message from the principal - rockingham senior high...

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Message from the Principal

Rockingham SHS students value respect for self and others, knowledge and being our best. This is the second year of the school’s status as an Independent Public School. 2014 was characterised by the Year 12 half cohort students finishing schooling and significant preparations for the new Year 7 intake for 2015. The school continues to achieve strong success for students. With a total student population of 738 full time students which includes 505 lower secondary students and 233 Upper Secondary students. Teaching staff totalled 66, non-teaching 24 and a total of 90 staff. The school offered diverse pathways for students, some with flexible delivery to meet the needs of individual students and in particular the half cohort. Students were well catered for through ATAR, VET and general courses, with strong local partnerships in PACT, ensuring a variety of choice. The school leads in VET delivery maintaining consistent success in the DOE top 50 school ratings every year, the school was placed 21 in 2014. As an Independent Public school resources have been utilised flexibly to target school identified needs. The school’s Business Plan (2013-2015) was reviewed and refined in 2014. The previous school values were changed to the three values: Respect, Knowledge and Being our best. These are being promoted throughout our school as the basis for improvements to student academic and non-academic outcomes and in particular a focus on positive school behaviours, leadership and to continue to improve school culture. The Business Plan targets, strategies and milestones were also reviewed and refined to ensure that the schools planning for improvement was clearly focused. The current Business Plan is available on the school’s website. School priorities for continued improvement included teaching and learning (academic and non-academic), the learning environment and leadership. These priorities were a focus for targeted professional learning for staff.

The school is embracing new technologies to ensure all students are provided with the most up to date education and providing for teachers with new ways of working. Staff professional learning focused on improving teacher skills and knowledge in the use of technologies, working alongside a teacher leader to plan and deliver different approaches to student learning. All staff were provided with mini iPads to support the new approach. This was in preparation for the student ‘Bring Your Own Device’ rollout planned for 2015. To enhance and improve the quality of teaching, the AITSL(Australian Institute for

Teaching & School Leadership) professional standards were incorporated into the staff performance management process. All staff are positively engaged in implementing the new process. The school enjoys strong community partnerships including Murdoch University providing the TLC 110 program (provided direct entry to uni for 3 students in 2014), the second year of the MAP4U project, (individual career pathway planning project which supports students to plan clear goals and pathways to future careers) and guest speaker programs. The UWA continued to support our science teachers through the SPICE project. Kwinana Industries Education Partnership provided opportunities for mentoring and coaching of students in various industries, Teacher Industry Placements, iWomen and iMen projects. Principal and VET collegiate groups met regularly to provide extended opportunities for student learning and an Art Exhibition Awards event for students to showcase their work. Other Education networks include: The City of Rockingham, PACT schools, Peron North Network and local businesses. The school’s strong partnerships have been recognised by the Department of Education as outstanding and commendable. The Rockingham Senior High School extensive scholarship program was supported by Mineral Resources, Fremantle Ports, Coogee Chlor, CSBP, Acton Real Estate, Ray White and Edith Cowan University.

The school has a reputation for strong leadership and caring for students through an innovative pastoral care structure. The school has continued to build strategic opportunities for student learning and identifying with the school’s motto of Learn to Live.

Kerry Chipchase, Principal

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SCHOOL BOARD CHAIRMAN’S REPORT - 2014 The 2014 school year saw the School Board meet twice a term with the Principal, Parents, Community, Staff and Student Representatives. The School Board consisted of the following members: Kerry Chipchase (Principal RSHS), Stan Koios (Associate Principal), Lelaine Boardman (L3 Mgr), Ben Caporn(Teacher), Gloria Vieceli (Non-Teaching), Elka Maas Gundry (Parent), Patchara Weggers (Parent), Julie McDonald (Parent), Geoff Little (Parent), John Simmons (School Board Chair, Community Representative), Barry Down(Community Representative), Rochelle Hutchins (Yr 12 Student Rep) and Shania Hutchins (Yr 10 Student Rep). Mrs Gundry was unable to continue in her role in 2014 and was replaced by Mrs Liza Laya. At the end of 2014, Mrs. Lea Tunbridge also joined the board as a parent Representative when Geoff Little was unable to continue.

The School Board collaboratively planned the introduction of working portfolios for all School Board members. The purpose was to increase members knowledge and understandings regarding areas for improvement within the school’s Business Plan. Each ‘key’ portfolio is being developed by partner board members focusing on the three whole school review questions:

1. What general observations can you make with regards to the identified data?

2. What strengths are indicated in the data? What strategies could we use to maintain these strengths?

3. What areas of improvement are indicated in the data? What strategies can be implemented to improve student performance?

These portfolios focused on identified areas within the School Business Plan: Literacy & Numeracy, Student and Parent engagement, Specialist Programs, Senior School Transition, Student Leadership and Finance. The board will be well informed and in a position to understand key achievements and areas for improvements for future

planning of improved student outcomes. Portfolio feedback will occur in each board meeting in 2015 and at the AGM.

Board members continued to undertake a significant increase in the responsibility for the school’s operation with particular emphasis on the following:

• Endorsing the delivery and performance agreement between the school and the department

• Endorsing and reviewing annually the school budget and business plan

• Processes to review the school’s performance • Processes to determine satisfaction levels of parents,

staff and students, with the results reported in the annual report; and

• Endorsing the annual school report.

During this year, significant time and effort has been devoted to the full implementation of the Independent Public School processes, to ensure that the requirements under which the school must operate are complied with, whilst ensuring that the status of educational areas has not been diminished. Regular reports have been received to account for these changes, in particular finance, staffing, resources, curriculum and pastoral care initiatives.

The school held its AGM in the second week of Term 2: attendance at this meeting was disappointing, but with the inclusion of minutes on our website it is hoped that the School Parent body will engage in this annual event. The School Board Survey provided feedback on how members were progressing in elected roles. This has given the Board an opportunity to review and reflect and introduce improvements which can be implemented into future roles and responsibilities.

To the Principal, Staff and Board Members may I take this opportunity to express my appreciation for your assistance and your efforts during the past year.

John Simmons Chairman, Rockingham Senior High School Board

Parents, staff and students agree that students like being at this school.

CONTENTS

Message from the Principal 2 School Board Chair Report 3 Teaching and Learning – Academic 4 Teaching and Learning – Non-Academic 12 Learning Environment 13 Leadership 13 Resources 14 Highlights 15

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BUSINESS PLAN PERFORMANCE 1. Teaching and Learning - Academic Year 8 – 10 School Academic

A review of Year 8 -10 school results during the last 3 years is tabulated below: Year 8 2012 2013 2014 Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2

A 13.6 14.4 13.8 18 14.0 15.2 B 25.7 27.1 29.5 28.3 26.1 26.2 C 37.3 37.9 40 37.1 40.4 38.8 D 16.4 15.4 13.1 12.1 14.7 16.1 E 7.0 5.2 3.6 4.5 4.8 3.7

Year 9 2012 2013 2014 Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2

A 12.7 14.8 12.8 14.5 11.2 13.1 B 26.9 24.6 25.2 24.8 27.2 27.4 C 35.2 35.4 35 35.5 42.3 40.6 D 16.1 15.1 17.2 13.8 13.0 14.2 E 9.1 10.1 9.8 11.5 6.3 4.8

Year 10 2012 2013 2014 Sem 1 Sem 1 Sem 1 Sem 2 Sem 1 Sem 2

A 13.5 11.4 11.0 12.2 11.0 12.1 B 19.9 20.9 22.6 21.8 23.1 28.1 C 32.6 38.2 32.9 35.6 38.7 39.7 D 17.1 17.9 19.1 17.7 16.3 12.5 E 16.8 11.5 14.3 12.7 10.9 7.6

These results demonstrate, that over the last 3 years within each year group, the following observations: A more conservative grading allocation in semester 1 than

semester 2 across all year groups and years. This pattern is replicated in the statewide distributions and is more reflective of teachers ensuring that they have as much information as possible prior to making definitive judgements.

After a few previous years of fluctuation there is now a more consistent grading pattern.

There seems to be a consistency of approx. 40% in the number of A and B grades awarded for each year group.

80% of students across each year level have attained a C grade standard or above.

There has been a decrease in the number of E Grades awarded.

The MEHS (Mathematics, English, Humanities and Science) course results are more conservative than the Non MEHS course. This is most probably indicative of the students’ abilities to choose and the significant numbers of students doing Specialist Sports Programs are performing well in the Health and PE subjects.

Head of Learning Area (HOLA) have indicated through school review processes that strategies for continued improvement need to based around:

Improved exam performance in all year groups All students reaching their potential Implementation and a consistent approach of a

Middle School Assessment Policy Students preparedness for oral presentations Student preparedness for the transition from year 10

– Year 11 Staff providing timely and appropriate feedback to

assessments Performance of students in basic cost option as

opposed to those cost options within the Arts and Technology and Enterprise.

The ACE and Maritime programs continue to produce good results with teachers catering well for academic students and they continue to form the large majority of the Australian Tertiary Admission Rank (ATAR) cohort in Year 11 and 12. 2015 will see a change in student allocation within each year group. The Maritime program will continue to provide modern, meaningful and relevant training programs to the students. MEHS teachers will also continue to offer a Maritime infused curriculum, to ensure that we are continuing to prepare the academic streams of students. Maritime classes will be “topped up” with academically capable/ATAR aspirant students. Maritime students will still undertake their training as a discrete group. A new focus group developed for 2015 will target our Students At Academic Risk (Literacy and Numeracy). The school worked with the School of Special Educational Needs Disabilities (SSEND) in to develop a focussed, academically appropriate and supportive learning environment to ensure that these students could be catered for appropriately. The staff were provided with professional development and opportunities to develop best practise. The aim is to ensure all students are able to meet their potential and thus support them towards attaining meaningful post school options.

Specialist Programs Maritime:

Year Level and Training Module

Number of Students

Completion rate

Pass rate (%)

8 PADI Skin Diver 19 19 100

Introduction to Sea Kayaking 19 19 100 RLSS Senior Swim and

Survive 19 19 100

Introduction to First Aid 19 19 100 9

RLSS Bronze Star 16 16 100 Yachting Australia Discover Sailing

Level 1+2

16 9 to (L2) 7 to (L1)

100 100

Boating 1: 16 16 100

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Nautical Knowledge SLSWA

Schools Surf Rescue 16 15 93

10 SSI Open Water Diver 16 10 63

RLSS Bronze Medallion 16 16 100 RLSS Apply First Aid 16 16 100

DOT Recreational Skipper’s Certificate

16 16 100

Yachting Australia National Power-craft

16 16 100

TOTALS M=96

The Maritime Specialist Program produced outstanding training results again. Some points to consider with regards to these results are:

Successes: RLSS Bronze Medallion: Two students completed the

Bronze Cross a higher award in addition to their Bronze Medallion

Yr 9 Maritime students carried out field studies into the health of seagrass in Cockburn Sound. Specialist Maritime Studies Students across all years

achieved a 100% pass rate in all training modules.

Specialist Sports Programs Individual Successes Basketball

Rout Pall accepted to attend US college on basketball scholarship

20 current students involved in Playing in the West Australian Basketball League

Mikayla Honey selected for the SBL development squad

2013 student making the under 20 state team representing WA

Individual Successes Netball Teagan Matthews (Year 10) selected into State

League – 18 & Under Squad for Coastal Sharks Danielle Woodcock-Lawrence (Year 10) was selected

to participate in SEDA Netball Development Program for 2015

8 Netball Program students involved in Development Programs (Association and/or Regional)

Kellie Murphy – SSWA 12& Under School girls Coaching Staff – 2014 and reappointed for 2015

Maralli Macknak (year 10) National C Badge Umpire Accreditation.

Team Successes Basketball Under 15 Basketball national champions, division 2 3 teams attended the Basketball national

championships. Team Successes Netball

Year 8, 9 and 10 – successful involvement in SCAPHE Lightning Carnivals

Lower and Middle School teams – successful involvement in High School Cup – both progressed through to Elimination Finals round

Successful Participation in Friendly Fixtures with local and other Netball Program schools

Program - Basketball

MOU with YMCA – Mike Barnett Sports Complex providing a sponsorship of approximately $10 000 court hire for classes to run there during school time.

Attend a Perth Wildcats training session and then have a session run the some of the players

Taylor Land and Cooper land – Rockingham Flames American Imports coaching a team the senior school harbour league and running a session at coaching clinic during term 1 and 2

Parent group meeting every term Telethon fundraiser

Program – Netball Staff Member (KM) – now approved to facilitate

Foundation Coaching Course with Students (reduces cost to students/school, allows for easier delivery)

Community Coaching Workshops - DSR Amanda Young Foundation – Meningicoccal

Awareness

Parents, staff and students agree that teachers at this school provide student with useful feedback about his or her school work.

Parents, staff and students agree that teachers at this

school treat students fairly.

Parents, staff and students agree that teachers at this school motivate students to learn.

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Raising the Standard of Literacy and Numeracy Rockingham SHS has maintained a strong focus on Literacy to support students from Year 8 – Year 12. The focus has been based around the support and guidance from the Literacy Consultant from the Department. The Heads of Learning Area as the Literacy leaders have worked with staff to integrate the

whole school reading strategies. Below is a summary of the 2014 National Assessment Program Literacy and Numeracy (NAPLAN), it is broken in the various literacy and numeracy elements.

Proportion of Year 9 Students at or above the national minimum standards for Numeracy, Reading, Writing, Spelling, and Grammar/Punctuation. – 2014

Task Numeracy Reading Writing Spelling Grammar/ Punctuation

School 98% 91% 78% 90% 75% State 92% 90% 80% 86% 89%

Average Standardised Assessment Results for Year 9 Students – 2014 Task Numeracy Reading Writing Spelling Grammar/

Punctuation School 565 555 530 557 542 State Average 584 575 549 574 543 Like Schools 561 555 529 559 574

Relative Assessment Performance Summary 2010 2011 2012 2013 2014

Numeracy 0.3 0.3 -0.2 -0.1 0.5 Reading -0.5 0.0 -0.1 -0.5 0.2 Writing -0.3 0.0 -0.4 0.1 0.2 Spelling -0.2 -0.3 0.1 -1.0 -0.6 Grammar & Punctuation -0.4 -0.1 0.4 -0.1 -0.3

Above Expected – more than one standard deviation above the predicted school mean

Expected – within one standard deviation of the predicted school mean

Below Expected – more than one standard deviation below the predicted school mean

First Cut - Stable Cohort Graphs (Numeracy)

The Numeracy performance of this cohort of students undertaking the 2014 NAPLAN assessment showed significant improvement from their relative performance as year 7s. The general observations made are: The results are within the expected range, but are 0.2

Standard Deviation above what is expected. This shows significant improvement from the previous 4 years where results have all been within the expected but have ranged from -0.5 to 0.0 standard deviation below expected.

There was a significant positive shift in performance of the cohort from the satisfactory to the good performance. There was also a slight improvement in the excellent category.

These strong achievement results can be substantiated by the significant improvement in the progress graph. Relative to like schools we have fewer students at low or very low (only around 25% of the cohort). This can be evidenced by the significant strength in the satisfactory and excellent progress made, this is almost 10% higher than expected in each category.

Sub groups show similar positive trends: o Male students show a 10% decrease in limited

achievement and then also a 10% positive shift from satisfactory to good.

o Female students’ results in year 7 were not strong (23% limited and approximately 74% were performing at satisfactorily). In Year 9 the results showed an increase to 35% limited and a decrease to 48% in satisfactory, this reduction translated to a significant improvement (from 2% in Year 7 to 12% in Year 9) of students to good achievement.

o The four Aboriginal students, who did both tests, all made from moderate to very high progress.

o Strong Numeracy performance is linked to a diverse and dynamic Mathematics team; there is a balance of experienced teachers and graduates. Staff are at the forefront of curriculum delivery and knowledge and are constantly reviewing and modifying curriculum. The team engaged early with the Australian Curriculum and planned to explore, adapt, modify and prepare students to be at the standards needed for the full implementation. This has ensured that our students are prepared for NAPLAN and the numeracy needs required in both their senior school and post school destinations.

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First Cut - Stable Cohort Graphs (Reading)

The Reading performance of this cohort of students undertaking the 2014 NAPLAN assessment showed improvement from their relative performance as year 7’s. The general observations are: The results are within the expected range, but are 0.5

Standard Deviation above what is expected. This shows significant improvement from the previous 4 years where results have all been within the expected but have ranged from -0.2 to 0.3 above standard deviation of the previous cohort.

There was a significant positive shift in performance of the cohort from the satisfactory to good performance. There was also a slight improvement in the excellent category.

The progress was fairly consistent with like schools with RSHS having significantly more students progressing with excellent progress and fewer with very low progress.

Sub groups show commensurate trends: o Male students performed as expected.

o Female students’ achievement showed a positive move to the right in achievement, the most pleasing figure was that nearly 25% of the cohort made very high progress.

o The five Aboriginal students, who did both tests, all made positive progress.

The strong Reading performance can be linked to the 3 years of literacy focus on whole school reading strategies. Staff through LA Leaders have focussed on and developed reading strategies based around the five major areas of: glossaries, paragraphing, reviewing the text, student generated questions and think, share, make. Staff were given opportunities during staff meetings once a term to discuss, review, share, adapt the strategies and ideas that they were developing with either peers from their Learning Area (LA) or across Learning Areas. These results support the schools focus on this reading and pleasingly it has had an effect across other areas of the NAPLAN assessment.

First Cut - Stable Cohort Graphs (Writing) The writing performance of this cohort of students undertaking the 2014 NAPLAN assessment showed as expected achievement and growth. The general observations made are: The results are within the expected range, but are 0.2

Standard Deviation above what is expected. This shows significant improvement from 3 years prior, where results were 0.4 below expected.

Sub groups show commensurate trends: o Male students performed as expected, pleasingly

fewer students made very low or low progress compared to like schools. This can be seen in the

10% greater than like schools moderate progress. o Female students achievement showed a better than

like schools performance in achievement and progress.

o The five Aboriginal students, who did both tests, all made strong achievement, with 3 of the 5 students making high progress.

The improvement in Writing can be attributed to a greater focus made by the English Learning Area during the preparation period with Year 9 students prior to the assessment.

Reading Stable Cohort Yr 7 2012 Reading Stable Cohort Yr 9 2014 Reading Stable Cohort Yr 7-9 Progress

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Like Schools Comparative Data

Year 9 Spelling

School Like-Schools 2012 2013 2014 2012 2013 2014

Top 20% 8% 11% 10% 13% 13% 12% Middle 60% 65% 61% 66% 58% 64% 65% Bottom 20% 27% 27% 24% 29% 23% 23%

These results are clear evidence that there is significant positive movement of students in all aspects assessed by NAPLAN. All aspects are showing an increase in the percentage of students in the top 20% and even more pleasing is the fact that this is also supported by a decrease in number of students in the bottom 20% over the 3 years. This suggests that the programs that we have put into place, such as ACE and Maritime, are clearly supporting students to achieve their potential. These programs have high expectations and students are expected to rise to meet these standards. Other students are showing positive improvement in performance. This positive improvement can be evidence by the graph that shows across all aspects of the test our students are making high progress and high achievement. One concern is spelling, and will be a focus for 2015.

Year 9 Numeracy


Top 20% 8% 10% 8% 10% 11% 10% Middle 60% 72% 64% 71% 67% 66% 66%

Bottom 20% 21% 26% 22% 23% 23% 24%

Year 9 Reading



Year 9 Writing



Year 9 Punctuation & Grammar

School Like-Schools

2012 2013 2014 2012 2013 2014

Top 20% 6% 10% 13% 8% 14% 14% Middle 60% 58% 70% 66% 60% 68% 62% Bottom 36% 20% 22% 32% 19% 24%

Parents, staff and students agree that students and parents can talk to teachers about their concerns

Parents, staff and students agree that this school is well

maintained.

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Teacher Judgement

The moderation of the NAPLAN results with those of the teacher judgment shows a very strong correlation for the three areas of the NAPLAN assessment. The higher proportion of A, B and C School awarded grades are the result of an on-balance teacher judgement spread over an entire semester and students experience progression within that semester. Teacher judgements indicate that the students performed better in reading assessment tasks completed throughout the semester, than they did during the NAPLAN. Teachers are able to support students in gaining a better

understanding of the tasks and provide appropriate feedback through the drafting phase before students provide the final piece. The NAPLAN assessments do not allow this structured and systematic approach to occur. When comparing our teacher judgements with systemic data we are similar to our like schools. The English Learning Area will be looking closely at the skills required in NAPLAN and ensure that these are integrated into programs. Also, the structured whole school approach to literacy with a focus on reading will continue to support the improvement in student reading achievement.

Year 12 Whole cohort

WACE Achievement Rate (% of eligible students)

2014 2013 2012 2011 2010 63 (98%) 101 (98%) 94 (95%) 97 (95%) 88 (93%)

In 2014 RSHS was able to maintain the 98% WACE achievement rate achieved in 2013. School counselling process, course offerings, student report reviews, attendance strategy and teacher delivery and assessment

are the focus to ensure that this strong performance occurs. 2016 will see a change in WACE requirements which will make these types of WACE achievement rates more challenging to achieve.

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West Australian Certificate of Education (WACE) Examination Participation

Eligible

Y 12 Students

ATAR

Students

% ATAR

Students

VET – No of Students

VET –No of Students completing a Cert II or higher

2012 99 23 23% 54 55% 47 47% 2013 103 26 26% 59 57% 55 53% 2014 64 19 30% 34 53% 33 53%

Overall ATAR Performance

Relative Performance2012 -1.22013 0.2 2014 -1.9

Median ATAR more than 1 standard deviation above expected

Median ATAR between 1 standard deviation above and 1 standard deviation below expected

Median ATAR more than 1 standard deviation below expected

Median Tertiary Entrance Rank

School Like-Schools State 2012 60.4 68.2 75.9 2013 69.4 64.6 75.3 2014 52.0 62.1 75.6

Percentage of students in top, middle and bottom thirds of the state.

ATAR StudentsSchool Like-Schools

2012 2013 2014 2012 2013 2014 Top 33% 7% 4% 0% 15% 16% 16%

Middle 33% 22% 42% 26% 30% 31% 33% Bottom 33% 70% 54% 74% 55% 53% 55%

The 2014 Year 12 cohort was a unique group “the half cohort. Due to the smaller numbers in this cohort selection standards for many institutions and specialist programs were not as strong as previous and future groups. This reduction in student numbers meant that the normal academically challenging and preparatory courses could not function as previously, ie the Maritime program didn’t run in Year 8 – 10 for this cohort and the ACE cohort were not as strong as previous or post cohorts. The group didn’t have as many academic students as previous years. 19 students studied ATAR courses in 2014 and 15 students applied to TISC for a university position. 7 students attained entry via their ATAR score. A further 7 students attained entry via the alternative entry criteria (3 ATAR and 4 non ATAR students). 5 students are at University completing a bridging course to gain entry in Semester 2. The final number of students who are at a university (or deferred) is 17. One of the ATAR student’s goals was to join the WA Police force, which he successfully attained. Another 3 ATAR students are at TAFE in 2015. Of the remaining two ATAR students one is joining the Navy and one student is not contactable.

Significant work was done at the end of 2013 with the 2014 Year 12 cohort. Students whose academic performance was not as high as expected were counselled into appropriate pathways. Student university

aspirations were not diminished but rather a larger focus was placed upon gaining success to make alternative entry a viable option. This was primarily focussed through the TLC 110 course (as outline above 6 students gained alternate entry to University via this route) and also the highly successful Certificate IV Preparation for Entry to Enrolled Nursing course (5 RSHS students gained this Certificate, including one student who used it to gain entry into University). Over the last 4 years all 33 RSHS students who have enrolled in the Certificate IV course have successfully achieved the qualification.

The median Tertiary Entrance Rank achieved by the 2014 cohort was 52.0, which was 1.9 standard deviations below the expected performance for the school. This result represents a disappointing drop in performance from the previous year. Even though similar targeted support processes were provided by the senior school team to support these ATAR students, the students drive to perform in the WACE exams was poor. Unfortunately the 3 students who were doing the TLC 110 course, who were ATAR students as well, received their acceptance to University prior to WACE exams. Their performance in the WACE exams was not commensurate with their expected performance. Similarly the students’ who applied for the Police Force received acceptance prior to WACE exams and a lower than expected exam performance was the result. There was a general apathy within this group,

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evidenced by “failing to sit the exam.”

The Senior School team continues to refine a targeted approach with ATAR students. Students met with a mentor for performance reviews focusing on predicted ATAR and University aspirations. There is an increasing emphasis on working with parents, WACE process and supporting their student to achieve their potential.

Rockingham SHS in 2015 is refining a whole school (years 7-12 Individual Pathway Plan (IPP)) program to ensure students develop a clear career pathway, and are given opportunities to reflect upon how they are going toward attaining their goals. The review process is based on academic performance and at the end of each semester

students will have an opportunity to develop, review and modify their school and career goals. The IPP will be used by teachers in discussion with parents at parent evenings as a way of supporting students to achieve their goals.

The school is focusing on improving exam techniques with timed in-school assessments in all year groups and compulsory exams in Years 8 to 10. There is a focus on using Bloom’s Taxonomy as well as the whole school focus on literacy to support students in better preparing for examinations. There is ongoing review of the quality of teachers delivering ATAR courses and professional development to improve curriculum delivery.

Year 12 VET Cohort

UoC Participation Rate (% of eligible students)2014 2013 2012 2011 2010

34 (53%) 59 (57%) 54 (55%) 70 (69%) 77 (80%) Year 12 Full Qual Achievement – Certificate II or higher

(% of VET students / % of eligible students)2014 2013 2012 2011 2010

33 (97%/52%) 55 (93%/53%) 47 (87%/47%) 65 (93%/64%) 70 (91%/74%) Attainment Rate – ATAR >= 55 and/or Cert II or higher of eligible students (no. of

students)2014 2013 2012 2011 2010

66% (42) 68% (70) 60% (59) 86% (88) 83% (79)

Due to strong post-secondary outcomes that are able to be accessed by students who achieve a Certificate II or higher; 2014 was the last cohort of students who had an option to choose whether they wanted to undertake a Certificate course. The school started planning 3 years ago to ensure all students were able to undertake a Certificate II or higher across Year 11 and 12. This required staff training, courses prepared and then delivery started for Year 11s in 2014. In 2014 there was

maintenance in the number of Year 12 students undertaking Certificate II courses, primarily only those students undertaking one of the two VET off-the-grid course ie VET Trades and also VET Business, IT and Tourism courses. The only other Certificate II offered was the Certificate II in Information, Digital Media and Technology; 97% of students successfully completed at least one, but in many cases multiple certificates.

Parents, staff and students agree that student behaviour is well managed at this school

Parents, staff and students agree that teachers at this school expect students to do his or her best.

Parents, staff and students agree that this school looks for

ways to improve

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2. Teaching and Learning – Non-Academic

Aggregated Year 8 – 10 Attitude Behaviour and Effort Reporting Data:

Reporting period

Attributes 1 2 3 4 5 6 7 8

S 1 2013 68.6 80.1 79.9 77.9 78.1 70.1 67.7 73.1 S 2 2013 62.9 77.3 77.8 72.3 73.9 64.0 61.5 68.5 S 1 2014 66.9 81.1 81.7 77.6 78.0 69.0 66.6 73.0 S 2 2014 67.8 82.2 81.8 80.1 78.9 68.4 66.8 75.0

The Business Plan focused on improvement on three attributes- Attitude, Behaviour and Effort categories identified as a focus in school review processes and reports. This was due to the high percentage of “Sometimes” or “Seldom” responses being recorded for students in ABE category 1 - Works to the best of their ability; 6 - is enthusiastic about learning; and 7 - sets goals and works towards them with perseverance. A review of the 2014 data indicates that there is significant positive improvement from 2013 data to 2014, in both semesters. Where previously the data suggested across most attributes that a drop of up to 6% could occur from semester 1 to semester 2, in 2014 across all attributes there was maintenance of percentage or a positive increase. This improvement could be attributed to a multitude of factors, which include: the whole school professional learning

relating to Classroom Management and Instructional skills (CMS). Also 2013 and 2014 saw all staff conferenced at least once in effective classroom strategies. Another important factor could be the second year of the current pastoral care structure. Staff and students have a greater sense of expectation, roles and responsibilities. Staff using multiple low key techniques to keep the resolution within the classroom and when required using the support of a pastoral care team who are able to follow through issues to a final resolution. HOLAs have spent many professional sessions working with staff to look at embedding engaging and modern curriculum based around the introduction of the New Western Australian Curriculum. Increased access to technology and the professional learning support that has been provided has increased the skills of every staff member towards implementing technology in their teaching.

Secondary Attendance Rates:

Secondary attendance rates at Rockingham SHS have dropped over the last 3 years by 3%, interestingly across both like schools and WA public schools there has also been a 1% drop. Our Aboriginal students’ attendance is consistently above the state average.

The largest increase in At Risk students over the last 3 year has been in the severe category (ie students less than 60%). This is the group that presents the most significant challenge. The Pastoral Care team and the school attendance officer focused on the at risk students and their families to motivate students to improve attendance. The school has resolved many of these severe at risk students in senior school by being able to engage them in one of the successful alternate programs available in the local area,

i.e. SMYL College, SMYL Community Services, Fairbridge Farm or Weld for Life. These students are suited to practical, less structured approach and most successfully transition into TAFE or employment.

The school has appropriate structures to deal with each category of attendance concern. Fortnightly group meetings, with the Pastoral Care teams, to address issues with students with ongoing poor attendance. The school’s “Good Standing Policy” is linked to attendance, lateness, behaviour, uniform and missed assessment. Students, and their parents, at Severe Risk are required to be involved in case conference interviews with the Pastoral Care Managers or the Attendance Officers and finally the Associate Principal.

Attendance Category Aboriginal

Regular At Risk

Indicated Moderate Severe

2012 51.5% 38.5% 6.5% 3.2%

2013 51.7% 25.7% 15.1% 7.3%

2014 48.5% 28.0% 14.7% 8.6% WA Public Schools 2014 59.0% 22.0% 11.0% 7.0%

Non-Aboriginal Aboriginal Total

School Like Schools

State School Like Schools

State School Like Schools

State

2012 88.1% 87.4% 89.3% 82.7% 73.7% 67.9% 87.8% 86.7% 87.7%

2013 86.6% 87.0% 89.1% 81.1% 73.8% 67.2% 86.3% 86.3% 87.4%

2014 85.3% 86.5% 88.6% 72.3% 73.0% 66.3% 84.9% 85.8% 86.9%

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3. Learning Environment

The quality of the student learning environment continued to be a school priority to support a positive school tone.

A part-time additional gardener ensured the school grounds improved including many redeveloped garden beds.

The addition of more sheltered seating and shade sails completes the outdoor seating plan for our students. Brick paving improvements and new signage both at the front of the school to improve communication, which has improved student movement and safety.

As per the school resource plan, several classrooms received new paint, carpets and whiteboards.

All classrooms and office spaces are air-conditioned. The school technology plan for all classrooms to have a

data projector, smart board or smart television was completed.

The school weights gym is also nearing completion with the addition of significant pieces of equipment. This is a welcome resource for the specialist sports, physical education and pastoral care programs.

The specialist netball court was resurfaced. The design and technology centre had new machinery

(milling machine and bandsaw). The school library had renovations including repainting,

new carpets installed and new book shelving in line with the new school colours red, grey and white.

Additional office spaces were also refurbished. The introduction of the new school uniform (2013) has had

a noteable impact on the students’ sense of belonging, pride, behaviour and also improved community perception. The school has received significant feedback indicating satisfaction in the new school dress code.

The school site was audited and upgraded to provide an improved wireless service, in preparation for the planned Year 7 – 12 ‘Bring Your Own Device’ program (2015) to improve engagement, motivation and student outcomes.

Staff were issued iPads and provided comprehensive professional learning opportunities to increase their skills to improve pedagogy.

4. Leadership

The school has focused on building strong effective leaders across the school. Professional development and performance management has been the key to our improvements. New performance management documents align with the new AITSL leadership standards to improve leadership performance, to raise standards and creating conditions for improved teaching and learning.

Key staff leaders participated and collaborated with PACT, Peron North Networks, South West networks, KIC and Murdoch University MAP4U project. A balance of new graduate, ‘switch’ primary teachers and experienced teachers were employed by the school to successfully meet the school needs, as outlined in the workforce plan. The school’s leadership structure was revised to further strengthen the leadership and management of curriculum and pastoral care. Partnerships in teacher training with ECU, Murdoch and Notre Dame University, involved regular mentoring and coaching of pre-service teachers with teaching staff across many learning areas. A new level 3 manager role was created and an appointment made to lead the Technologies Learning Area.

Professional learning focused on: Staff

o Literacy o Data analysis o AITSL professional Standards o Teacher improvement planning o Performance Management o Technologies in Learning o Differentiated Curriculum o Students at educational risk o Mental health

o Career and individual pathway planning o Instructional skills o Curriculum planning o W.A. Curriculum Assessment and moderation o HOLAS as Literacy Leaders

Two staff received Senior teacher status. Two teaching staff were promoted through State

selection to substantive Level 3 curriculum and pastoral care leadership positions.

New positions were created in the school pastoral care structures for assistant managers.

Students Student leadership conference at Murdoch University,

hosted by RSHS students for local primary and secondary schools

Student leadership program reviewed to increase opportunity for leadership learning from key staff

Year 8 naming program, buddy program and sub-school leadership opportunities

Student leadership group attended the WA leadership conference for students.

Two student leaders elected to the school board

School Board New School Board members undertook board training. Members agreed to establish a portfolio approach and

responsibility for reporting on areas of whole school improvements outlined in the school Business Plan.

Identified and appointed new key members to the Board.

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Resources

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Adding Value to our School Motto – Learning to Live Senior School and Middle School Scholarship Assembly

was held with our industry sponsors recognising the academic achievement of our elite students within special programs and curriculum areas of our school.

Year 11 and 12 Media students’ adventure to Rottnest Island saw them produce a number of short films.

Academic Awards Ceremony for Semester 1 results for students Yr 8 – 12.

In Term 3 we hosted 16 students from our sister school, Takarazuka Kita Senior High School for 7 days

In Term 4 we hosted 41 students from our sister school, Izumo Hokuryo Junior High School, for 6 days.

After school maths classes to offer students additional help to solve questions. Students attending were very positive and there was an increase in confidence leading to improved results.

Matt Gresham worked in Rockingham SHS and its local primary school collaborators in 2014. He ran an invaluable AIR (Artist in Residence) program with the school’s Music students during Term 3.

The Specialist Cricket, Netball, Basketball and Rugby students raised over $12,000 for Telethon

Transition program for Year 7 students into Rockingham Senior High School in a 4 week block.

Pulse – held at the Koorliny Arts Centre compilation of amazing dance and music performances by RSHS students.

Middle School students held their Dance social function in Term 4.

The PACT Student Leaders conference was held in December for PACT schools and local primary schools. The conference was coordinated by the Rockingham Senior High School Leadership group.

RSHS Student Leaders won the 2014 Schools Challenge Japan trip held for LOTE students. Yr 10 Rugby League students graduated from the

program undefeated over 3 years (60+ games). Year 10 Specialist Schools Champions for 5th Year in a row.

Friendship Week to promote random acts of kindness. AIM Ambassador Brittany Dalgety KIC Mechanical Apprenticeship Scholarship – Luke Bain

and Dakota Stubbe

Middle School Students achieved 2nd place in the banners last year with a highly commended.

Tegan Cook and Chelsea Honey Yr 9 students won the Bendigo Bank Competition “How would you improve your community?”

Yr 10 dance students selected to perform at the WA Education Awards.

The School Choir performed at the 2014 Expo for Seniors and Carers, which over 800 people attended.

Rockingham Senior High School awarded the 2014 Emergency Services Cadets Corps Host School award.

Yr 12 Outdoor Education camp to Jurien Bay and Dwellingup.

Kris Devon attended the 2014 ASSETS (Aboriginal Summer School for Excellence in Technology and Science) program.

Yr 8 and 9 dance students participated in workshops with the Te Papakanui a Maui dance troupe.

Kerrilee Brown represented WA in the 2014 State AFL 16’s team.

Senior School students participated in the Kwinana Industries Youth Art Awards.

160 Year 10 and 11 students participated in the RAC BStreet Smart expo.

Maralli Macknack selected to represent the WA 2014 Softball team.

Year 8 – 10 ACE students participated in Scitech presentation – “Beyond the Beaker”.

Yr 8 – 12 students participated in the Whole of School Novelty Beach Carnival with positive comments from staff, students. Parents and the Community.

Upper school Specialist “Nines‐rugby” Champions. 3 Players also selected in Australian Affiliated

States Rugby League teams: 1. Ashlea Tunbridge (u15’s) 2. Rakheem Tuuta‐Edwards (u15’s) 3. Wiccus Boschoff (u18’s)

Year 8 focus Rugby League group finished season drawing with state champions Atwell College.

The School Board endorses the 2014 Annual School Report:

02/02/2015 Kerry Chipchase, Principal Date

02/02/2015 John Simmons, Chair, School Board Date

Parents, staff and students agree that students feel safe

at this school

message from the principal - rockingham senior high...

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