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Greenwood College Annual Report 2017 1

GREENWOOD COLLEGE

An Independent Public School

ANNUAL REPORT 2017


GREENWOOD COLLEGE ANNUAL SCHOOL REPORT 2017 Page

Contents .................................................................................................................................................. 2

Principal’s Introductory Comments ........................................................................................................ 3

College Highlights 2017 .......................................................................................................................... 4

Finance Report ....................................................................................................................................... 6

Senior School Achievement .................................................................................................................... 7

Vocational Education and Training (VET) .............................................................................................. 8

Workplace Learning ................................................................................................................................. 9

Lower School Achievement .................................................................................................................. 10

Student Services ................................................................................................................................... 14

Information Communications and Technology ................................................................................... 16

Intensive English Centre (IEC) .............................................................................................................. 18

Learning Area Program Reports:

Science ............................................................................................................................................ 19

Mathematics ................................................................................................................................... 20

English ............................................................................................................................................ 21

Humanities and Social Sciences (HASS) ...................................................................................... 21

Health and Physical Education (HPE) ........................................................................................... 22

Technologies .................................................................................................................................. 24

The Arts .......................................................................................................................................... 25

Volleyball Specialist Program ....................................................................................................... 26

Aviation Specialist Program .......................................................................................................... 26

CONTENTS


M y last annual report began with ”we had an amazing 2016”; well 2017 exceeded my expectations well and truly.

This College is punching well above its weight with the achievements the students and staff are accomplishing. During the

year we had our second Independent Public School Review which ratified that the College was progressing well. We have

now developed the College Business Plan for the next three years which has been accepted by the College Board. Our

next Business Plan focuses on the overarching student performance and improvement targets which are addressed

through the foci:

Student Pathways and Transition

Effective Teaching and

Engagement and Wellbeing

The College has a strong culture of encouraging the students to achieve above the minimum standard and we have

introduced policies to encourage students to aim higher. We are on a journey and still have a long way to go to see

students achieve their potential in all they do. To assist the further improvement in performance, we are engaging with a

Positive Behaviour School approach to protocols and policies which is driving the engagement of students.

Our progressive culture has been highlighted through the value adding we have made in NAPLAN. However the OLNA

requirement is still a hurdle, in particular for the Intensive English Centre students, as they head towards their WACE. Our

diversity was highlighted through the success of our young debating team who, in their first year of competition won the

novice section of the state league. The team was made from mostly relatively new migrants to Australia.

The two specialist programs are continuing to soar in both engagement and achievement with the Volleyball students

winning a National age division championship competing against schools from all around Australia. The number of

teaching staff is also growing with three specialist volleyball staff; the latest member having previous experience with the

Australian men’s volleyball side.

The Aviation Program is also expanding with CHC Helicopters donating a flight simulator to the College (pictured below),

as both our fixed wing and helicopter courses are achieving wonderful results from our students. The number of

applications for this program is on a steady incline and is at capacity.

The elite programs in the College are Music and Dance. The Cheer Dance section particularly, is progressing strongly.

Once again we were awarded the largest number of gold medals at national level competitions of any school in Australia.

Greenwood College is attracting students from across the state for this program, with parents moving house in order to

be within the College intake area.

Music is also a vibrant program with the Concert Band now numbering over 70 students. The staffing for this subject is

also growing, and this is reflective of the enthusiasm and popularity of the subject.

The College Board is very engaged in the school and has a wealth of experienced members, some of whom come from

the education sector at the tertiary level. This has enriched the composition of the Board and is strengthening the

community engagement in the College. The Board has encouraged the development of a school Alumni which has

assisted in stimulating a very positive vibe in the community.

The largest challenge we face as a school is the

accommodation of students with the enrolment

figures hovering around 1100 in a school designed

to accommodate approximately 800 students.

Despite this the student and staff are constantly

celebrating the successes of the school and the

delight at being part of our community. Success

leads to further success and we have much to

celebrate as a College. The end of the year was

possibly our greatest success by breaking into the

top 50 ranked schools with our ATAR results. We

were ranked at 36th in the tables and the third most

improved school in the state. I now am asking “what

can we go onto achieve in 2018?”. Our sights are

set high.

Ian Johnston

Principal Greenwood College

PRINCIPAL’S INTRODUCTORY COMMENTS


COLLEGE HIGHLIGHTS 2017

During 2017 Greenwood College experienced a year with many outstanding achievements,

events and highlights as outlined below:

THE ARTS, LEADERSHIP AND SPORT

Success for the Year 8 Debating Team winning the Western

Australian Debating League Novice Category – Asmaa Hameed,

Jacqueline Walters, Cyrine Almodovar, Anne Cao, Konrad

Dumpleton, coached by Marcel Masque Salgado (Year 11)

Year 8 student, Jacqueline Walters – named state champion in the

Australian History Competition.

Year 9 student Jan Batuyong 4th in Shaun Tan Art Award for Young

Artists Competition. Wonderful effort, selected from thousands of

entries.

Education Assistant, Linda Tulip, chosen as a finalist in the WA

Education Awards.

Mary Mack Award winner for 2016 (recognises achievement in

Literacy) – Sean Jiggins

Year 12 Photography display at Kingsway Shopping centre

Music Camp and Primary School Music Tour, annual Music Winter

Concert

Ann Cao competed in state finals of the United Nations Youth Voice

Public Speaking Competition.

The Greenwood Racing Team 1 are F1 Cadet Class State Champions

for 2017 (Mikayil Alivev, Silvestro Puliafito, Francesca Lizza,

Christian Nortje). They won fastest time, best engineered car and

best poster.

Craig Spencer – Go Cart State Champion

Volleyball trip to Melbourne – Open girls Division 3 Gold Medal

winners, 4 teams competing

Princess Blaye chosen to participate in the zero2hero camp for

future mental health leaders.

WA Junior Beach Volleyball representatives – D Piggot (Year 8),

Alana Bradnam (Year 9), Keela Barnes (Year 11), Hayden Benich

(Year 12)

Visit from Consul General Mr Phung The Long from Vietnam.

Drama Productions – Years 12, 11, 10 and Year 9

China trip by students and staff to visit our sister

school Jinling High School, followed by a tour of

the highlights of China

Ski trip to Mount Hotham for students from

Greenwood College and other secondary

schools

Student Counsellors attendance at Halogen

Foundation Imagination Young Leaders Day

Participation in zero2hero Mental Health Forum

Year 7 student, Sally Bennie, selected in Under

13 WA Gymnastics State Team for trampolining.

Visit from Japanese diplomats

Politician visits – Senator Linda Reynolds CSC,

Member for Cowan Dr Anne Aly and Mrs Jessica

Stojkovski MLA, The Hon Premier, Mr Mark

McGowan MLA and the Education and Training

Minister, Ms Sue Ellery MLC

Chloe Fung (Year 11) and Ryan Flynn (Year 10)

nominated and selected to participate in the

Lions Youth of the Year Competition.

Cheer Dance performances at Gold Coast

competition – three 1st and 2nd places

City of Joondalup Capture Nature Photographic

Competition - five finalists from Greenwood College

Outdoor Education camps and excursions (held at Rottnest, Dwellingup,

Penguin Island (above), Ern Haliday Recreation Camp).


College Highlights (continued)

SCHOOL EVENTS AND PROGRAMS

Splash City fun day – Year 7

River cruise Years 7 and 8

Adventure World excursion – all students

Breakfast program

Parent barbeques, reporting evenings

Year 9 camp

Friendship Group

School Ball, Year 12 Leaver’s Dinner, Year 11 Formal, Year 10 Dinner Dance

House system - points awarded for academic, behaviour, Attendance, extra-

curricula activities and sporting carnivals

Year 6 transition events, parent information evenings

Science and Maths offered as an after school option

Photography excursions for photography students - to Kings Park, Perth City,

Hillarys

Dance Choreography Night, Gold Coast Tour, Rock ‘n’ Cheer Competition

IEC parent welcome barbecue

IEC Caversham Wildlife excursion

IEC excursion to Scitech

Introduction of Mathspace – an interactive software package

School Board: Alumni initiative, creation of the 100 Club

Lightning Carnivals for lower school students

zero2 hero Day

Students individually counselled for upper school subject

selection

Team sports offered: girls soccer, boys soccer, basketball,

netball, cricket, Australian rules

Scholarships offered - High Achiever, Performing Arts,

Aviation, Volleyball

Leadership Camp for selected student representatives

City Youth lunch time programs

Champions of Change committee formed – students voice

their thoughts on current issues

Drumbeat Program available – help students with confidence,

social skills

Master Your Mind Program – created for Year 11/12

students

All student access to online tutoring help through

‘Your Tutor’ due to finding from ECU.

Art students in conjunction with retirees, completed a

community mural at MyVista Retirement and Aged Care

facility in Balcatta. The project involved students

designing and working over a 7 week period.

Antipodeans – Greenwood College participated for the first time in 2017.

Students and teachers visited Cambodia and Vietnam

Robotics Club continued to grow,

both in student participation and

enthusiasm.

Celebrating diversity through the World Day

assembly


FINANCE

GREENWOOD COLLEGE FINANCIAL SUMMARY AS AT 31 DECEMBER 2017


Business Plan Performance - Target Review

QUALITY LEARNING ENVIRONMENT

1. Increase in the percentage of Years 10, 11 and 12 students in Category 3 in all compulsory OLNA (Online Literacy and

Numeracy Assessment) test areas. The data below is for Year 10, 11 and 12 students in October of each year.

The Year 12 data has shown an improvement in all

three categories of OLNA. Year 12 WACE

achievement is dependent on these results.

2. WACE Achievement Rate 90%.

Not Achieved: 80% in 2017.

3. Increase the Attainment Category (ATAR >= 55 and/or

Certificate II or higher) above 90%

Achieved: 99% in 2017.

4. A minimum of 90% of Year 12 applicants seeking

entrance to university are successful.

Achieved: 91% in 2017.

3 YEAR WACE ACHIEVEMENT RATE

Year Eligible

Year 12 Students

Percentage

achieving WACE

2015 123 98

2016 128 82

2017 137 80%

SENIOR SCHOOL ACHIEVEMENT

In 2017 Greenwood College senior school results were outstanding in terms of achievement and improvement.

With a cohort of 137 students, the results were outstanding - we ranked 36th in the top best performing schools and 10th best

government school.

The College excelled in two very important performance indicators: Attainment Rate of 99% (where students achieve a

Certificate II or higher and/or an ATAR score greater than 55) and Median ATAR of 83.78. which was 1.12 above what was

expected. With the introduction of OLNA our WACE Achievement Rate has fallen to 80%. Long term strategies have been put in

place to support students. These pleasing results were achieved as a consequence of the diligence and commitment reflected

by both students and staff.

Senior School Achievement 2017

There were 137 students completing Year 12 in 2017.

21% of these students were participating in a pathway

leading towards a university course.

79% were involved in a Vocational/TAFE Pathway.

The 2017 WACE achievement rate is 80%.

The 2017 attainment rate is 99%.

University Destination Data

22% of our students applied for University. The median

ATAR of these students was 82.9.

15% of our ATAR students received an ATAR of 90 or above.



91% of students who applied have been offered a university

placement.

56% of students were offered their first preference.

YEAR COHORT NUMERACY (%) READING (%) WRITING (%)

2016 10 73 73 72

2017 10 72 69 62

2016 11 83 82 79

2017 11 89 83 78

2016 12 84 85 84

2017 12 92 88 86

19.5

25.1

40.2

10.6

4.5

14

26

46.5

12.6

2.30

5

10

15

20

25

30

35

40

45

50

A B C D E

Pe

rce

nta

ge

Course Grade Summary 2017

Year 11

Year 12


VOCATIONAL EDUCATION AND TRAINING (VET)

Vocational Education and Training Overview:

VET at Greenwood College in 2017 is a major part of the school curriculum. To graduate with a WACE certificate,

students require a Certificate II or higher if they are not completing four ATAR subjects. There were 302 students in

Years 11 and 12 classified as VET students from an upper school cohort of 340. A breakdown of student numbers

involved in Certificate courses delivered at Greenwood College is shown:

In order to deliver Certificate courses at a school level teachers are required to complete a Certificate IV in Training and

Assessment as well as keep up to date with industry trends in their particular industry areas.

In terms of validation and consensus the industry qualifications we offer at Greenwood College are managed by the

Registered Training Organisation that offers that industry scope. This is known as an auspicing arrangement.

Year 10 VET Plus

The full implementation of the Year 10 VET Plus program began in

2016. The program’s objective was to offer Year 10 students a VET

pathway that best prepares them for the world of work. Certificate

II Skills for the Workplace is normally a two year course. By starting

in Year 10, students have the opportunity to complete the

certificate over three years. In 2017, two Year 10 VET Plus classes

were created and catered for students who will probably be

selected as Foundation Pathway students in 2017. Workplace

Learning is integral part of the program. A partnership has been

developed with Mercy Care and 10 VET Plus students have been

placed in a variety of industries within its organisation. Those

students who were not catered for within the Mercy Care

organisation were placed though Western Workplace Learning.

2017 completed VET Certificate courses -

Year 12

Full qualification achieved 174

Certificate II 150

Certificate III 37

Certificate IV 10

School Based Traineeships 5

Year 11 and 12 VET Participation (includes VET certificates delivered at Greenwood College and by external RTOs).

Year 12 VET participation

rate

124 students from a cohort of 137 -

90.5%

Percentage of full

qualifications achieved 93.55%

Year 11 VET participation

rate

178 students from a cohort of 203 -

87.7%

School Based Traineeships 2

Registered Training Organisations who auspice with

Greenwood College Certificate Courses

Skills Strategies International Information Technology, Business, Skills for Work

North Metropolitan TAFE Visual Art and visual Art Photography

Australian YMCA Childcare, Sport and Recreation

Australian Centre for Advanced Studies Music

Hospitality Group Training WA Hospitality

21

86

72

46

68

13

38

66

0 10 20 30 40 50 60 70 80 90 100

Certificate II in Hospitality

Certificate II in Sport and Recreation

Certificate II in IDMT

Certificate II in Skills for Work and Vocational…

Certificate III in Visual Arts

Certificate II in Music Industry

Certificate II in Community Services

Certificate II in Business

Enrolments in Auspiced Courses 2017


External VET qualifications

VET in Schools programs offer profile funded certificate courses/pre apprenticeships and traineeships in addition to

what Greenwood College offers. 2017 saw the continuation of our involvement in these external programs. The

general staff at Greenwood College have again been very supportive of VET students who are out of the school one or

sometimes two days a week.

Counselling for the most of these external VET programs is done at the Year 10 upper school subject selection time in

July and August and in 2017 Greenwood College was again successful in gaining places with the majority of RTOs.

2017 List of external RTOs and student numbers (below).

Vocational Education and Training( Continued)

Qualification Name RTO Students

Certificate IV in Aeronautics (Commercial Pilot Theory - Sin-

gle Engine) South Metropolitan TAFE 3

Certificate II in Plumbing MPA Skills 2

Certificate III in Aviation (Support Services and Operations) South Metropolitan TAFE 2

Certificate II in Building and Construction (Pathway - Trades) North Metropolitan TAFE 7

Certificate II in Automotive Servicing Technology Automotive Institute of Technolo-

gy Inc 3

Certificate II in Automotive Vocational Preparation North Metropolitan TAFE 1

Certificate III in Aviation (Cabin Crew) South Metropolitan TAFE 3

Certificate IV in Business Fremantle Education Centre Inc 5

Certificate IV in Education Support Fremantle Education Centre Inc 4

Certificate II in Population Health North Metropolitan TAFE 3

Certificate III in Health Services Assistance North Metropolitan TAFE 2

Certificate III in Information, Digital Media and Technology North Metropolitan TAFE 1

Certificate II in Applied Fashion Design and Technology South Metropolitan TAFE 1

Certificate II in Aeroskills South Metropolitan TAFE 1

Certificate II in Engineering Pathways North Metropolitan TAFE 1

Certificate III in Engineering - Technical North Metropolitan TAFE 1

Certificate II in Retail Cosmetics North Metropolitan TAFE 1

Certificate III in Beauty Services North Metropolitan TAFE 1

Certificate III in Retail Operations First Impressions Resources 1

Certificate III in Retail Momentum Consulting 1

Certificate II in Hospitality Tubal Pty Ltd 2

Certificate III in Events North Metropolitan TAFE 2

Certificate III in Hospitality Tactical Training Group Pty Ltd 2

Certificate III in Hospitality Training Unlimited 1

Certificate II in Electrotechnology (Career Start) North Metropolitan TAFE 2

Workplace Learning (WPL)

At Greenwood College, Workplace Learning (WPL) comes

under the umbrella of VET and HASS. WPL is embedded in

the Career and Enterprise SCSA subject and is conducted

through the cooperation of the VET department and HASS

teachers.

WPL is now an Endorsed Program that contributes to

WACE. However, the program is not graded and is either

achieved or not achieved by the completion of 55 hours

per unit in the workplace. Placement is undertaken by a

Department of Education agency – Western Workplace

Learning who in 2016 continued to give us excellent

service and very appropriate industry placements for our

students.

Workplace Learning student participation numbers in

2017 were: Year 10 – 8; Year 11 – 48; Year 12 - 46.


LOWER SCHOOL ACHIEVEMENT

NAPLAN OVERVIEW - 2017 RESULTS

The Greenwood College student population includes a

significant number of students from a language

background other than English (LBOTE). These students

are required to sit the NAPLAN assessment after a

minimum 12 months of schooling in Australia. It is

therefore relevant to consider the College’s performance

both with and without our LBOTE student cohort. The WA

and All Australian means shown for comparison include

both government and non-government schools.

All Australian Schools Mean: 554 All WA Schools Mean: 551 GC Mean: 540 GC without LBOTE Mean: 543







YEAR 9YEAR 9YEAR 9 Students on camp





Lower School Achievement (continued)

Business Plan Performance – Target Review


1. Achievement at or above ‘like’ schools in all five NAPLAN test areas (with/without LBOTE)



Business Plan Performance – Target Review


2. Achievement at or above ‘like’ schools in all five NAPLAN test areas (with/without LBOTE)


3. Decrease in the % of students below the National Minimum Standard in all 5 NAPLAN test areas

Overall, across the past three years:

For Year 7 students, with the exception of Reading, the percentage of students below the National Minimum standard has

remained steady or decreased in each test area, and

For Year 9 students the percentage of students below the National Minimum Standard has decreased.

4. Establish positive improvement trends in the progress made by students between NAPLAN 7 to NAPLAN 9.

Compared to Like Schools Greenwood College students demonstrated significantly higher progress in Writing, comparable

progress in Numeracy and lower progress in Reading.

Year 7 – 9 NAPLAN Progress

Very High

%

High

%

Medium

%

Low

%

Very Low

%

Reading 11 20 33 16 19

Writing 15 22 37 14 11

Numeracy 21 16 34 16 14

2015 2016 2017

YEAR 9 Greenwood College %

Like

Schools %

Greenwood College %

Like

Schools %

Greenwood College %

Like

Schools%

Reading 6 4 8 4 3 6

Writing 24 15 17 11 20 16

Spelling 11 7 14 8 7 6

Grammar &

Punctuation 12 8 11 8 7 10

Numeracy 2 1 2 1 1 1

2015 2016 2017

YEAR 7 Greenwood College %

Like

Schools %

Greenwood College %

Like

Schools %

Greenwood College %

Like

Schools %

Reading 3 3 8 4 7 5

Writing 15 9 8 6 10 8

Spelling 7 6 7 5 7 5

Grammar &

Punctuation 10 7 3 4 10 8

Numeracy 0 1 3 2 2 2


In Year 7 the achievement of Greenwood College students

was similar to Like Schools in Writing and Spelling and

below in Numeracy, Reading and Grammar and

Punctuation.

By Year 9 Greenwood College students, in comparison to

Like Schools, demonstrated similar achievement in

Numeracy, Spelling and Reading, and higher achievement

in Writing and Grammar & Punctuation. In addition, Year 9

Greenwood College students demonstrated higher

achievement in comparison to All WA Public Schools across

all NAPLAN test areas.


Greenwood College has an exceptionally well resourced Student Services Centre. Physically, all key members of the Student

Services Team are located in the one “hub”. The centre is located adjacent to the school’s Administration Block. This

promotes Student Services as an individual entity. The Student Services Centre is an open environment but has the

required areas for counselling and interview purposes.

The 2017 Student Services Team is made up of the following personnel:

* Manager Student Services: Murray Williams

* Assistant Manager: Filippo Filidei

* Chaplain: Susan Earle

* School Psychologist: Rica Branca

* Community Health Nurse: Diane Broad

* First Aid Officers: Nicole Newman and Jenny Bruzzese

* Student Support: Sarah Asher

* Education Assistants: Nicole Del Borrello, Carolyn Ganzer, Christina Kolodij, Vesna

Peou, Mariana Sidhom

* School Officer: Anne Pugh

The Student Services Team offers a “full and comprehensive service” to all

students, parents and carers. This is managed in a very professional, caring,

supportive and sensitive manner. The focus is on attendance, behaviour,

physical and emotional wellbeing (Mental Health), pastoral care and

successful academic and non-academic outcomes.

Greenwood College students are extremely well behaved. The Behaviour

Management Policy in this school is well defined, well supported, very fair,

concise and modern. All students, parents, carers and staff clearly

understand the policy. The school demands high standards of behaviour

(both in and out of the classroom), high rates of attendance and we

encourage all students to try their absolute best each and every day.

Throughout the year, Student Services facilitates many programs and initiatives including:

* 100% attendance recognition

* Student of the Week nominations

* Student of the Term excursions/incursions

* House Points competition

* Year assemblies

* Social events (Year 7/8 River Cruise, Year 10 Dinner

Dance, Year 11 Formal, School Ball)

* Year 9 Camp

* Students at Educational Risk reviews/meetings

* Top (academic) student acknowledgement

* Most (academic) improved student

* Breakfast Club (four mornings per week)

* Year 6 Transition Day

* Year 7 Orientation/Fun Day

* Upper school study techniques

* Upper school stress management

* Student Council

* Year 12 Awards Night

* Protective Behaviours

* Safer Online/eSafety presentations

* Champions for Change peer mentoring program

* RAC bstreetsmart excursion

* Zero2hero Day

STUDENT SERVICES

Attendance Statistics 2017

Comparison to like schools

Belridge Secondary College 88.9%

Carine Senior High School 91.2%

Duncraig Senior High School 93.5%

Greenwood College 90.7%

Warwick Senior High School 92.3%

Woodvale Secondary College 93.3%

State Average 87.8%

2017 Year Co-ordinators

Year 7 Meredith Arns

Year 8 Georgia Page

Year 9 Kris Bassanelli

Year 10 Jason Norris

Year 11 Antony Woodard

Year 12 Nanette Hollis



SAFE AND CARING COMMUNITY

Social and emotional well-being of students and staff within a perceptive, intuitive and compassionate College culture.

Providing opportunities for students with diverse interests and skills to participate in extra-curricula experiences.

1. Maintain 80% of students not receiving a Student Behaviour Report in 2017.

Achieved: 80% of all students did not receive a behaviour report.

2. Reduce the number of students with multiple suspensions (based on previous year’s data).

Not achieved: 25 students were suspended more than once compared to 10 in 2016.

3. Increase the average attendance rate above 90% for each year group.

Not achieved: Years 7-11 were above 90% average attendance rate. Year 12 was 89%.

4. Focus on improving the attendance rate to above 90% of students in the 80-89% attendance bracket.

Not Achieved: 4.2% decrease in the number of students in the 80% - 89% category compared to 2016 data.

5. Broaden and develop connections to the wider college community.

Achieved: Ongoing development of parent support groups for specialist and elite programs. Promoting student

achievement and performances to local community centres and schools. College Facebook page and school

website regularly updated . Newsletters twice per term.

6. Decrease the number of unexplained absences by 50%.

Not achieved. Marginal decrease.

Student Services (continued)

Behaviour Reports in relation to days of suspension

Data identifies that there is a direct correlation with Behaviour

Reports against the number of days of suspension.

Data identifies an increase in days of suspension

compared to previous years. Increase is consistent

with the introduction of year 7 students in 2015 and

a rise in enrolments across years 8 to 12. Student

numbers were approximately 700 in 2013, growing

to approximately 1070 in 2017.

Student Survey Data sample

This graph represents a sample of the results of a

survey conducted in November 2017 involving all

students in Year 7 to Year 12. The graph states

clearly that students at Greenwood College feel very

safe in and outside the classroom.


Introduction

The current Business Plan cycle has witnessed very pleasing outcomes in staff and student deployment of ICT to improve

educational outcomes at Greenwood College. A recent survey designed administered to all staff and students, to assess the

use of ICT in the classroom, provided substantial evidence that all learning areas were fully engaged in using ICT as an

integral component of their teaching and learning programs. The results were extremely rewarding for the ICT administrators

in the College, especially as the majority of respondents to the survey were in the age range from 40 to 61 years. These

results justify the sustainable pace of change adopted by the College and the strategic and conceptual approach to

facilitating meaningful change.

There were 72 teachers who responded to the survey and 60% of these indicated they considered themselves to be regular

and skilled users of ICT in the classroom. This represents a dramatic improvement over the first survey commissioned in in

2012 that showed only a few staff were actively engaged in ICT use within the classroom. Ninety eight percent of

respondents indicated that they valued the use of ICT to promote teaching and learning in their classrooms. The survey also

showed that the range and complexity of ICT devices and programs used in classrooms is increasing which is testimony to

the work done by administrative and teaching staff in promoting and resourcing this priority area. Eighty eight percent of

respondents believed that ICT had had a positive impact on their teaching and the learning of their students, which is the

fundamental purpose of this priority.

Student survey responses were equally as pleasing with the large majority of students indicating that they were skilled,

confident and regular users of ICT in their learning processes in the school environment. Two hundred and thirty six student

respondents verified that their teachers frequently used ICT in the teaching learning process, that students enjoy using ICT in

their learning and that all teachers across all learning areas are engaged with ICT in the classroom, which has been a school

priority. These results verify that ICT has increased student engagement in and enjoyment of learning and increased

students’ personal responsibility for taking charge of their own learning and outcomes.

Business Plan Performance - Target Review Summary

QUALITY TEACHING ENVIRONMENT

1. Students are encouraged to become confident, creative and productive users information and communication

technologies.

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

Above student responses show a high percentage of students

consider themselves to be a skilled and regular users of ICT.

Above student responses show that students use ICT for a

variety of creative and productive purposes and with


ICT (Cont)

Students using a GeoSim Helicopter Flight

Simulator in Aviation classes. The simulator was

donated by CHC Helicopters Australia.

2. Staff will integrate information and communication technologies to offer flexible learning opportunities and to improve

the efficiency of their teaching and learning process.

Above teacher responses show teachers regularly use ICT

in their classrooms.

Above student responses show that students feel their

teachers value being able to use ICT to promote learning.

Above teacher responses show teacher engagement with

a wide range of ICT in their teaching learning programs

Above survey responses show teachers see immense value

in using ICT in their classrooms to enhance learning

programs and student outcomes.


INTENSIVE ENGLISH CENTRE (IEC)



142 0 0 9 0

43

55

26

15

4449

2631

48

61

25

44

148

24 2419

73 4 2 0 3 0

Sem 1 2015 Sem 2 2015 Sem 1 2016 Sem 2 2016 Sem 1 2017 Sem 2 2017

0

10

20

30

40

50

60

70

Perc

enta

ge

IEC Graduating StudentsESL Progress Map Levels for Writing

Level 1 Level 2 Level 3Level 4 Level 5

1. Aim for greater than 55% of IEC graduates receiving Level 4 or above in Writing in Progress Map Levels.

At the end of Semester 1, 2017 there were 47% of graduating IEC students who achieved target Level 4 or greater therefore we

did not achieve our target of greater than 55%. At the end of Semester 2, 2017, 51% of graduating IEC students achieved a

target Level of 4 or greater. Again, the target was not achieved. The results were notably different in comparison to 2016. This is

possibly due to the country of origin of graduating students. The students from China and Thailand were our largest cohorts. The

education standards of these countries varies significantly, particularly when students have attended school in rural areas. It is

also worth noting that Chinese and Thai students often take time to ‘find their voice’ as they are often shy and reluctant to speak

in class. Most of these students stay with other students from their country of origin at break time and speak in their first

languages. The IEC will continue to pursue strategies in 2018 to address the particular learning needs and styles of our largest

representative groups.

SAFE AND CARING COMMUNITY

2. Providing opportunities for students with diverse interests and skills to participate in intra and extra curricula experiences.

IEC classes were able to participate in a variety of experiences that enhanced our programs, including English language practise

and personal development opportunities. Excursions included Caversham Wildlife Park, AQWA, Scitech, Live Musical Theatre (The

Princess Bride) and graduation excursions to Ten Pin Bowling and Botanic Mini Golf. We also ran the annual IEC camp to Ern

Halliday in October where students were able to learn co-operation skills, make new friends, develop positive self- esteem and

practise English.

Another highlight for IEC students and former IEC students was World Day. Once again students were able to participate in

traditional costume display (pictured above), performances and speeches. The assembly

was well received by the entire school, facilitating intercultural understanding between all

students and staff of Greenwood College.

3. Support mechanisms to promote effective key transitions.

The Intensive English Centre Transition Co-ordinator continued to provide

mainstream subject counselling and liaised with the mainstream Deputy Principal to

facilitate appropriate study pathways in the mainstream school.

The VET Co-ordinator provided counselling to all transition students regarding study

pathways in mainstream.

Students at educational risk (SAER students) were flagged with the School

Psychologist and Chaplain for inclusion in mainstream SAER lists.

International Fee Paying Students (IFPS) received specialist advice from invited UWA

administration staff about course selection and entry processes for university

admission.

Retention at Greenwood College

In 2017 we experienced declining rates of students electing to stay on at Greenwood

College. The main contributing factor is the home address of IEC students. Students tend to

move to their local school after completing their IEC course. This is particularly true for

students referred to us from Shenton

College where students live in the

Shenton catchment area. Fee paying

students are also tied to their offer of

study that specifies their course and

institution during their school studies in

Australia. Timeline shown left.

Country of origin of 2017 IEC Graduates


In 2017, a number of young, enthusiastic and innovative teachers were added to our staff and already they have added a fresh

and dedicated approach to our programs. The Science Department continued to grow with now 14 full and part time Science

teachers and two laboratory staff. The introduction of a dedicated STEM course in Year 7, the continuing growth of Physics and

Chemistry in Year 11 and 12 and the after-school Robotics group were some of the highlights. The Science transportable is

now being fully used and room use is now stretched so that every Science room is used nearly every period of the day and we

also make use of the IEC Science room and the library for Science classes.

A continued focus for our department is to ensure students are exposed to a range of activities beyond the classroom. Visits to

AQWA, Scitech, Gravity Discovery Centre at GinGin, Perth Zoo, Harry Perkins Medical Institute, Science Innovation festival,

Science Challenge competition, Naturalist Marine Discovery Centre, ECU Labrats, Murdoch University for Be a Metallurgist for a

Day (BAMFAD), RAC bStreetsmart, Royal Perth Hospital for the PARTY program (Preventing Alcohol and Risk-related Trauma in

Youth), as a Beyond the Beaker Seminar helped to give the students a broader understanding of how science effects their lives

and also helped to develop a healthy spirit of competition. All non ATAR bound Year 10 students now have the opportunity to

complete a RAC initiated, Keys for Life program at school and they have the ability to successfully complete their Learner

Driver written test at school.

In 2017 students competed in the F1 for Schools competition and a group of three students won the State final in the cadet

division and were subsequently selected to compete in the National F1 professional division final in Launceston in 2018. The

winning team consisted of Mikayil Aliyev, Silvestro Puliafito and Francesca Lizza.

In 2018 we intend to expand on this by adding the Synergy Solar Car Challenge, the Science and Engineering Challenge and

the Lego Robotics competition into the mix of enrichment activities. Science staff have now taken over Homework Hut, now

renamed Science Squad, where students will have access to at least one science teacher every Tuesday afterschool in the

library.

We have also been selected as one of six schools in the state to trial an innovative composting machine that can turn food

waste into compost within two days. The trial will go on for six months with the students having separate bins at school and

separate their food waste from plastic, paper and other material waste. During the year there will be surveys done to see if the

program makes a difference to the way student’s attitudes to recycling.

Year 8 students achieved their best result ever in the Rio Tinto Big Science competition with four students in the one year

group achieving a High Distinction. Overall there were 5 High Distinctions, 11 Distinctions and 37 Credit Certificates awarded.

High Distinction and Distinction winners were:

SCIENCE

Cyrine Almodovar HD Ann Mansell D

William Brophy HD Declan Gray D

Konrad Dumpleton HD Jasmine Pugh D

Emily Kilmurray HD Angus Fraser D

Brent Macfarlane HD Fian O’Carroll D

An Vo D Karissa Clarke - Liddell D

Campbell Henderson D Ethan Tyler D

Lucas Harding D Joshua Thatcher D

In the Year 11 and 12, National Chemistry quiz the

15 student entrants achieved 3 High Distinctions,

2 Distinctions and 5 Credits. High Distinction and

Distinction winners were:

In Upper School, Department of Education and

“Like School” scores, were achieved by the Year

12 Biology and Physics students.

Israa Hameed HD

Christian Nortje HD

Leo Shi HD

Jayani Bhargav D

Vivian Yao D


The Maths Department saw a number of new teachers arrive in 2017. We welcomed Mr Jacques, Mr Kutzer, Ms Bullock,

later replaced by Ms Brewer and Mr Bickerton; all highly experienced teachers from a wide range of backgrounds.

ATAR students again used Mathematics to gain high ATAR ratings including Leo Shi (99.7), Doris Le (96.1), Emma

Brockett (92.05), Madison Lee (94.45) and Sarah Martinez-Guttierez (96.05). Indeed 78% of Mathematics Methods

students and 58% of Mathematics Applications students used their Maths course as one of top two best scores to

contribute to their ATAR. Methods was Greenwood College’s best performing subject in this regard. Results in Applications

and Methods ATAR courses were within 1.5% of the State average.

Maths Specialist students attended Greenwood College for specialist classes with other students from the West Coast

Collaborative schools. Year 12 classes were taken by Mr Martin and Mr Jacques. Year 11 students were taught by Mrs

Byrne. Competition between capable students has led to good results and class sizes have continued to increase over the

years. The Year 11 Specialist class started 2017 with 25 students. Currently 22 plan to start Year 12 in 2018.

OLNA Numeracy classes were run after school by Ms Brewer, with a 100% success rate in the assessment for those who

attended. 92.7% of the cohort achieved their Numeracy requirement for graduation. Foundations Mathematics Units 3

and 4 finished with 9 “A” Grades, 5 “B” Grades and 5 “C” Grades in 2017. (No state comparisons are available).

Maths support and programs run within the College include :

After school Maths tuition ran on Monday afternoons for all year groups in the library and continued to attract large

numbers of students from all cohorts and pathways.

Year 11 and 12 Maths courses commenced in Term 4 of previous year to maximise student results in Upper

School,

Past examination papers were published on Moodle and available in hard copy for all ATAR and Specialist

Mathematics Year 11 and 12 students,

Programs for all years Mathematics courses and pathways were published on Moodle to assist parents in following

their child’s progress. Other useful resources such as pdf chapters from the relevant Nelson text, past tests and

examinations also posted on Moodle, dependent on the level of the course.

We sponsored participation in the Australian Maths Competition with our champion for the school Huiyun (Vivian) Yao who

placed in the 100th percentile. As a school we had one High Distinction and 15 Certificates of Distinction. Our Top

performers were Ann Cao (97%), Christine Walters (95%), Callum White (92%), Saumya Patel (93%), Leo Shi (93%) and

Karen Jaekob (91%).

We moved to Mathspace for interactive Maths software, which was advantageous for its ability to differentiate questions

according to understanding. Use of IT in class has increased accordingly. We have also aspired to concentrate on bringing

more critical thinking into the classroom across Years 7 to 10 in particular.

We were involved in after school visits by Year 6 primary students from our feeder schools to learn Algebra and/or

Problem Solving, taken by a very enthusiastic Mr Cross.

Have Sum Fun Online continued in Term 4 for Years 8 and 9 students as an extension activity. This year we had two

teams participating under Mr Matkowski’s supervision.

We ran the World of Maths roadshow for High Flyers at the end of Term 2 and extended it to include all students

interested in challenging themselves with hands on problem solving.

We were fortunate in having almost exclusive use of two Education Assistants in Christina Kolodij and Mariana Sidhom,

who were passionate in their commitment to the students and their improvement in numeracy.

MATHEMATICS


HUMANITIES AND SOCIAL SCIENCES

The Humanities and Social Sciences (HASS) learning area has

approximately 1100 students and 10 staff. In Years 7, 8, 9 and 10 the

Western Australian Curriculum Framework is the basis of the teaching

and learning programs for students. Senior school students are offered

ATAR courses of Politics and Law, Economics, Geography, History and

Psychology. The general course offerings in HASS are Geography and

Career and Enterprise. The learning area also offers Vocational

Education Training qualifications - Certificate II in Business delivered

over two years or a Pre TAFE Pathway with a Certificate II in Business

delivered over three years. These certificates are auspiced through the

training provider Skills Strategy International.

In HASS students are provided with opportunities to compete in national

competitions. The 2017 Australian National Geography Competition

tested the geographical skills and knowledge of students. There were 12

students awarded a credit certificate while four students attained a

distinction, placing their achievement in the top 20% of the nation.

Christine Walters, Grace Cormack and Skyelar Duffy each received a

high distinction, placing them within the top 10%.

The Australian History competition is a national competition run in conjunction with The Giant Classroom. The competition allows

students to demonstrate their knowledge, skills and understandings of the Australian history. In 2017 Greenwood College had a

state champion in Jacqueline Walters. Distinctions were awarded to 11 students and six students received a high distinction.

Year 8 students traditionally participated in an excursion to Kings Park (pictured above). Students investigated the indigenous and

European history of the park, the Kokoda Campaign and trail in addition to completing workshops and practicing geographical skills

in the field.

The Year 9 excursion is to Fremantle to explore the indigenous and European history of the port. Students visited the Fremantle

Prison, Round House, Maritime Museum and completed a historical walk through the city’s convict trail of iconic buildings.

ENGLISH

Staff in the English Department continued this year to deliver the required curriculum to every student in the college. Our lower

school pathways were constructed to meet the learning needs of all our students and to enable them to make viable choices in

the selection of Foundation, General or ATAR pathways in upper school.

Teachers within the faculty continued to act as mentors both to our gradate members of staff and to students who sought

placements to complete the practical components of their education degrees. One of these students was offered a teaching

position for 2017.

The results achieved by our Year 12 ATAR students were pleasing. Students were given the opportunity to attend the English

conference at Curtin University as well as to view a stage production of their studied novel. These activities enabled students to

engage more deeply in the nature of the course content.

Enhancing the literacy skills of our students remained the major focus of our teaching and learning programs. We continued to run

a literacy intervention class in each year of lower school as well as planning for a Foundation class in Year 12 for 2018. The

school’s provision of Literacy Education Assistants continues to be instrumental to the success these classes. The NAPLAN results

were able to demonstrate that students are making progress in the areas of reading and writing. This was pleasing to see. OLNA

study classes and ATAR revision sessions continued to be offered to students after school as a means by which they could access

assistance and support.

An important focus of our attention during 2017 was increasing student access to ICT. Laptops were upgraded and additional

units installed. Of our seven classrooms 3 are now equipped for students to research, and to create and present the multi-modal

texts required by the curriculum. We hope to further add to our ICT

resources throughout 2018.

One of the high points of the year was the success of our newly formed

Greenwood College Debate Team. This was a joint initiative with the

EALD Department and much of our achievement was due to the

excellent skills of Ela Amor- Robertson in both organising and motivating

the team, as well as the enthusiasm and skill of the debaters

themselves. They worked long hours in after school sessions and during

weekends. They attended each debate either as speakers or as

supporters. They constantly conducted themselves in a manner that was

a credit to the college. Their amazing dedication to their performances,

and to each other, was the major factor in them winning the state finals.

An amazing achievement from a novice team (pictured right). The

English team is looking forward to consolidating and building on our

students’ achievements in 2018.


As usual, 2017 was a vey busy year for the staff within the Health and Physical Education Learning Area. Not only were we

working hard to maintain our diverse range of courses and programs across the fields of Physical Education, Health

Education, Outdoor Education, Specialised Volleyball and School Sport but for lower school staff and students, it was the first

year of full implementation of the new Western Australian Curriculum which, as would be expected, threw up a few teething

problems and implications for curriculum delivery, assessment practices and reporting procedures.

Initial obstacles arose with developing a new

curriculum whilst still working with a packed

calendar and busy work schedule. This has proven

to be an extremely challenging task. However, staff

have embraced the challenge of implementing the

new curriculum and worked diligently at many extra

workshops and meetings to unpack the curriculum

documents and review, revise and rewrite common

planning, assessment and reporting packages.

While we are reasonably comfortable with our

current position, as with any new course, we

anticipate it will still take a few years to to modify

and alter aspects of the curriculum and embed best

practices across the current HPE program. At this

stage the key point of difference tends to be coming

to terms with new terminology and language. The

scope and sequence of the curriculum required only

a minor adjustment to our college focus. Further, it

does appear assessment practices will require a little more tweaking to reflect more closely the assessment standards and in

addition, more work still needs to be done to better comprehend and integrate assessment pointers.

Student achievement data at this point in time suggests there won’t be a significant alteration to existing grade distributions

as was initially feared and further investigation is still required to make a final decision on strand weightings that will reflect

the needs and abilities of our students and give them the best chance of continued success.

Meanwhile, upper school staff are also working really

hard to provide clearly established pathways for

students at Greenwood College by continuing to offer

our students great diversity of relevant, engaging and

challenging programs and courses. Students are

afforded the opportunity to engage in VET through the

Certificate II in Sport and Recreation course as well as

our general courses in Physical Education Studies,

Specialist Volleyball and Outdoor Education. In

addition, we are excited to be expanding our existing

course offerings next year by including ATAR Physical

Education Studies to compliment our existing classes.

We have made it a priority to ensure that programs

and courses are delivered by experienced and

appropriately qualified staff who lead and support

student learning. We believe a strength of our

programs is to allow our students to consolidate

theoretical learning experiences through practical

based educational opportunities such as camps, carnivals and excursions. In addition, we are continuing an ongoing review

of delivery of theoretical components of upper school courses and the format and structure of written tasks including a focus

on preparing students for successful engagement in externally set tasks (ESTs).

During the course of the year staffing has been identified as a priority area for the department moving forward. While we have

maintained and even increased the number of staff from previous years, larger numbers of students in our courses and

programs will require a little more consideration of staffing profiles, areas of expertise and succession planning, as we look to

the future. In addition, we will be conducting an organisational review of staff roles and have looked to expand and develop

the roles of certain staff within the department to ensure ongoing professional growth and development as well as

establishing a support structure to assist course and program coordinators to effectively complete their roles.

Overall we feel we have completed an extremely successful and pleasing year across all aspects of our programs, which

included the following highlights:

HEALTH AND PHYSICAL EDUCATION (HPE)


Physical Education

- Continued evolution of the general program and culminating

events based around the inter house swimming and athletics

carnivals.

- Participation levels and manner of engagement of students at

the year group lightning carnivals.

- Imbedding of the Term 4 inter-class and sport education

tournaments for lower school students.

- Continued inclusion of social dance within the program despite

ongoing staff changes.

Outdoor Education

- Maintenance of busy camp and excursion calendar of events

across years 9 to 12.

- Successful introduction of the stand up paddle board (SUP)

program.

- Successful integration and inclusion of diverse ability levels

and gender.

- Continued growth in course numbers and engagement levels.

- Staff development of leadership and personal professional

growth.

- Ongoing development of skills for life to assist in the student’s

mental health.

School Sport

- Provision of multiple extension opportunities for teams entered

in competition for swimming, basketball, cricket, netball (5

teams), football, soccer (3 teams) and athletics.

- Senior boys cricket competed for the first time in a number of

years and made the knock out finals round.

- Soccer fielded a senior girls team and a junior boys team for

the first time.

- Netball leads the way with 5 teams entered in SSWA

competition.

Volleyball

- After a number of growth years the specialist program has

reached capacity, which has lead to discussion around

investigating the running of entrance trials for the first time.

- Successful engagement in the following competitions and

tournaments:

- SSWA tournaments – 1st Places (5) / 2nd Places (9)

- WA Schools Cup – Gold for Open A Girls and 8 Girls / Silver for

9 Boys and 9 Girls

- WA Junior League – Silver for Year 8 Girls

- State Team Selection

- Beach – Hayden Benich, Dylan Piggott, Keela Barnes and

Alana Bradnam

- Indoor – Hayden Benich

- Australian Volleyball Schools Cup

- 39 students in attendance

- Gold for Year 12 Girls Division 3

- Isaac Bolt, Campbell Henderson and Rachel Tausem selected

to attend National team training camps

Health and Physical Education (continued)

School Athletics Carnival

Outdoor Education Camp

School Swimming Carnival

School Netball Carnival


In 2017 Technologies was an exciting and diverse learning area that encompassed multiple disciplines. The three main areas of

expertise fall under the following learning areas - Design and Technology, Home Economics and Information Technology. The

Technology and Enterprise learning area is staffed by 15 enthusiastic and dedicated specialist teachers that all have individual

talents that assist with the delivery of current and relevant curriculum. Aligned to the technologies curriculum each learning area

provides students with interesting and diverse experiences in theoretical and practical settings, that challenge and extend

student learning beyond the classroom, whilst encompassing STEM concepts and industry standards. Greenwood College

provided students with the diversity and flexibility to learn, grow and change through this multifaceted learning area.

HIGHLIGHTS FOR 2017

Inclusion of new 3D Printers to enhance the Technologies learning area.

2017 Year 12 Visual Arts Certificate exhibition at Kingsway Shopping Centre.

Production of toys for local primary school by the Design and Technology area.

100% completion rate by the Certificate III Visual Arts Photography students.

Introduction of Robotics program (Gecko Steps) to Info Tech students from UWA Engineering Department

Chevron Photographic Competition finalists.

City of Joondalup Capture Nature Photographic Competition finalists (five of the 20 finalists)

Use of 3D printer and Sketch up to create 3D models in Information Technology course.

Perth Royal Show Photographic Competition finalists.

Introduction of SPHERO’s to Information Technology lower students, as a gateway to programming.

Students completing 1st Service experience - serving staff and students plunger coffee, morning tea

Catering for the Alumni Breakfast, Year 12 Graduation morning tea and supper

Food Science and Technology ‘MasterChef Challenge”

Buddy Program run for Certificate II Community Services students with West Greenwood Kindergarten

Participation in the computerised Virtual Baby Program

DESIGN AND TECHNOLOGY

The Design and Technology area comprises of a mix of practical subjects that promote student participation through choice and

diversity. The lower school subject selections available to Years 7 to 10 comprise of Woodwork, Composite, Mechanical

Workshop and Photography. This mix of hands on, practical and interesting subjects is designed to build students’ skills and

knowledge ready for progression into the upper school subjects comprising Materials Design and Technology Wood, Automotive

Engineering &Technology and Certificate III in Visual Arts in Photography.

HOME ECONOMICS

The Home Economics area comprises practical content that ensures students gain skills that assist with future employment

opportunities and lifelong skills. The lower school subjects for Years 7 to 10 are Food and Textile Technology, Textiles and

Fashion, Beauty, Fashion, Fast Food and Healthy Snacks, Grooming, Craft and Cake Decorating, Child Care and Development

and International Food and Culture. The foundations introduced in these diverse areas allow students to extend into the upper

school courses, which are Food Science and Technology General and also Certificate II courses in Community Services Child

Care and Hospitality.

INFORMATION TECHNOLOGY

The Information Technology area comprises technical skills across multiple platforms that ensure students gain skills and

knowledge that assist in multiple learning areas relating to use in ICT (Information Communication and Technology). In lower

school students were immersed in all facets of computer based applications in a broad manner to gain confidence in the use of

technologies in the classroom through Information Processing. These skills

and knowledge continue to develop during the transition to upper school

programs (Certificate II Information and Digital Technology), providing

industry standard qualifications for the student’s future endeavours.

PHOTOGRAPHY

The Photography area comprises of a balance of practical and theory

based applications that promote student participation and learning in an

exciting and dynamic environment. The lower school Photography classes

made available during 2017 to Greenwood students comprised of

students in year seven to year ten and included a taster course for the

culturally diverse students from the IEC Transition within the Photographic

area to the senior school program involved students completing the

Certificate III in Visual Arts (Photography) which provided students with a

solid springboard into future pathways in Design. Students from both upper and lower school have opportunity to participate in

interesting photographic excursions that take students off campus to iconic Perth locations to capture the unique images used

for course work and the many competitions that are promoted within the area.

TECHNOLOGIES


Using their passion and curiosity for the Arts, students at Greenwood College are provided with unique opportunities for

expression and discovery of themselves and diverse cultures. Through the Arts, students become confident, creative and

respectful community members and leaders. The Role of the Arts at Greenwood College is to:

Institute positive change

Speak in a universal, uniting language

Challenge perceptions

Educate, influence and entertain

Reflect and celebrate our culture and that of others

The Arts @ Greenwood College has an integrated approach to the delivery of the Curriculum. Underpinned by a cross-

curricular focus on documentation, methodology and behaviour management, the Arts deliver a comprehensive education

in an environment conducive to creative thought and innovative workshop practices. The creation of a Teacher-In-Charge

position for the Arts in 2017 to commence in 2018. This should see significant developments in the Greenwood Arts

sector.

TEACHERS of the ARTS

Art: Miro Alach (TIC), Megan Cook, Denise Markus and Tracy Papasergio

Drama: Lou Mazzulla (TIC Arts)

Media: Blair Law, Meredith Arns, Natalie Ingles

Dance: Kelly Merrin (TIC), Hannah Winter, Caitlin McCarthy

Music: Luke Salmon (TIC), Grace Burnside

ARTS ACHIEVEMENTS 2017

ART

Art Exhibitions

Mural Project with Aged Care Facility (below)

DANCE

Choreography Night “Born to Perform” at Sacred Heart College

“Student Choreography Night”

Gold Coast Aussie Gold International Cheerleading competition.

CUA Rock n cheer and CUA Stars n Stripes cheer and dance competition. ATC cheer and dance competition; AASCF

Cheer and dance competition and came 2nd in the junior lyrical division:

Various school and Community Dance Performances

MUSIC

Lunchtime Concerts

Music Camp and Primary School Music Tour – Greenwood College students

visited Greenwood, Dalmain, Goollelal and West Greenwood Primary Schools

Winter Concert and Music Dinner

Various school and Community Festivals, Performances and events

DRAMA

Various school performances including: Pass the Butler by Eric Idle (Year 12),

The 10 Minute Play Festival (Year 10), Lunchtime Theatre (Year 9), Man of

Steel (Year 11), I hate Shakespeare (Year 10), Sir Gwain and the Green Knight

and Snow White (Year 9)

MEDIA

89.7 Twin Cities Radio Competition

THE ARTS


2017 was a year of continued building and improvement for the Volleyball Specialist Program. We are happy to report that starting

in 2018, the Volleyball Specialist Program will be at capacity with the maximum number of classes on offer in Years 7-12.

Morning trainings for all levels continued and improved to a daily average attendance of 24 students during the school year. These

students chose to voluntarily attend the extra training sessions to increase skill levels in passing, serving, setting, attacking and

defense at indoor and beach volleyball.

Greenwood College participated in two VWA indoor tournaments, two SSWA indoor tournaments and one beach volleyball

tournament. Thirty teams from Greenwood competed in the SSWA tournaments and students earned five 1st place and three 2nd

place finishes. The school continued its success at the WA Volleyball Schools Cup where 23 Greenwood College teams competed

and our Open Girls A Team earned a Gold Medal. The Beach Cup is a new competitive tournament that joins the Perth Volleyball

Specialist Schools in Rossmoyne SHS and Greenwood College to build relationships and improve volleyball skills together.

Two teams represented Greenwood College in Volleyball Western Australia Junior League during Terms 2-3. Students of Years 7-

12 competed in indoor volleyball against other schools across Perth on Friday nights and our Year 8 Girls Team earned a Silver

Medal in their division.

The school had four teams of 39 students training to compete at the national Australian Volleyball Schools Cup in Melbourne, up

from 37 students the previous year. The competition takes place in December over an eight-day period against schools from all

across Australia. A total of 5,000 participants attend the AVSC each

year. Our Girls Open Team (pictured) won the Gold Medal and played an

amazing game to come back from 9 points down in the final set.

In addition to playing, our Volleyball Specialist students have

opportunities to develop leadership skills in Coaching and Umpiring.

Years 8-12 students have participated in Coaching Year 6 Volleyball

Clinics, Umpiring Lightning Carnivals, Coaching and Umpiring teams in

the SSWA and WAVSC Tournaments and Umpiring the SSWA Country

Week tournament. Four Greenwood College volleyball athletes were

named to 2017 WA State teams for beach volleyball (Hayden Benich,

Dylan Piggott, Keela Barnes, Alana Bradnam) and indoor volleyball

(Hayden Benich).

Many thanks to the Parent Fundraising Committee for their great efforts for the AVSC, our volleyball coaches - Mitchell Collins,

Nicole Leighton, Moana Roberts, Matt Cresdee, John Sewell and to all parents who provided invaluable support to the program.

VOLLEYBALL

All 163 students had the opportunity to participate in a

familiarization flight.

Helicopter flying availability continued.

As forecasted in the 2016 Report, flying in high

performance twin-engine aircraft commenced for students.

The Deputy Leader of the Opposition, HON Tanya Plibersek

visited the School and inspected the school advanced

helicopter and fixed-wing flight simulators.

CHC Helicopters (Australia) reached out to the school and

donated a state-of-the-art helicopter flight simulator to the

Aviation Program. An ongoing industry-based support link

has been maintained with CHC. The Directing Manager (Asia

-Pacific Region), Mr Vince Dorazio, visited the school to

officially donate the simulator.

In consultation with ex-student, Mr Ishaan Bhatia, first solo

flight award medallions were designed and purchased. Year

11 student, Kaleb Harding, was awarded the first of these medallions. This was engraved with the date of his first solo

achievement. This was truly an alumni-collaborative achievement.

Channel 9 News featured a human-interest story on the College’s Aviation Program, and specifically CHC’s donation of the

helicopter simulator. Picture above from Channel 9 visit.

Aviation aptitude testing was convened, and candidate applications were processed. As foreseen several years ago, community

demand now exceeds the number of places available in the Aviation Specialist Program.

Submission was made to the P&C to purchase aviation headsets with microphones. These are for use by the aviation students

when flying. This avoids the previous necessity to hire headsets from Jandakot when taking the students flying. The P&C also

part-funded the purchase of avionics hardware for the fixed-wing simulator. This brought the aeroplane simulator up to the same

specifications as the donated helicopter simulator.

AVIATION

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