Annual Report 2015 - Brighton Secondary School

 CONTENTS 1. Context ......................................................................................................................................... 3 2. Report from Governing Council .................................................................................................... 3 3. Highlights ...................................................................................................................................... 7 Philosophy .................................................................................................................................... 7 Governance ................................................................................................................................ 10 Curriculum .................................................................................................................................. 11 Students ...................................................................................................................................... 14 Staff ............................................................................................................................................ 18 Community ................................................................................................................................. 18 Resources and Facilities .............................................................................................................. 21 4. Site Improvement Plan ............................................................................................................... 23 Priority 1 – Successful Learners .................................................................................................. 23 Priority 2 – Confident and Creative Individuals .......................................................................... 27 Priority 3 – Active and Informed Citizens ................................................................................... 28 5. Student Achievement ................................................................................................................. 30 ATSI Students .............................................................................................................................. 30 Naplan Literacy ........................................................................................................................... 31 Naplan Numeracy ....................................................................................................................... 35 Senior Secondary ........................................................................................................................ 36 6. Student Data ............................................................................................................................... 40 Attendance ................................................................................................................................. 40 Destination ................................................................................................................................. 41 Behaviour Management ............................................................................................................. 41 7. Client Opinion ............................................................................................................................. 42 8. Accountability ............................................................................................................................. 44 9. Financial Statement .................................................................................................................... 45 Brighton Secondary School – Annual Report -­‐ 2015 2 1. CONTEXT School: Brighton Secondary School Principal: Olivia O’Neill School number: 0803 Partnership: Holdfast Brighton Secondary School has a vision to be the school of choice for the holistic education of girls
and boys. Brighton aims to develop strategic learners who are prepared for varied and
unpredictable career paths in a global digitized world.
Our purpose is to develop lifelong learners who can problem solve, think creatively and critically,
communicate effectively and act ethically.
Our school motto is Fac Omnia Bene - Do all things well and the school embraces the DECD
values of Cooperation, excellence, fairness, responsibility, integrity and respect.
Brighton’s Strategic Priorities 2014-2016 are:
1.
Successful learners
2.
Confident and creative individuals
3.
Active and informed citizens
In 2016 these priorities were advanced through a focus on:
Differentiation and Task design
Digital technologies to effect Flipped Classrooms
Literacy and numeracy improvement
2. REPORT FROM GOVERNING COUNCIL I am pleased to report on another outstanding year for our great school. I congratulate Olivia and the senior management team for their wise and positive direction, the staff for their enthusiasm and motivation in teaching our children and for all the students, parents, friends and volunteers who help make Brighton Secondary School the success it is. The Governing Council was well represented by Sue McKenzie, Leah York, Michaela Simmonds, Jimi Krecu, Darren Oates, Jenny Morden, Mike Sard, Robert Warburton, Dina Solis, Murray Porter, Chris Champion, Kaliopi Eleni, Anne-­‐Marie Hogan-­‐Wesley, Jenna Checkley, Martin Oakley, Sandra Hall, Andrew Barrett, Denise Hoskin and Olivia O'Neill. We meet every month and discuss a wide range of matters affecting the school from finance, curriculum, uniform and canteen to Special Interest programs, IT requirements and solar power. At the annual weekend conference we were impressed with the methodology for teaching and learning called ‘Flipping the Classroom’, whereby the students experience the lower level preparatory work at home via online tutorials by staff to leave more time in class with the teacher Brighton Secondary School – Annual Report -­‐ 2015 3 for the more difficult work of analysis and evaluation. The conference highlighted a number of programs including Vocational Education and the Think Bright special interest program. Planning for the new boulevard outside the Concert Hall adjoining Brighton Road to the rear car park and beyond has begun with the employment of an architect and engineer. The Spence Hall was successfully redeveloped into the Spence Study Centre for Years 11 and 12 students in July. The Media, STEM and Arts areas were reconfigured to provide showcase venues for each program. The Governing Council continues to explore how Brighton Secondary can become a renewable energy school. Student, Matthew Richardson, presented an interesting proposal for solar generated power from a carport over the rear car park with a solar panel roof. The new LED sign on the corner of Ilfracombe Avenue and Brighton Road will improve our communication with the school community and beyond. The Brighton App has assisted parents to stay in the communication loop. After considerable discussion with DECD, approval was finally given for the school to erect a new fence around the perimeter of the site. The tennis court fencing was upgraded as well and the entry gate redeveloped to match the new fence. The DECD Partnership model has Brighton Secondary in the Holdfast Partnership with Brighton, Glenelg, Paringa Park, St Leonard’s and Warradale Primary Schools and Ballara Park, Warradale, Oaklands Estate, Seacliff Community, Somerton Park, Baden Pattinson, Dover and Dunbar Terrace Kindergartens. The Partnership began in 2014 when the 14 sites developed a Strategic Plan. 2015 began with a successful combined Holdfast Partnership Governing Council meeting. A major issue for the Holdfast Partnership is that most of the children in the kindergartens and the primary schools are not zoned for Brighton Secondary. Uniform supply was a problem in 2015. Through no fault of our own, but rather the DECD tendering process, the school terminated one contract to supply uniform at the end of 2014 with only the summer vacation to transition to the new supplier. We thank our parents who were most gracious and patient through this difficult year. Brighton Secondary is very fortunate to have many wonderful enthusiastic and passionate teachers who work tirelessly to better the education and lives of our students. The Governing Council extends our thanks to all of these committed teachers and mentors and would particularly like to acknowledge and wish Jeffrey Kong the very best for his retirement after 40 years of service to our great school. We congratulate Principal, Olivia O’Neill, on winning the S.A. Excellence in Public Education award for outstanding leadership. The prize is a funded short course at Harvard University. Olivia intends to study how to embed a sustainable vision in the school’s culture irrespective of leadership change. I look forward to an exciting and rewarding 2016 and thank all of you who have helped maintain the exceptional standards and achievements of our school. … Jacqui Squires, Chair, Governing Council. Brighton Secondary School – Annual Report -­‐ 2015 4 In 2015 Brighton continued to strive to, “Do all things well.” The facilities upgrade following last year’s major redevelopment included the Spence Study Centre; the new digital sign; new signage around the school; the upgrade of the school’s Reception area; the perimeter fencing and the tennis court fencing. The Year 11 and 12 students love their new dedicated area for study and relaxation in the Spence Study Centre opened later than expected in July. The Centre adjoins the new Learning Laneway developed throughout 2015 with ‘active learning by doing’ in mind. The teachers and students designed and created a dynamic area with innovative seating, mini golf and display areas for pop-­‐up classes. “Fun” Fridays became a regular event for the students to enjoy at lunch time with students performing music, dance and sport activities to the delight of their peers. The Learning Laneways launch had pop-­‐up stalls and entertainment. Highlights included the staff band called Governing Council, and the illuminated light show projected on the wall of the new Bright Centre, inspired by the Assistant Principal, Jill Brindley, to depict the history of light in the 2015 International Year of Light. The technical side of the show was created by teacher, Nic Tubb. Brighton Secondary is renowned for its events. The Moon Lantern Festival held on the Brighton Esplanade with our Holdfast Partnership schools and kindergartens brought the community together to fundraise for our Cambodian Kindergarten built last year with the assistance of the Brighton World Challenge students. A highlight of the evening was the song entitled, “Unity”, composed by Andrew Barrett with lyrics written by student Rebekah Rath. We anticipate “Unity” will become our Partnership’s theme song to be performed at Partnership events in the future. The official combined Music Centres’ event to farewell Head of Music, Jeffrey Kong, brought together famous old scholars to perform with Jeffrey and the 2015 music students. The Annual Music Spectacular raised the benchmark for excellence yet again with the addition of lighting and special effects afforded by the new Concert Hall. More awards were achieved in the Music program. The Brighton Symphony Orchestra performed in the Sydney Opera House and achieved a gold standard in the Australian Music Festival against ensembles from the USA, China, Hong Kong, New Zealand, Indonesia and other Australian States. At the Adelaide Eisteddfods the Treble Choir won the Junior Large Choir section. Although not staged at Brighton, another significant event was the F1 in Schools World Championships where our team, “Precision Racing”, comprised of Year 10 students, represented Australia in Singapore competing against adult teams from 34 countries. The Volleyball program continues to outperform its competitors by winning the prestigious State Championships. The Science Department won more Oliphant Awards in 2015 than ever before including the prestigious top school award, presented at the State awards ceremony held in the Brighton Concert Hall. Students participated in the Culinary Challenge World Championships in Tahiti after having won the Australian title. The main priority for teachers’ professional learning in 2015 was experiencing how to ‘flip’ the classroom. Teachers record content for students to view independently at home and thus provide more time in class for the higher-­‐order thinking tasks of analysis and evaluation with the teacher present to assist them. Brighton’s new Teacher Recording Studio has enabled staff to further develop useful video of their lessons for students to access anywhere and anytime. The Digital Brighton Secondary School – Annual Report -­‐ 2015 5 Learning Leader, Jeremy LeCornu, is in high demand to share our expertise with South Australian schools and schools interstate. Teachers and students are fortunate to have a robust computer infrastructure and a personal mobile device in the MacBook Pro. Apple recognised Brighton as an Apple Distinguished school in 2015 and two teachers, Jeremy LeCornu and Samantha Moyle, as Apple Distinguished Educators were presented to their peers in Singapore. Samantha Moyle also won the state nomination for the BHP Billiton Science Teacher of the Year Award in 2015. Toby Ward was awarded the South Australian Science Teacher Upper Secondary Award and Jeremy LeCornu and Maj-­‐Lis Borgen-­‐Smith were awarded a DECD $20,000 Masters scholarship. Our range of programs includes a partnership with Port Lincoln High School to further the study of the Visual Arts with aboriginal students. A DECD $50,000 grant supports the students to travel to each other’s schools for intercultural understanding and opportunities to experience country and city life. I attended the World Confederation of Principals in Helsinki in August where I finalised our relationships with the Stockholm Science and Innovation School, the Helsinki Taivalahden Peruskoulu and in Oslo the Lillestrom Vidergaende to share teacher experiences in four-­‐week exchanges beginning in February 2016. Other international connections include the inaugural student trip to Japan and the biennial Music tour to Europe. Brighton teachers take great pride in their work and their students’ achievements. Our school’s success is the result of strong teams. History was made in 2015 when the students’ reports went live on the web through the Learner Management System, DayMap. We are moving ever closer to real-­‐time reporting. My recognition in the South Australian Public Schools’ Excellence awards for School Leadership is more a reflection of the strong teams at Brighton Secondary, especially the Principal Team (Barbara Richards, Jill Brindley, Kane Hillman, Jeffrey Kong, Tristan Kouwenhoven, David Thomson and Sandra Hall) who strive to provide the kind of school and education that students will want for their own children in the future. Brighton Secondary School – Annual Report -­‐ 2015 6 3. HIGHLIGHTS 2015 PHILOSOPHY Demonstration of excellence: Brighton Secondary was awarded the prestigious title, Apple Distinguished School and two teachers were recognised as Apple Distinguished Educators (ADE). The associated iBook is available in the iBooks Store -­‐ https://itunes.apple.com/au/book/brighton-­‐secondary-­‐
school/id1031105726?mt=13. Brighton was presented at the National Apple Leaders’ Summit, where work was presented to other Apple Schools. The two ADEs were presented at the Asia-­‐Pacific ADE Institute in Singapore. As National Champions, Precision Racing won the right to represent Australia in the World F1 Finals in Singapore. 47 teams from over 30 countries were represented with many of the competing students in their 12th year of schooling. Precision Racing’s team of Year 10 students managed a very creditable 10th place against this adult competition. This competition showcased the Brighton STEM program to educators from around the world. The inaugural Sports Awards and Presentation Evening established a Sporting Hall of Fame with five Olympic alumni inducted and acknowledgement of over 200 students who participated in State cup gold medal winning teams, knock-­‐out premiership teams, zone premiership teams and those who represented South Australia or Australia. Brighton Secondary School – Annual Report -­‐ 2015 7 Ties with the international community were strengthened: The Principal, Olivia O’Neill, travelled to the World Congress of Leaders in Helsinki where she advanced a partnership with three schools in Norway, Sweden and Finland. 20 students of the Japanese language and 4 teachers experienced a cultural and language-­‐
rich, inaugural tour to Japan, interacting with Brighton’s Sister School in Himeji, Tokyo. International student numbers reached capacity of 125 with cultural diversity expanding to twenty different countries including the first enrolment of students from Zambia, Saudi Arabia and Spain. Another very successful Hakuo High School Study tour created more intercultural understanding. A signed Memorandum of Agreement with Satree Phuket High School in Thailand provides for teacher exchange. The International programs leader visited Hakuo High School and Sister School, Toyodai Himeji High School, to discuss future reciprocal visits. A Yokomama City teacher observed classes and presented interesting lessons to Brighton Japanese language students leaving class sets of traditional Japanese children’s games for use in Japanese language classes. Brighton hosted two large groups of teachers from overseas to showcase the use of technology: Malaysian Famil Visit to ‘Foster Digital Literacy’ and Queensland University Filipino teachers to observe technology use in classrooms. Brighton hosted the Term 2 ‘Growing International’ International Education Services meeting at which Year 12 student, Juhwan Park, spoke to the group about his Health Studies research findings concerning International Student Stress. Brighton Secondary School – Annual Report -­‐ 2015 8 The International Program Leader presented information to State representatives regarding successful marketing strategies used to maintain and increase international student business. With increased enrolment, two Intensive Secondary English Classes (ISEC) were established. Intercultural Understanding A $50,000 Grant supported work with the Brighton and the aboriginal students at Port Lincoln High School in the Visual Arts. The Moon Lantern Festival including media coverage from both Channels 7 and 9 increased understanding and engagement with Asia. The National Day of Action against bullying and violence coincided with Sports Day contributing to record participation. Brighton Secondary School – Annual Report -­‐ 2015 9 Innovations The successful Learning Laneway launched in the International Year of Light showcases pop-­‐up learning and student leadership. The new Prefect blazer was well received by students. Students were proud of the new look Leadership and Charities assemblies. Three Pastoral Care Focus Days supported the new House Teams model. Communication and Marketing The Brighton App and Brighton Facebook page improved communication. The Valedictory moved to a new venue where a new movie was produced for the website. The new LED screen raised the school’s profile and improved community communication Promotional USBs were pre-­‐loaded with the introductory section of the new school iBook. GOVERNANCE The Principal, Olivia O’Neill, won the SA Public Schools Excellence award for Leadership. The prize is a course at Harvard University, Massachusetts, in leadership. The Holdfast Partnership (comprising Brighton Secondary School, Brighton, Paringa Park, Warradale, St Leonard’s and Glenelg Primary Schools and Warradale, Ballara Park, Oaklands Estate, Seacliff Community, Somerton Park, Baden Pattinson, Dover and Dunbar Terrace Kindergartens was successfully reviewed by a panel of DECD Executives. The following recommendations will be the subject of the 2016 review: • Develop a shared understanding in learning and task design, assessment and moderation that allows students to be challenged and demonstrate their learning. • Develop a Partnership wide protocol to formalise feedback and feed forward of information / evidence both at key transition points and from year to year, including a focus on dispositions. Brighton Secondary School – Annual Report -­‐ 2015 10 •
Consider site specific programs focused on opportunities for writing for learning for broader adoption across the Partnership. The Holdfast Partnership held a combined Governing Council meeting to plan strategic directions for all sites. The new leadership position for STEM created more opportunities for leadership in Design and Technology. Band 1 House Leaders were recognised as members of Leaders team for the first time as a trial in 2015. The successful induction program for all new staff received very positive feedback. The successful Work Health Safety committee implemented all DECD requirements including a new DECD Emergency Management Plan. The relief teacher budget was well managed with the TRT budget in surplus. IPads proved to be successful for Relief teachers to take attendance rolls. New school lanyards and cards for Hall Passes assisted the good order of the school. The comprehensive Year Book captured the essence of 2015. The new Prefect model was developed for 2016 with defined roles leading other students and taking action. Student leaders became a Kiwanis Key Club with Charter declaration. CURRICULUM 2015 Learning and Assessment Plans 8 to 10 were aligned with all areas of the Australian Curriculum reflecting an inquiry/challenge/ product oriented approach to learning with concluding performances or products. The new Civics and Citizenship model was devised for implementation in Year 8 in 2016. The Year 9 Personal Learning Plan now has a focus on citizenship for humanity to be reflected in an additional Learning Laneway to be developed in 2016. The grant for work in the Australian Curriculum Cross-­‐curriculum Priority, “Australia and Engaging with Asia”, culminated in a presentation by the Deputy and Assistant Principals to the DECD Asia conference. Think Bright classes at Years 8 and 9 were successfully implemented characterised by challenge-­‐based, inquiry, interdisciplinary approaches. Brighton Secondary School – Annual Report -­‐ 2015 11 The Institute of Educational Assessors Assessment for Educators course enhanced teachers’ understanding of assessment for, of and as learning strategies across the curriculum. The Teacher Learning Community focus on the flipped classroom began the process of flips and the corresponding shift in pedagogical approaches in the classroom to improve learning engagement, challenge and achievement. Brighton Secondary School – Annual Report -­‐ 2015 12 In the STEM Subs in Schools program, three Year 12 students designed a remote-­‐controlled boat as part of the Stage Two Industrial Design and Graphics course. The fully functional craft has the ability to submerge and surface, incorporating active dive planes, powered by an electric motor, with a ‘Russian’ propeller that can be navigated left and right with the use of a rudder system. The students used CATIA software and Brighton 3D printers to manufacture the hull and superstructure within the boat and designed and assembled the pressure hull, including the necessary electrics to power the boat. The Subs in Schools curriculum engages students in a challenging industry-­‐standard design and manufacturing curriculum with industry partners and the Australian Defence Force. Stage One students designed a research vessel for the Great Barrier Reef, to house scientists and crew for extended periods of time aboard the vessel. In English the Word of the day – on big Apple TV screens raised vocab awareness while students waited at the printer. High quality, professional Drama productions, ‘Cosi’ and ‘The Matchmaker’ were presented by two Year 12 casts and crew. Year 8 and 9 Art visited Tarnanthi to view Contemporary Aboriginal Art at the Art Gallery of SA and explore diverse contemporary Aboriginal artworks. Brighton Secondary School – Annual Report -­‐ 2015 13 In Volleyball: Year 12 Aquatics 3 Day Course – 37 students participated in the course Year 11 NCAS Level 1 Coaching – 21 students completed the course Year 8 District Level Referee Course – 58 students gained accreditation Year 11 Provide First Aid Course – 37 students gained accreditation Regional Level Referee Course – 19 students gained accreditation Stage 1 Legal Studies students visited the city courts to witness what it was like to be a youth awaiting trial, as well as seeing a jury at work in the Supreme Court. Tourism students visited Cleland Conservation Park to investigate the sustainability of the tourist destination. The ISEC curriculum included authentic learning experiences at the Engineering and Science Convention, Mad Hatters Tea Party and Pet Capers, the Adelaide Zoo, Warriparinga Cultural Center and the Planetarium. STUDENTS Marcus Falckh and Celine Chia were recognised with a Holdfast Bay Council Community Award at the 2016 Australia Day Citizenship ceremony for organizing the second Moon Lantern Festival which aims to build intercultural understanding and raise funds for the Cambodian Kindergarten that Brighton Secondary School has helped to build. MASA Quiz evening saw Brighton the Best Mathematics Team for 2015. French student, Joyce Wang, was the top Language student in the Language Perfect State competition. Year 11 student, Nina Phillips, competed and won first place with the prize of a trip to Japan in the Japanese speech contest organised by the Japanese Foundation in Sydney. Year 9 Japanese students won first prize in the Quiz Day for Japanese students. Brighton placed second in the State for Language Perfect Interactive Language Competition in French. Brighton Secondary School – Annual Report -­‐ 2015 14 In the Assessment of Language Competence examinations 100% passed in both French and Japanese tests, with Ashton Milton-­‐Hine and Serena Duke achieving distinctions for Japanese. Year 10 students created movies in collaboration with students from other schools to be placed first and second. Four Year 10 students of French travelled to France on a Student Exchange program. English students attended the Meet the Writers workshops at the Convention Centre and the Year 11 students won the Write a Book in a Day competition. The Symphony Orchestra achieved “GOLD” standard in the Australian International Music Festival in Sydney, including performances at the Sydney Opera House, Sydney Town Hall and the Sydney Conservatorium of Music. The Choral Eisteddfod performances saw the Treble Choir section winner. The Australian Band and Orchestra Directors Association (ABODA) Competition – awarded Year 9 Percussion Ensemble and Percussion Ensemble 1 GOLD Award and Concert Band GOLD Award and best in section. Year 12 Visual Arts students, Vanessa Leak and Lucinda Williams, exhibited work in the Year 12 SACE Show. Vanessa’s works (5 paintings) were selected by the Minister of Education as the 2015 choice for the Minister’s office. Vanessa also received an encouragement Award from Eckersley’s Arts. RACI National Chemistry competition: •
88% of the participants received awards with overall scores above the State and National averages. •
Year 11 award winners-­‐ Credit: Celine Chia; Distinction: James Tamblyn, Derek Tan; High Distinction: Tom Galindo, Liam Storken. Brighton Secondary School – Annual Report -­‐ 2015 15 •
Year 12 award winners-­‐ Credit: Nayer Shammaa (a Year 11 student doing year 12 Chemistry); High Distinction: Anyue Lang. Oliphant Science Awards were integrated into the Year 9 program producing a record number of entries across the various categories of the OSA, including entries in some categories for the first time. Award winners (1st, 2nd and 3rd) in various categories including Games, Posters, Models and Inventions, Multimedia, Photography, Science Writing and Science Inquiry totaling 14 different prize winners, a record for Brighton. A special mention to Marcus Falckh awarded 2nd prize in the DECD Young Scientists Awards and to Emily Squires who collected Awards in four different categories. Marcus and Emily were regular participants and Award winners in the competition during their time at Brighton. Brighton won the Defence, Science and Technology Organisation Senior Secondary Schools Prize in the Young Science Awards. Australian Volleyball Schools Cup Championships: 2015 Overall Australian Champion School 2015 Girls Champion School of Australia Of 23 teams entered, 13 teams won medals -­‐5 Gold, 6 Silver and 2 Bronze VSA 3 Day School’s Cup Tournament – 28 Teams entered -­‐ 8 Gold, 7 Silver, 7 Bronze medals Winner of the South Australian Schools Cup Champion School Trophy Open Knockout – Girls and Boys Teams both won Silver Medals Year 10 Knockout – Boys Team won Gold Medal, Girls Team won Silver Medal Year 8/9 Knockout – Boys Team won Silver Medal, Girls Team won Gold Medal Year 10 Pairs Beach Competition at Glenelg – 3 Gold Medals and 2 Silver Medals VSA Year 9 Beach Competition at Glenelg – 2 Gold Medals and 2 Silver Medals VSA Year 8 Beach Competition at Glenelg – 1 Gold Medals and 2 Silver Medals 43 Brighton SIV students selected as U16, U17, U19 and U23 State Team Representatives 3 Females and 3 Males selected in Australian Junior Teams that toured overseas for Indoor and Beach during this year ‘Beach Champions’ Year 11 and 12 Tournament held at Brighton Year 8 Challenge Day at Heathfield High – 68 students competed Year 9 Challenge Day at Brighton and Hallett Cove – 75 students competed Year 10 South Coast 3 Day Tour to Hallett Cove and Victor Harbor – 42 students participated Buffalo won the overall House Shield. The International student participation in Sports Day was greater after seven Year 10 students trained as Peer Support Leaders. HASS students represented the school in Youth Parliament, Law Week, International Women’s Day and the annual Tourism trips to Cleland and Clipsal 500. Brighton Secondary School – Annual Report -­‐ 2015 16 Seven Women’s Studies students and three teachers attended the International Women’s day breakfast at the Convention Centre. Lift Dance performed in the Fringe with the work ‘Ander ‘ait’, an outstanding dance event well received and attended. The new work ‘Carapace’ was successfully previewed later in 2015 and the finished work to be performed in the 2016 Fringe Festival. The SALA 2015 ‘Light and Bright – Celebrate the Learning’ exhibition of student artwork included local kindergarten and primary schools’ artwork from the Holdfast Partnership. At the end of the Year 12 Visual Art and Design Exhibition 2015, students presented a varied and competent range of art and design works-­‐ Rhys Williams was selected for the Year 12, 2016, SACE Art Show. Brighton Secondary School – Annual Report -­‐ 2015 17 STAFF Retiring staff were congratulated in respectful farewells to acknowledge their decades of service to DECD schools: Dean Cole, Peter St Clair-­‐Johnson, Cathy Woods, Andrew Dean, Pamela Rajkowski, Julie Nulty and Jeffrey Kong. Teachers of Excellence, Sam Moyle and Jeremy LeCornu, were awarded the prestigious Apple Distinguished Educators award; Gerald Little the 2015 State nominee for the BHP Billiton Science Awards and Toby Ward the SASTA Outstanding Secondary Teacher Award. Gerald Little was selected to travel to Phuket to work with the staff at the Satree Phuket School. Sam Moyle visited a number of schools across Scandinavia and one in the UK as part of her professional development from the 2014 Excellence in Public Education – Early Career Teacher award. Given the high PISA results from Finland she started at Taivallahden Peruskoulu, then in Sweden, the Stockholm Science and Innovation School, Norway -­‐ Lillestrom Vidergaende Skole, through Iceland to visit the glaciers and volcanic landmass before travelling onto Bolton in the UK to visit ESSA Academy. The objective was to observe innovative learning practices and learning environments and to forge stronger links with these schools, developing partnership opportunities and collaborations for the future. 16 Pre-­‐service teachers from Flinders, Adelaide and Uni SA; 2 from Flinders University with extended 10-­‐week placements and 2 teachers nominated for mentor award from Adelaide University. COMMUNITY The Principal Team members attended the Rosie Batty White Ribbon breakfast creating links with SA Police to become an Ambassador School 2016. White Ribbon Week activities Brighton Secondary School – Annual Report -­‐ 2015 18 included pledge trees, assemblies promoting support for the White Ribbon oath, selling merchandise, cupcake fundraiser, self-­‐defence class and student music bands. Many charities and organisations were supported: Salvation Army, RSPCA, SIDS, Starlight Foundation, UNICEF, Cares for Cambodia and World Vision. The Italian Men’s Volleyball Team visited and trained in the Brighton Stadium during the World League Tour signing autographs and posing for photos with the students. 17 Student Volunteers participated in the World League match vs. Italy at the Adelaide Arena. Year 9 Eyre Peninsula 5 Day Cultural and Community Tour to Ceduna Area School, Koonibba Aboriginal Primary and Port Lincoln High schools– 35 Year 9 students participated along with 7 Year 11 Mentor students. Brighton Secondary School – Annual Report -­‐ 2015 19 Two students completed the Bronze award in the Duke of Edinburgh program. The Celebration Concert for the retirement of Jeff Kong featured all four Special Interest Music Centres, old scholars and guests. The International Choir Tour of Europe proved to be the most successful to date. The Music Spectacular series and Jazz Cabaret were sold out. The School Orchestra “Chaplains’ Concert” commemorated the centenary of the ANZACs. The Moon Lantern performance showcased an original piece of music (lyrics by Rebekah Rath and music by Andrew Barrett) and was used in the Holdfast Partnership video. The Bel Canto performed at ANZAC Dawn Service at Brighton Jetty. There was extensive participation in the Primary Schools Festival of Music. Percussion showcase and the Year 8-­‐10 Music Centre Showcase were sold out. The Shakespeare Festival showcased medieval food and drink, costumes, displays, plays, iMovies, student-­‐composed music, poetry, “Iron-­‐ clad” sword fighting and armour exhibition. Brighton Secondary School – Annual Report -­‐ 2015 20 The inaugural writing competition in prose and poetry engaged many students from Year 8 to 12. The Creative Writers’ group continues to hold 20 regular student attendees who love it. Year 8 English classes trialled Mindfulness training with Catherine Johnson from Flinders University to set a positive tone and highlight resilience and tolerance. The Arts made a successful contribution to the opening of the Laneway Learning in the International Year of Light with Year 8 Bioluminescence art, Year 9 sculpture in the garden, Year 8 ceramic lights, Year 10 poster works and Lift Dance performance. In the Brighton Sculpture Festival Year 9 Art students displayed ‘The Gallipoli Project’ with artworks conveying student responses to war; The Minda Inc. Project with Year 8 and 9 students working alongside clients from Minda Inc. in a disability awareness, ceramic art project; Year 9 student work in the 2015 Royal Society of the Arts and Portrait exhibition. The Year 11 Sustainability class designed, built and established a school garden to grow fresh vegetables and herbs for the school community. Event Management students successfully raised awareness and funds for SIDS, Sammy D Foundation and Save the Whales. In Ancient Studies an Archaeologist was invited into class to talk about their work here and abroad and explain new developments in archaeological research techniques including recording and dating. Sport and Recreation VET students led athletics clinics with students at Paringa Park primary school leading up to their sports day and sports clinics with year 5 students at Brighton Primary School. RESOURCES and FACILITIES The digital sign on the corner of Ilfracombe Avenue and Brighton Road provides opportunities to market the school and school events as well as making money through hirers. The new look Charities and Recognition Assembly had new staging and backdrops, improved sound and visuals. Brighton Secondary School – Annual Report -­‐ 2015 21 New signage showcased the Brighton Theatre and Concert Hall. A new banner promoted the SUBS in Schools program. The perimeter fence provided a finished look to the redevelopment. The tennis court fencing was replaced changing the look considerably from Brighton Road. The Spence Hall was upgraded to the Brighton Senior Study Centre. The Learning Laneway was launched with a state of the art light show in the International Year of Light. Every Science laboratory is equipped with new safety gear and a basic set of equipment. New pin-­‐up boards were placed throughout the school. Students have extra outdoor furniture. The new Spin room proven very popular with PE students. Design and Technology acquired a new metal band saw to deliver a safer environment and access to high quality, industry-­‐standard machinery; a laser cutter; a new bank of Edison Robots and high-­‐end DSLR cameras and studio infrastructure. 320 iPads were rolled out to Year 8. The Brighton Secondary App store was built. Brighton Secondary School – Annual Report -­‐ 2015 22 Citrix provided staff and students anytime access to school resources. Two new computer labs were established. A new fault tolerant core switch and backup solution was installed. New monitoring software now monitors uptime. A new fault and asset management system was launched. The photocopier fleet was upgraded. The projector and screen in the Theatre was upgraded. NBN improved the school internet six fold. Increased success utilising Language Perfect, the online language-­‐learning tool that makes it possible for teachers to access class data and statistics using a “Track Student Progress” tool where teachers can see real-­‐time statistics and export to Excel for greater flexibility to monitor individual participation and progress in competitions. The new lighting systems and digital set imagery in the drama production, ‘The Girl Who Cried Wolf’, were particularly notable. Planning is underway for the Memorial Walkway from Brighton Road through to the back of the school. The architects have drafted plans for the redevelopment of the Spence Building. Plans are in place for the toilet upgrade for PE and Volleyball. 4. SITE IMPROVEMENT PLAN STRATEGIC PRIORITIES PRIORITY 1 -­‐ SUCCESSFUL LEARNERS Differentiation-­‐ a strategy for developing success included: • More options and choice to negotiate options in task design • Student ideas used as starting points • Products for the wider community posted on Instagram for community comment • Collaboration • Extending length of units for deeper learning • Team teaching to accommodate more options Brighton Secondary School – Annual Report -­‐ 2015 23 The Holdfast Partnership developed a Strategic Plan that focused on deprivatising teachers’ practice to develop more resilience and grit in the students. All areas of the Australian Curriculum were implemented in 2015 with Years 8 to 10 Learning and Assessment Plans aligned with the Australian Curriculum to reflect an inquiry/challenge/ product-­‐
oriented approach to learning. A Professional Learning budget supported teachers to undertake professional learning particularly the Think Bright program, the Australian Curriculum, STEM and digital learning supported through the Better schools funding. Four successful Professional Learning days included the Institute for Educational Assessors and Flipping the Classroom. Weekly professional learning supported the staff’s understanding of assessment and task design as well as providing time for Teacher Learning Communities to work collaboratively on learning how to make videos to Flip their classrooms. Music used multiple entry levels to cater for prior knowledge and a variety of assessment tasks. Some of the Year 8 SIM students struggled with the continuous increase in content complexity and the rigour required to maintain their grades from semester 1 to 2 with a major shift from the B to A grade band in all year levels and slight increase of lower grades in Year 10 only. A disappointing increase in the B grade band in Semester 2 for Year 11, due to the increase in the required independent formative assessment tasks and a lack of organisational skills demonstrated by the cohort. There was consistent improvement of results and students moved up at least 1 grade band in Year 12. High retention in Years 8 to 10 Elective Music. 90% retention of Year 8 students into Year 9. 80% retention of Year 9 students into Year 10. Fluctuating SIM numbers are addressed through the Elective and extra-­‐curricular ensembles. A strategic directive is to promote the program to the feeder Primary Schools to increase enrolment in the Year 8 Elective program by 20%. The 2015 STEM calendar featured a range of STEM activities from many related subject areas to communicate an awareness of STEM across the school community. A STEM committee was established. Plans were put in train to link with other educational institutions around the world to network and share teaching pedagogies for STEM education, such as the Kansas University and High School connections and a strong link with Re-­‐Engineering Australia, the leaders in STEM activities in Australia. The National Champion F1 team met with the Premier a day before leaving for Singapore to compete in the World F1 competition. Brighton presented Subs in Schools to the Australian Submarine Institute at the Adelaide Convention Centre. Brighton students presented to the Uni SA STEM staff. The Subs in Schools team members met and discussed the design and manufacture of their boat with the Hon. Christopher Pyne, Federal Member of Parliament. The new laser cutter holds great promise for curriculum development in a wide range of subjects for STEM development. The STEM F1 and Subs programs had strong student involvement and interest. The World F1 event captured plenty of attention in two TV appearances on 6.00pm News and the Subs coverage included an interview with a leading National Teaching magazine. Industry and Tertiary partners contributed some $35,000 to the F1 team. Brighton established working relationships with ASC and Babcock International. Brighton Secondary School – Annual Report -­‐ 2015 24 Brighton will deliver the 9th Biennial International Conference on Technology Education Research, ‘Creating contexts for teaching and learning in Technology Education’, late 2016. The National Final STEM F1 – Melbourne March 2015 -­‐ Three teams qualified for the F1 in schools National Final, at the Australian Grand Prix in Melbourne and placed in three of the six available podium positions. Outright First – National Champions, Precision Racing Outright 2nd Professional Class team, Rapid Fire Outright 3rd Development class team, Innovation Automation. DIGITAL TECHNOLOGIES-­‐ a Strategy for developing success Professional learning opportunities promoted an increase in staff ICT capabilities. Collaboration with the Digital Learning Coordinator and the Principal Team produced a new iteration of Teacher Learning Communities with a focus on ‘Flipping the classroom’. Teachers produced ‘Flips’ to support student learning and discovered many benefits: • Students may access the lesson content even when absent • More opportunity for 1:1 feedback in lesson time • More time in class for the more complex tasks • Students independently revise lesson content at home The Teacher Learning Communities (TLC) Flipped Classroom program included two successful student-­‐free days and several two-­‐hour sessions throughout the year. Over 150 videos of recorded lesson content were produced and provided to students, available on ClickView thus viewed by other teachers to assist in de-­‐privatising teaching practice. Teachers have reported benefits such as more class time to work with individual students and to challenging learning activities for Brighton Secondary School – Annual Report -­‐ 2015 25 students. Teachers also benefitted from the professional dialogue within TLCs to improve their practice. Feedback indicates that the biggest challenge to implementing Flipped learning is time to develop resources and master the use of technology tools. Student feedback on Flipped learning was very positive, appreciating more time to work on the more difficult tasks with the support of their teacher. Homework became ‘more efficient’ after viewing recorded lesson content. Students appreciated recorded feedback as formative assessment. The information dissemination occurred via short video updates viewed prior to a meeting ensuring valuable meeting time was recuperated for collaborative planning of curriculum, assessment task design, learning of new ICT tools and resources. Brighton hosted the DECD Leading SACE Improvement Professional Development Day on Flipped Learning, with 100 places sold out in two days. Four Brighton staff planned and presented. Digital Learning Leader, Jeremy LeCornu, provided the Keynote presentation. He has been invited to speak at many interstate conferences about the work happening at Brighton. This excellent work secured for us the national FlipCon conference at Brighton Secondary in 2016. Publicity about Brighton’s Flipped Learning Program – Channel 7 News story -­‐ https://www.youtube.com/watch?v=7vzVUQHiQwA and Education Matters article -­‐ http://issuu.com/primecreativesm/docs/ems0515_emag/16?e=0/13425138 Lee Crockett Blog Post about BSS Flipped Learning -­‐ https://globaldigitalcitizen.org/a-­‐flipped-­‐
learning-­‐journey-­‐meet-­‐jeremy-­‐lecornu published to an audience of over 300,000 educators. Opportunities were provided for staff to share their success with different ICT resources and methodology with each other in presentations on their experiences and learning from the Adelaide Google EdTech Summit; the use of recorded drafting to provide students with more meaningful and effective feedback and how Leaders can Flip faculty meetings. International Flip guru, Jon Bergmann, presented “Making the most of class time” to all staff. This relationship with Jon and Brighton, built the school’s reputation in this space, helping to secure the hosting of the 2016 National FlipCon Conference. The Phil Stubbs Verso Keynote, “Effective use of Verso to promote critical and creative thinking in a Flipped Classroom’ was well received by staff. The teacher recording studio was frequently used by teachers and students. An innovative light board was developed for teachers to produce recorded lesson content. The iPad program ran successfully at Years 8 and 9. The implementation of the ownCloud submissions folder was effective in enabling easy electronic submission of work from student to teacher. Examples of Flipped learning and the use of digital technologies from the areas of study: In Mathematics, digital technologies are embedded into all programs, such as iPad Apps, websites and graphic calculators. Maths Online supports students with conceptual development; the interactive textbook additional features help students with concept development, such as worked solutions, instructional videos and additional questions with Brighton Secondary School – Annual Report -­‐ 2015 26 solutions. All students have the opportunity to access the graphic calculators in Years 8 and 9 using Citrix and in Year 10 on their laptops. Teachers of Languages use Edmettle.com, Jingo, Showbie to give audio feedback where teachers download the feedback in a (.doc) by each student for report cards or parent communication. Multi-­‐level classrooms have Japanese with Year 8 students studying Year 9 work in the same class, which is hard work for teachers, but successful with the aid of Language Perfect. In English, Flips were created for understanding word processing; how to structure a paragraph; different types of sentences; film techniques; literary devices; a novel study unit; explanations of task sheets and how to use the Harvard Referencing Generator. In Music the skill level of the staff and their engagement with ICT has increased to a very high standard. In the Arts topics produced and ‘in production’ flips include: Portraits from Life, Watercolour techniques, Mime, contemporary Drama playwrights, Critical analysis models, cartooning and design methods. The Health and Physical Education faculty implemented technology into practical lessons including a BAM video delay and slow motion analysis of technique and a netball positions and tactics video. The STELR Year 9 Renewable Energy module in Science utilises the online STILE app as it integrates technology in the learning process and helps students to take more responsibility for their learning. All tasks are available in electronic format for students and parents and many staff mark electronically to minimise the use of paper and to provide feedback in a timely fashion. All Science staff use ClickView for students to watch videos anywhere, anytime with the benefit of freeing up lesson time; staff also regularly use simulation software as a teaching and learning tool to gather data that would otherwise be too difficult or too dangerous to obtain. Nearly all staff are at expert level with their use of the laptops and understand the need to monitor and model appropriate use of the technology. PRIORITY 2 – CONFIDENT and CREATIVE INDIVIDUALS In Mathematics, coding was introduced to Year 9 and Year 10 classes and will be expanded to other classes in 2016. Websites and iPad Apps were used to reinforce concepts. Investigations were more open-­‐ended to incorporate problem-­‐solving with multiple solutions, with a view to implement Challenge-­‐based Learning. Increased emphasis on problem-­‐solving strategies while relating content and tasks to everyday life allowed more time for students to collaborate and to discuss reasoning and mathematical thinking and show where skills and concepts can be transferred to other learning. Students had to explain their mathematical thinking and articulate their understanding, explaining possible outcomes to problems and to justify their credibility. Students saw the alignment of Mathematics programs to STEM through attending STEM events. Brighton Secondary School – Annual Report -­‐ 2015 27 In English, Apps such as Verso, Socrative, Google Docs challenged students and allowed for less confident students to participate anonymously in discussions. Students watched YouTube clips at home to discuss the following day. Mainstream classes used Debating units. Analytical essay skills development used higher order thinking tool. Transformative tasks included art works as inspiration for poetry. Blooms Taxonomy and the Multiple Intelligences frameworks supported student-­‐selected activities in wider reading. Regular news headline searches and analysis identified bias and world view. Pat R extended critical reading skills. Questioning in the classroom was modified to avoid leading questions and more time for answering. The Shakespeare Festival included negotiated options. Social Media made Anne Frank’s Diary real on Instagram. Spoken word poetry oral presentations had a major impact on Years 11 and 12. Unit planning with multiple entry levels for students catered for their prior knowledge. In the Arts, student work was exhibited in the Bright Centre corridors to reinforce creativity. PRIORITY 3 – ACTIVE and INFORMED CITIZENS Challenge based tasks were further refined in the Year 8 and 9 Personal Learning Program. Students had a higher profile at House assemblies by leading the proceedings. The Moon Lantern Festival showcased student initiative and won a Holdfast Council Community Involvement award at the 2016 Citizenship Ceremony on Australia Day. In Mathematics 44 students attended the second Annual Ingenuity Day at the University of Adelaide to hear keynote presentations and interact with students from the Department of Engineering, Mathematics and Computer Science. The Financial Literacy program was expanded to incorporate Year 9 to learn about saving and spending money, and overall knowledge of Financial Mathematics. A senior lecture from the University of Adelaide spoke to Year 11 and 10 Mathematic students about STEM at Adelaide University. Brighton Secondary School – Annual Report -­‐ 2015 28 BETTER SCHOOLS FUNDING The Better School Grant was instrumental in providing the necessary professional learning to achieve the school’s 2015 strategic directions. 2015 EXPENSES FOR BETTER SCHOOLS AGREEMENT FUNDING DESCRIPTION AMOUNT Association of Secondary Research Teachers Inc registration 6x staff $ 450.00 Hawker Brownlow Thinking and Learning conference 8x staff $ 2,418.18 2x TRT's -­‐ Numeracy and Literacy conference 2x staff $ 880.00 2x TRT's -­‐ H White and K Ferdousi 24-­‐25/3/15 $ 880.00 SACE -­‐ Assessment for Educators -­‐ Module 2 $ 2,272.73 1x TRT -­‐ SACE Forum 2/4/15 $ 440.00 2x TRT's -­‐ STEM conference 2x staff $ 880.00 SACE -­‐ Assessment for Educators -­‐ Module 3 $ 2,272.73 5x TRT's -­‐ Dylan Williams conference 8x staff $ 2,200.00 2x TRT's -­‐ STEM Equipped conference 2x staff $ 880.00 5x TRT's -­‐ Thinking and Learning conference 19/5/15 6x staff $ 2,200.00 3x TRT's -­‐ conferences 31/7/15 $ 1,320.00 Webjet -­‐ 19/8/15 J Le Cornu $ 250.53 Generation Next Adelaide Mental Health 3x staff $ 545.45 SACE -­‐ Assessment for Educators -­‐ Module 4 Feedback & Data $ 2,272.73 Crowne Canberra -­‐ AATE Literacy conference 2x staff $ 1,626.40 HTASA Annual Conference 29/7/15 1x staff $ 110.00 DECD -­‐ Dylan Williams Workshop May 2015 8x staff $ 727.27 SASPA Ron Beghetto Presentation 14/9/15 3x staff $ 163.65 2x TRT's -­‐ Ingenuity conference $ 880.00 SASTA STEM Middle School conference $ 45.45 Glenunga HS -­‐ Barista course $ 630.00 Lightboard and studio equipment purchase reimbursement $ 557.77 4x TRT's -­‐ EALD Scaling 30/7/15 $ 1,760.00 Countrynet Software -­‐ Parent/Teacher online booking system $ 2,300.00 $ 28,962.89 Brighton Secondary School – Annual Report -­‐ 2015 29 5. STUDENT ACHIEVEMENT Girls continue to perform better than the boys. 98% of girls achieved their SACE and 88% of boys. A significant number of students achieve predominantly B grades suggesting they can achieve A B grade without much effort commensurate with their ability. It has been the school’s goal to move these B grades in to the A band. In 2016 those boys who received predominantly B grades (and the teachers believe the student has more ability) will be invited to attend a weekly class with a designated teacher to mentor them. In addition, those students with significant failing grades in 2015 at Year 11 will be monitored closely in Term 1 2016. 5.1 ATSI STUDENTS The Port Lincoln Partnership, supported by a DECD $50,000 grant, links Port Lincoln ATSI students with students at Brighton. Port Lincoln students visited Brighton in Term 4 as part of the ‘Our Mob’ Exhibition. Together with selected Brighton ATSI and non ATSI students, they visited several art exhibitions at the SA Art Gallery, SAMSTAG, Tandanya, Festival Theatre and discussed possible art projects such as three large canvases depicting landforms seen from the plane; painted volleyballs; made tin masks and learned basket weaving. Brighton students visited Port Lincoln High School for three days visiting significant Aboriginal sites and enjoying different Art projects. ATSI Attendance Rates 2015 100%
90%
% Attendance Rate
80%
70%
Year 8
60%
Year 9
50%
Year 10
Year 11
40%
Year 12
30%
20%
10%
0%
Brighton
Brighton
Brighton
Brighton
Secondary School, Secondary School, Secondary School, Secondary School,
2015 Term 1
2015 Term 2
2015 Term 3
2015 Term 4
The Aboriginal Education Teacher (AET) worked closely with school leadership and teachers to support Brighton ATSI students to be involved in: • Yarning Circles – Cultural Investigation Project • Port Lincoln High School Partnership Brighton Secondary School – Annual Report -­‐ 2015 30 • Life in the Uni Lane, an Adelaide University Experience Day • APAS funded one-­‐on-­‐one tuition • Successful SACE completion for 3 Year 12 Students The large numbers of Year 11 and 12 students in the 2015 APAS funding caters for an hourly paid instructor(HPI) tutor one day a week to tutor Stage 1 and 2 students in the Research Project and built student strengths. All but two senior students successfully passed all compulsory subject requirements to achieve the SACE. With intensive Aboriginal Educator Teacher and HPI support, all but one Stage 2 student successfully completed the minimum requirements for SACE. One student withdrew from Brighton mid-­‐year seeking a traineeship. One student hopes to be hired at Brighton as a HPI to run workshops with the younger ATSI students and Yarning Circles. Another achieved his SACE, however, his ATAR was too low for University. One student achieved an ATAR of 57.20 and will study Dental Hygiene at Adelaide University with the assistance of Wirltu Yarlu. Year 8 students had attendance issues and below average levels of Numeracy and Literacy. Only one Year 8 student with attendance issues improved to an overall attendance of 77% for Semester 2. Only one ATSI student was identified at high risk, due to domestic problems and placed in a home for young people at risk of homelessness. Two students remain engaged in FLO and one student successfully moved to Open Access. All Year 10 ATSI students, but one, successfully finished the Personal Learning Plan. Most of the Year 10 and Year 11 students proved to be very studious, achieving above their peers. Most of the ATSI students joined in the Yarning Circle. Students visited the Adelaide Botanical Gardens, Adelaide Museum and Art Gallery. Most ATSI students achieved academic success, however, attendance rates dropped significantly to below the target level of 93% to 88.7%. 5.2 NAPLAN LITERACY STUDENT PROFICIENCY BANDS Figure 1: Year 9 Proficiency Bands by Aspect Brighton Secondary School – Annual Report -­‐ 2015 31 Table 1: Year 9 Proficiency Bands by Aspect % Proficiency Band by Test Aspect Year 9 Exempt 5 6 7 8 9 10 Numeracy 1.5 8.0 31.6 39.5 14.8 4.6 Reading 2.6 16.9 30.0 27.3 18.0 5.2 Writing 11.1 22.9 25.1 24.7 11.4 4.8 Spelling 5.9 10.4 25.7 34.6 19.3 4.1 Grammar 4.8 22.7 27.5 28.3 13.0 3.7 Figure 1 and Table 1 • The Proficiency Band with the greatest number of students: Numeracy-­‐ Band 8; Reading-­‐ Band 7; Writing-­‐ Band 7; Spelling –Band 8; Grammar-­‐ Band 8 • Writing is skewed to the lower Proficiency Bands with 11.1% not meeting the National Minimum Benchmark (34% below DECD SEA), but yielded the second highest number of students in Band 10 • 1.5 % of students did not meet the minimum Numeracy benchmark (9.5%below DECD SEA) • The Test Aspect with the greatest number of students at Band 10-­‐ Reading STUDENT MEAN SCORES
Figure 2: Year 9 Mean Scores Table 2: Year 9 Mean Scores Mean Scores Year 9 by Test Aspect 2013 2014 2015 Numeracy 594.3 590.2 593.8 Reading 596.1 597.0 587.8 Writing 578.2 568.4 559.9 Spelling 589.5 594.7 589.6 Grammar 584.8 583.5 572.7 Brighton Secondary School – Annual Report -­‐ 2015 32 Figure 2 and Table 2 • 2013-­‐>2015: Mean scores have declined in Reading, Writing and Grammar • the 2015 Spelling score has improved by .1 and Numeracy is within .5 of the 2013 result • Numeracy -­‐0.5; Reading -­‐8.3; Writing -­‐18.3; Spelling + 0.1; Grammar -­‐12.1 • 2014-­‐>2015 Mean Scores • Numeracy improved +3.6 • Declined in: Reading -­‐ 9.2; Writing -­‐ 8.5; Spelling -­‐5.1 and Grammar -­‐ 10.8 • Overall, mean scores have remained stable for numeracy and spelling but declined between 5-­‐10 points in Reading, Writing and Grammar • Mean Score results of LBOTE students higher than the Mean Score of all students in each test aspect but the Standard Deviation in Writing was 101.1 GROWTH Figure 3: Year 7-­‐9 Growth NAPLAN School Growth: Year 7-­‐9 Table 3: Year 7-­‐9 Growth Growth by Test Year 7-­‐9 Aspect Progress Group Numeracy Reading Site Lower 25% 23.9 Middle 50% 53.1 Upper 25% 23.0 Lower 25% 22.0 Middle 50% 52.8 Upper 25% 25.2 Table 3 and Figure 3 • 76.1 % of students achieved growth from Year 7 in the Middle and Upper Progress Groups in the Numeracy Test Aspect • 78 % of students achieved growth from Year 7 in the Middle and Upper Progress Groups in the Reading Test Aspect School band summary: the counts and percentage of students in each band for each NAPLAN test. Brighton Secondary School – Annual Report -­‐ 2015 33 Summary • % of students performing at or below the National Minimum Standard (ie below DECD SEA): • Numeracy 9.5% ; Reading 19.5% ; Writing 34 % ; Grammar 27.5 % ; Spelling 16.3% • % of students performing at Band 9 and 10: • Numeracy 19.4% ; Reading 23.2% ; Writing 16.2 % ; Grammar 16.7% ; Spelling 23.4 % The data indicates that 63 individual students had a decrease in the band achieved from Year 7 to 9. The summary below shows the number from each area: No. of Students Numeracy 8 Reading 9 Writing 36 Grammar 26 Spelling 16 •
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To raise student ownership, in Home Group, students used the Individual Naplan Reflection sheet to record their progress from Year 7 tests for strengths, areas for improvement and barriers to progress such as absenteeism. Naplan results were interrogated by a working party, especially those students who dropped a band from Year 7. A teacher interviewed selected students who dropped a level and then provided Literacy support. Parents were informed via letter home. Two parents took up the invitation to contact the teacher, however, they were all unconcerned about their child’s result due to dyslexia or currently performing well at school. They did not take up the offer of support. Naplan results were shared and discussed at English faculty meetings and Year 9 teachers had heightened awareness of the students for improvement. The results declined in Writing and Grammar a disappointing result, given the English faculty focused on these areas. More research is needed and the faculty will continue to trial different approaches such as Grammatikus on the iPad and Read Theory in Years 8 and 9 in 2016. PAT R (reading comprehension) and PAT Vocab were completed at the end of Term 3 for the first time. There was some difficulty in assigning tags for teacher access to class data due to the large size of the school. The Unpacking Pat workshop run by the Mathematics and English coordinators for all such teachers requires further time to explore and implement. Time was well spent and similar sessions will be provided in the 2016 Professional Learning timetable to support teachers to use this data to improve student reading and writing outcomes. Brighton Secondary School – Annual Report -­‐ 2015 34 •
In 2016 there will be research into writing (the amount undertaken, handwritten vs. typed). The Principal collected Year 10 Learning Assessment Plans to be investigated by a working party in preparation for 2016. 5.2 NAPLAN NUMERACY The PAT M was implemented for Years 8, 9 and 10 and professional learning for the Mathematics teachers was provided on the interpretation of the data to be used by staff when programming for student learning. 4 students below the national benchmark in Numeracy equated to 1.5% of students. •
98.5% of students were above the National benchmark in Numeracy, an improvement on previous results. The data for the 4 students below the National Benchmark showed: • 3 students with low improvement • 1 student with no data to compare improvement from Year 7 •
2 students showed a 33 and 47point improvement from 2013, still considered a low improvement In Mathematics, questions were investigated to check areas of high performance and areas of improvement. Mathematics’ programs were consistently reviewed to ensure student achievement looking at the sequencing of programming, teaching strategies, content, assessment practices and differentiation. School grades were compared to NAPLAN results. In 2016 a greater emphasis on SSO support must be given to the students who have not achieved the Minimum National Standard. Numeracy Results for the past 3 years 201
201
201 3 4 5 Numeracy 594
590
593 .3 .2 .8 The Numeracy data has been consistent for the past 3 years. The table below indicates the number of students at each band level in Numeracy Band 5 & Band 6 Band7 Band 8 Band 9 Band 10 below Count % Count % Count % Count % Count % Count % 4 1.5 23 8.0 83 31.6 104 39.5 39 14.8 12 4.6 The 2015 NAPLAN Data indicates the following • 98.5% met the Minimum National Standard. • 90.5 % met the Minimum DECD Standard. • 58.9% of students are at Band 8 or higher. Brighton Secondary School – Annual Report -­‐ 2015 35 Mean score School, Male, Female and LBOTE Students Mean Score of Brighton Secondary School Sc
Male Femal
LBOTE h
e Numeracy 5
594.
593.5 612.4 o
9
2 ol The data indicates Numeracy a3.
chievement of male and female students is consistent. The LBOTE students are considerably 8 higher than the mean of the school. Table of level of improvement Numeracy Year Lower 25% 24% 9 Middle 50% 53% Upper 25% 23% The data is consistent with the improvement target. 5.2 SENIOR SECONDARY As always there were some very impressive ATAR scores at Year 12. 20 Students achieved an ATAR of 90.00 or above. Only 5 of the 20 were male. Student Bridie Armour Meera Deshpande Anna Egan Georgina Goddard Stephanie Ianella Alexandra James Bianca Jones Anyue Lang Claire Lawrance Simon Mandel Kaya Nicholls Sarah Picard Katarina Plush Mathew Richardson Emily Squires Kyle Trevenen Mikaela Trout Daniel Williams Rhys Williams Michelle Wong ATAR 91.95 90.75 91.10 91.00 94.30 97.25 94.10 99.95 96.60 90.45 92.35 91.10 94.45 94.70 99.00 92.10 93.65 95.75 96.30 96.20 Brighton Secondary School – Annual Report -­‐ 2015 36 12 Merits were gained by 9 students. Dux of the school, Anyue Lang, also received a Governor’s Commendation SACE: The completion rate improved by nearly 3%, and the State average improved slightly, which was well received by teachers who predicted issues with the 2015 cohort and their commitment to study in general. (2014: BSS 91.36% State 94.54%; 2015: BSS 94.07% State 96.01%. These results are in the main due to 18 Students, who had the opportunity to pass SACE, but did not. The number includes three students who plan to do Year 12 over two years. These students stopped working close to the end of the year at which time they could not withdraw. This attitude goes to the lack of persistence when had work is required. The Research Project was an issue for only one student who wouldn’t have achieved SACE even if he had passed the Research Project. 8 of the 18 withdrew from subjects despite being warned against having the bare minimum of credits. 64 students completed SACE with only 200 credits. University Offers 173 Students applied for University or TAFE courses through SATAC. • 83 (48%) received their first preference • 28% received preferences from 2 to 6 • 41 (24%) did not gain entry to any chosen course. There are plans for 2016 to introduce a mentoring program for these students. Brighton Secondary School – Annual Report -­‐ 2015 37 # of Students receiving ranked placements 6 3 5 4 4 3 3 14 25 2 1 83 0 41 0 10 20 30 40 School Grade Band Distribution Grade Band 2013 A 321 (23.9%) B 613 (47.0%) C 312 (23.9%) D 45 (3.3%) E 14 (1.1%) Total of 1252 enrolments in Stage 2 Subjects Males: 89.9% achieved C or above Females: 97.9% achieved C or above Total: 94.3% achieved C or above Brighton Secondary School – Annual Report -­‐ 2015 50 60 2014 286 (23.3%) 554 (45.2%) 312 (25.4%) 54 (4.4%) 20 (1.6%) 70 80 90 2015 254 (20.3%) 592 (47.2%) 334 (26.8%) 57 (4.5%) 15 (1.2%) 38 Summary Although the A+ to B+ grades are below the state average by 0.2-­‐ and 0.9 of a percent, that is the difference of about 2.5 extra grades in each of those bands across the school. That increase would then have a flow-­‐on effect. The spread of A+ grades is limited as was the case in 2014. Subjects with A and B grades greater than 75% include: • English Communications • ESL • English Studies • Food & Hospitality • All music subjects • Mathematical Studies • Material Products • Women’s Studies Subjects with D and E grades greater than 10% include: • Biology • Business & Enterprise • Communication Products • Chemistry • Drama • Information Processing and Publishing • Legal Studies • Mathematical Applications • Mathematical Methods • Media Studies • Modern History • Psychology • Physics • Design • Workplace Practices A VOCATIONAL EDUCATION TRAINING • The percentage of students undertaking SACE with a VET component increased. • The first ISCA (Inner South Curriculum Alliance) VET course was delivered at Brighton Secondary School in Certificate 3 Technical Production. • The Career Pathways Presentation for the Personal Learning Plan involved twelve guest speakers from local industry. • The ISCA Career Expo was held at Brighton and welcomed 1400 students from nine schools with over 40 exhibitors involved in career advice. • The new Senior School Centre and offices improved accessibility for students for advice and career information. Brighton Secondary School – Annual Report -­‐ 2015 39 •
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The Brighton Secondary School Facebook page was accessed by faculty representatives to provide an avenue for community networking and sharing school news. 100 students gained the Australian Business Week SACE credits. Students enjoyed the Uni SA Experience days. Students experienced in the Adelaide Zoo Career Awareness days. Students experienced Army in Work Experience placements at the RAAF Edinburgh. VET DATA 74 students undertook VET in schools: 10 x Year 10 33 x Year 11 31 x Year 12 14 x Cert 1 25 x Cert 2 34 x Cert 3 1 x Diploma 22 different courses over a range of industries – see below (40 are offered through the ISCA programs) Training Guarantee for SACE Students (TGSS) x 16 3 x Australian School Based Apprenticeships in Plumbing and 2 in Hairdressing 46 x students studying a Retail qualification through their part-­‐time work VET COURSES undertaken by Brighton students Electronics, Carpentry, Plumbing and Automotive Hairdressing and Retail Makeup and Skincare Community Services work and Early Childhood Education Interior Decorating, Applied Fashion Design and Technology and Floristry Media, Technical Production and Sound Production Sport and Recreation, Fitness, Allied Health and Animal Husbandry Tourism, Business, Retail and Kitchen Operations 6. STUDENT DATA 6.1 ATTENDANCE Attendance Rate Year 8 Year 9 Year 10 Year 11 Year 12 Brighton Secondary School 2015 Term 1 2015 Term 2 2015 Term 3 2015 Term 4 97.7% 93.7% 90.8% 92.6% 94.7% 93.1% 85.6% 88.0% 89.9% 70.8% 77.3% 92.2% 90.7% 91.5% 90.7% 90.5% 94.4% 71.3% 67.4% 93.6% 93.3% 86.0% 83.9% 91.0% Brighton Secondary School – Annual Report -­‐ 2015 2015 93.8% 90.7% 82.8% 90.9% 81.6% 88.7% 40 Attendance continues to be of concern and below the required target. Sections of the Brighton parent community do not support punctuality despite continuous communication from the school. Some students have significant absences supported by their parents when essentially they are school refusers. In 2016, any student who is not attending or perennially late will have the lap top closed for use after school hours. Teachers use the Learner Management System, DayMap to keep accurate attendance records and always follow up after three days of absence. The Student Services team of House Leaders and the Principalship communicate with parents. Absence to attend family holidays remains an issue for the school. 6.2 DESTINATION Table 5: Intended Destination Leave Reason 2014 School No Employment Index % DECD % % 5 1.3% 0.5% 2.9% 68 17.0% 12.4% 9.5% Other 3 0.8% 0.3% 1.4% Seeking Employment 1 0.3% 0.9% 3.8% Tertiary/TAFE/Training 4 1.0% 0.5% 3.6% Transfer to Non-­‐Govt School 9 2.3% 17.4% 9.8% 32 8.0% 42.7% 48.8% 278 69.5% 25.3% 20.3% 0.0% Interstate/Overseas Transfer to SA Govt School Unknown Unknown (TG -­‐ Not Found) 6.3 BEHAVIOUR MANAGEMENT Reason Suspension Exclusion Violence – Threatened or Actual 7 1 Threatened Good Order 20 Threatened Safety or Wellbeing 6 Acted Illegally 4 Interfered with Rights of Others 3 persistent and Wilful Inattention 5 Total 45 1 The Student Services team work very well to use positive education techniques to assist the students to exhibit responsible behaviour. A small Withdrawal Room services the needs of a small minority of students who find it difficult to follow the same procedures as most other students. Brighton Secondary School – Annual Report -­‐ 2015 41 7. CLIENT OPINION PARENTS 3.5 This school works with me to support my child's learning My childs learning needs are being met at this school 3.6 My child is making good progress at this school 3.7 Teachers at this school movvate my child to learn 3.5 3.3 This school takes parents opinons seriously 3.8 This school looks for ways to improve My child likes being at this school 4 3.6 Student behaviour is well maintained in this school I can talk to my childs teachers about my concerns 3.9 My child feels safe at this school 4.1 This school is well maintained 4.1 3.7 Teachers at this school treat students fairly Teachers at this school provide my child with useful 3.6 Teachers at this school expect my child to do his or her 4 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 These results are similar to last year. In the main they demonstrate a positive attitude towards the school. STAFF I receive useful feedback about my work at this school students learning needs are being met at this school this school takes staff opinions seriously students like being at this school parents at this school can talk to teachers about their students feel safe at this school teachers at this school treat students fairly teachers at this school expect students to do their best 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 The teacher opinion data is also very similar to 2014 and suggests teachers have high regard for their own teaching capacity and their communication with parents and students. Brighton Secondary School – Annual Report -­‐ 2015 5 42 STUDENTS I receive useful feedback about my work at this school students learning needs are being met at this school this school takes staff opinions seriously students like being at this school parents at this school can talk to teachers about their students feel safe at this school teachers at this school treat students fairly teachers at this school expect students to do their best 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 The lowest rating refers to students having their opinions taken seriously. In 2016 there is a renewed focus on student leadership and student consultation through a new student leadership model that expands participation. Brighton Secondary School – Annual Report -­‐ 2015 43 8. ACCOUNTABILITY Relevant Screening History Clearances are recorded on EDSAS where possible, allowing for up-­‐to-­‐date, accurate and easily accessible reports. Others are recorded on a spread sheet. Persons with recorded clearance details are notified three months before expiry by recording officers in the school. Human Resources records are updated when new clearances are received and all clearance documents are kept as hard copies in file for easy accessibility. There is an area on the sign-­‐in sheet in the front foyer to record if the person signing in has a clearance. STAFF COMPOSITION Workforce Composition Full time Equivalent Persons TEACHING STAFF NON TEACHING STAFF Indigenous Non Indigenous Indigenous Non Indigenous 0 99.8 0 921.5hours 0 103 0 25 STAFF ABSENCE Year Total absence Retention Leave 2010 875.5 N/A 2011 938.5 N/A 2012 1069.5 N/A 2013 1007.5 28.2 2014 924 125.2 2015 855.5 168 (2015 figures accurate as of 4th December) Staff absence decreased due to a reduction in long-­‐term staff illnesses. Staff on Leave Without Pay were excluded from these figures (95, 253 and 192 respectively). Staff absence totals from 2013 include Retention Leave (implemented 2013 mid-­‐term 3) which has increased significantly in 2015 and Long Service Leave (less than 4 weeks to 65 days). TRT USAGE Year TRT days used 2010 880 2011 763.5 2012 625 2013 427.5 2014 498 2015 633.5 An increase in the use of TRT staff is noted in 2015, attributed to a significant number of staff requesting Retention Leave as well as the SIV model for covering staff absence. Coverage for school sport and excursions (including Outdoor Education) are also significant contributing factors. SPORT Year 2015 Days covered 250 Brighton Secondary School – Annual Report -­‐ 2015 44 EXCURSIONS Year Number of excursions 2012 268 2013 230 2014 235 2015 268 PROFESSIONAL DEVELOPMENT Year 2015 Days covered 412 TEACHER QUALIFICATIONS Qualification Level Bachelor Degree / Diploma Post Graduate Qualification Number of Qualifications 205 64 9. FINANCIAL STATEMENT 1 2 3 4 FUNDING SOURCE Grants: State Grants: Commonwealth Parent Contribution Other AMOUNT $15,686,468.83 $78,405.06 $1,201,852.77 $11,200.00 SIGNATURES: ______________________________________ Olivia O’Neill, Principal ______________________________________ Jacqui Squires, Chairperson, Governing Council Brighton Secondary School – Annual Report -­‐ 2015 25th February 2016 ____________________________ Date 25th February 2016 ____________________________ Date 45