnothappywiththishighpercentageandhasputstrategiesinplacetoreducesuspensionsfor2015andbeyond.

Destination 2014

Key AreaGilmore College

Mean

This school is well maintained. 67.7%

Teachers at this school expect my child to do his or her best. 61.0%

This school looks for ways to improve. 60.0%

I can talk to my child's teachers about my concerns. 56.9%

My child likes being at this school. 55.5%

My child is making good progress at this school. 53.0%

This school is well led. 53.0%

Teachers at this school motivate my child to learn. 51.2%

Teachers at this school provide my child with useful feedback about his or her school work. 50.0%

Teachers at this school treat students fairly. 50.0%My child feels safe at this school. 46.3%

This school has a strong relationship with the local community. 45.7%

This school takes parents' opinions seriously. 44.5%

This school works with me to support my child's learning. 43.6%I would recommend this school to others. 43.1%

My child's learning needs are being met at this school. 42.7%

I am satisfied with the overall standard of education achieved at this school. 42.5%

Student behaviour is well managed at this school. 35.4%

Parents Staff StudentsTeachersatthisschoolexpectmychild/studentstodohisorherbest. 61.0% 69.8% 78.8%Teachersatthisschoolprovidemychild/studentswithuseful feedbackabouthisorherschoolwork. 50.0% 73.0% 61.5%Teachersatthisschooltreatstudentsfairly. 50.0% 71.3% 53.8%Thisschooliswellmaintained. 67.7% 53.3% 44.3%Mychild/studentsfeelssafeatthisschool. 46.3% 53.3% 50.3%Icantalktomychild’steachers/myteacheraboutmyconcerns. 56.9% 74.5% 49.3%Studentbehaviouriswellmanagedatthisschool. 35.4% 41.8% 34.5%Mychild/studentslikebeingatthisschool. 55.5% 54.3% 53.3%Thisschoollooksforwaystoimprove. 60.0% 65.3% 61.3%Thisschooltakesparents’/staff/studentsopinionsseriously. 44.5% 50.0% 47.5%Teachersatthisschoolmotivatemychild/studentstolearn. 51.2% 75.5% 61.8%Thisschoolworkswithparents/stafftosupportmychild’s/students’ 43.6% 65.3% learning. Thisschoolhasastrongrelationshipwiththelocalcommunity. 45.7% 62.5%Thisschooliswellled. 53.0% 57.8%Iamsatisfiedwiththeoverallstandardofeducationachieved 42.5% 47.0% atthisschool.Iwouldrecommendthisschooltoothers. 43.1% 45.8%

2014 Gilmore College Comparison Table

Gilmore College’s Results (N=41)

National Survey of Students, Parents and StaffThe2014surveyfoundthatparents(61%),students(70%)andstaff(79%)thoughtteachersexpectedtheirchildtodotheirbestand60%ormoreofthethreegroupsthoughtthattheCollegelookedforwaystoimprove.(Rounded%)

Thesurveyshowedstudentbehaviourmanagementwasstillaconcernforparents,studentsandstaffdespiteacontinuedreduction inpoorbehaviour resulting in suspension.TheCollege is committed to improving studentbehaviour.Thereisadisparitybetweenstudents,staffandparentsresponsesinmanyareasofthesurvey.TheSchoolBoardhascreatedanEngagementCommittee.ThiscommitteewillassisttheCollegetodevelopaclearlyarticulatedcommunicationsandengagementstrategytoaffectivelyengagethelocalcommunity.

Learning Area Reports

VETVET standings • TotalnumberofYear12students54• numberofYear12VETstudents37• percentageachievedCertIIorhigher94.59%

SBT’s /ASBT’s• KIC–9students,8intoanapprenticeships• Visage–2completedandontofurtherstudyatTAFE• B&C–1ASBTcompletedandinemployment• Hospitality–4completedand inemployment/apprenticeship(1)/further

study

GilmoreCertificateofferings

Certificate II:• Information,DigitalMediaandTechnology• Business Services • CreativeIndustries• SportsCoaching

“Pure VET” Certificate II: (with WPL)• MetalsandEngineering(SBT)• BuildingandConstruction• Hospitality• PlantMechanic(newfor2015)

Profile Courses: ( Challenger TAFE)• RetailMakeUpandSkinCare–CertII• Hairdressing–CertII• CommunityServices–CertII• HospitalityCoffeefocusESU–CertI• AutomotiveESU–CertI• B&CESU-CertIandII

Awards:

CertificateofCommendation(20A’sover3consecutiveyears)-CurtisPrattAustralianVocationalStudentPrize-CurtisPratt-nominated

EnglishTwo graduateteachers,MsCopemanandMrsRozario,successfullycompletedGraduateModulesandgainedfullteacherregistration.

TheAustralianCurriculumwasfullyimplementedinYears7-10.

TheYear8AcademicExtensionclasshadaweekendcampatBalingupMedievalFestivalwithMsKerkhamandMsHocking.AcrashcoursewasgivenbyPhysicalEducation staff in how to erect tents. Students campedon-site at BalingupPrimarySchool.

TheYear10DebateTeambegan. Theywereverycompetitiveandhopefullythiscancontinuein2015.

TheReconnectclassbeganwithbothYear7andYear8students.Year8swerere-integrated into mainstream throughout Term 2 in a modified timetablesituation,thenbeganfullmainstreamclasses.

NAPLAN results continued to improve, with results almost ‘on par’ withGilmore’s‘likeschools’.Thefocuswillremainonexplicitandinclusiveteachingofgrammarasthisremainsanareawheremostimprovementisrequired.

Moderation of common assessment tasks has continued. ConsensusmoderationoccurredforStage1inYear12.

Mathematics2014 saw good planning and reflection strategies being employed byMathematicsstaff.Therewasanoverallimprovementinacademicachievementofstudentsinthislearningarea.Threenewstaffmembersjoinedtheteamin2014. As thiswasour secondyearasa LearningArea inAblock therewascontinuedimprovementinouroverallperformance.

Semester OneInYear754%ofstudentsachievedaCgradeorbetterInYear850%ofstudentsachievedaCgradeorbetterInYear943%ofstudentsachievedaCgradeorbetterInYear1031%ofstudentsachievedaCgradeorbetter

Semester TwoInYear766%ofstudentsachievedaCgradeorbetterInYear855%ofstudentsachievedaCgradeorbetterInYear954%ofstudentsachievedaCgradeorbetterInYear1044%ofstudentsachievedaCgradeorbetter

Overall therewas an increasing trendwith number of students achieving Cgradeorbetter.

ThemajorityofYear10shadtositOLNAin2014astheyhadnotachievedtheband8 inNAPLAN in Year9. Approximately44%of the students couldnotachievetherequiredstandardbySeptember2014.

In2014,75%ofYear11sachievedaCgradeorbetterand83%ofYear12shadaCgradeorbetter.OverallgoodperformanceforupperCollegestudents.

As a reward for students in Years 7 and 8 Academic Extension Program,an incursionwasorganised. “WorldofMaths” came toGilmoreand setupactivitiesforthemintheAblockMathematicsarea.Thereweretwosessionsthatlastedfor90minuteseach.Theactivitieswereenjoyableandencouragedthestudentstothink,promotingpositiveattitudetowardsmathematics.

NAPLANResults -Therewasa significant improvement inNaplan results forYear9sinnumeracy.Thegapbetweenthelikeschoolsisgraduallydecreasing.In2012,13%ofYear7swerebelowthenationalminimumstandard.In2014,only7%ofstudentswerebelowthenationalstandard.

AustralianMathematicsCompetition:-Thisyear43studentssattheAustralasiawidecompetitionandfifteenstudentsachievedaCreditandsixteenachievedProficiency.Thiscompetitionisverychallengingandexposesthestudentstoproblemsolvingtechniques.

Networking within the five PACT schools continued to be beneficial withrespecttodevelopingprogramsandassessmenttasks,allofwhichcanbeandareadaptedtosuittheneedsofGilmorestudents.In2015,allprogramsfromYear7to10willbasedontheAustralianCurriculum.

Staff in theMaths LearningAreaused ICTeffectively todeliver the curriculum.Withtheavailabilityofi-padstoeveryteacher,therewasaremarkableincreaseinuseofclickviewvideos,powerpointsandvariousappstoengagestudentsinclass.

Humanities and Social Sciences (HASS)In2014GilmoreCollegedeliveredHistoryandGeographyforthePACTgroupof schools. Students from Rockingham and Safety Bay Senior High SchoolattendedclasseswithourstudentsandourteachersatGilmoreCollege.

TheHASSLearningAreahostedandmentored4studentteachersonplacements,fromTheUniversityofNotreDameAustraliaandCurtinUniversity.

Anumberofrewardexcursionsandincursionswereorganisedthroughouttheyear.TheYear11and12CareersandEnterprisestudentsattendedtheCareersExpo. Year 10 History students had guest speakers who spoke about theAustraliancivilrights.Year7extensionstudentsvisitedtheDesalinationplanttoconsolidatetheirknowledgeonWaterandWeather.Anumberofstudentsentered theNationalGeographyCompetitionandall received certificatesofparticipation.AnumberofstudentsenteredtheAustralianHistorychallenge,with one studentmaking it to the finals. Three students entered the stateAnzacPrize,leadingtotwostudentsbeingshortlistedforinterview.

TheHASSLearningAreacoordinatedtheANZACAssemblyincollaborationwiththeCollegeChoirandBandfirstterm.StafffromHASSwerealsoinvolvedwithmanagementoftheGilmoreCollegeStudentCouncilandtheKwinanaJuniorCouncil.

ScienceAnother busy and productive year in the Science Learning Area. Manyopportunitiespresented themselves forourYears10,11and12students toavailthemselvesoftheinformationandexpertiseofspecialistsinawidevarietyofscientificfields.

Year11BiologystudentsattendedtheirannualexcursiontothePerthZoo.Theyattendedaclassificationtalk,wheretheyhadanopportunitytohandlereptiles.Theyhadanexcellentdayandstudentsenjoyedthemselvesandimprovedtheirunderstandingofbiologicalclassification.

NearertoNatureexcursionfortheYear11BiologyandtheYear11EarthandEnvironmental Science Students

August –weekend ‘camp’ at Balingup for 8.1 students to visit theMedievalCarnivale. Participation designed to round off studies inMedieval Science.Experiencesincludedinterviewingcharacters,dancingatthebonfireandswordplay. All students conducted themselveswell andwere a credit toGilmoreCollege.

ScienceFair–endofterm4,anumberofYear7,8and9classescombinedtosharetheirchoiceinresearchandinvestigation.ItwasexcitingforstudentstobeabletodisplaytheirworktotherestoftheCollege.Ourthankstothestaffinotherlearningareaswhoboughttheirstudentstovisit.

IntoSciencewasrunasapilotprogramatGilmoreduringthirdterm.StudentsbenefittedfromarangeofinteractiveSciencebasedlearningexperiences.

Science Education excursions to Scitech, The Naked Scientist chemistrydemonstration, Curtin University Biotechnology exhibition, Seaton Collegebiochemistry excursion, and incursions including sustainability expert ChrisFerreiratospeaktoEarthandEnvironmentalSciencestudents.

MichaelSmithwassponsoredbyALCOAFoundationtoattendKeyIssuesInstitutein Colorado. This sponsored course was designed around environmentalimpacts on a mining town’s water supply. The week long course broughttogether teachers fromacross theglobeandprovidedan in-depth coverageofacrosscurriculateachingresourcewhichalsocamewithawatertestingkitvaluedatUS$500.

In December 2014, Graduate teacher Dr Billy Bennett completed his finaltransition from Provisionally Registered Teacher to Fully Registered Teacherwiththesubmissionofhisoutstandingportfolioofwork.

The Arts1. Building Staff Capacity

Schemes of Assessment Professional DevelopmentThe Arts staff are proficient in uploading schemes of assessments to RTP,utilisinganonlinemarksbookforformativereportsonstudentprogress.

Instructional RoundsTheArtsstaffhaveparticipatedintheinstructionalroundsprovidingpositivefeedback regarding teaching and learning strategies used throughout theCollege.

Moving from Provisional to fully registered teacher1staffmemberhasprogressedfromProvisionallyRegisteredtoFullyRegisteredwithTRBasidentifiedinherPerformanceManagementgoal.

Using technology successfully to report on attendanceAllArtstaffaresuccessfullyusingtechnologytorecordattendanceonline(SIS)aswellaskeepingahardcopyrecordintheirteacherdiaries.

Intra faculty Profession Development of lighting and sound deskVariousmembershaveparticipatedinaninterfacultyProfessionalDevelopmentforlightingandsoundforproductionuse.

National Curriculum AllArtsStaffareawareofthechangesfromCourseofStudytotheNationalCurriculumintheirsubjectarea.AllstaffareprovidingtheNationalCurriculumforYear11students.

MediaisprovidingtheCertificateII inCreativeIndustries. This isatwoyearunitandprovidesstudentswithaportfolioforUniversityentrance.

PS&CErevisionfortheArtsLearningArea

AllArtstaffcompletedthePS&CEtraining.

2. Raising Standards in Literacy & Numeracy

AllArtsubjectareashaveincorporatedspellingtestsinYears7-10AllArtsubjectareashavewordbanks/glossarieswithsubjectspecifictermsAllArtsubjectareasusetechnologytoaidinresearchforcomprehensionandArt in society units

3. Building Partnerships

Targets – Feeder Primaries.TheArts LearningAreaworked togetherwith feeder primaries to present aTransitionproductionthatshowcasedallareasoftheperformingarts.Year6studentswere invited fromOrelia Primary, Calista Primary,Medina Primary,Leda Primary, Bertram Primary and North Parmelia Primary to view whatGilmorehadtoofferfromDance,Drama,MusicandMedia.AllschoolswerechauffeuredtoandfromtheCollegecampus.

Targets–TertiaryInstitutepartnerships/MurdochUniversity

2014will be the second year that Gilmore College andMurdochUniversityalongwithSafetyBaySeniorHighSchool,WarnbroCommunityHighSchool,Coodanup Senior High School and Rockingham Senior High School worktogether inafilmingprojectthatwaspioneeredbyGilmoreCollegein2013.TheMAP4Uprojectenabled

• 3 Year 12 students were provided the opportunity to sit the EnglishCompetencyStattestforuniversityentrance

• 1Year11studentcompletedaspecialist-actingworkshopwithactorMylesPollard

• 4 Year 12 students worked with aMurdoch representative on portfolioentryintoMurdochUniversity.

Murdoch University MAP4U – Creative Arts Initiative 2014TheCreativeArtsInitiativeFilmProgramwasapartnershipbetweenMurdochUniversity,industryprofessionalsandourArtsLearningAreathatengagedandempoweredourartisticallymindedstudents.TheArtsHeadofLearningAreaSophiaD’Rozario,MediaTeacherJohnCoenandMurdochUniversityprojectleaderAntoinetteGeageacollaboratedtoproduceafilmprogramwhichwasmultifacetedencompassingmentorship, rolemodelling and industry links for our studentsparticipatingintheprogram.

The activities startedwith workshops related to various careers in the Arts and learning about pathways leading touniversityoptions.Thestudentsmovedontoproduction/filmpropsandactingworkshopswhichaimedtoimprovetheirskillsinareasofthefilmindustry.Thestudentsworkeddirectlywithacademicandprofessionalmentorstogainvaluableinsightsintothepre-productionandproductionofafeaturefilm.

OurstudentswereencouragedtostepoutoftheircomfortzonesandauditionedforpartsinashortfilmwithactorMylesPollard.Thestudentsthenparticipatedinathreedayfilmshoot.IndustryprofessionalsandMurdochUniversitythirdyearstudentsworkedwithourstudentsonthelastthreedaysofSemesterOnetoproducetheshortfilm.DuringthefilmingdaysMurdochUniversityacademicstaffincludingtheDeanofArtsandmembersofourSchoolBoardvisitedthefilmsetandspokewithstudentsanduniversitymentorsabouttheprogramandtheirplansforacareerinfilmproduction.

ThefilmwaspremieredattheMurdochUniversityOpenDayinAugustwheretheindustryprofessionals,universitystudents,schoolstudents,teachers,familiesandcommunitymemberscametogethertoviewandcelebratethefinishedproduct.OneoutstandingstudentwasrecognisedandawardedaplaceinMyles’sprofessionalactingworkshops.BeingOpenDay,thestudentsandfamiliesalsohadtheopportunitytoseekfurtherinformationabouttertiaryeducation,universitycoursesandalternativepathwaysavailabletothem.

Toaddvaluetothestudentslearning,theschoolstudentsweregiventheuneditedfootageofthefilm.Theteachersandschoolstudentsusedthisfootagetoproducetheirownartworkand/ortocompletecurriculum-basedprojects.

Open Day 2015 – Gilmore College Staff, Students, Industry

Professionals including actor Myles Pollard and Murdoch Academic

Staff working together to produce a short film

Technology & EnterpriseInformation Technology and Business

a) Intop50VetSchoolsb) Year 7/8 student participated in the FLL lego competition at the Curtin

UniversityRoboticsFairc) LinkswithCurtinUniversityandMurdochUniversityforRoboticsd) 100%CertificateCompletion

Design and Technology

a) Top40VETSchoolsb) Apprenticeshipsgainedc) Staff using the 3D printer and Laser Cutter and embedding it into the

curriculumd) AutoshedhasbeencompletelyfittedoutfortheQuarterMidgetsandAuto

Programe) 100%CertificateCompletion

f) 90%ofstudentswhostartedin2013havegainedapprenticeshipsg) CurtisPrattreceivedaCertificateofDistinction

Home Economics (T&E)

a) Top40VETSchoolsb) Hospitalitycateredforanumberoffunctionsin2014c) 8weekfoodsenseprogramrunatBertramPSd) 100%CertificateCompletion

Year11ChildcareandCommunityServicestudentsworkedwithOreliaPrimarySchool.

Health and Physical EducationMajor focus in 2014 was the collaboration amongst staff to create HealthEducationbookletsforeachtermofworkforlowerschoolhealth,withthefocusbeingonaconsistentapproachtothesubjectmatterandensuringassessmentswere conducted in the samemanner toensure consistent judgment infinalresultsforstudents.

Overall theLearningAreahas focusedonensuringstudentswerecomplyingwithwearingthecorrectuniformandwithasimilarandconsistentapproachwe noticed an increase in both uniform and active participation in PhysicalEducationclasses.

2014sawtheopeningoftheFitnessCentreintheundercoverarea,whichwasopenedforusetoYear10-12bothduringPhysicalEducationclassesandafterschool. Year10classeswouldaccess thefitnesscentre1-2sessionsaweekundertheguidanceofPEteachers.Fromthiswesawanincreaseinstudentuniformsandmotivationinbothfitnesscentresessionsaswellas ingeneralsportssessions.

Year 11 enrolment in Outdoor Education, Health Studies and Certificate II:SportsCoachingincreasedin2014,andparticularlyinHealthStudieswherewerequired3classes.ResultsfromYear12werecontinuingtoimprove.

ManyofourYear11/12sassistedwiththerunningofourLightningCarnivalsas coaches, umpires and asOfficials in theHouse and InterschoolAthleticsCarnival.

SemesterOneYear8/10LightningCarnivalSemesterTwoHouseAthleticCarnival,InterschoolAthleticCarnival

Key Events

• LightningCarnivalsYear10-8:Year10BdivisionNetballchampions,Year8CdivisionChampions

• HouseAthleticCarnival• InterschoolAthleticCarnival:3rdPlacemovetoDdivisionin2015• SchoolSportWAVolleyballCompetition:Bdivisionchampions• Year11andYear12OutdoorEducationCamp• FitnessCentreOpening• HPERewardsIncursion• 3rdPlaceEDivisionInterschoolAthleticsCarnival• JulianPereryaChampionBoy16/OverInterschoolAthletics• TyneillMerrillRunnerUpChampionGirl16/OverInterschoolAthletics• Zoe Artemis Champion Girl Year 8 Interschool Athletics (Year 7 Student

competingUp)• BdivisionSSWAVolleyballChampions• Year10LightningCarnivalNetballBDivisionChampion• Year8LightningCarnivalNetballCDivisionChampion

Clontarf Awards Junior Awards (Year 7 – 9)MostImprovedAward KingsleyBuswellGreatBlokeAward MalikChaddAcademicAchievementAward HunterCulbongClontarfSpiritAward:

Year7 MarquiseYbanezYear8 JaygoLawrenceYear9 BaileyBallard

CoachesAward ZachAshwinFairestandBestRunnerUp JarradCarleyFairestandBest BrettPitt

Clontarf Senior Awards (Year 10 – 12)GreatBlokeAward DarrylTaitAcademicAchievementAward KierenMiltonClontarfSpiritAward:Year10 JasonCockieYear11 TraeHansenYear12 JulianPereyra

CoachesAward BrandonStackFairest and Best Runner Up Bradley PereyraFairestandBest JoshKickett

Special Achievements 2014

LyriK Award WinnersMateshipAward TheGilmoreBrekkyClubVolunteers -JordanHarrisandBreannaUpton

LeadershipAward CampKulinCounsellors -SamanthaEarnshaw,AlyshaCleverly and Jesse Temmen

City of Kwinana Educational ScholarshipsEnteringFurtherEducation TianaAndreello LarissaWhittingham-Smith EnteringYear12 ChloeDooman EnteringYear11 ThomasPrattEnteringYear7 ChloePavlov

Staff Management InformationGilmoreCollegehad63teachingstaff,10administrativestaffand34non-teachingstaff,usinganFTEof107.(Notallstaffarefulltime).

AllofourteachingstaffmeettheprofessionalrequirementstoteachinWesternAustralianschoolsandareregisteredwiththeTeacherRegistrationBoardofWesternAustralia.

FoodScienceandTechnology MilenaMilovanovic

Industrial Studies Julian Pereyra

HealthStudies BryanBradshaw

OutdoorEducation QuintinNeedham

SportCoachingCertificateII LinaleyYbanez

VisualArts GeorgiaMcGinn-Park

Dance Amy-IlsetteCastro

Music LinaleyYbanez

CreativeIndustriesMedia TrishanYambao Certificate11

WholeSchoolProduction Amy-IlsetteCastro

WorkplaceLearning MilenaMilovanovic

NursingCertificate1V TrishanYambao

Special AwardsStrathalmond Trophy Julian Pereyra

RSLCitizenshipAward Amy-IlsetteCastro

YouthLeadershipAward TianaAndrello

MostConsistentEffort KICTraineeship CurtisPratt

MostIndustriousEffort TrishanYambao

MostImprovedStudent BlakeJohnston

CALTEXAllRounderAward JustinCraig

VocationalEducation&Training CurtisPratt

CourseworkStage1 LinaleyYbanez

Premier Student – ATAR Tiana Andreello

ADFLongTanYouth BrookeColeman(Yr10) Leadership&Teamwork TianaAndreello(Yr12)

Head Boy CurtisPratt Head Girl Tiana Andrello

Metals & Engineering Verve Scholarships Metals&Industries CurtisPrattandBriceFinch ($800each) Rising Star Tiana Andreello $800UniLinkScholarship

2014 Top Public Schools AwardsTop50VETschools GilmoreCollegeranked42

2014 Valedictory Subject Award WinnersEnglish(Stage3) MaktoomAhmed EllaJackson

English(Stage2) DaniellePenfold

English(Stage1) CurtisPratt

Mathematics(Stage2)CharlesParsons

Mathematics(Stage1) BradleyLyons

CertificateofExcellence MaktoomAhmed

ModernHistory TianaAndrello

Geography LarissaWhittingham-Smith

CareerandEnterprise DaniellePenfold

CertificateIIBusiness TianaAndrello

InformationTechnologyCertificateII TrishanYambao

Materials,Designand Technology(Textiles) CharisseColeman

HospitalityCertificateII MilenaMilovanovic

1 44,281.07$ 44,281.07$ 2 102,201.42$ 102,201.42$ 3 41,988.00$ 41,988.00$ 4 -$ -$ 5 39,463.38$ 39,463.38$ 6 1,232,852.98$ 1,232,852.98$ 7 16,233.40$ 16,233.13$ 8 -$ -$ 9 59,186.36$ 59,186.36$

10 78,365.93$ 78,367.30$ 11 375,000.02$ 375,000.02$

1,989,572.56$ 1,989,573.66$ 1,501,494.00$ 1,501,494.02$ 3,491,066.56$ 3,491,067.68$

Locally Gen 245,132.23$ DoE Grants 1,274,840.98$ Other Govt 16,233.13$ Other 78,367.30$ Transfers 375,000.02$

1,989,573.66$

1 192,598.50$ 81,334.68$ 2 -$ -$ 3 442,757.90$ 343,453.26$ 4 181,908.49$ 143,972.20$ 5 335,086.70$ 235,086.70$ 6 116,109.41$ 55,177.75$ 7 754,538.02$ 602,525.49$ 8 386,610.21$ 95,343.97$ 9 138,242.90$ 50,302.10$

10 545,013.00$ 100,000.00$ 11 51,915.29$ 28,157.84$ 12 312,400.00$ 312,400.00$

3,457,180.42$ 2,047,753.99$

Bank Balance 2,381,486.40$ Made up of: -$

1 General Fund Balance 1,443,313.69$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Reserves 885,868.70$ 5 Suspense Accounts 62,810.01$ 6 Cash Advances 400.00-$ 7 Tax Position 10,106.00-$

2,381,486.40$ Total Bank Balance

Cash Position as at:

Other Transfers to Reserves

Total

Assets and ResourcesEducation ServicesOther Specific Programs

Salary Pool Payments to Central Office

Budget ActualExpenditure

Trading Activities

AdministrationLeasesUtilitiesRepairs/Maintenance/GroundsBuilding Fabric and Infrastructure

Gilmore CollegeFinancial Summary as at

Actual

31 December 2014

Total Funds Available

Internal Transfers

BudgetRevenue - Cash

Trading ActivitiesOther

Opening Balance

Voluntary ContributionsCharges and FeesGovernment AllowancesP&C Contributions

Commonwealth Govt Grants

Fundraising/Donations/SponsorshipsDoE GrantsOther State Govt Grants

Total

0

200

400

600

800

1,000

1,200

1,400

$000

Revenue Source

Revenue - Budget vs Actual

Budget Actual

Loca lly Generated Revenue

12%

DoE Grants64%

Other Govt Grants1%

Other 4%

Transfers19%

Current Year Actual Revenue Sources

0

100

200

300

400

500

600

700

800

$000

Expenditure Purpose

Expenditure - Budget vs ActualBudget Actual

10

210

410

610

810

1010

1210

1410

1610

$000

Cash Position

1 44,281.07$ 44,281.07$ 2 102,201.42$ 102,201.42$ 3 41,988.00$ 41,988.00$ 4 -$ -$ 5 39,463.38$ 39,463.38$ 6 1,232,852.98$ 1,232,852.98$ 7 16,233.40$ 16,233.13$ 8 -$ -$ 9 59,186.36$ 59,186.36$

10 78,365.93$ 78,367.30$ 11 375,000.02$ 375,000.02$

1,989,572.56$ 1,989,573.66$ 1,501,494.00$ 1,501,494.02$ 3,491,066.56$ 3,491,067.68$

Locally Gen 245,132.23$ DoE Grants 1,274,840.98$ Other Govt 16,233.13$ Other 78,367.30$ Transfers 375,000.02$

1,989,573.66$

1 192,598.50$ 81,334.68$ 2 -$ -$ 3 442,757.90$ 343,453.26$ 4 181,908.49$ 143,972.20$ 5 335,086.70$ 235,086.70$ 6 116,109.41$ 55,177.75$ 7 754,538.02$ 602,525.49$ 8 386,610.21$ 95,343.97$ 9 138,242.90$ 50,302.10$

10 545,013.00$ 100,000.00$ 11 51,915.29$ 28,157.84$ 12 312,400.00$ 312,400.00$

3,457,180.42$ 2,047,753.99$

Bank Balance 2,381,486.40$ Made up of: -$

1 General Fund Balance 1,443,313.69$ 2 Deductible Gift Funds -$ 3 Trust Funds -$ 4 Reserves 885,868.70$ 5 Suspense Accounts 62,810.01$ 6 Cash Advances 400.00-$ 7 Tax Position 10,106.00-$

2,381,486.40$ Total Bank Balance

Cash Position as at:

Other Transfers to Reserves

Total

Assets and ResourcesEducation ServicesOther Specific Programs

Salary Pool Payments to Central Office

Budget ActualExpenditure

Trading Activities

AdministrationLeasesUtilitiesRepairs/Maintenance/GroundsBuilding Fabric and Infrastructure

Gilmore CollegeFinancial Summary as at

Actual

31 December 2014

Total Funds Available

Internal Transfers

BudgetRevenue - Cash

Trading ActivitiesOther

Opening Balance

Voluntary ContributionsCharges and FeesGovernment AllowancesP&C Contributions

Commonwealth Govt Grants

Fundraising/Donations/SponsorshipsDoE GrantsOther State Govt Grants

Total

0

200

400

600

800

1,000

1,200

1,400

$000

Revenue Source

Revenue - Budget vs Actual

Budget Actual

Loca lly Generated Revenue

12%

DoE Grants64%

Other Govt Grants1%

Other 4%

Transfers19%

Current Year Actual Revenue Sources

0

100

200

300

400

500

600

700

800

$000

Expenditure Purpose

Expenditure - Budget vs ActualBudget Actual

10

210

410

610

810

1010

1210

1410

1610

$000

Cash Position