Annual School Report 2015 - Duval High School

Transcription

Duval High School
Annual Report
<insert photo>
2015
8492
Introduction
The Annual Report for 2015 is provided to the community of Duval High School as an account of the school’s
operations and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational
opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect
the impact of key school strategies for improved learning and the benefit to all students from the expenditure of
resources, including equity funding.
Stafford Cameron
Principal
School contact details:
Duval High School
Crest Rd
Armidale, NSW, 2350
http://www.duval-h.schools.nsw.edu.au/
[email protected]
6772 1266
Message from the Principal
This Annual School Report is a window into the operations of Duval High School, and a snapshot of the
achievements of our students, staff and community during 2015. However, it is too brief a document to fully
convey the countless learning and extra-curricular opportunities that have been available to our students during
the year. I would like to take this opportunity to thank our parents and the community for their whole-hearted
support of the school during 2015, and to congratulate them on the achievements of their children.
At Duval High School, we pride ourselves on providing the best possible life-chances for our students. This, of
course, means something different to every student, and so we strive to provide a broad curriculum, a wide variety
of teaching strategies and technologies (including DER laptops and connected classroom), and the best available
training and development to ensure our staff have the educational tools with which to cater for the learning needs
of every child. We have a dedicated, professional staff, whose efforts are reflected in our excellent HSC results, and
in the academic, sporting, cultural and citizenship triumphs of our students.
Stafford Cameron
Messages from school P&C and from student representatives
P&C report
With the funds raised from the canteen and the voluntary school levy the Duval High School P&C was able to able
to fund and support:
Whiteboards
493.75
History textbooks
1,723.50
Lockers
2,250.00
Drumming workshop 420.00
Digital theatre
875.94
Futsal goals
2,524.50
Communications
4,699.28
Guys & Dolls Musical 3,691.34
Presentation Awards 2,497.50
Hats
1,455.14
Total
20,630.96
Seed funding: This year the P&C was very pleased to support the Creative and Preforming Arts Faculty with both in
kind and financial support for the school musical production Guys & Dolls. The initial seed funding of $2,640.00
proved a great investment. The production was outstanding, polished, and brought our school community
together to showcase the talents of DHS students. The financial risk also paid off, with a clear profit of 4374.76 now
held in an account designated for future school productions. Another $576 was raised from intermission sales, and
will be used to support general P&C projects.
Beautification projects remained a focus for the P&C in 2015. Working
bees were held the first Sunday of each month with mulching of gardens
and cleaning up the grounds around the school. The “great wall project”
finished just as students were returning from summer holidays. We hope
to have the bus bay on our “to do list for 2016!”
Bus Shed: As you may be aware the P&C established a special projects
account which currently holds $17,000. Last year an application for match
funding was lodged to the DET to build a shed for the bus. The shed is also
intended to hold many items that are currently in storage in the Hall and
will allow us to explore leasing options when the time comes to replace
the bus. I am pleased to inform you that we have continued to consult
with the DET on this project proposal and the DET has indicated the
project is should be completed by the end of the fiscal year.
Thank you to the class of 2015 who raised enough money to replace the
oven for the school canteen. The year 12’s very thoughtful gift is a gift that
will continue to give back. By far the Canteen is our most significant fund raising source.
In closing the P&C would like to extend a thank you to the Stafford Cameron and all the staff of Duval High school
for their continued support.
Thank you to all members of the school community who volunteered their time to P&C activities. We are looking
forward to a productive year in 2016. Please consider joining us! Meetings are not required. In kind support is a
greatly appreciated too.
We will continue to support the twilight swimming carnival, career fete, and the musical! Please contact Susie
[email protected]) if you would like to join ($2) and be placed on the email list.
Thank you to some very long standing members of the Duval P&C, especially Andrew Logan and Therese McGuren
and a special mention to Vicki Weaver for her long standing role as Minutes secretary. She has been a member and
active volunteer for the Duval P&C for at least 10 year!
Caroline P. Winter
President, Duval P&C
School Captains’ reports
The Duval High School leadership team of 2015 consisted of school captains (Eleanor Logan and Samuel Munday),
Vice Captains (Thomas Browne and Madeline Reckord), prefects and the SRC. This leadership team worked with
dedication and teamwork to successfully enhance a positive schooling environment, provide support to community
groups and organisations through fundraising, and to develop a collaborative approach between senior and junior
students. Through promoting and working to enable Duval High School’s core values (community, respect,
excellence, safety and teamwork), not only the 2015 leadership group, however the whole Year 12 community
made positive change within the school and broader community; through identifying two charities of Care
Australia and The Smith family; through numerous activities including market stall events, barbecues, school
socials, the Valentine’s Day gift sale, raffles and many other events, the leadership team were able to fundraise an
impressive $7,000. In addition to the success of the prefect team, the whole year 12 peer group excelled
tremendously with the highly rewarding School Carnival. This offered a diverse range of elaborate food stalls,
games and activities to the whole school community. Ultimately, this commitment enabled the year 12 group to
contribute $5,000 towards a school present. We decided to invest in a new oven for the Canteen team, who have
provided their utmost dedication and care to the school for many years. The gift would be something that would
have an everlasting purpose- one that would serve well for both students and staff.
The sad passing of a beloved Duval High student Noah Fittler initiated an overwhelming response from the prefect
team and shifted our fundraising focus. As a team we recognised the importance of our fundraising to go towards
Noah’s support networks- Camp Quality and Cancer Council Australia. These funds would help young cancer
sufferers like Noah to get the support and treatment they needed, whilst assisting finding a cure. As a team we
contributed $500 to Year 11 to put towards memorial activities for Noah in addition to a $500 donation to Cancer
Council from our successful Biggest Morning Tea fundraiser.
On behalf of the prefect team, SRC and Year 12 2015 student group we would like to thank our 2015 year
coordinator Ms Pearson, Ms Rajaratnam and Ms Mancell for the guidance and assistance they provided to the
leadership team. We would also like to thank all members of the school teaching/ administration staff, and the
whole school community for their hard work which contributed to a productive and very successful year.
Sam Munday
The 2015 leadership group of Duval High School used their opportunities to develop cohesiveness in the school
community and fundraise to improve school resources.
Our team provided $500 donations to a national and an international charity. We thought that it was important to
assist organisations who recognised the role of education, and acknowledged the diversity of all students. The first
organisation which we supported was The Smith Family, an education-oriented charity which supports
disadvantaged Australian children by providing support and mentor programs. Our other donation went to CARE
Australia, who address poverty on an international scale. The organisation assists in strengthening the capacity for
self-help, addressing discrimination, and providing ongoing economic assistance to disadvantaged schools.
Ongoing fundraising throughout the year also allowed the prefects to contribute $5500 to the purchase of a new
oven for the school canteen. As the canteen is the primary source of P&C fundraising, this was considered a
worthwhile long term investment. Market stalls, BBQs, the YR12 Carnival, Valentine’s Day, school socials and the
Mother’s Day raffle all contributed to the total funds.
The leadership team of 2015 also enriched the school community through many different events including two
school socials, a highly successful and engaging Year 12 carnival and our homework and game’s club ‘Drop-In’.
‘Sausages for Sam’ was an additional fundraiser which supported a member of our school community to travel to
America as a member of the Australian junior road cycling team. We also represented the school at the ANZAC Day
march, the Autumn Festival Parade and Armidale’s International Women’s Day Breakfast.
Overall the enthusiasm, contribution and commitment of our team created the momentum needed to make
changes within our school. We couldn't have achieved as many outcomes without the support and assistance of
the leadership coordinators, Mrs Rajaratnam, Ms Mancell and Mr Moulynox. On behalf of the 2015 Prefect Group
and SRC we would like to thank these three teachers and Duval High School for providing an environment which
supports the contribution of both senior and junior students to the school.
Eleanor Logan
School background
School vision statement
We are committed to:
•
Developing Duval High School students who are creative, confident, responsible, tolerant,
empathetic individuals, who are collaborative and future-focussed, critical thinkers, responsive
problem-solvers, lifelong learners and global citizens.
•
Nurturing Duval High School students who are resilient, optimistic, unselfish and communityminded young people, who strive to make a positive commitment to society, and who are willing
to recognise and utilise their own abilities, and celebrate their successes
•
Improving learning outcomes for all students in the school, through improving the quality of
teaching and learning throughout the school
•
Maintaining high expectations for student attendance, engagement and outcomes, and
promoting and maintaining an attractive and stimulating physical environment that supports and
encourages learning
•
Ensuring that communication with parents and families provides information about where
students are in their learning, what progress they have made over time, and what they might do
to support their children’s further learning
•
Supporting student and staff wellbeing, with processes in place to provide both academic and
non-academic support to address individual needs;
•
Building partnerships with parents, families, local businesses and community organisations
(including allied health, family support, counselling and rehabilitation services) to improve
opportunities and outcomes for students
School context
Duval High School is a proud comprehensive Public High School located in Armidale in the New England region
of NSW. The school was established in 1974, and has a current enrolment of around 550, of which 15% are
Aboriginal students. Duval High School incorporates a Selective Class in Years 7, 8, 9 and 10.
Duval High School has an ongoing focus on excellence and achievement in academic, cultural, sporting and
citizenship areas. Duval High School is also a Positive Behaviour for Learning school, and our community
values (Community, Respect, Excellence, Safety and Teamwork) are embedded in all school programs and
activities. Our school motto, “Learning to Live,” reflects our culture of lifelong learning and high expectation.
We seek to ensure a quality educational program which caters for the learning needs of every student, and
encourages them to focus on achieving their potential, concern for others and the cooperative pursuit of
excellence. The diverse curriculum, effective suite of welfare programs and a wide range of cultural and
sporting opportunities support the school goal of developing well-rounded future citizens.
Self-assessment and school achievements
Self-assessment using the School Excellence Framework
This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework,
our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW
in the pursuit of excellence by providing a clear description of high quality practice across the three domains of
Learning, Teaching and Leading.
This year, our school undertook self-assessment using the elements of the School Excellence Framework. This selfassessment was centred on mapping our achievements of School Plan milestones against the School Excellence
Framework Domains, under the heading of our Strategic Directions. The results were as follows:
Projects in all three Strategic Directions provided evidence to indicate that they were targeting one or more of the
SEF Domains – Staff and Community surveys were found to support the School Excellence Framework Domains of
Learning (Learning Culture, Curriculum and Learning), Teaching (Effective Classroom Practice, Learning and
Development and Professional Standards), and Leading (School Resources.) The Audit and Installation of ICT was
found to support Learning (Curriculum and Learning), Teaching (Effective Classroom Practice, Data Skills and Use)
and Leading (School Planning, Implementation and Reporting, School Resources and Management Practices and
Processes.) Community and Primary School Connections through Ears and Hands-on Maths were found to support
Learning (Learning Culture, Wellbeing, Curriculum and Learning), Teaching (Effective Classroom Practice, Learning
and Development and Professional Standards) and Leading (Leadership, School Resources, Management Practices
and Processes.) Staff Performance and Development Plans supported learning (Learning Culture, Curriculum and
Learning), Teaching (all domains) and Leading (School Planning, Implementation and Reporting.) University Links
supported Learning (Learning Culture, Curriculum and Learning), Teaching (Collaborative Practice, Learning and
Development, Professional Standards) and Leading (Leadership.) PBL-based projects provided evidence for Learning
(Wellbeing, Student Performance Measures), Teaching (Data Skills and Use, Collaborative Practice), and Leading
(School Resources.) The PBL Team Management Review provided evidence for Leading (leadership, Management
Practices and Processes.) Wellbeing programs provided evidence for Learning (Wellbeing), Teaching (Learning and
Development) and leading (Management Practices and Processes.)
The School Excellence Framework Self-Assessment Survey
This survey was completed against evidence generated by our three Strategic Directions, and delivered the following
results. The levels of attainment under the School Excellence Framework are; Working Towards Delivering,
Delivering, Sustaining and Growing, and Excelling.
SEF Learning Elements
SEF-SAS Result
Learning Culture
Delivering
Wellbeing
Delivering
Curriculum and Learning
Sustaining and Growing
Assessment and Reporting
Student Performance Measures
Delivering
Effective Classroom Practice
Working Towards Delivering
Data Skills and Use
Working Towards Delivering
Collaborative Practice
Learning and Development
Professional Standards
Delivering
Leadership
School Planning, Implementation and reporting
School Resources
Delivering
Management Practices and Processes
Delivering
Delivering
Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading
to further improvements in the delivery of education to our students.
Strategic Direction 1
21st Century Learning and Student Engagement
Purpose
To create engagement in all aspects of school life through a holistic approach by students, staff, and the wider
community, reinforced by future-focused learning.
To provide the knowledge, skills and experience to continue in the quest for knowledge and maintain a passion
for learning throughout their lives.
Overall summary of progress
This section describes the school’s ongoing self-assessment, reflection processes and progress for Strategic
Direction 1 of the School plan. It draws on a comprehensive range of evidence to demonstrate school
achievements. The summary of progress should address the following questions:
Did we do what we planned?
Did it have the planned impact?
Progress towards achieving improvement measures
Resources
(annual)
Improvement measure
(to be achieved over 3
years)
Progress achieved this year
$2500
Project 1 – 21st Century
Perceptions
Staff audit of 21st Century capabilities complete, results
to be analysed, published and outcomes planned for and
implemented in 2016.
$0
Project 2 – Duval High
School 21st Capabilities
Audit of Duval High School 21st Century hardware
partially complete due to process of LAN remediation. To
be continued once LAN remediation is complete at Duval
High School. Whole school technology resource to be
reviewed in 2016-17. Student own devices policy review
to be conducted
$2500
Project 3 - 21st Century
Engagement
Eyes Ears Hands on Maths (EEHM) program an evolving
success at Duval high School. Student and staff
engagement in shared learning activities with Primary
and Duval High School sharing Mathematic engagement
programs and techniques. EEHM working with transition
development programs from Primary School’s to Duval
High School in 2016.
$40,000 (Grant)
Research conducted on engaging learning spaces at
Duval High School, resources currently being sourced
with installation in 2016/17.
Sharing of teaching practice, utilizing staff professional
development opportunities such as Dr Bill Rogers
materials. Collegial professional development
implemented term 4 of 2015 with continuation and
further development in 2016/17.
Next steps
This section includes future directions for 2016 and ensures the 3-year plan remains on track to provide
high quality educational outcomes.
What are the next steps required for 2016 to ensure Strategic Direction 3 is successfully implemented?
Project 1 – Working in the C21st
Development from 2015 –
a) Analysis of staff survey on C21st capabilities
b) Survey Parents / Community / Local Employers – C21st capabilities / requirements
 Development of 2017 DHS Careers Expo
Project 2 – Studying in the C21st

Student centred Time / Study Management products and procedures to be researched
Project 3 – Quality Teach / Learning in the C21st
Developments from 2015 –
a) EEHM; Transition and development of Mathematics lab
b) Developments with shared quality teaching practice



Differentiation – reflections on 2015 course attended by three staff members
Development of whole school / cross curricular approaches to Differentiation and Adjustment of
Programs
Lesson observation / Learning walks
Building Staff Capacity and a Culture of strong Professional Practice
Purpose
To develop and support staff to provide quality teaching and learning that is innovative and diverse, and that
promotes critical, creative learners.
To utilize the NSWDEC Performance and Development Framework and the Australian Professional Standards for
Teachers to build staff capacity, leadership and professional practice.
All staff have received training to implement the Performance and Development Framework. All staff
prepared Professional Development Plans in negotiation with supervisors to support personal and school
goals. Resources and professional learning were accessed to support staff in achieving goals. PDP’s were
reviewed and evaluated to determine future directions. Staff are becoming more familiar with the
changing context of teacher accreditation and the various levels within that process.
New university links are being established via Professional Experience Agreements for Preservice Teacher
practicum placements particularly Charles Sturt University and Southern Cross University. Strong links
remain with the University of New England.
Resources
(annual)
Improvement measure
years)
$36697.64
All teachers will have a
Performance
Development Plan based
on the PD Framework
and the Australian
Professional Standards
for Teachers
All teachers have a PDP based on the Performance
Development Framework and the Australian Professional
Standards for Teachers and are working to develop a
supportive, collegial learning culture aligned to the PDF.
PL Funds
All teachers will be
certified as Proficient
with BOSTES
Staff are developing their capabilities through improved
knowledge and understandings of the Australian
Professional Standards for Teachers and are gathering
evidence to support maintaining accreditation at
proficient level.
PL Funds
Teachers’ professional growth is measured and assessed
by the Australian Professional Standards for Teachers.
Next steps
Establish Cross KLA “Professional Learning Research Teams” to examine “Future Directions” via research
lead investigations into educational developments and identify what is required and what might work best
at the school.
In 2016 the teaching staff will consolidate their professional learning with a focus on teacher accreditation
and Performance and Development Frameworks and further develop capabilities through improved
knowledge and understandings of the Australian Professional Standards for Teachers and new
Accreditation Processes. Staff are encouraged to include PDP goals reflecting a desire to further develop
leadership skills. Head Teachers and supervisors of PDP’s will identify and foster leadership actions.
Staff members will be encouraged to work towards attainment of highly accomplished and lead teacher
accreditation with distributed leadership evident across the school. Current leaders and aspirant leaders
will have access to opportunities to lead curriculum and other projects across the school. Leaders will be
provided with support and mentoring.
Staff members supervising professional experience placements will need to have undertaken additional
relevant professional learning such as the AITSL modules: Supervising Preservice Teachers by the end of
2016.
Teams within the school will be working to encourage partnerships between the school and the broader
community to bring mutual benefits and maximise student engagement and achievement.
blank
Student Wellbeing and a Positive Learning Environment
Purpose
To create a safe and supportive environment for students, with teachers who know their students and can
provide for the individual needs of all students.
To develop positive relationships amongst all members of the school community so that all are welcomed and
valued.
The Wellbeing Team overseeing Strategic Direction 3 of the School Plan achieved the majority of what was
planned. The award system was reviewed to incorporate PBL and our core values. The planned impact was
to gain a consistency of acknowledgement and streamline administrative aspects of the system; we are still
working towards end. We set out to inform staff about Wellbeing Programs, all staff have access to this
information as it is recorded on Sentral. We also worked to increase parent involvement in our feedback
and information evenings, receiving positive feedback from parents who used the new system.
Improvement measure
years)
Project 1;
Reviewed the award system
PBL
Administration of award system – adopted bar code
system of recording
Project 2:
Record student participation in Wellbeing Programs
Wellbeing Programs
This is being used when planning future participation.
Project 3:
Introduced an online Parent/Teacher Interview
booking system – trialled and implemented.
School Facebook page created to offer another avenue
of community engagement.
Community
Communication
Resources
(annual)
$12500
$1500
$4000
$7000
Next steps
This section includes future directions for 2016 and ensures the 3-year plan remains on track to provide
high quality educational outcomes.
What are the next steps required for 2016 to ensure Strategic Direction 3 is successfully implemented?
PBL – the school is to move into the classroom. Staff expertise is to be incorporated into PBL to ensure
consistency across the school.
Wellbeing Programs – students to complete exit surveys to increase the value of the programs for students
and for the programs to become integral to the school culture.
Communication – increase awareness of the Wellbeing Programs through the website, Facebook page and
newsletter. - Increase parent engagement with the Parent Portal to move towards it as the cornerstone of
communication. - Increase the dialogue with lower socio-economic parents.
Next Steps
Key initiatives and other school focus areas
This section includes:
 Key initiatives (from School planning template B).
 Policy requirements such as Aboriginal Education, Multicultural Education and Anti-Racism Education.
 Initiatives and other school focus areas which may not have been included in the school plan such as Early
Action for Success, student leadership, partnerships and projects.
Key initiatives (annual)
Impact achieved this year
Resources (annual)
Aboriginal background funding
Funding allowed students to immerse to a
greater depth in the celebration of
Aboriginality through greater resourcing of
the school, provision of experiential learning
and celebratory events and occasions.
Further funding was allocated to support
students with curricular and welfare based
initiatives.
$16,272.56
English language proficiency funding was
used to develop cross curricular small group
support. The funding was used to employ
teachers to work in the classroom,
supporting identified students.
$17,370
Anecdotal evidence suggests that many
students who normally come to school
hungry, and who therefore are not at their
best for learning, have been better engaged.
Others have been able to attend excursions,
workshops etc. that they could not have
afforded otherwise (e.g. Schools Spectacular
and Year Excursions.) Still others were able
to participate in specialised one-on-one
transition to High School. The funds were
also used to provide one-on-one support for
some students by an SLSO.
$17,124
The expenditure of this funding allowed the
school to develop appropriately
differentiated programming for students
with disabilities and other learning needs,
and to provide educational support for those
who need it most. For example, a student
with Wolf-Hirschhorn syndrome successfully
completed Year 12 in 2015, the first time
that this has been possible at this school.
Other students, particularly those on the
Autism Spectrum, were provided
$178,002
In 2015, Duval High School received
Ram funding to support resourcing the
school to advocate, educate and
empower all students including
Aboriginal students in the significance
of Aboriginal Culture.
English language proficiency funding
Ram funding to support those students
for whom English is an acquired
language or dialect.
Socio-economic funding
Ram funding to support needy students
and families, replacing the old Student
Assistance Scheme. These funds were
expended providing basic resources
(uniform items, food etc.) to students,
in order to ensure equity of educational
opportunity.
Low level adjustment for disability
funding
Ram funding to support those students
requiring low level adjustment for
disability, but who did not receive
specific tied funding. Most of this
funding paid the salaries of our 1.3
Learning and Support Teachers, while
the remaining $47,351 was used as
Flexible Funding to support students
with disabilities or other learning needs
in the classroom. In many cases, this
represented SLSO time. Some of the
funding was also used to purchase
specific equipment (e.g. iPads) for
students with disabilities.
Support for beginning teachers
Ram funding to support beginning
teachers. Above and beyond regular
mentoring, these funds were used to
provide the following experiences for
our beginning teacher:
3 Days at Newcastle HS; lesson
observation & teaching practices. Links
to Newcastle University (Strategic
Direction (SD) 2)
Meg Mancell has achieved accreditation at
Proficient under the Australian Professional
Standards. (Strategic Direction 2)
Tied Fund Beginning Teacher
(690) - $5,748
Meg taught a most successful HSC Visual
Arts class in 2015 with three students
attaining a Band 6 (SD 2/3)
Meg is involved in Student Leadership
development (coordinating the School
Prefect team) and is a member of the PBL
Team (SD 3)
Literacy symposium – Sydney. 2 days
reviewing literacy strategies and
current educational research. (SD 2)
HSC Visual Arts marking (Homebush,
Sydney). 2 day symposium for rural &
remote teachers – body of work
practical marking. (SD 1)
PBL – Tier 1 training (Tamworth)
strategies for implementation. (SD - 3)
Other school focus areas
Eyes, Ears and Hands-on Maths
In 2015 Duval High School received a
grant, in conjunction with Ben Venue
PS and Sandon PS, to establish a
program designed to work with
Indigenous students and to enhance
their transition experience from
primary to high school.
Impact achieved this year
Resources (annual)
To establish the program Community
meetings were held at Duval, Ben Venue,
Sandon and Armidale City Bowling Club.
Consequently greater links were established
with the community and communication
avenues were opened.
$40000 (18 month)
Teachers from all schools involved in the
program met on numerous occasions to
develop initiatives designed to enhance the
engagement of students moving from Stage
3 to Stage 4, focusing on a ‘hands-on’
approach to mathematics and consideration
of the 8 Aboriginal Ways of Learning
resource.
Duval teachers joined into Sandon’s learning
walks, gaining a greater understanding of
the approach used for teaching mathematics
at the primary school level.
Visitation from Duval teachers to Kandos HS
to inspect their Maths Lab learning space,
with consideration to establishment of
similar at Duval HS in 2016.
An action program was developed to be
implemented in 2016 based on student
visitation from primary to high school and
vice versa.
Mandatory and optional reporting
requirement
Retention Year 10 to Year 12
Student information
School
State
It is a requirement that the reporting of information
for all students be consistent with privacy and
personal information policies.
Student enrolment profile
Gender
Male
Female
2009
2010
2011
2012
2013
2014
2015
346
344
307
296
301
271
260
399
415
375
310
296
269
265
Students
Enrolments
800
700
600
500
400
300
200
100
0
2010
2011
2012
Year
2013
2014
2015
Student attendance profile
School
SC10HSC12
52.6
57.1
71.0
68.3
66.9
66.7
68.5
61.0
62.7
64.7
63.4
64.5
69.1
68.9
SC11- NAPLAN NAPLAN
HSC13 11-HSC14 12-HSC15
Previous Methodology (SC to HSC apparent retention)
Retention to Year 12 (SC to HSC / Year 9 NAPLAN to HSC)
100.0
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
SC08-HSC10
SC09-HSC11
SC10-HSC12
SC11-HSC13
NAPLAN 11HSC14
NAPLAN 12HSC15
State
There has been a dramatic increase in the retention
of Year 10 students who completed Year 12 two
years later in DEC schools. This places Duval High
School well above similar schools.
Post-school destinations
Female
Enrolments have continued a gradual decline in
recent years, but we expect a reversal of this trend
in 2016.
State DoE
SC09HSC11
School
Male
Proportion of
students moving into
post-school
education, training or
employment
%
%
employment
4
5
2
7
13
2013
2014
2015
94.4
92.3
94.8
92.2
93.2
91.7
91.9
91.9
90.8
90.2
91.0
93.0
89.0
88.6
91.6
89.0
92.2
89.9
89.1
87.3
89.4
87.6
91.0
89.6
85.9
90.3
88.2
88.6
89.4
91.2
90.6
90.4
90.9
89.8
91.3
90.6
90.9
84.7
89.0
university entry
91.5
89.5
90.6
91.0
90.7
91.4
88.8
other
92.3
92.6
92.5
92.4
93.2
93.3
92.7
90.0
90.5
90.1
90.1
90.9
91.1
90.6
88.8
89.1
88.8
88.7
89.4
89.7
89.3
88.7
88.3
87.1
87.0
87.7
88.1
87.7
89.4
89.1
87.6
87.6
88.3
88.8
88.2
89.4
89.8
89.2
89.3
90.1
90.3
89.9
89.7
89.9
89.2
89.1
89.9
90.2
89.7
25
%
16
2012
92.8
50
Year 12
1
2011
91.2
75
Year 11
2
2010
94.7
100
Year 10
seeking employment
2009
Student attendance rates
Attendance rate
SC08HSC10
SC07-HSC09
2009
Year
7
8
9
10
11
12
Total
7
8
9
10
11
12
Total
SC07HSC09
TAFE entry
unknown
67
1
1
9
1
Enrolment in University courses continues to be the
predominant post-school pathway followed by Duval
High students. 49 students were offered places at
UNE, 1 at University of Sydney, 4 at Newcastle
University, 8 at Southern Cross University, 4 at
Macquarie University, 1 at Griffith University, 2 at
University of Western Sydney, 2 at Charles Sturt
University, 1 at Australian National University, 6 at
UNSW, 2 at La Trobe University, 1 at CQ University, 1
at Canberra University, 1 at Australian Catholic
University, 1 at Think group and 1 at ICMS..
0
2009
2010
2011
School
2012
Year
2013
2014
2015
State DoE
Duval High School has sustained an excellent rate of
attendance, with 89% of students attending daily.
The school has sustained this rate over the last five
years.
A survey of post school options administered to
year 12 in Term 3 2015 showed the following: 11
students intended to study at TAFE, 27 students
indicated their intention to take a gap year and
14 would be seeking full-time employment.
Year 12 students undertaking vocational or
trade training
34% of teaching staff accredited at proficient with
BOS
VET continues to support the broad curriculum
offered at Duval, catering for students who wish to
include a vocational component in their HSC. In 2015
31.68% of year 12 students were enrolled in one or
more VET frameworks. In addition 24 students were
undertaking a TVET course. 6 students completed
school based traineeships and 2 completed school
based apprenticeships.
PDF/PDP trial process was successfully run in 2015,
with all teaching staff producing individual
professional development plans and working with a
negotiated supervisor to implement and review their
plans.
Year 12 students attaining HSC or equivalent
vocational educational qualification
A number of students undertaking VET complete
more than one framework. 59 VET qualifications
were achieved at HSC level in 2015.
Workforce information
Reporting of information for all staff must be
consistent with privacy and personal information
policies.
Workforce composition
Position
Number
Principal
1
Deputy Principal(s)
1
Head Teacher(s)
7
Classroom Teacher(s)
31.3
Learning and Support Teacher(s)
1.3
Teacher Librarian
1
Secondary District Guidance Officer
1
School Administrative & Support Staff
9.682
Careers Adviser
1
Secondary Smaller School Supplementation
3.5
Total
52.282
$36697 of teacher professional learning funds was
expended, with additional money coming from RAM
funding to support innovative approaches to upskilling teachers in the education of Aboriginal, low
socio-economic and EALD students.
All members of the executive team routinely
attended Head Teacher, Deputy Principal and
Principal collegiate. Our AEO and SLSO staff
attended network meetings during the year.
A number of staff completed PBL Tier 1 training. A
seven member cross KLA team attended Bill Rogers’
Managing Challenging Behaviour workshop and from
that designed projects to support students and staff
in managing and improving targeted behaviours. A
five member cross KLA team attended two
curriculum differentiation workshops and this team
have been planning in an ongoing manner, the
extension of curriculum differentiation strategies
across all areas of teaching.
Two members of staff undertook Youth Mental
Health First Aid training, bringing our total number
of trained staff to over 25% of our staff members
(comprising both teaching and SASS staff).
Regular professional development days were
introduced for both executive staff and SASS staff
members.
The Australian Education Regulation, 2014 requires
schools to report on Aboriginal composition of their
workforce.
Financial information
In 2015, Duval High School’s Aboriginal Workforce
consisted of one Aboriginal Education Officer, one
Norta Norta tutor, and one community volunteer.
This summary covers funds for operating costs and
does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
% of staff
Undergraduate degree or diploma
100
Postgraduate degree
21
Professional learning and teacher accreditation
Financial summary
A full copy of the school’s 2015 financial statement is
tabled at the annual general meetings of the parent
and/or community groups. Further details
concerning the statement can be obtained by
contacting the school.
Date of financial summary
Percentage in bands:
Year 7 Reading
30/11/2015
35
$
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
259821.81
464462.97
521619.39
268894.87
11572.03
36273.25
0.00
1562644.32
Expenditure
Teaching & learning
Key learning areas
Excursions
Extracurricular dissections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
75488.92
121874.16
80856.13
6029.89
11507.67
380420.63
137300.74
169151.10
0.00
174611.70
45716.90
35847.69
9525.00
1248330.53
314313.79
Percentage of students
Income
30
25
20
15
10
5
0
4
5
6
Bands
7
8
9
Percentage in Bands
School Average 2010-2015
SSG % in Band 2015
State DoE % in Band 2015
Year 7 NAPLAN Spelling
School
534.7
Average score, 2015
SSG
553.0
State DoE
547.3
Skill Band Distribution
Band
4
5
6
7
8
blank
Number in Band
10
11
16
19
20
8
School performance
Percentage in Bands
11.9
10.0
13.1
13.3
19.0
24.4
22.6
26.2
23.8
17.4
9.5
8.6
NAPLAN
SSG % in Band 2015
6.4
8.8
18.9
26.9
28.3
10.7
8.7
9.8
19.5
25.6
25.0
11.4
The My School website provides detailed
information and data for national literacy and
numeracy testing. Click on the link My School and
insert the school name in the Find a school and
select GO to access the school data.
NAPLAN - Literacy (including Reading, Writing,
Spelling and Grammar and Punctuation)
Year 7 Spelling
30
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and numeracy
assessments are reported on a scale from Band 1 to
Band 10. The achievement scale represents
increasing levels of skills and understandings
demonstrated in these assessments.
Average score, 2015
SSG
539.7
25
20
15
10
5
0
Year 7 NAPLAN Reading
School
529.9
9
State DoE
538.9
Band
4
5
6
7
8
Number in Band
7
16
19
21
15
9
7
Percentage in Bands
8.2
7.2
18.8
17.9
22.4
23.3
24.7
26.5
17.6
15.0
8.2
10.1
SSG % in Band 2015
2.8
15.1
28.6
27.1
18.5
7.9
3.7
17.5
28.3
23.4
16.7
10.4
4
Note:
paste tables and
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5
6
Bands
7
8
Percentage in Bands
SSG % in Band 2015
9
Year 7 NAPLAN Grammar and Punctuation
School
SSG
Average score, 2015
511.0
542.0
Year 7 Writing
State DoE
535.0
35
Band
4
Number in Band
5
6
7
8
9
14
10
26
12
12
10
Percentage in Bands
16.7
11.9
31.0
14.3
14.3
11.9
9.5
17.0
24.4
20.4
18.1
10.6
SSG % in Band 2015
7.5
10.3
11.4
13.3
25.4
28.8
23.6
20.6
18.4
15.6
13.6
14.4
Year 7 Grammar & Punctuation
35
30
25
20
15
10
5
0
4
30
25
5
6
Bands
7
8
9
Percentage in Bands
SSG % in Band 2015
20
15
10
5
0
4
5
6
Bands
7
8
Year 9 NAPLAN Reading
9
Percentage in Bands
SSG % in Band 2015
Average score, 2015
SSG
502.6
SSG
574.1
State DoE
573.1
Year 7 NAPLAN Writing
School
481.2
School
581.8
Average score, 2015
State DoE
497.3
Band
5
6
7
8
9
Number in Band
4
13
21
23
10
5
Percentage in Bands
5.3
10.2
17.1
15.8
27.6
23.9
30.3
26.2
13.2
17.8
6.6
6.1
SSG % in Band 2015
7.3
21.6
25.8
24.8
15.3
5.2
8.9
23.1
24.5
21.9
14.2
7.5
Year 9 Reading
4
5
6
7
8
9
Number in Band
17
18
24
15
10
1
35
Percentage in Bands
20.0
14.0
21.2
26.2
28.2
29.1
17.6
19.4
11.8
8.6
1.2
2.7
30
SSG % in Band 2015
11.2
24.1
29.9
20.1
11.7
2.9
14.6
24.7
26.8
18.4
11.6
3.8
Band
25
20
15
10
5
0
5
6
7
Bands
8
9
Percentage in Bands
SSG % in Band 2015
10
10
Year 9 NAPLAN Spelling
School
564.9
Average score, 2015
SSG
587.7
Year 9 Grammar & Punctuation
State DoE
583.6
40
Band
5
Number in Band
6
7
8
9
10
9
10
30
20
4
5
Percentage in Bands
11.5
12.0
12.8
13.3
38.5
29.8
25.6
27.8
5.1
12.4
6.4
4.7
SSG % in Band 2015
8.8
12.0
22.2
30.2
19.1
7.7
10.8
12.5
23.0
28.1
16.7
9.0
Year 9 Spelling
50
35
30
25
20
15
10
5
0
5
40
6
7
Bands
8
9
10
Percentage in Bands
SSG % in Band 2015
30
20
10
Year 9 NAPLAN Writing
0
Average score, 2015
5
6
7
Bands
8
9
School
536.7
SSG
530.9
State DoE
526.3
10
Percentage in Bands
SSG % in Band 2015
Year 9 NAPLAN Grammar and Punctuation
School
SSG
Average score, 2015
568.0
564.1
Band
5
6
7
8
9
Number in Band
18
19
18
14
6
3
Percentage in Bands
23.1
23.4
24.4
25.4
23.1
21.1
17.9
18.1
7.7
6.7
3.8
5.4
SSG % in Band 2015
25.1
21.2
21.5
21.1
7.1
4.0
27.3
21.6
20.1
19.4
7.1
4.5
9
10
Year 9 Writing
State DoE
561.5
30
Band
Number in Band
5
6
7
8
9
10
9
9
29
19
9
3
Percentage in Bands
11.5
11.5
37.2
24.4
11.5
3.8
13.1
15.2
28.1
25.5
12.4
5.8
SSG % in Band 2015
11.1
13.7
23.6
24.1
23.0
21.5
25.3
23.2
12.0
11.5
4.9
6.1
25
20
15
10
5
0
5
6
7
Bands
8
Percentage in Bands
SSG % in Band 2015
10
NAPLAN - Numeracy
Year 9 Numeracy
Year 7 NAPLAN Numeracy
SSG
542.1
State DoE
540.4
Band
4
5
6
7
8
9
Number in Band
4
17
28
18
10
8
Percentage in Bands
4.7
20.0
32.9
21.2
11.8
9.4
6.3
21.2
28.4
21.0
13.5
9.5
SSG % in Band 2015
2.1
2.8
17.2
20.5
28.5
28.4
25.9
22.8
14.7
12.7
11.5
12.8
Year 7 Numeracy
35
30
25
20
15
10
5
0
5
35
40
School
531.5
Average score, 2015
30
6
7
Bands
8
9
10
Percentage in Bands
SSG % in Band 2015
25
20
15
10
Minimum Standards data
5
Percentage of Year 7 students achieving at or
above minimum standard (exempt students
included)
0
4
5
6
Bands
7
8
9
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
Percentage in Bands
SSG % in Band 2015
Year 9 NAPLAN Numeracy
Average score, 2015
School
576.7
SSG
590.5
State DoE
590.6
Band
Number in Band
5
6
7
8
9
10
1
15
28
22
5
6
Percentage in Bands
1.3
19.5
36.4
28.6
6.5
7.8
6.4
20.6
29.8
20.8
12.7
9.6
SSG % in Band 2015
2.7
3.2
17.0
19.8
30.5
29.9
24.6
22.2
14.2
12.2
11.0
12.7
91.8
80.0
88.1
83.3
95.3
In 2015, 93% of the Year 7 Duval High School
students achieved at or above the National
Minimum Standard in Reading and Numeracy.
Percentage of Year 9 students achieving at or
above minimum standard (exempt students
included)
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
94.7
76.9
88.5
88.5
98.7
In 2015, 92% of the Year 9 Duval High School
students achieved at or above the National
Minimum Standard in Reading and Numeracy. This
was a substantial improvement on the previous
year’s results.
The performance of low SES students at Duval High
School in the NAPLAN Year 9 Reading and Numeracy
has steadily improved, particularly when compared
with other DEC schools. This continues to be an
ongoing focus for the DHS Literacy Team.
Higher School Certificate (HSC)
In the Higher School Certificate, the performance of
students is reported in bands ranging from Band 1
(lowest) to Band 6 (highest).
HSC: Course Summary Table
Course
School 2015
School Average
State DoE
SSG 2015
2011-2015
2015
Ancient History
Biology
73.2
71.3
75.1
72.2
69.8
69.0
68.8
Business Studies
73.4
69.0
71.0
71.1
Economics
70.9
69.1
70.0
76.0
English (Standard)
66.4
66.3
66.9
65.7
English (Advanced)
Geography
80.8
68.0
80.2
65.6
78.9
68.9
80.1
Industrial Technology
65.7
69.5
69.6
69.6
67.7
Mathematics General 2
67.6
67.8
67.2
65.4
Mathematics
71.7
76.4
73.6
77.1
Mathematics Extension 1
83.5
77.9
81.4
82.3
69.5
63% of Duval High School HSC students in 2015 were
eligible for an ATAR. This reflects the diversity of the
pathways available for all students. The broad
curriculum ensures that students can undertake an
individualised program of learning. This is reflected
in the retention rates of Year 10 students who
completed year 12.
Parent/caregiver, student, teacher
satisfaction
Each year schools are required to seek the opinions
of parents, students and teachers about the school.
School 2015
Their responses are presented below.
SSG 2015
State DoE 2015
In 2015, Duval High School participated in the ‘Tell
Them From Me’ (TTFM) surveys. Some of the results
from these surveys are displayed below.
100
90
80
70
60
50
40
30
20
10
0
English (Advanced)
English (Standard)
Economics
Business Studies
Biology
Ancient History
Student Surveys
School 2015
SSG 2015
State DoE 2015
Mathematics Extension 1
Mathematics
Mathematics General 2
Industrial Technology
Geography
100
90
80
70
60
50
40
30
20
10
0
Parent surveys (summary)
Screen clipping taken: 7/04/2016 12:55 PM
Policy requirements
Aboriginal education
Clearly, these surveys show that, while our Positive
Behaviour For Learning (PBL) approach is working,
there is further improvement needed in some areas.
As well as the Tell Them From Me surveys, parents
and staff were surveyed on the topics of Teaching
(Parent survey) and School Planning (Staff survey.)
The results of these surveys are shown below.
Aboriginal Education is a major priority at Duval High
School. In recent years our percentage of Aboriginal
students has climbed from 12% to nearly 17% and
we are always seeking opportunities to develop and
extend our students academically and culturally. The
school has an Aboriginal Education Team, who work
closely with our AEO to ensure that Aboriginal
students have the same opportunities to excel as all
other students and participate in our culture of high
expectations.
Norta Norta funding is used to support all Aboriginal
students with Literacy and Numeracy, and our senior
and junior tutors are very experienced. We also hold
special ceremonies to celebrate Aboriginal student
attendance.
In 2015, Duval High School participated in a ‘Dare to
Lead’ snapshot of Aboriginal Education, which led to
several changes in the operation and structures of
this priority within the school.
The gap between Aboriginal and non-Aboriginal
student performance in NAPLAN Year 7 Reading and
Numeracy has been steadily closing since 2011. This
is an ongoing focus for the Aboriginal Education
Team at Duval High School.
The difference between Aboriginal and nonAboriginal student attendance has dramatically
decreased since 2014. This is an ongoing focus for
the Aboriginal Education Team at Duval High School.
Below is a list of the opportunities and experiences
provided for Aboriginal students at Duval High
School, compiled by our AEO, Leonie Donovan:






















AEO Liaison / student support
AECG Business
Parent & Community Links / Liaison /
Attendance Checks
UNE – Oorala Links / Closing the Gap
Dare to Lead
PLP’s / NORTA Tutors
8 Aboriginal Ways of Learning
Keeping Place
Scholarships and Grants – Work Ed
Cultural / Arts Workshops & Programs
DHS Gallery & Reconciliation Garden
TAFE / Links to Learning/Tilbuster Station
Links
Sports Scholarships
Junior AECG
Wellbeing Referrals
Welfare Team
Bangarra Dance Workshops in April
NAIDOC Week
Beyond Empathy – No Shame Day
Aboriginal Cultural Appropriateness Criteria
DHS Wellbeing referral sheet
Healthy Schools, Healthy Futures project
Sydney School Spectacular Dance 2015
In 2016, Duval High School will have closer links with
both the Oorala Centre (UNE) through the AIME
program, and the Stronger Smarter program.
Multicultural Education and Anti-racism
With a steadily-growing multicultural population and
increasing links with the University of New England,
Multicultural Education and Anti-Racism are key
programs at Duval High School.
Multicultural Education finds its expression in the
various Perspectives delivered through all Key
Learning Area teaching programs throughout the
school.
However, it is also supported by our participation (in
strength) in such major events as Harmony Day, the
Armidale Autumn Festival, the development of a
Multicultural Space in the Library under the auspices
of the newly-formed DHS Interact Club and attempts
to involve the parents of EAL/D students more fully
in school life. In 2015 for the first time Duval High
School provided a prayer space for non-Christian
religions, and intends to expand upon this in the
future.
The school has a very strong Anti-Racism Policy,
supported by our fully-trained Anti-Racism Contact
Officer, Mrs Jane Weber. The school community will
not tolerate racism in any form.
Other school programs
Creative and Performing Arts
2015 has been an opportunity to consolidate on the
strengths and projects developed in 2014.
Our newest colleague Meg Mancell has developed
teach/learn programs in Art and Photography that
show professional competence beyond her years,
she is also supporting student leadership and the
PBL team.
Bruce Myers devoted a lot of time and energy
driving a Musical production, supported by the Arts
team and our P&C. This was most successful
allowing our students to shine.
Hilary Pearson has devoted a lot of time organising
and running very successful excursions.
Katy Walsh continues to expand her experience and
knowledge in Drama and Theatrecraft, HSC Marking
and whole school leadership.
Leonie Donovan has worked consistently supporting
our ATSI students in and out of class.
Volunteer work achieved by Glenda Sharpe is not to
be passed by; she has helped a great deal with
administration and particularly the collection of Arts
elective fees.
All students engaged in Arts education activities
have been enriched through quality teaching,
developing links to Arts performance / exhibition
and industry standard experiences both locally,
nationally and with technology, the world.
Some Highlights include:






Nominations of Citi and Ellie HSC Drama /
Music showcases
Music Enrichment Workshops @ NECOM
Sydney Arts Excursion, February
Elective Visual Arts Exhibitions - Department
Gallery 402
NAIDOC Arts initiatives
Shakespeare Festival 104 Theatre; June




HSC Visual Arts / Photography Exhibition
August 2015
Numerous performance ensemble groups in
the community and public Schools Awards
evening.
Celebration Concert / Sydney Schools
Spectacular 2015
Highly commended Artworks in UNE
acquisitive exhibition.
Science Faculty
The number of students electing to study the
sciences in the senior years remained strong with
good size classes in Biology, Chemistry and
Physics. A Senior Science class was also
established for Year 12 students. HSC results
were sound with many students achieving results
that reflected their consistent and conscientious
application and ensured that they could move
forward into their chosen career paths.
Students performed well scoring above NSW Cohort
average in all but the Extended Responses
Australian Mathematics Competition Results
During August a number of students from year 7 -12
took part in two different Mathematics
Competitions.
Both the Australian Mathematics Competition and
the ICAS are international problem solving
competitions that require students to attempt some
very difficult questions indeed!
I commend all students who took part this year and
would like to offer special congratulations to the
following students who have received awards.
Australian Mathematics Competition
Year 7
A Distinction was achieved by Brittany Walls and a
Credit by Beth Do
A number of students entered their Science
"Student Research Projects" into the University of
New England Growing Regional and Agricultural
Students in Science (GRASS) Science Investigation
Awards. Oscar Lamb was awarded First Place
($400), and named Senior Scientist of the Year.
Year 8
Other awards included:
A Credit award was achieved by Muhaymin Khan,
Michael Kuchlmayr, Angus Lawrence, Brad Lucas,
Turner Lynch and Max Westhorpe
Sean Niemeyer - Best Agricultural Innovation
Themed Encouragement Award ($100),
Zoe George - First Place Best Environmental
Sustainability Themed Award ($150), and
Daley Wood - Encouragement Award ($100, Senior
Division).
The School was also awarded a prize of $300.
Students from Duval High School achieved pleasing
results in the ICAS Science Competition with Four
Distinctions and three Credits awarded across Years
7-11.
Year12 students were encouraged to take part in a
range of study days, including UNE Booster Days
and Singleton Study Day.
Students participated in a range of other extracurricular activities throughout the year including
the ConocoPhillips Science Experience, the
Science and Engineering Challenge and the
University of Sydney’s Gifted and Talented
Discovery Program.
Science staff undertook training in SOLO Marking in
order for Year 10 students to participate in the
Optional VALID 10 Science Assessment. The NSW
Cohort consisted of 21827 students.
Distinction awards were achieved by Callum
Ferguson, Isabelle Jedlicka, Adam Lucas and a Credit
by NyanyuieNanedo
Year 9
Year 10
A Distinction certificate was awarded to Mohammed
Ahsan with Tanvee Islam and N’Dea Rumble both
achieving Credits
Year 11
A certificate of Distinction was awarded to David
Wilson and certificates of Credit were awarded to
Adamantios Callias and Winona Rumble
Year 12
Distinctions were presented to Jol Choct and Farihah
Islam and Credits were attained by Brandy Ritch,
Rachel Dawson, Samuel Munday and Bethany
Jedlicka.
ICAS
Year 7
A High Distinction was awarded to Alonso GeesinkAnton and a Distinction to Beth Do
Year 8
A Distinction was awarded to Isabelle Jedlicka and a
Credit was awarded to Adam Lucas
Year 9
A Distinction was presented to Bradley Lucas
Year 10
A Distinction was presented to Mohammed Ahsan
Year 11
A Distinction was presented to Chenyou Zhang and
Credit was attained by Scott Lucas
Australian Intermediate Mathematics Olympiad
This competition required students to sit a four-hour
paper with no opportunity to have a break!
Congratulations to the four students who took part
this year – Beth Do, Alonso Geesink-Anton, Adam
Lucas and Isabelle Jedlicka. This is the first year
Duval has participated in this challenge and we
commend these four students for their hard work!
development, School OzTag competition and a
whole school Table Tennis knockout consisting of
both students and staff.
Students at Duval High School represented the
school in the sports of, Rugby League, Horse Sports,
Gymnastics, Netball, Touch Football, Hockey,
Cricket, Table Tennis, Lawn Bowls, Football (Soccer),
Target Shooting, Boccia, Water Polo, Athletics Track,
Athletics Field, Cycling, Mountain Biking, Swimming
and Cross Country. Representation in these sports
involved school teams competing in school knockout
competitions and individuals representing their
region, state and nation in individual events/teams.
Duval High School had 7 students represent Australia
in two sports, Cycling and Futsal with an additional
two students representing the state in Lawn Bowls
and Athletics (Track).
A big congratulations to all who took part in the
various Mathematics Competitions in 2015. We look
forward to seeing many students participate again
next year in these highly worthwhile challenges!
At Duval High School Annual Presentation Night the
below students were presented with the following
awards for their sporting representation and
achievements in 2015.
Duval High School Sport Report 2015
Sportsperson of the Year
The Duval High School Sports Program consists of
compulsory physical activities incorporated in the
curriculum and student representation in individual
and team sports. Sport at Duval High School reflects
the PBL core values of the school, Community,
Respect, Excellence, Safety and Teamwork with the
exhibition of these core values being recognised
through the Duval High School Award system.
The Duval High School Sportspersons of the year is
the highest honour a student can be awarded for
their commitment, dedication and achievement in
their chosen sporting disciplines. In 2015 the Duval
High School sportsperson of the year was Sam
Jenner.
Sporting Activities
The compulsory aspect of sport at Duval High School
is conducted every Thursday afternoon for years 7 to
10 whereby at various times throughout the year
students partake in sporting activities within the
wider school community. Sporting activities are
structured with adjustments for the needs of all
students. Adjustments have been made in 2015 for
students with variation of physical abilities through
scaffolding of skill procurement, students with
learning difficulties through the implementation of
individual & target support plans and behavioral
management techniques, adjustments and
provisions for students of low socio-economic status
through the provision of funding subsidies focused
upon equity and participation.
Within the school community a number of school
sporting activities where organized whereby the
focus was structured around the PBL core values of
Duval High School. The activities included; School
Swimming and Athletics Carnivals, Futsal skills
Pierre de Coubertin Award
The Pierre de Coubertin Award recognises secondary
school students who demonstrate values which are
consistent with the Olympic Movement through
participation in sporting activities.
Pier de Coubertin Award – Thomas Browne
Junior Sportsperson of the Year Award
The junior sportsperson of the year award is
awarded to an individual student in Years 7, 8, 9 or
10 who has excelled in their chosen field.
Duval High School Junior Sportsperson of the Year
Award – Stuart Geddes
Senior Spirit of Sport Award
This award is presented to a Year 12 student who
has made exceptional contributions to the School
Sporting Community throughout their time at Duval
High School. They have been a role model for junior
students to look up to with regards to their
representation of Duval High School core values.
Senior Spirit of Sport Award – Emilie Winter
School Bar to the Blue
A school bar to the blue is awarded to a student for
consecutive years of high level representation in
their chosen sport (State representation or higher).
The bar to the blue is an addition to a student’s
previous school blue.
Individual Recipients
Recipients:
Hannah Chaffey Boccia
Samuel Jenner – Australian u19’s Cycling Team
Dan Cherry
Justin Bullen – NSW Lawn Bowls Team
Jacob Freeman Swimming
Duval High School Blue
Heather Girard Swimming
School blues are awarded to students or team for an
outstanding level of service and achievement in a
chosen sport; this is observed by an individual
student being selected in a state team or a Duval
High School sporting team placing in the final round
of the state knockout.
Nyah Golding
Individual recipients
Kate Jones
Dan Cherry
Blue NSW Football Shadow
Joshua Barton Rugby League
Thomas Browne
Futsal
Brooke Burton Gymnastics
Futsal
Swimming
Stuart Geddes Cross Country
John George
Athletics (Field), Water Polo
Jackson Harris Gymnastics
Gymnastics
Bianca Kiehne Gymnastics
Benjamin Dye Blue Australian Futsal Team
Noah L’Hostis Tennis
Jade Fangmeier Blue Horse Sports
Aaron Iji
Athletics (Track)
Melanie Frost Blue Target Shooting
Moses Iji
Athletics (Field)
Stuart Geddes Blue Athletics (Track)
Adam Lucas
Tennis
Lachlan Harris Blue Australian Futsal Team
Turner Lynch
Samuel Munday
Kourtnee McFarlane Touch Football, Football
Ethan Rogers
Blue National Cycling Team
Blue Gymnastics
Harry Rowbottom
Blue Australian Futsal Team
Marvin Palad
Athletics (Track)
Athletics (Track)
Anisha Rajanathan
Football
N’Dea Rumble Blue Athletics (Track)
Jaia Richardson –Fowell Athletics (Field)
Lewis Russoniello
Kimberley Rowbottom Swimming
Blue Football
Karl Simpson
Blue Target Shooting
N’Dea Rumble Swimming
Naran Singh
Blue Football
Winona Rumble
Swimming
Lewis Russoniello
Futsal
Lachlan Williamson
Blue Australian Futsal Team
Isabelle Winter Blue Australian Futsal Team
Naran Singh
Futsal
Team Recipients
Jane Spencer
Gymnastics
Duval High School Open Table Tennis Team – State
Finalists; Alexander Rogers, Jake Murphy, Kolja
Drydale-Cech & Justine Bullen
William Vince-Moin Athletics (Track & Field)
Brock Whittley Futsal
Daley Wood
Athletics
Duval High School Open Lawn Bowls Team - State
Finalists; Turner Lynch, Aaron Kelly & Justin Bullen
School Sporting Merits
Sporting merits are awarded to students who have
achieved a high level of representation. This
representation is usually observed by individuals
being selected in North West teams or achieved
podium finishes in individual events at North West
level.
Team Recipients
Duval High School Boys Opens Futsal – 1st in
Northern NSW; Thomas Browne, Dan Cherry, Patrick
Frost, Lewis Russoniello, Naran Singh, Brock Whitley,
Angus Wheatley
School Sporting Merits – Services to Sport
Service to Sport merits are awarded to Year 12
students who have exhibited the core values of
Duval High School throughout their representation
of the school in their chosen sport. Examples include
coaching, mentoring and commitment and
participation in sport throughout their attendance at
Duval High School.
Recipients
Swimming
Eleanor Logan Netball
Jake Murphy
Rugby League, Table Tennis
Monica Palad
Netball
Lewis Russoniello
Footballs and other balls required for sport
Athletic Field Hire
Netball balls and Bibs
Athletic Field Equipment required for Athletics
Carnival
Table Tennis equipment – balls and nets
Tamika Cotton Netball
Brittany Freeman
Hockey Sticks for sport activities
Football
Naran Singh
Football
Emilie Winter
Waterpolo
The sports committee would like to congratulate all
students for their representation of Duval High
School in the wider community, striving for
excellence, respecting the rules and other
competitors and working to achieve as part of a
team and being safe in 2015.
Staff Involvement
Duval High School Staff participate in school sport
through the provision of structures sporting
activities every week. Additional to this a number of
staff members coach school sporting teams in state
wide sport knockouts providing the opportunity for
students to represent the school and trial for sport
representative sides at higher levels. It is important
to acknowledge the hard work that Duval High
School Staff undertake in organising, coaching and
managing sporting activities throughout 2015, as
without these dedicated staff the number of sports
offered and the multitude of opportunities for
students to pursue sporting interest would not exist.
Sport Finance Report
In 2015 the school sporting budget was $12 000. This
budget was spent in its entirety with the below costs
associated with the organisation and operation of
sport at Duval high for 2015.
Hiring of Sporting venues such as Wall Climbing
facilities, Gym & Weights Room, Tennis Courts,
Synthetic Hockey Field, Badminton Courts and
Basketball Courts
Purchase of a Cricket Kit
Purchase of U 15’s Boys/Girls Football Strip
CHS and Zone Sport Fees
2015 was a successful year for Duval High School
Sport in both measurable student achievements and
intrinsic value of individual student participation and
achievement. Duval High School has offered in 2015
a multitude of sporting opportunities for individuals
and teams at varying degrees of representational
level, be it at school, representing the school or
representing region, state or nation. The sports
committee congratulates all students and thanks the
staff, parents and the wider community for their
involvement in providing opportunities for all
students to partake in sporting activities at Duval
high School in 2015.
This School report was prepared by a team
comprising;
Stafford Cameron, principal
Sandra Rosner, Deputy Principal
Caroline Winter, P&C President
Sam Munday and Ellie Logan, School Captains
Lana Hardman, Careers/VET Adviser
Julia Woods, School Administrative Manager
Susan Hoddinott, HT English,
Tony Jones, HT Mathematics
Ian Crompton, HT Science
Jeanette Verwayen, Acting HT HSIE
Peter Harris, HT PDHPE/TAS
Waine Grafton, HT CAPA
Tom Model, Acting HT Admin

Annual School Report 2015 - Duval High School

Transcription

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