2014 Annual School Report - NBSC Freshwater Senior Campus

Northern Beaches Secondary College
Freshwater Senior College
Annual School Report 2014
[School code]
8568
School Context
Our students enjoy the opportunity to learn in an
uncomplicated environment where the level of
trust developed with their teachers encourages
them to take more responsibility for their
learning.
The Freshwater Senior Campus (FSC) is one of
five campuses in the Northern Beaches
Secondary College (NBSC). Unlike any other
multi-campus college in New South Wales, each
campus in the NBSC has a Stage 6 (Years 11 and
12) cohort. Students from the other four
campuses have the option of completing their
senior studies at their existing campus or
enrolling in FSC.
“Freedom to Learn”, our school motto, really
does encapsulate the spirit within the school and
the students readiness to prosper in an
environment of high expectations. The valueadded data that appears later in this report
shows the strong growth that our students
demonstrate in their two years at the campus.
Enrolments remained stable in 2013. The school’s
total enrolment was 628, with students coming
from 34 different schools. As a number of these
students studied courses at other College
campuses and TAFE, the effective full-time
enrolment was 595. International students
represent only a small proportion of total
enrolments.
Student Information
It is a requirement that the reporting of
information for all students be consistent with
privacy and personal information policies.
In 2013, 292 students enrolled in Year 11. These
students came from non-government schools
(49%), the other four campuses of the Northern
Beaches Secondary College (26%), government
schools outside the NBSC (25%) and from
interstate, overseas and TAFE (1%).
Student enrolment profile
The ratio of males to females decreased slightly
in 2014.
The Campus provides students with the widest
possible curriculum choices including a
comprehensive range of academically challenging
HSC subjects and an extensive range of TAFE
courses. Students can select from over 80
courses. On site TAFE facilities give students
access to specialist courses including Nursing,
Digital Arts, Tourism, Sport and Recreation,
Children Services and Events Management.
Enrolments
Students
1000
500
0
2008 2009 2010 2011 2012 2013 2014
Year
Male
Female
Our student leadership program allows students
to take on a wide range of responsibilities that
both develop individual leadership skills and
support campus initiatives.
Student attendance profile
Student attendance rates
Facilities at the Campus are spectacular. They
include general learning spaces encompassing
seminar and break-out rooms adapted to meet
the needs of senior students. A 250 seat
Performance
Theatre,
national
standard
gymnasium and a music centre with adjoining
practice rooms position us with opportunities to
provide a breadth of quality learning experiences
for our students.
Attendance rate
100
Special features of the campus curriculum include
the provision of a Welfare Program structured
around a timetabled Student Mentoring Program
involving all students.
75
50
25
0
2008 2009 2010 2011 2012 2013 2014
Year
School
State DEC
The school’s attendance patterns continue to be
well above the state average.
1
Once recommended, a conditional early entry
offer is made to the student by the University.
This can be as early as mid-November, alleviating
much stress for families. A goal for 2015 is to
make this scheme more widely known to the Year
12 cohort and increase participation rates by
students.
Post-school destinations
Post-school
destinations
Year 10
Year 11
%
seeking
employment
employment
TAFE entry
university entry
other
unknown
Year 12
%
%
N/A
0
0
N/A
N/A
N/A
N/A
N/A
3
5
0
1
0
10
20
60
0
10
Year 12 students undertaking vocational or
trade training
98% of students attained their HSC in 2014. 2% of
students are currently on a pathways program.
In 2014, 279 students graduated from Freshwater
Senior Campus with a HSC. For the students who
achieved the schools top 10 ATARS, tertiary
courses in Commerce and Sciences were popular.
The University of New South Wales was only
slightly more popular than Sydney University as
the place to study.
Year 12 students attaining HSC or equivalent
Vocational educational qualification
30% of students were enrolled in at least one
TVET or SVET course in 2014. The most popular
courses studied were Hospitality, Beauty,
Children’s Services, Accounting, Sport and
Recreation,
Digital
Photography
and
Construction.
We had 2 students apply and receive University
of Technology Science Scholarships - $6,000 over
the 3 years of their science degree.
Workforce Information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
Workforce composition
Position
Principal
Deputy Principal(s)
Assistant Principal(s)
Head Teachers
Classroom Teacher(s)
ESL Teacher
Learning and Support Teacher(s)
Teacher Librarian
Teacher of ESL
School Counsellor
School Administrative & Support Staff
The school had 5 students graduate with not only
the HSC but also an SBAT (School Based
Apprenticeship/ Traineeship) - 1 in electro
technology, 1 in plumbing, and 3 in retail.
Number
2
2
0
8
37
0.6
0.4
1
0.6
0.4
6.4
The Australian Education Regulation, 2014
requires schools to report on Aboriginal
composition of their workforce.
In Term 4, two Year 11 students represented
Freshwater at the week-long Honeywell
Engineering Summer School. The students were
assisted in payment for costs by the Belrose
Rotary Club.
Teacher qualifications
All teaching staff met the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
In 2014, UAC introduced the School
Recommendation Scheme. Schools have the
capacity to recommend students who apply.
2
% of staff
65
35
Professional
accreditation
learning
and
Financial summary
teacher
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
A total of $47544.61 was spent on professional
learning activities in 2014.
The breakdown of expenditure was as follows:
Date of financial summary
Beginning Teachers
$1,298
Use of ICT’s
$3,645
Literacy
$1,609
Quality Teaching
$10,969
Syllabus Implementation
$15,286
Career Development
$10,128
Welfare
$4,608
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Expenditure
Teaching & learning
Key learning areas
Excursions
Extracurricular dissections
Beginning Teachers
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
Under the DEC’s blueprint for Great Teaching and
Inspired Learning, significant funds are now
allocated to staff in their first year of teaching
following a permanent appointment. These funds
are used to enable teachers to develop their
expertise and capacity in the classroom as well
completing the requirements for their teaching
accreditation at the level of Proficient.
This requires meeting standards across the
domains of Professional Knowledge, Professional
Practice and Professional Engagement.
30/11/2014
$
908264.79
593128.25
177332.02
506785.50
29236.62
471575.94
0.00
2686323.12
157996.37
150761.81
39360.52
8146.71
7029.25
128118.78
70423.90
306724.97
0.00
149988.32
74438.68
455527.87
0.00
1548517.18
1137805.94
A full copy of the school’s 2014 financial
statement is tabled at the annual general
meetings of the School Council and/or the parent
body. Further details concerning the statement
can be obtained by contacting the school.
At Freshwater Senior Campus, beginning teachers
work with a mentor and complete a structured
process where they build their skills, knowledge
and competency in order to meet the required
standards. At the end of the process these
teachers, amongst many things, know their
students and how they learn, know content and
how to teach it, plan and implement effective
teaching, maintain a safe and supportive
classroom environment, assess and provide
feedback on student learning and engage
professionally with their colleagues.
Underpinning this is their engagement in relevant
and meaningful professional learning which
includes teacher mentor meetings, attendance at
workshops
and
seminars,
self-reflection,
discussions with colleagues, lesson observations,
peer assessment and team teaching.
David Neal, Head Teacher HISE, retired in 2014
3
School Performance 2014
Creative and Performing Arts
A number of successful student performances,
activities and achievements were realised during
the year:

Dance, Drama and Music students
presented their HSC pieces at a number of
evening presentations in the Performance
Theatre.

Visual Arts students staged an exhibition of
their HSC Bodies of Work.

Campus students performed music, drama
and dance items at `On Show’.

Entertainment students provided technical
support for performers at ‘On Show’ and at
a range of campus performance evenings
and assemblies.

Access to creative arts facilities and teacher
expertise offered out of class time through
the provision of studio access for visual arts
students, audio recording room training for
music students, dance extension lessons
and drama and music enrichment
workshops.

New initiatives this year for Music students,
were the implementation of a College
Music workshop for Year 12 and a series of
master classes in composition for Music 2.

Daniel Willington selected for The
Performing Arts Unit Jazz Orchestra and
performed at a number of concerts
including the Schools Spectacular and the
USA tour.

Sean Niven performed in the College Jazz
Improvisation Ensemble

Katerina Gomola achieved 4th place in HSC
Dance and was identified as a Top Achiever
in the course.
Katerina Gomola

Seven nominations were received for ‘Call
Back’, the Dance exemplar series of
concerts. Katerina Gomola was nominated
for all three components of her HSC
practical examination. Kate Asquith and
Tenzin Youdon were nominated for their
Core Performance and Major Performance
pieces.

Jasmine Alaba received an ‘On Stage’ Drama
nomination for her Drama Individual
Performance.
Jasmine Alaba
4

Georgia Kean, Dakota Urbizondo and Daniel
Willington received nominations for their
Music Performances for Encore.

The Manly Art Gallery & Museum Society
Award was split this year between two
artists, Thomas Kobula and Jessica
Pollock (Manly Selective Campus) and
.Finian Simes’ photographic submission
was highly commended.

Claire Gravas and Enya Schaefer were
selected to participate in a Visual Arts
workshop with the esteemed northern
beaches artist Joshua Yeldham at Manly
Art Gallery and Museum.
Sport


Sport plays a vital role in the culture of
Freshwater Senior Campus. It is highly valued by
staff and students, and provides many
opportunities for recreation and competition as
well as pathways for representation. In our
relatively short history, there have been many
outstanding achievements by teams and
individuals, both as a representative of our school
or in the community.
Georgia and Daniel
Hannah Bailey, Tom Hammond, Tom
Kusturin and Kieran Shields had their
Bodies of Work nominated for
‘Artexpress’ with three selected for
exhibitions. Thomas Kusturin had his
work selected for exhibition at The Art
Gallery of NSW; Hannah Bailey’s work has
been chosen for the Art Gallery of NSW
and the McGlade Gallery, at the
Australian Catholic University.
Our sporting program caters for students who
wish to participate in the traditional sporting
carnivals - swimming, cross country and athletics.
Our swimming and cross country carnivals are
‘competitor only’ events and in 2014 the
participation level from our students was higher
than in all previous years. The athletics carnival
was an outstanding success, held in perfect
conditions and some long standing records were
broken, most notably was Matthew Dunn
breaking the 16yrs Javelin record by over 12
metres.
Kieran Shields’ work has been selected
for ‘Artexpress’ at The Armory, Sydney
Olympic Park as well as the Dubbo
Regional Gallery.
With points accumulated from all carnivals, Year
11 proved to be the champion Year and won the
coveted “Bird” trophy.
Hannah Bailey

Freshwater students have the opportunity to
compete in school carnivals and then progress to
representing at Warringah Zone, Sydney North
Region and NSW CHS levels.
Keiran Shields
Tom Hammond, Thomas Kobula, Finian
Simes, and Jack Vanzino had their art
work selected for the Manly Art Gallery
`Express Yourself’ exhibition. Tom
Hammond won the Theo Batten
Scholarship. This will give him $5,000 to
further his art career.
Our students competed in 15 CHS knock-out
competitions
including
football,
touch,
basketball, netball, volleyball, lawn bowls and
rugby league.
5
The girls’ football team became Regional
Champions. This team produced the best ever
result in the history of Freshwater Knockout sport
teams, finishing 3rd in NSW. They won 8 games in
a row in the state wide competition scoring 22
goals and conceding only 4.
Freshwater students were selected in Northern
Beaches Secondary College teams including water
polo, rugby union, netball and softball. Students
also had the opportunity to gain selection at
Regional and CHS level in any of the sports of
their choice through the regional selection
process.
Max Skyba representing NSW
Other sports represented by our students
included: equestrian, sailing, snow sports
(snowboarding and skiing), surfing and triathlon.
Sports Blues
 Athletics: Matthew Dunn, Justin Brown
 Snowboarding: Riley Cross
Sporting Highlights of 2014
 Boys Futsal - 1st Northern Beaches Region
 Hockey: Maxim Skyba
and State Carnival representation
 Netball: Adelaide Nesbitt
 Girls Futsal – 2nd Windsor Region and State
Carnival representation
 Touch: Lachlan Marks
 Rugby Union: Sahara Gaw
 Girls Football – Sydney North Regional
Champions and finishing 3rd in the CHS
Knockout series
 Football (soccer): Riley Cross, Megan De Kock,
Malasaili Falealoto, Sophie Fysh, Georgia
Gray, Alexia Guerinoni, Rebecca Koopman,
Isabella Neal-Shaw, Naomi Peterson, Jessica
Sandtner, Ashley Quetcher, Alex Valentin and
Anastasia Vescio.
Girls football team following their 2-0 win against Moruya
High School
Individuals
 Keily Dober: Australian Olympic Hopes Sprint
Kayak team - Sports Person of the Year
 Maxim Skyba: NSW CHS and All Schools
Hockey representative - Sports Person of the
Year
 Tom Hammond: Sports Commitment award
Zack Plant setting the Zone High Jump record of 192cm
 Naomi Peterson: Sports Commitment award
 Zack Plant: High Jump - School and Zone
record, CHS representation - Pierre De
Coubertin Award
6
 Jessica Alaba nominated for OnStage in
Drama.
Academic Achievements
Higher School Certificate (HSC)
 Emma Youdale 3rd in the state in Community
and Family.
In the Higher School Certificate, the performance
of students is reported in Performance Bands
ranging from Performance Band 1 (lowest) to
Performance Band 6 (highest).
 Katarina Gomola 4th in the state in Dance.
Katarina Gomola
Emma Youdale
2014 Dux Samantha Page
 156 Band 6 results (results above 90%) which
were the most of any school on the Northern
Beaches apart from Manly Selective. 32
separate courses had at least one student in
Band 6.
Highlights of our 2014 HSC results include:
 A top ATAR of 98.10 achieved by Samantha
Page. Samantha was also on the All-Rounders
list for Band 6 results in all her subjects
 81 students gained Certificates 1, 2 or 3
across a wide range of vocational education
and training courses.
 Tom Kusturin, Hannah Bailey and Kieran
Shields had their major works accepted for
Artexpress while Tom Hammond was
nominated.
 Other outstanding ATAR’s include Emma
Youdale (97.55), Angelica Hunt (97.2), Lara
Holterhoff (97.05), Chad Kaye (96.7) and Jack
Maddock (96.25).
 Kate Asquith, Katarina Gomola and Tenzin
Youdon all nominated for Callback in Dance.
 Daniel Willington nominated for Encore in
Music.
 Gerrard Gibson selected for InTech in
Industrial Technology while Tom Kobula, Toby
Perks and Tom Stinson were nominated
Chad Kaye
Gerard Gibson
7
Jack Maddock
8
Mathematics General 2
School 2014
SSG 2014
Legal Studies
100
90
80
70
60
50
40
30
20
10
0
Chinese Background
Speakers
Visual Arts
Textiles and Design
Software Design and
Development
Society and Culture
School 2014
SSG 2014
Industrial Technology
School Average 2010-2014
State DEC 2014
Geography
100
90
80
70
60
50
40
30
20
10
0
Senior Science
Design and Technology
Community and Family
Studies
Chemistry
Business Studies
Biology
Ancient History
School Average 2010-2014
State DEC 2014
Food Technology
English Extension 1
English as a Second
Language
English (Advanced)
School 2014
SSG 2014
English (Standard)
Economics
Earth and
Environmental Science
Drama
School 2014
SSG 2014
School Average 2010-2014
State DEC 2014
100
90
80
70
60
50
40
30
20
10
0
School Average 2010-2014
State DEC 2014
100
90
80
70
60
50
40
30
20
10
0
Multicultural education and anti-racism
School 2014
The Campus curriculum included ESL classes in
both Years 11 and 12 that provided excellent
learning opportunities for those students whose
primary language is not English. The ESL teacher,
who works at the Campus three days per week,
assisted in the delivery of these courses. He also
worked closely with a number of teachers of
other courses to ensure that the linguistic
challenges faced by these students in these
courses were carefully considered and catered
for.
Physics
Personal Development,
Health and Physical…
Music 1
Modern History
Mathematics Extension 1
Mathematics
100
90
80
70
60
50
40
30
20
10
0
Learning and Support
The Learning and Support Teacher is a resource in
the school that has the responsibility to
coordinate the implementation of learning and
support strategies as part of the Learning and
Support team.
The tasks undertaken by the LAST teacher are
designed to support the school in meeting the
learning and support needs of identified
students, improving their learning experience,
and assisting classroom teachers to increase their
capacity to meet the needs of all students in their
classrooms.
School 2014
100
90
80
70
60
50
40
30
20
10
0
Hospitality
Examination
The school employed a fulltime Student Learning
Support Officer (SLSO) with the low level
adjustment for disability funding who supported
students with individual education plans.
Freshwater Senior Campus
Community Outreach Group - STA (Students
Take Action)
Through aiming to make a difference in the lives
of others, both in our local community and in our
sister school in Tanzania, Africa, STA students
undoubtedly develop greater resilience and selfesteem.
Significant Programs and Initiatives –
Policy and Equity Funding
Aboriginal education
Mrs Barbara Leonard
[Girls Supervisor]
[STA Co-Ordinator]
Appropriate Aboriginal content has been included
in all relevant teaching programs at the Campus.
There was one identified Aboriginal students at
the campus in 2014. The school continues to be
committed to providing a curriculum that will
cater to the needs of aboriginal students in the
future. All aboriginal students in the school are
supported by Ms. Gail Perry who is our dedicated
contact person.
9
During the course of the year, we have held three
mufti days, two of which had an additional cake
stall and one we held a BBQ. In doing so, we
raised much needed funds for our sister school in
Tanzania. This has gone towards providing
learning supplies and school improvements.
Through the involvement of the whole school,
they were huge successes, as we raised over
$2,500.
STA student report 2014 – Naomi Peterson
“We reach out to our community in order to
enrich all of our lives” – this is Student Take
Action’s (STA) mission statement and the reason
we meet every week. STA aims to provide for
those less fortunate than us in our local
community and around the world, to make a big
difference through small contributions. We
participate in local and overseas projects in order
to raise awareness to give back to the
community. Freshwater Senior Campus and STA
is committed to giving $5,000 each year to our
sister school in Tanzania, Hanga Vocational
Training Centre to help the students graduate.
At the BBQ, a great vibe and atmosphere was
created by the talented music students
performing great tunes inspiring some fabulous
dance moves from our wonderful teachers (Ms
Chowdhury and Dr Brown). With the help of the
Year 12 leadership team, hundreds of sausages
were cooked and sold to our ravenous peers.
Throughout this year, STA has organised various
activities and fundraisers. Our first project was
Valentine’s Day where we shared the love, selling
roses, heart-felt messages and heart shaped
lollipops. Through this we were able to raise
$200 to contribute towards purchasing 200
chocolate bunnies, which we took to Mona Vale
Hospital to give to the patients and staff for
Easter.
STA has worked with the Salvation Army on two
occasions during this year. On 24th May, we
participated in the Red Shield Appeal, where we
walked around the streets of our local
community and knocked on doors collecting
donations for the Salvation Army. At the
beginning of Term 4, 12 STA students, Mrs
Leonard, Mrs Moran and Mr Pikardt went to the
Salvation Army, Surry Hills “Street Level” Centre
where we participated in the “STUMP” program.
The students volunteered in their op-shop, food
market and kitchen, serving meals whilst
interacting with their local community. In the
evening, we were able to go on a street walk
around the city of Sydney where we were
exposed to the homeless community who sleep
rough every night. This was an eye opening
experience that allowed us to realise just how
blessed we are to live on the Northern Beaches.
10
During Term 4, we are able to support Pink
Ribbon Day through selling ribbons, pens and
collecting donations. This money goes directly to
the Breast Cancer Foundation and helps to raise
awareness for breast cancer.
Extension courses do not exist in the Sciences but
there is the facility for students to present for 6
units of Science at the HSC. The depth and
breadth of experience within the Science faculty
allows for this to occur. Our faculty is very
collegial, liaising constantly and frequently with
other Science faculties within the Northern
Beaches Secondary College to share resources,
strategies and, on occasion, common elements
for assessment tasks.
Every year, the entire faculty attends “Meet the
Markers” events to acquaint themselves with the
requirements of the HSC marking process from
the preceding year in all Science subjects and to
acquire the tools to adapt our own on-going
assessment strategies. In 2014, 2 faculty
members attended a three day residential
conference for Earth and Environmental Science
teachers at UNE Armidale. This was of
considerable value. All faculty members have
membership of the NSW Science Teachers’
Association.
Along with a choir from Manly Selective High
School, STA travelled to the War Vets, where we
spent two hours with the aged and the elderly
trying to brighten up their day through sharing
the Christmas spirit, singing Christmas carols,
listening and giving them chocolate Christmas
Santas.
Each year a group of students from STA go to
Mona Vale Hospital for a Christmas visit, where
we take chocolate Santas and spread Christmas
joy amongst the patients. This is a great
experience as it enriches our lives, as well as
those in the hospital
All faculty members are available outside of
timetabled lesson times to provide assistance to
students experiencing difficulty with aspects of
their courses. In response to the increased
emphasis in all Science subjects on literacy, and
the impression that well- planned and logical
extended responses are leading to better HSC
results, extensive use of the ALARM process is a
feature of in-class and assignment work.
School Planning and Evaluation
2012—2014
School evaluation processes
It is faculty policy to provide frequent excursion
opportunities for students in all courses. These
can be small, local excursions around our grounds
and surrounds or trips to the Maritime Museum,
IMAX, the ANSTO nuclear reactor or to other
Campuses for course enrichment.
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The school evaluations undertaken
this year were the Science Faculty and Formative
Assessment.
Science Faculty - Background
The Science faculty at Freshwater Senior Campus
comprises five teachers, several of whom teach
across at least two faculty areas including
Science, Mathematics and TAS. Within the
Science faculty, all members teach at least two,
and many three, Science subjects at Preliminary
and/ or HSC level.
Findings and Conclusions.
Numbers of students choosing at least 1 Science
subject for study in Stage 6 remain healthy and
retention from Year 11 to Year 12 is high.
As a matter of course, each year’s HSC results as
RAP and SMART data provided to the school by
11
BOSTES and the DEC are analysed at faculty,
executive and upper executive level. Science as a
faculty, performed significantly above the state
mean in 2014.
but particularly in the higher level where, is was
apparent from the 2014 statistics, that certain
individual students may have under-achieved. It
is anticipated that having early information
regarding Year 9 NAPLAN results for incoming
students may obviate a repeat of this situation in
some instances.
The combined percentage of Band 5 and 6 results
within the faculty for the 2014 HSC was 44%,
representing 75 of 167 students. Within the
subject areas, this percentage ranged from 72%
in Senior Science, 67% in Earth and
Environmental Science, 44% in Chemistry, 35% in
Biology and 25% in Physics.
Formative assessment
Background
Assessment reviews have been undertaken at
Freshwater Senior Campus with the aim being to
analyse what is being assessed, how this is being
done and how it is presented and expressed to
the students. At the time of this review, there
was much discussion about the need for more
detailed formative or progressive, ongoing
assessment and better relationship and links to
summative assessment which occurs during
major exam periods like half yearly and Trials.
With regard to the value added data, which was
based for the first time on an aggregate of the
Year 9 NAPLAN results instead of the customary
Year 10 School Certificate aggregate, it is hard to
know whether there is a positive correlation with
the nature of previous years’ data. Depending on
subject cohorts, there were between 2 and 17
students missing from the data set as these
students, some of them our highest achievers,
did not sit the NAPLAN tests in 2010.
Formative assessment has become embedded
within all English courses, especially through the
Writing Portfolio task. The task requires students
to create a wide range of responses over three
Terms. As each draft is completed, students
submit the work for feedback, and drawing on
that feedback, students refine their response.
It is thus of dubious value to compare the 2014
value added data with that of 2013.
Within the 2014 value added results, 4 of the 5
faculty areas had positive combined value added
before the cohorts were split into their class
groups. The fifth, Chemistry, where 9 of the 23
students were not included, when split into the 2
teaching groups, taught by the same teacher, had
combined value added data which varied by 8.63
points.
Formative assessment has been addressed over a
12 month period with significant changes within
HSIE. The faculty embraced changes and have
modified many tasks. Previously, there was a
more summative approach where significant
assessments occurred periodically throughout
the year, generally at exam times. In terms of
tasks undertaken, teachers within HSIE have been
able to break down tasks into smaller, more
explicit portions. This has enabled a close working
relationship with students and different levels of
progress have been observed.
Future directions
The Science faculty aims to continue to provide
stimulating, creative and challenging experiences
to facilitate student learning and the
achievement of their full potential. The explicit
teaching of literacy and the modelling of
exemplar responses has been embedded within
all teaching programs.
A target for 2014 is to focus on further improving
the value added data in all performance levels
12
The process is more student-centred and has
enabled students to seek one-on-one assistance
during class, as well as enabling teachers to
modify their presenting and explaining style.
Students are required to think in a manner that
enables factual, interpretive and informative
views to be expressed and supported in order to
prepare them for the challenges of the final
written exam.
Over the last two years, there has been a strong
focus on the development and use of formative
assessment in the TAS faculty while still
maintaining some summative assessment in line
with written exams specified by BOSTES.
Examples include:
In 2015/2016, there is to be a focus on further
developing tasks and streamlining, ensuring steps
are clearly articulated, weightings stated,
outcomes with broken down areas of assessment
included. Recently, teacher to student feedback
forms were developed and are now used in all
Science formative assessments. Summative
assessment still takes place in exam periods, but
all other assessments leading up to these involve
formative assessment. Even the summative tasks
have formative aspects e.g. processing data,
analysing graphs, etc. Students will have
developed skills progressively throughout the
course. These skills are assessable at the HSC.
Content is developed prior to examinations and
resources and materials have been stored on
Moodle
for
skill
development
in
practical/research assessments.
 The use of pre-tests or developmental tests
prior to a summative task
 Provision of detailed, on-going feedback in
relation to major projects in the areas of
Community and Family Studies, Design and
Technology, Industrial Technology and
Textiles and Design
 Use of the Learning and Responding matrix of
the ALARM process
In Mathematics, there has been a move to vary
and provide less traditional types of assessment,
though in some instances, assessment remains
mostly summative. In Year 11, more informal
tasks have been provided with a greater focus on
assessment for learning.
The PDHPE faculty made small but significant
changes to the Preliminary assessment schedule
in the first year of the inclusion of Formative
Assessment. Examples include:
Summaries are designed by students for every
topic. These include annotations, individual
transcripts and these are assessed formatively –
ongoing and throughout the year. Examples of
these summary booklets were presented and
vary within each course. Maths General students
use a small exercise book, whereas Mathematics
students use a larger book resembling a portfolio.


The CAPA faculty has more recently embraced
formative assessment in relation to theoretical
and written course components of the respective
courses. In some areas, responses are scaffolded
and modelled for students and assessment is
varied. In many instances, larger tasks are broken
into smaller assessment areas which are
evaluated at stages during the year. Theoretical
components and syllabus concepts are explicitly
taught and regularly practised.
Course content was delivered as part of
the assessment learning and preparation
A more conscious move towards group
tasks and group work – this improved
confidence, created diverse opinions and
catered for multiple learning styles.
Findings and Conclusions
In English, since implementing this formative
assessment practice, students and teachers have
observed a significant increase in control of
language and structures, including conceptual
focus, detailed analysis and depth of personal
response.
The change has resulted in a more creative
approach to assessment enabling choice in HSIE.
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Students have been encouraged to literally think
bigger, more practically and with syllabus
components in mind. Student well-being was
addressed in the review of assessments with
many year 12’s becoming very stressed around
exam times. As there were lots of exams
occurring at once, there was a tendency for
students to become over-loaded and not achieve
their very best.
Future Directions
All faculties have indicated a strong focus toward
developing formative assessment strategies, with
many still requiring summative half yearly and
Trial examinations. There is more choice and
creativity being offered at Freshwater and
student retention and performance has been
solid in all areas. An assessment team will be
formed as part of the regular review and analysis
of tasks which follows a recent initiative where
tasks were collected and analysed by an
independent, external organisation Learning
Scope.
Student reaction in Maths has been positive
especially with the WIK (What I Know) book in
the General course. Summaries have been
produced in small steps and teachers are able to
evaluate and provide meaningful feedback. In
Year 12, most assessment remain summative due
to the demands of syllabus, however, the General
course includes a task early in the course based
on formative assessment. Overall formative
assessment has been embraced in the Maths
faculty. There has been a deeper understanding
of questions as well as analysis using different
perspectives.
School Planning 2012-2014:
School priority 1
To develop an appropriate welfare curriculum for
a senior campus that has the development of
resilience and control as its focus.
Outcomes from 2012–2014
In CAPA, formative assessment suits the needs of
the students and eliminates much stress and
anxiety. The process is more personal and when
quality feedback is provided, students engage
and connect successfully. Assessment is
progressive and ongoing and well suited to
practical areas.
There is a large amount of practical assessment
within Science and formative assessment occurs
as a natural course in all areas. Students are
sometimes confronted with complex questions
where the skills for addressing the various steps
and stages need to be developed in advance.
Student retention has been high and class sizes in
some areas indicate student satisfaction and
engagement.

A reduction in 2014 in the number of
students applying for anxiety related
misadventure.

A
significant
decrease
in
student
misadventures due to anxiety at the Trial /
HSC.

Resilience factors incorporated into school
curriculum as reflected in teaching programs.
Evidence of achievement of outcomes in 2014:
In PDHPE the formative assessment changes were
positive some staff feels that the self-assessment
was a powerful tool that allowed the teacher to
touch base with students around their specific
needs – allowing for greater differentiation and a
more reflective approach to their studies.

Survey students in mentoring (Term 1, 2014)
and re-survey in 2013 showed that students
are feeling more resilient.

Realignment of school welfare structure.

A significant reduction in the number of
counsellor referrals related to student anxiety
and a commensurate reduction in the
number of anxiety related misadventure
appeals in the HSC.
School priority 2
To confidently and regularly incorporate literacy
practices in teaching and learning to reinforce
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significance
and
improve
the
relative
performance of middle and higher achieving
students.
Parent/caregiver, student, and teacher
satisfaction
In 2014, the school sought the opinions of
parents, students and teachers about the school.
Outcomes from 2012–2014
 Continued strong enrolments and community
interest in the school.
Their responses are presented below.
 Increasing number of Band 5 and Band 6
results.
%
Agree
%
Disagree
98
2
My child is encouraged to take
responsibility for her/his learning
98
2
The school actively promotes
regular student attendance
98
2
My child feels physically and
emotionally safe when he/she is at
school
99
1
The goals I have for my child are
consistent with the school's goals
98
2
97
3
98
2
94
6
School Organisation
The school is well organised and
efficiently managed
 Strong aggregated value added data that is in
the large effect range.
Evidence of achievement of outcomes in
2014:
 Improved levels of control within student
responses leading to another 10% increase in
Band 6 results and a 13% increase in Band 5
results.
 Aggregated Value Added Data for lower,
middle and high achieving students remains
in the large positive value added effect size
range.
My child has plenty of
opportunities to do things at school
that interest her/him
The school has high academic
standards
 10% increase in the number of enrolment
applications.
I am informed promptly if my child
has a problem
2015-2017 School Plan
NSW DEC is implementing a new school planning
process for 2015-17. The new plan will be
published on the school’s website from the
beginning of Term 2, 2015.
The school’s Three Strategic Directions for 20152017 will be Flourishing, Connecting and
Mastering
The purpose of Flourishing is
15

To develop engaged, independent and
resilient students who strive to achieve their
best in a culture of mutual respect and social
support.

To shape confident and healthy citizens who
contribute to our community and develop
their own wellbeing and the wellbeing of
others.

To create a positive and supportive
community that encourages the formation of
authentic individuals, positive relationships
and empathy.
About this report
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
The purpose of Connecting is

To foster strong relationships between
students, staff and wider community to
embed creative and collaborative practices in
and beyond the classroom.

Through effective communication and
integration of ICT, our focus is to develop a
learning culture and environment of high
expectations which promotes self-aware
critical thinkers.
Mr. Frank Pikardt, Principal
Ms. Hayley Emmerton, Deputy Principal
Mr. Chris Mortimer, Deputy Principal
Ms. Sandra Svilans, Head Teacher
Ms. Jasmin Chowdhury, Head Teacher
Ms Helen Churchill, Head Teacher
Ms. Barbara Leonard, Teacher
Ms. Melissa Penrose, Teacher
Ms. Lisa Peterson, Teacher
The purpose of Mastering is

Mastering skills, developing knowledge and
applying understanding to shape:

Reflective learners (staff and students) who
are flexible and creative in their thinking and
can apply their learning in purposeful ways.

Motivated learners who seek to reach their
full potential, enjoy their learning and
contribute in a meaningful way throughout
their lives.

Self-directed learners who are in control of
their learning and can persevere with
challenging learning goals.
School contact information
NBSC Freshwater Senior Campus
Harbord Rd, Freshwater, 2096
Ph: 99052634
Fax: 99052677
Email: [email protected]
Web: www.nbscfreshw-h.schools.nsw.edu.au
School Code: 8568
Parents can find more information about Annual
School Reports, how to interpret information in
the report and have the opportunity to provide
feedback about the report at:
http://www.schools.nsw.edu.au/learning/emsad/
asr/index.php
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