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Swansea High School Annual Report

8389

2015

Introduction

The Annual Report for 2015 is provided to the community of Swansea High School as an account of the school’s

operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational

opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect

the impact of key school strategies for improved learning and the benefit to all students from the expenditure of

resources, including equity funding.

Robyn Leggatt

Principal

School contact details:

Swansea High

Park Avenue

Caves Beach 2281

Email: [email protected]

Web: www.swansea-h.schools.nsw.edu.au

Phone : 02 49 711 944

Message from the Principal

Swansea High is a great place to learn for students, staff and community. Our staff are continually evaluating their performance and learning new ways to deliver quality teaching and learning in a supportive environment so our students can achieve their personal best. We have high expectations of our staff and students and they rise to this challenge daily.

We are continually focused on the strategic directions of our school plan and have made significant progress over the first implementation year. We have collected internal data and analysed this in conjunction with external data to identify areas of strength and those that are still in need of further development.

Key initiatives that have been highlights of 2015 include:

The implementation of the Positive Behaviour for Learning Framework across all external areas of the school with explicit expectations being developed and delivered by our Student Representative Council as well as our PBL Student Working Party.

The inclusion of a universal Anti Bullying Program as well as other targeted programs including Manage the Bull, Rage and Scream to assist students to manage their behaviours

The continued embedding of our Super 6 Literacy program to ensure that the strategies become totally ingrained within teaching programs, assessments and practice. This included the Mathematics faculty who remodelled the Super 6 into the Fantastic 5 to promote literacy within numeracy development.

The continued development of differentiated programs and implementation strategies to move the success of the Karakal (Stage 4 Enrichment class) and Tirriki (Stage 4 Support class) beyond stage 4.

The embedding of student reflection as a transition focus between each Stage through our Authentic Assessment interviews.

The re-development of our Technology and Applied Study area that has delivered a quality learning environment to better meet the needs of our students undertaking junior mandatory, elective and senior vocational courses.

I certify that the information provided in this report is the result of a rigorous school self-assessment and review process undertaken with staff, parent and student leaders and provides a balanced and genuine account of the school’s achievements and areas for development

Robyn Leggatt Principal

School background

School vision statement

Swansea High is a safe, friendly, healthy and energetic learning environment. There are strong partnerships between staff, students and the community who all strive to achieve personal best. To ensure all have an equal opportunity to succeed we are respectful, responsible and ready to learn.

School context

Swansea High School is a comprehensive coeducational school with an enrolment of 660 students. The school has 73% of households in the lower middle and lower quartiles. The indigenous population is 10%. We are committed to providing a supportive learning environment, fostering greater student participation and encouragement to achieve their personal best. We have a strong technology base that aims to increase student engagement along with providing a key process for sharing learning and teaching resources. In conjunction with our partner schools, the Super 6 Literacy Strategies are being implemented across all KLAs to improve literacy pedagogical practice and outcomes. Our numeracy team are reimagining the numeracy development program to better imbed numeracy in all faculties. Our HSC results have included strong results and improvement in value added over the last 3 years, with outstanding results in 2012. We have 49 teaching staff who range from very experienced to early career, including seven head teachers. We also have eight administration staff and four student learning support officers. 2014 NAPLAN trend data continues to rise above the HCC & DEC rate in spelling, writing and numeracy. Aboriginal student growth fluctuates annually from outstanding to below the state average. Aboriginal community engagement in the school is increasing and is an area for continued development. Swansea High was targeted as a Healthy Schools Healthy Futures program pilot school. The program aims to improve students’ resilience and well-being. The school is actively involved in Positive Behaviour for Learning, which includes developing both universal and targeted interventions for behaviour. Swansea High has a broad curriculum, offering wide range o f Board deve loped courses as wel l as TVET and Board Endorsed courses at HSC level. Students have the opportunity to study academically rigorous courses, including extension English and Mathematics where students continue to perform at a high standard. Alternative educational pathways are partnered through local service providers, including Community Services, Community Recreation and Eastlake Community Centre. Programs to support retention from partner Primary schools, the creative and performing arts and gifted and talented programs have been implemented and producing positive outcomes.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework.

During 2015 our staff have undertaken familiarisation with the framework and have held discussions around how our identified strategic directions are moving Swansea High toward the descriptors for an Excelling school. We have also reflected on the SEF data and compared this with our internal assessments and the following provides a summary of our assessment:

Learning

Our culture of continual improvement which is underpinned by our explicitly taught core values of respect, responsibility and readiness to learn has led to a culture of reflection and response to identified need. Staff and students have undertaken research and analysis of internal and external data to determine the needs of the school. As a result the following have been implemented – the Positive Behaviour for Learning Framework; universal, secondary and tertiary well-being programs; authentic assessment processes at key transition points and differentiated learning programs. Our NAPLAN results indicate growth equivalent to, or above, similar schools in most areas and our value added data for our HSC was excellent. We assessed our performance in this domain as Sustaining and Growing.

Teaching

Our staff deliver quality lessons based on the Quality Teaching Framework and have considered both internal and external data to determine the learning capabilities and styles of the students. Classes are well managed and teachers provide timely and explicit feedback to allow students to address learning deficits. Staff have reviewed programs to developed differentiated content and strategies to best meet the needs of our students as the Australian Curriculum has been introduced. Staff are actively engaged with skill development in Super 6 reading strategies and the TEEEC writing process. A significant number of staff are actively involved in leading professional learning for their colleagues and all staff undertake self-reflection to identify their learning goals and future professional learning needs. There are a number of teachers self-identifying as moving toward Highly Accomplished and Lead Accreditation and structures are established to support Teachers Requiring Accreditation. We have identified that data analysis and the development of an internal improvement measure are areas for further development. We have assessed our performance in this domain as Sustaining and Growing.

Leading

The leadership density within the school has significantly increased with executive and teachers leading a variety of programs designed to support the development of the products and practices that will provide evidence of the achievement our strategic directions. Through the collection of data from all stakeholders, the school is continuing to build an increasingly positive presence within the community. Student leadership is a fundamental platform for school initiatives and staff are aware of their responsibilities in implementing strategies to improve student outcomes as designated by the school plan. We have assessed our performance in this domain as a combination of Excelling and Sustaining and Growing.

Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Creating Stimulating Learning Environments

Purpose

To create physical and learning environments that have high expectations, are engaging, personalised, flexible,

inclusive and where students and staff gain skills to support their progress.

Overall summary of progress

During 2015 each faculty has redesigned their programs to incorporate a differentiated content and strategies to meet the varied needs of students. The continued refining of a differentiated program for Karakal (Stage 4 Enrichment class) and Tirriki (Stage 4 Support class) has been a highlight. The Karakal class has been issued with laptops which support a more problem based approach to learning and the programs have been backward mapped from Band 6 HSC descriptors. The Tirriki class has a more kinaesthetic approach that is designed to address the learning needs of these students and incorporate the strategies from their Individual Education Plans. This has resulted in a reduction in behaviour issues and an increase in engagement. The level of ICT incorporated in lesson delivery has increased with significant training in a number of programs including Google Apps, Microsoft 365, Class Dojo, Prezi, embedding video, weeblys and the use of One Note. The use of seven Laptop trolleys and Computer rooms has increased significantly and the bookings indicate a wider number of staff involved in the use. Student completion of assessment tasks has been a major target with students being supported to complete all tasks at after school sessions and at the Strive Tutorial Centre. Students undertake reflective interviews at the completion of Stage 4 and 5 where they must provide evidence of learning and task completion. The completion rate of tasks before support is provided has increased to 90% and after support to 98%. In 2015, 100% of students completed their reflective interviews.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year $60 500

100% of Teaching Programs reflect the Quality Teaching Framework

All implemented National Curriculum Programs have incorporated Quality Teaching Framework including improved ICT access and staff have undertaken professional learning in quality teaching and ICT.

$10 000 QTF

$40 000 ICT

$5000 Transition

= $55 000

Equity Funding SEB

80% Assessment Tasks are ‘as’ and ‘for’ learning

Staff have gained an understanding of ‘as’ and ‘for’ learning and at least one task per year group per subject has been developed in each faculty.

No funding

During PL time

100% of programs are differentiated with reasonable adjustments evident.

Staff have developed an understanding of differentiation and some facultie have fully differentiated programs while other faculties have developed annotations on existing programs.

$3000

Equity Funding SEB

Plus PL time

95% of students undertaking learning accountability Interviews

100% of students completed interviews $2500

Equity Funding SEB

Next steps

Continued professional learning and Program Audit to ensure continued development of programs that reflect the Quality teaching Framework

Continued professional learning and Assessment audit to ensure continued development of Assessment ‘as’ and ‘for’ learning. Continuing professional learning on feedback processes to assist in this process.

Due to the loss of an executive (Teaching and Learning) spreading the load for the monitoring of non-completed tasks.


Developing positive partnerships and relationships

Purpose

To foster positive relationships within and beyond the school to create peaceful, respectful and productive learning environments. To create partnerships beyond the school that increase networks and support improved opportunities for authentic, real world experiences.


During 2015 Swansea High has continued to incorporate the Positive Behaviour for Learning Framework. The PBL committee has partnered with a working party of students along with the Student Representative Council to develop explicit expectations and consequences (positive and negative) as well as lessons to teach all students relating to all external areas of the school. The highlights include:

The expectations have been explicitly delivered by students.

Weekly data being harvested and analysed by an expanding committee with additional members

joining to assist in implementing the framework.

The percentage of students in the ideal PBL triangle has remained at or slightly below the ideal

level for 3 terms.

Attendance has been an ongoing focus during 2015 with closer monitoring of daily attendance and fractional truancy being targeted through the implementation of digital roll marking and the introduction of an Attendance Coordinator to monitor and support students with reduced attendance. Fractional truancy has reduced due to the introduction of period by period roll marking enabled through digital roll marking. Well-being support has been developed through the introduction of a Well-being Co-ordinator whose role includes chairing the Learning Support Team and through this identifying needs and developing programs to address them and an Aboriginal Education Co-ordinator. The highlights include:

The increase in universal and secondary programs that have been introduced to support the vast

majority of students.

The engagement of two Aboriginal Education Workers who accelerated our Aboriginal Cultural

programs and the development of and Aboriginal Education room within the Library.

The further development of our STRIVE Tutorial Centre for students to gain technology access

after-hours as well as free tutoring from senior students.

We continue to develop community partnerships through our interview process and the retention from our partner schools has increased by 10%. Feedback from parents indicate satisfaction with the school.

Progress towards Achieving improvement measures Resources (annual)


Progress achieved this year

$99 500

5% reduction in mid-range referrals

Milestones achieved – Complete outside expectations and foundations laid for tier 2 development. Data analysis introduced. Increased PBL Committee membership. Student involvement increased.

0.2

PBL Co-ordinator

From staffing

$3 000 PBL budget

Equity Funds SEB

1% improvement in attendance data and 30% improvement in partial truancy

Attendance data has decreased by 0.4%. This relates to a small number of students who do not attend and significant absentees in Year 11 from an additional small number of students.

$23 000

Attendance Co-ordinator

Equity Funds SEB

30% increase in students accessing internal support programs

Introduction of support programs - Rage, Scream, Manage the Bull, Anti Bullying Program, Peer Mediation, Outreach Youth Worker and Brainstorm Productions has seen and increased uptake of support programs exceeding 30%.

$23 000

Well-being Co-ordinator

$14 500

Welfare Programs

$2 500

Well-being Budget

= $40 000

Equity Funds SEB

Authentic assessment interviews in all years

In 2015 authentic interview processes occurred in Years 8 and 10 at key transition points.

$2500

Budget

Equity Funds SEB

All identified Aboriginal students undertaking Norta Norta

The inclusion of an Aboriginal Education Co-ordinator and the engagement, mid-year, of two Aboriginal Education Workers accelerated progress and all students were included in support programs including Norta Norta (junior and senior) and cultural programs.

$30 000

Targeted Funds

Aboriginal

Next steps

In 2016 the Co-ordinators roles will continue - PBL, Attendance, Well-being, Aboriginal .

One Aboriginal Education Worker will continue due to reduced budget

Continued development of universal, secondary and targeted intervention and support programs.

Development of tier 2 PBL systems and processes and implementation of classroom expectations;

refinement of School Discipline Framework and Commendation schemes.

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Promoting individual personal best

Purpose

Opportunity for success is the right of all students and staff. Improved basic skills and tailored learning supports the achievement of personal best and develops self- confidence.


During 2015 we have continued embedding our Super 6 Reading strategies into programs and classroom practice. Accountability processes have been developed to ensure continual improvement for all staff and professional learning has been differentiated to support all staff and staff from each faculty have been identified as key influencers. Data from forums and student/staff surveys as well as work samples have been utilised to determine the efficacy of the program. This indicated that although there is exciting progress in many areas it is still not embedded consistently in all class practice. Our NAPLAN writing results have indicated a need for further development in persuasive writing and as a result a whole school writing process and structure has been introduced during 2015 and introductory professional learning undertaken. The literacy program was redefined by the Mathematics faculty resulting in the Fantastic 5 (a melding of Newman’s Analysis for worded problems and the Super 6 literacy strategies). This program has been successfully introduced into the Year 8 Mathematics program and has led to significant improvement in numeracy results. Maths Online has been provided for all students and has provided a positive enhancement for those who choose to access. Students in Year 8 and 10 have identified learning goals for 2016 through reflection and the interview process. All students identified through NAPLAN results have had Independent Educational Plans negotiated with the student and parent/carer. All Aboriginal students have Personal Learning Plans developed in conjunction with students and parent/carer. These plans have been communicated to staff to assist in their understanding of the needs of the students in their classes. The Staff Induction Process has been further refined and a Handbook developed with key information included for easy reference. A number of staff have undertaken accreditation during 2015 and have been successful in gaining that accreditation.

Progress towards achieving improvement measures Resources (annual)


Progress achieved this year $60 000

100% of programs have Super 6 strategies embedded

All staff have had significant professional learning in the Super 6 strategies and are currently annotating programs.

$30 000

Literacy Co-ordinator

Equity Funds SEB

Fantastic 5 Program Implemented in Year 8 Maths classes

Fantastic 5 implemented effectively in year 8 Mathematics classes and extended to year 7 and 9 during 2015. Maths Online introduced to students and supported through the STRIVE Tutorial Centre.

$30 000

Numeracy Co-ordinator

Equity Funds SEB

Teacher Accreditation plan refined for all Teachers Requiring Accreditation (TRA) and developed for those wishing to be accredited at Highly Accomplished (HA) and Lead Teachers

Two mentors established for TRAs and professional support provided to develop evidence and applications.

Staff identified for possible HA and lead accreditation.

Teacher Induction Handbook developed and Induction Plan implemented with new staff.

Nil

Next steps

Increased professional learning and accountability for staff to provide evidence through observations or work samples of Super 6 and TEEEC writing strategies used in the class practice. Continued data collection from students relating to their understanding and feedback relating to implementation. This will be utilised to target feedback and professional learning for staff.

Data collection relating to the use and efficacy of the online Maths Program and increased promotion of the use.

Developing an in-school improvement measure to allow comparison of performance across time.

Next Steps

Next Steps

Key initiatives and other school focus areas

This section includes: Key initiatives (from School planning template B). Policy requirements such as Aboriginal Education, Multicultural Education and Anti-Racism Education. Initiatives and other school focus areas which may not have been included in the school plan such as Early

Action for Success, student leadership, partnerships and projects.

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding Aboriginal Education Co-ordinator and two Aboriginal Education Workers supported students to develop PLPs, improve academic outcomes and develop cultural understandings and pride.


$37 146

English language proficiency funding

Support for students to undertake assessment tasks and class work when required.

$8810

Targeted students support for refugees and new arrivals

No Funding

Socio-economic funding

See Strategic Direction 1



$60 500

$66 500

$60 000

$187 000

Low level adjustment for disability funding

LAST Funding

SLSOs for students requiring support in class and additional support for assessment task completion.

$140 701

$51 933

= $192 634

Support for beginning teachers

Beginning teachers were provided with Induction Booklets and participated in mentoring sessions throughout term 1 and 2. Two beginning teachers were on long term leave and did not participate.

$43 000

Other school focus areas Impact achieved this year Resources (annual)

Mandatory and optional reporting requirements

Student information

It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Student attendance profile

Retention Year 10 to Year 12

Post-school destinations

Proportion of students moving into post-school education, training or employment

Year 12

%

seeking employment 9

employment 18

TAFE entry 10

university entry 26

Other ( Casual employment ) 15

unknown 22

Year 12 students undertaking vocational or trade training

In 2015 31% of students were enrolled in Vocational Courses. Swansea High offered the following VET courses: Construction, Computer Applications, Hospitality, Retail, Metals and Engineering and Sports Coaching. In 2015 Retail and Sport Coaching were not operating.

Year 12 students attaining HSC or equivalent vocational educational qualification

In 2015 seventy students undertook the 2015 HSC Course. Of that cohort three students did not complete the HSC and received a ROSA (Record of School Achievement)

Workforce information

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) -

Head Teacher(s) 7

Classroom Teacher(s) 38.6

Teacher of Reading Recovery -

Learning and Support Teacher(s) 1.4

Teacher Librarian 1

Teacher of ESL -

School Counsellor 1

School Administrative & Support Staff 8.282

Other positions 6

Total 65.282

Aboriginal staff (AEW’s and Tutor ) 3

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

0

200

400

600

800

2009 2010 2011 2012 2013 2014 2015

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Male Female

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25

50

75

100

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Student attendance rates

School State DoE

0.0

50.0

100.0

SC07-HSC09 SC09-HSC11 SC11-HSC13 NAPLAN 12-HSC15

Retention to Year 12 (SC to HSC / Year 9 NAPLAN to HSC)

School State

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 100%

Postgraduate degree 33%

Professional learning and teacher accreditation

The professional learning focus at Swansea High is on the areas supporting our strategic directions as well as mandatory and compliance training. Staff development days and professional learning sessions are documented and recorded in MyPL to ensure staff are supported in their accreditation and maintenance and to prepare staff who will begin this process in 2017.

The following is a summary of Professional Learning Expenditure until the end of November.

Professional Learning

% of budget Budget amount

Beginning Teachers

0 $50

ICT 11% $4 081

Literacy / Numeracy

5% $1 769

Quality Teaching 17% $6 115

Syllabus Implementation

11% $4 135

Career Development

34% $12 426

Welfare/Equity 3% $1 181

School Priorities 14% $4 978

TOTAL 95% $34 735

Surplus 5% $2 010

An additional $10000 was added to Professional Learning budget for the period of December and this was utilized in the final weeks of the year when assessments were completed. This funding was targeted to the development of differentiated programs, assessment as and for learning and the continued development of Super 6 strategies and resources within each faulty.

We have five Teachers Requiring Accreditation who are working with mentors to gain Proficient Status and eight staff in their maintenance phase of the Proficient Accreditation. Currently there are a significant number of staff actively working toward Highly Accomplished and Lead Accreditation with mentoring from our Network staff.

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary 30/11/2015

Income $

Balance brought forward 404427.50

Global funds 514059.61

Tied funds 477377.24

School & community sources 160687.36

Interest 12200.15

Trust receipts 41776.62

Canteen 0.00

Total income 1610528.48

Expenditure

Teaching & learning

Key learning areas 105487.64

Excursions 62081.60

Extracurricular dissections 74645.31

Library 3457.70

Training & development 5318.48

Tied funds 473700.43

Casual relief teachers 134313.27

Administration & office 85076.30

School-operated canteen 0.00

Utilities 99999.04

Maintenance 30670.87

Trust accounts 40734.35

Capital programs 6485.84

Total expenditure 1121970.83

Balance carried forward 488557.65

School performance

NAPLAN (mandatory)

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

Year 7

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Percentage in bands: Year 7 Reading

Percentage in Bands

School Average 2010-2015

SSG % in Band 2015

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Percentage in bands: Year 7 Writing

Percentage in Bands


SSG % in Band 2015

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Percentage in bands: Year 7 Spelling

Percentage in Bands


SSG % in Band 2015

http://www.myschool.edu.au/

NAPLAN - Numeracy

Year 9

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4 5 6 7 8 9

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Percentage in bands: Year 7 Grammar & Punctuation

Percentage in Bands


SSG % in Band 2015

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Percentage in bands: Year 7 Numeracy

Percentage in Bands


SSG % in Band 2015

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Percentage in bands: Year 9 Reading

Percentage in BandsSchool Average 2010-2015SSG % in Band 2015State DoE % in Band 2015

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Percentage in bands: Year 9 Writing


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Percentage in bands: Year 9 Spelling


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Percentage in bands: Year 9 Grammar & Punctuation


Over the past three years the percentage of students in year 9 that have exceeded expected growth in reading, spelling, grammar and punctuation and numeracy has increased each year. See summary below:

Percentage of Year 9 students who have Exceeded Expected Growth

Component 2013 2014 2015

Reading 32% 54% 56%

Spelling 34% 54% 60%

G and P 49% 49% 57%

Numeracy 48% 67% 74%

HSC In the Higher School Certificate, the performance of students is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).

The 2015 HSC average value added data was one of the 3 highest in the Hunter.

Band Summary Table

Course School 2015


SSG 2015

State DoE 2015

Biology 68.1 69.2 66.3 69.5

Chemistry 69.8 70.0 66.7 75.5

English (Standard) 63.5 62.4 64.5

65.7

English (Advanced) 77.8 77.1 75.1

80.1

Legal Studies 69.8 63.9 68.3

72.3

Mathematics General 2 63.8 63.0 63.2

65.4

Mathematics 71.3 70.7 65.4

77.1

Modern History 64.1 68.8 65.6

72.5

PDHPE 69.9 70.1 70.8 71.3

Senior Science 67.8 70.6 67.3

69.2

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Percentage in bands: Year 9 Numeracy

Percentage in Bands


SSG % in Band 2015

State DoE % in Band 2015

Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.

In 2015 we sought the opinions of students, parents and staff through the Tell Them From Me Survey, A year 10 Junior School Exit survey, Student Representative Council and Working Party forum, Student Research teams and Parent Feedback Surveys at each Parent Teacher Meeting.

The feedback received indicated a growing positivity within the school and community. With the results from the parent feedback being particularly positive compared to previous years, with some parents raising communication about the positive programs happening as an area for development.

Data from the Tell Them From Me survey indicates that students value school outcomes and and place value on their effort in years 7 and 8 and this falls across years 9, 10 and 11 with an increase again in year 12. The boys impact on this result significantly more than the girls, who have indicated they are significantly more engaged than the boys. The girls also have significantly greater desire to attend university after year 12 and are also more likely to wish to complete year 12.

Aboriginal education

It was another busy year in Aboriginal Education at Swansea High School. We had the pleasure of welcoming two Aboriginal Education Workers and a Norta Norta Tutor. All three staff members were a monumental part of our Aboriginal Education Team. In class Norta Norta tutoring support continued for students in Years 8 and 10 as well as individualised learning support for senior Aboriginal students completing their Preliminary and Higher School Certificate Studies. Norta Norta support was tied in with the Personalised Learning Plans of our students and provided students with support pathways to achieve their goals. Our Junior AECG was again elected and provided Aboriginal students with a forum to voice their opinions, perspectives and provide input on issues relating to Aboriginal Education in our school and the local community. Our school continued to work closely with our local Minimbah Aboriginal Education Consultative Group to affirm our Local Partnership Agreement. Our Junior AECG President Jesse Harvey was elected as School Captain for 2016 and was also awarded the Aboriginal Student Leadership Award for 2015. Our Aboriginal Education Workers coordinated a range of cultural and leadership activities in 2015 including; Sista Speak and Bro Speak Mentoring Programs, Aboriginal Mural Painting, guest speakers, yarning circles and cultural awareness and identity workshops. The Girls Aboriginal Dance Group and Boys Didgeridoo Group performed at numerous local primary schools and the Community, Family and Friends BBQ in Term 4. NAIDOC Celebrations at Swansea High School included Aboriginal Dance and Didge workshops at local primary schools, a smoking ceremony and celebration assembly, Reconciliation BBQ,

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Traditional Aboriginal Games, boomerang throwing workshops and traditional local aboriginal dreamtime story workshops. We look forward to another busy year in Aboriginal Education at Swansea High School.

Multicultural Education and Anti-racism

Our focus on anti-bullying includes treating each individual as you would want others to treat you. This includes sessions on anti-racism, acceptance of difference and tolerance of those whose backgrounds, ethnicity and religious views are different form your own. Students committed to these values by placing a hand print on our ‘Bully No Way!” wall which takes pride of place in our main quad as an art piece and a constant reminder that we have pledged to keep our school free from harassment of any kind. Each week on assembly we have a section on improving the way we deal with each other in all aspects of our interactions. Our Aboriginal students have established links with our Partner schools to mentor and provide strong role models of support and mentoring under the guidance of our Aboriginal Education Worker.

Other school programs

Student Representative Council

In 2015 the Student Representative Council contributed to creating the safe, friendly and healthy and energetic learning environment that is Swansea High. SRC students chair whole school assemblies, formal assemblies and volunteer to assist in the canteen at lunch time. The students have been heavily involved in discussions and decisions about the development of programs, strategies, structures and processes involved in our Positive Behaviour for Learning program. Our senior students attended leadership excursions at New South Wales Parliament House and the Halogen Foundation National Young Leaders Day at Sydney Olympic Park. The SRC represented our school in the local community at the Annual Memorial Service for Merchant Mariners in Newcastle and the Anzac service at Swansea RSL. The students organised a Krispy Kreme fundraiser and held BBQs at our Athletics carnival and dream night performance to raise funds for the SRC. The SRC also organised a “wear your colours day” to raise money for a student competing in an overseas sporting competition.

Information Technology Swansea High School’s Information Technology framework comprehensive and reliable platform supporting both teaching and learning was further enhanced during the course of 2015. Key achievements in 2015 include –

The establishment of Parent and Student Portals

to facilitate better communication with our

community.

The migrating the entire school’s computer

network to the eT4L platform. This has improved

reliability and freed up school resources to focus

more on teaching and learning.

The deployment of further computer trolleys

with a total of seven trolleys each with sixteen

laptops now spread across the school. Students

are now able to effectively access computer

resources within their own classrooms. These

trolleys complement the four dedicated

computer rooms. A student to machine ratio of

3 to 1 has now been achieved.

Staff have begun to incorporate cloud based

computer services of Microsoft Office 365 and

Google Apps into their day to day teaching.

The strong focus on ICT teacher professional

learning has continued with a number of

teaching and learning focused training modules

delivered throughout the year. Importantly,

training was delivered by peer teachers from the

school which further emphasises the strong ICT

base of expertise at Swansea High.

Sport

2015 has again been another positive year for sport at Swansea High School. The school has had teams participate in a number of sports this year including:-

Athletics, Basketball, Cross Country, Football, Mountain Biking, Netball, Rugby League, Surfing, Swimming, Table Tennis, Tennis, Touch Football, Volleyball and Water Polo.

Our Girls Basketball team was crowned Regional Champions for the second year.

These teams would not possible without the support of the dedicated staff that volunteers their time to look after the teams, train them, take them to their respective games and develop and support the students.

Individual achievements have also been recognised with our school age champions in Swimming, Cross

Country and Athletics and also our Eastlakes Zone Age Champions. Students who also represented the Hunter Region and the New South Wales Combined High Schools were also acknowledged.

Swansea High School was also proud to participate in the Premier’s Sporting Challenge again in 2015. The school has been a part of this since its inception six years ago and its motto of getting students “more active more often” certainly rings true at our school. Olivia Main and Kai Dawkings were the excellent recipients of the Premier’s Sporting Challenge medals.

The Swansea High School Sportsperson of the Year for 2015 was Lara McSpadden. Lara has had another outstanding year in her chosen sport of Basketball. She has represented her school, region, state and country with distinction. She received a Hunter Region Blue award and will be part of the AIS in 2016.

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