The Rivers Secondary College: Lismore High Campus Annual Report

2015

8124 Introduction The Annual Report for 2015 is provided to the community of Lismore High Campus 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.

Nigel Brito Principal

School contact details: The Rivers Secondary College: Lismore High Campus 118 Dalley Street EAST LISMORE NSW 2480 www.lismore-h.schools.nsw.edu.au [email protected] (02) 6621 5185 Message from the Principal This is my third year as Principal of Lismore High School. 2015 has been a very busy year for the school as there were many new policy implementations from State office as well as major changes in the approach to teaching and learning taking place at Lismore High School. It was also the year that the school officially became The Rivers Secondary College, Lismore High Campus after working collaboratively between Richmond River High School and Kadina High School for a number of years. Our biggest change in 2015 in the delivery of the curriculum was the implementation of the project-based learning approach to teaching for students in Year 7. There were 14 staff involved in the implementation of this new methodology of teaching in the school for Year 7 students. This team of staff was led by Catriona Fraser who organised teachers in developing the new teaching programs and training staff in the new teaching methodology. The program was based in the library and there were major structural changes that took place in the timetable to facilitate the program to occur, as well as a total redesigning of the library space. The positive aspects of this program, was team teaching between secondary teachers and the implementation of the curriculum that students found engaging and relevant. Feedback from the Tell Them From Me (TTFM) survey indicated that Year 7 who had undertaken project based learning had adjusted to secondary school, the best in the past three years as well as the most positively engaged of our Year 7 groups for the past three years. The TTFM survey is an annual survey conducted to measure the student satisfaction with schooling. We also conducted an evaluation on the project- based learning program implemented in 2015. The feedback from the program was very positive from students, staff and parents. The feedback from the program indicated the success of the program in engaging students in developing the higher order thinking skills around 21st century learning. There were decreases in student misbehaviour in the classes, student feedback indicated they preferred this form of learning to the traditional chalk and talk method. The success of the project-based learning model from 2015 will see the implementation of the model in 2016 with the Year 8 students following on with this program. Year 7 students in 2016 will also continue utilising the project-based learning approach. In 2016 we will look to implement this project -based learning across all classrooms and year levels. Again 2015 has been a fantastic year for the school in terms of the academic results that we have achieved. It has been pleasing to note our continued success in achieving NAPLAN growth levels at or above state-level. Aboriginal students in particular did particularly well on that plan with the result that again the school lost funding in support programs to assist the students. This year also saw the implementation of our program to support senior students through the aspirations program. This program targeted year 11 and 12 students and supported their HSC studies through the use of individualised planning sessions as well as group activities to enable them to be focused on their studies to achieve their personal academic outcomes. Our year 12 results have been the best in the last eight years. It was also particularly pleasing to note that on the Sydney Morning Herald HSC rankings that we achieved an exceptionally high result for government schools in the North Coast area. Our focus of improvement on our HSC results has been clearly targeted improvement in our school plan. Work done by the staff on teaching and learning programs, assessment, tasks combined with the study skills program our year 11 and 12 students has paid dividends on our results. Data from our results in NAPLAN and the HSC are analysed every year at the start of the year this information is used to target improvements in teaching and learning practices. 2015 has been the largest year of staffing change in the school in the past five years. We had a number of retirements as well as a number of staff achieving transfers and promotions. On the retirement front this year we lost Mr John Hair, Mr Warren Daniels, Mr Lindsay Smith, Mr Phil Meehan, Mr John Mison. Transfers included Mr Nathan Chatterton and Mrs Anne Price and promotions included Mr Glenn Varcoe. The result of such movement of staff will mean a number of positions will have to be advertised during term one of 2016. I would like to acknowledge the support of Mr Phil Meehan who was the Deputy Principal in assisting me in leading the school. Nigel Brito Principal

The Rivers Secondary College, Lismore High Campus P&C Presidents Annual Report 2015 Lismore High Campus P & C Executive for 2015 President – Louise Somerville Vice President – Nadine Toniello Secretary – Andrina Bennett (Correspondence), Tracey Webster (Minutes) Treasurer – Carolyn Lindwall Bookkeeper – Amanda Franey School Council Representatives – Louise Somerville, Nadine Toniello, Wendy McKey, Leanne Summers, Tracey Webster It was a huge year in 2015. Thank you to our P&C Executive parents, all P&C members, volunteers, children who worked so hard and to our LHC Principal, Deputy Principal and staff who welcomed our input to improve our school. Together we contributed funds, physical work, parental feedback and served on panels within the school. Special thanks to the best canteen manager on the North Coast, Wendy Rose, for her talent for creating good food, her warmth and her integrity. In 2015 LHC P&C:

• Held regular monthly meetings throughout the year. • Wrote to Bunnings and received donated plants to beautify the bus bay garden in LHC colours. (Planted and tended by Kellie McBeath and helpers.) • Bought an official LHC P&C vinyl banner for P&C events. • Introduced an updated LHC P&C letterhead. • Hosted a fundraising cake stall for the State election in school grounds. • Wrote to Woolworths and Coles and received donations of sausages, sauces, bread and serviettes for a Masters BBQ. The only outlay from P&C funds was for ice, drinks and onion. • Hosted a fundraising BBQ at Masters. • Held a fundraising “chook” raffle in the office. • Introduced Mothers Day and Fathers Day stalls fostering a stronger connection between school and families. Both were profitable and appreciated by the kids, staff and parents. • Donated two blow-mould tables received from Lismore Car Boot Market. • Paid for Canteen wages, stock, running costs and maintenance repairs. • Supported the Canteen with volunteers. • Provided parental representatives on selection panels. • Wrote to the Lismore Workers Club Board and obtained room hire at no cost for a trivia night. • Held a raffle at Lismore Shopping Square. • Organised a successful (and fun!) fancy dress Halloween Trivia Night, collected prizes donated by local businesses and families in the school and held a raffle fundraiser for the event. • Assisted LHC staff in a working bee to paint the façade, posts and railings at the bus bay. • Donated an official cash tin for P&C events. • Assisted at official school functions when required and on White Ribbon Day. • Contributed articles to the school newsletter and Lismore Workers Club.

Louise Somerville P&C President

School Background

School vision statement

Vision Statement: Inclusive, innovative centre of excellence.

At Lismore High Campus: • We are creating learning environments that engage students in the learning process. • Building a culture of high expectations for our students • Developing students as contributing members of the community • Building strong community partnerships • Developing student leadership capabilities • Catering for the learning needs of students through differentiated learning • Building the capacity and skills of staff through professional learning • Providing equitable access for students to a high quality education • Success for our students is building pride in themselves and their achievements

School context

Lismore High Campus has a proud tradition serving the Lismore Community and was founded in 1920 and was the first high public high school in town. The total student enrolment for 2016 is 365 students. The school has a support unit with 30 students. Lismore High Campus has a significant population of Aboriginal Students 20% and 5% Non-English Speaking Background. In the last three years there have been significant student performance improvements made at the school. School attendance rates are the highest in 5 years, National Assessment Program Literacy and Numeracy (NAPLAN) growth rates are the highest in 7 years. Higher School Certificate results are the most improved in 10 years. There is a focus on improving the quality of teaching and learning taking place in the school. The school has a very strong partnership with Southern Cross University and students have access to the University facilities for wider learning. Lismore High Campus is part of The Rivers Secondary College and works collaboratively with Richmond River High Campus and Kadina High Campus through enhanced curriculum delivery at Year 11 & 12. Parents and carers are very supportive of the school and there is both an active School Council and Parents and Citizens Association.

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. We undertook in 2015 a self-assessment against the School Excellence Framework. The self-assessment process involved individual faculties within the school discussing collecting evidence against the elements of the three major domains of Learning, Teaching and Leading. From this collection of data from faculties it was combined and discussed as a whole school staff process. The staff then rated where they felt the school was at in terms of the various components of the elements and their descriptors. The first domain examined was the learning domain. This domain consists of five elements and these elements are Learning culture, Wellbeing, Curriculum and learning, Assessment and reporting as well as student performance measures. Through the examination of the elements contained within the domain all five were determined to meet the level of sustaining and growing. There are descriptors within the elements which clearly indicate that the school is excelling in certain areas however on a balanced judgement it was determined that the sustaining and growing is more reflective of the actual situation. The staff over the last three years have focused on developing and improving upon wellbeing, curriculum and assessment promoting a strong learning culture within the school and having a strong focus on student performance data to guide future planning and improvement. The second domain examined was the teaching domain. This domain consists of five elements and these elements are Effective classroom practice, Data skills and use, Collaborative practice, Learning and development and Professional Standards. The school over the last three years has had a major focus on developing and improving upon teaching and learning taking place. In particular with the introduction of the project-based learning in 2015 there has been a major change in the way teaching occurs. Staff actively now team teach and collaboratively develop teaching programs. These teaching programs are developed through a cross KLA approach which previously was done individually by teachers. There is ample evidence against the descriptors contained in the elements on the progress the staff have made in this domain. The focus through the professional development plan on the teaching standards has meant teachers who had no reason to access the professional standards are now doing so. The professional learning within the school has been targeted to meet the school plan as well as to focus on the teaching requirements necessary through the implementation of project learning. There is also a focus on the HSC level utilising techniques and strategies to improve the learning outcomes for students in this area. Only in the area of effective classroom practice it wasn’t felt that teachers were at the delivering level and not at the sustaining and growing level, this in part was determined because the descriptors require an ‘all’ statement which was felt by staff not to be the case at this point even though there was ample support for the majority of teachers that are doing this. Also in the area of effective classroom practice it was external pressures that are ensuring that these activities take place, again for this reason it was felt that we were operating at a delivering level because of this. The third domain is the leading domain this domain consists of four elements and these elements are Leadership, School planning implementation and reporting, School resources and Management practices and processes. This domain has a focus around the leadership team within the school and how that team operates in ensuring the leading of the school is meeting the best outcomes for students and also implementing and delivering on the school plan. In relation to the school resources element it was determined by the staff that the school was excelling. This was in part due to the fact that previously the school was bankrupt and resources were not allocated towards teaching and learning. With new leadership 2013 this situation has been reversed and that there are ample resources that promote and enhance the teaching and learning practices within the school. Again in the other element areas it was felt that the levels within the elements were of the sustaining and growing level. Again while there are many descriptors of the elements indicating excelling it was determined by the executive that there was still room for further improvement. Our self-assessment 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. In relation to a school resources element Strategic Direction 1

STAFF Our staff are innovative, and collaborative teachers that provide students a learning environment of excellence

Purpose

Staff are the key element in making school improvement. Our school improvement is focused on aspects of the School Excellence Framework. All teachers must maintain accreditation against the Australian Professional Standards for Teachers (APST). To ensure that students are having maximised learning opportunities. Staff professional learning is provided against the APST. Through this professional learning and leadership by staff within the school we can deliver on the goals for our students. Our teachers are focused on providing engaging learning environments for our students that promote academic success.

Overall summary of progress

All teachers undertook the new Professional Development Plan (PDP). The PDPD was based around the school plan and the use of the Australian Professional Standards for Teachers (APST). The vehicle for the demonstration of these standards and providing students with a learning environment of excellence was our work on project based learning and curriculum differentiation. Classroom observation took based around the framework of the Australian Institute of Teachers and School Leadership (AITSL) classroom observation matrix.

Resources Progress towards achieving improvement measures (annual)

Improvement measure Progress achieved this year Funds expended (to be achieved over 3 years)

All teachers • All teachers undertook the Professional Development Teacher demonstrate high-level Plan (PDP) Process. Professional competency at the Learning funds • Teachers were observed and provided feedback using proficient or above the AITSL classroom observation matrix. levels as outlined in the Australian Professional • Teaching programs and assessment tasks were Socioeconomic Standards for Teachers. developed collaboratively through project based background funding learning. Low Level • Teachers were team teaching in the project based adjustment for learning classroom. disability funding • Curriculum Audits undertaken to measure teacher implementation of new practices. NCCID funds $5,500

All teachers and leaders • PDP were designed based on meeting aspects of the Combined with have explicit school plan for all teachers. funding above professional learning • Classroom observation and curriculum audits ensured goals matched to the standards and the that the goals of the plans were being met. priorities articulated in • Teachers are provided feedback on their PDP and the school plan and goals through meaningful feedback provided by the these are attained each Principal and school executive. year.

Next steps

• In 2016 we will use the generative dialogue model with staff in developing and implementing their PDP. • We will expand on the AITSL classroom observation matrix and utilize it as a tool for further improving classroom practice. • We will expand the teaching methodology used from project based learning to be utilized with all teachers in the school. • We will develop and implement coaching / mentoring models for teaching staff.

Strategic Direction 2

STUDENTS Our students are successful, learners, confident and creative individuals and active and informed citizens

Purpose

We are here to improve the learning and social wellbeing of the students we have care of. Our decisions are based around providing the best opportunities for our students. We must also listen to students and cater to their own identified learning needs. By engaging with students and developing collaborative relationships we will develop a successful culture of learning and high achievement that allow us to meet the goals of the Melbourne Declaration. Goal 1: Australian schooling promotes equity and excellence Goal 2: All young Australians become: – successful learners – confident and creative individuals – active and informed citizens

Overall summary of progress

The ASPIRATIONS high student achievement program was implemented ustilising a variety of strategies. The result that the school obtained it’s best HSC results in 10 years. Project based learning has provided the tool for teachers in allowing us to developing students against the Melbourne Declaration in developing 21st Century learner. Information from the Tell Them From Me (TTFM) has shown that this Year’s 7 utilising the project based approach to learning have clearly demonstrated engagement for students with the curriculum. We started on our pathway of improving student wraparound support through the improved Learning and Support Team operation

Resources Progress towards achieving improvement measures (annual)

Improvement measure Progress achieved this year Funding (to be achieved over 3 years)

Appropriate KLA staff • Project teams developed for Year 7 and Year 8 $150,000 practising project based project based learning SES background learning for 2016 as part of • Scope and sequence of project based learning funds: Project Based their planned teaching load. curriculum units developed Learning Year 8 project based curriculum program is • Students in project based learning have access implemented at the start of to individual computer/tablet devices and 2016. specialised learning environment

The average mark of a HSC • HSC data shown the most improvement in 10 $6000 subject will increase by one years SES background point from 2014 results across • HSC results exceed the improvement measure funds: Aspirations 30% of all subjects that are Senior Study examinable Program update and improve our • A new structure for the Learning and Support $5000 student wellbeing practices Team was put into place. SES background • Supervision and the structure of student funds: Boys Camp support services was implement and evaluated $8000 within the school showing improved effectiveness in supporting students. SES background funds: VIVO • Student reward scheme implemented $13000 • Tell Them From Me (TTFM) survey showed the highest improvement for Year 7 students over Low Level the past 3 years adjustment for disability funding

Next steps

• We will expand the teaching of project based learning through the professional development of all teaching staff. • We will improve curriculum differentiation for students by developing teacher skills in catering for the gifted and talented students. • We will review and improve where necessary our student wellbeing practices

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Strategic Direction 3

COMMUNITY We work collaboratively with our community in partnership to produce students who make positive contributions to society.

Purpose

Students are members of the community and as part of the Melbourne Declaration, All young Australians become: – successful learners – confident and creative individuals – active and informed citizens We work collaboratively with the school community to produce students who will think critically, be responsible citizens and make a positive contribution to their school community and to society. By engaging with the community we can develop better relationships that will result in better partnerships. These partnerships ultimately produce better outcomes for our students and produce contributing members of society

Overall summary of progress

Parents are invited to be involved with the learning of their students in the project based learning program each term. We have improved our communication processes through improved written materials, website and through Facebook TM.

Resources Progress towards achieving improvement measures (annual)

Improvement measure Progress achieved this year Funding (to be achieved over 3 years)

Satisfaction with the school • Our student enrolment has ceased declining Utilisation of funds will see increased overall and we have increased overall student numbers from all programs enrolments in the school in to 360 students for 2016. contributing tom 2016 compared with 2015 this result (350).

Improved communication • New Facebook page for the school. $16000 practices with parents, • School website has been updated to more Staffing allocation students and the community. reflect parent and student needs. equivalent This will be measured from feedback collected at the end • External review was conducted in 2015 and a of 2015 and compared to new communications plan was developed for school planning data obtained implementation. in 2014. • Teacher (Year 7 Advisor for the following year) is embedded to work with the primary schools and potential students

Next steps

• More staff will be trained in the use of Facebook to communicate with parents. • Train and encourage staff to video student work and look at developing more effective communication models.

Next Steps

Key initiatives and other school focus areas

Key initiatives Impact achieved this year Resources (annual) (annual) Aboriginal Our Aboriginal background funding has had a major impact $8,000 AIME background funding this year on improving the learning outcomes of Aboriginal $20,000 Aboriginal students. Combined with our Norta Norta senior funding and resource teacher and our Norta Norta NAPLAN funding we have been able to tailor art program a package of individualized support for students. The result is that our student NAPLAN results improved we lost $31,000 in $10,000 Community Norta Norta NAPLAN funding for 2016. Students had access Engagement Officer to mentoring programs, an ART program, a teacher allocated $15,000Lexia/Sumdog to support Aboriginal students, an Aboriginal Community tutor Officer and tutoring using specialized literacy and numeracy software. $70,000 Norta Norta $1,000 NAIDOC $1,000 Sports Program

English language We were allocated 3 days a week staffing to support students. $16,000 proficiency funding This allocation was distributed to support students identified

as needing support from the ESL scales. We also ran utilising

school staffing and ESL HSC Year 11 class due to the high number of students. The funds that were provided to the school was used to support students and the ESL senior program. For 2016 support for students will be reduced to 1.5 days per week. The left over funding from 2015 will be used to top up salaries in this area for 2016

Socio-economic Socio-economic funding is utilized in the school to provide the $6,000 Aspirations funding opportunities and access the resources that students would $6,000 Senior Study not normally have access too. Room These funds are utilized to provide resources directly to $60,000 Project improve the teaching and learning of students or via their based learning room teachers. modifications Programs such as the ASPIRATIONS program is building the $5,000 Laptops high academic capability of students. The boys camp is developing student social skills. Technology purchases have $5,000 SRC allowed students to develop their 21st Learning skills. The Leadership Camp classroom refurbishment and ProBl room was to provide a $5,000 Boys Camp learning space conducive to learning through that methodology. Teacher training in project learning took place. $6,000 Rivers Bus The purchase of computers for students means that all $6,000 School Bus students in Year 7 and Year 8 have access to their own laptop. This has also freed up access for students to other computer $5,000 EDVAL laboratory spaces. The BYOD program is not very effective at $8,000 Server the school due to the low SES conditions. $10,000 Gym Other funding has been utilized to work collaboratively with $8,000 VIVO partner schools of Richmond River High Campus and Kadina High Campus. This included in 2015 the joint musical Aladdin $2,000 Aladdin and the shared bus to allow students to access the senior musical curriculum and our own bus operational costs to subsidise excursions.

Low level adjustment Due to the high number of students with disabilities at the $33,000 for disability funding school and the school has a support unit with 3 classes and 30 students. This funding is used for a variety of purposes. This includes releasing teachers to meet with parents and guardians for planning meetings on a regular basis. Providing teachers with release time to make curriculum adjustments with support from the LAST. Proving release for teachers to undertake professional learning to better support the learning needs of students. The result has been improved student support via the Learning and Support Team.

Support for beginning There were a number of teachers who were able to access the $65,000 teachers beginning teacher support funding. This funding was used to

release teachers from class to work with mentors, two former

Deputy Principals from the school. They also used this funding to access release time to work on their teaching programs and move toward getting their accreditation. Next Steps

Student information Student attendance rates It is a requirement that the reporting of information 100

for all students be consistent with privacy and personal information policies. 75 50

Student enrolment 25 Enrolments

Attendance rate 0 800 2009 2010 2011 2012 2013 2014 2015 Year

600 School State DoE 400 As can be seen from the attendance data that there 200 Students has been an increase in student attendance since 0 2013. 2009 2010 2011 2012 2013 2014 2015 Year Male Female Post-school destinations Proportion of Year 10 Year 11 Year 12 students moving into 56 56 40 Gender 2009 2010 2011 2012 2013 2014 2015 post-school education, training or 2015 2015 2015 Male 369 341 272 227 214 185 181 employment Female 365 314 282 224 203 178 171 seeking employment 0% 0% 28% As can be noted from the student data that since employment 7% 7% 2% student 2009 student numbers have been declining. The school reached it’s lowest number this year. In TAFE entry 1.8% 0% 7.5% 2016 the school has finally increase in number to university entry 0% 0% 55% 360 students. other 3.6% 3.6% 7.5% Student attendance profile unknown 9% 21% 10% Year 2009 2010 2011 2012 2013 2014 2015

7 89.4 89.7 89.2 86.7 87.5 89.4 #N/A Year 12 students undertaking vocational or 8 83.9 86.4 83.5 85.4 85.4 83.6 #N/A trade training 9 83.1 81.9 83.0 82.5 81.1 76.9 #N/A Of the 38 fulltime HSC students who were

School 10 83.0 80.9 80.6 80.6 82.3 78.4 #N/A 11 84.1 83.1 81.3 80.0 84.7 85.4 #N/A attempting the completion of the HSC in 2015, 13 undertook a vocational course. This number 12 84.1 85.1 81.4 78.3 81.1 88.0 #N/A represents 34% of all fulltime HSC students. Total 84.4 84.1 82.8 81.9 83.6 83.7 #N/A 7 92.3 92.6 92.5 92.4 93.2 93.3 92.7 Year 12 students attaining HSC or equivalent vocational educational qualification

8 90.0 90.5 90.1 90.1 90.9 91.1 90.6 9 88.8 89.1 88.8 88.7 89.4 89.7 89.3 Of the 38 fulltime HSC students who were 10 88.7 88.3 87.1 87.0 87.7 88.1 87.7 attempting the completion of the HSC in 2015, 37 students were awarded a HSC. This number 11 89.4 89.1 87.6 87.6 88.3 88.8 88.2 State DoE represents 97% of all fulltime HSC students. 12 89.4 89.8 89.2 89.3 90.1 90.3 89.9 Total 89.7 89.9 89.2 89.1 89.9 90.2 89.7

Workforce composition The learning and support team members undertook Reporting of information for all staff must be specific training in Learning Support Teams by the consistent with privacy and personal information two Assistant Principals, Learning and Support policies. Courses. In 2015 two teachers sought accreditation with the Position Number NSW Board of Studies, Institute of Teachers. Both Principal 1 teachers were successful in achieving their Deputy Principal(s) 1 accreditation. There were a further two teachers Assistant Principal(s) 0 working towards their accreditation. Head Teacher(s) 1.4 Beginning teachers were provided support through Classroom Teacher(s) 21.6 two mentors who were former Deputy Principals. Learning and Support Teacher(s) 1.3 There were regular meetings between the teachers Teacher Librarian 1 and their mentors. A handbook was developed to Teacher of ESL 0.4 support the beginning teachers. Beginning teachers School Counsellor 1 had access to release time and extra professional School Administrative & Support Staff 9.4 learning. On average each beginning teacher had Total 38.1 access to approximately $8000 to support their The Australian Education Regulation, 2014 requires development as teachers. schools to report on Aboriginal composition of their workforce. There were two staff members who identified Parent/caregiver, student, teacher themselves as Aboriginal satisfaction Teacher qualifications Each year schools are required to seek the opinions of parents, students and teachers about the school. All teaching staff meet the professional Their responses are presented below. requirements for teaching in NSW public schools. A survey is carried out with students, parents and Qualifications % of staff teachers. The survey is broken into a variety of Undergraduate degree or diploma 75 domains to measure the satisfaction with school. Postgraduate degree 25 The domains are, and the associated questions are on all surveys Q1-3 Safety, Q4-7 Learning, Q8-10 Behaviour, Q11-14 Consultation, Q15-19 Approachability, Q20-23 School Image, Q24-27 Professional learning and teacher accreditation School Improvement, Q28-30 Relationships. Professional learning is a high priority at Lismore These domains reflect the areas of concerns for High Campus. It is through effective professional students, parents and teachers. The survey hs learning that change in teaching practice can occur. multiple questions for the domain to insure validity In 2015 there was a focus on professionally of the responses recorded. developing staff around the disability standards, curriculum adjustments and project based learning. In 2015 a year 7 team was formed for the delivery of project based learning. This team undertook extensive professional development and worked collaboratively in programming and assessment for projects. Fourteen teachers were directly involved in the project. All teachers in the school participated in training around curriculum adjustments. This supported the work that had taken place around the national disability standards. All staff undertook professional learning around the online phase 2 disability standards training. Phase 1 training had been completed in 2014.

Student Questions environment 1 I feel safe at school 2 My child gets teased at school

2 I get teased at school 3 My child gets bullied at school

3 I get bullied at school 4 The teachers at my school provide learning that engages my child

4 The teachers provide interesting lessons 5 The teachers at my school encourage my child 5 Teachers encourage my learning 6 The teachers at my school help students with learning difficulties 6 Teachers support me when I find learning difficult 7 The teachers at my school makes learning enjoyable for my child 7 The teacher makes learning fun 8 The teachers manage behaviour well at my school 8 The teachers know how to treat students who misbehave 9 The teachers are fair when dealing with behaviour 9 The teacher is fair in dealing with misbehaviour 10 My child’s learning is disrupted by the 10 My learning is disrupted by other students behaviour of others 11 The school listens to the suggestions of the 11 I am encouraged to be involved in school students planning for the future 12 There is good communication between the 12 There is good communication between the school and the parents and carers. school and parents and carers 13 Students are encouraged to contribute to 13 The school encourages my participation in decision making in the school decision making 14 Students have a say in the school policies 14 The schools consults with parents in making 15 I can approach teachers and discuss things with school policies them 15 The teaching staff are approachable 16 Teachers listen to what I have to say 17 The teacher understands my point of view 16 The teachers take my concerns seriously 18 The front office helps me if I have problems 17 The teacher understands my point of view about my child 19 I can discuss issues with the Principal if I 18 The front office deals with concerns about need to my child 20 The school has a positive image in the 19 I am able to discuss my child with the community Principal 21 The school has a good reputation for 20 The school has a positive image in the learning community 22 Teachers try to make me do my best 21 The school has a good reputation for 23 I am praised by my teachers when I do learning good things at school 22 The school has high expectations for my 24 The school is always trying to do better child 25 The school knows what it is good at 23 The school rewards student success 26 The school knows what its weaknesses are. 24 The school always aims to improve the education provided 27 The school delivers on what they say they are going to do 25 The school understands what its strengths are 28 I enjoy being with the other students in my year level 26 The school understands what its weaknesses are 29 I get on well with other students 27 The school delivers on what it plans 30 I like being at school to learn 28 My child enjoys being at school with his peers Parent Questions 29 My child gets on well with other children 1 The school provides a safe learning 30 My child wants to be at school to learn Teacher Questions Domains 1 The school provides a safe learning 1 Safety environment 2 Safety 2 The school has effective procedures to deal with 3 Safety teasing 4 Learning 3 The school has effective procedures to deal with 5 Learning bullying 6 Learning 4 I provide engaging learning experiences to 7 Learning students 8 Behaviour 5 I am able to encourage my students to do their 9 Behaviour best 10 Behaviour 6 I cater for students who have difficulties in 11 Consultation learning 12 Consultation 7 I try to make my lessons enjoyable 13 Consultation 8 I have the skills to deal with student 14 Consultation misbehaviour 15 Approachability 9 I deal with misbehaviour in a fair manner 16 Approachability 10 I try not to let students disrupt the learning of 17 Approachability others 18 Approachability 11 I am encouraged to be involved in school 19 Approachability planning for the future 20 School Image 12 There are good communication procedures between the school and parents / carers 21 School Image 13 The school encourages my participation in 22 School Image decision making 23 School Image 14 I am consulted in school policy development 24 School Improvement 15 I make myself available to people 25 School Improvement 16 I act upon the concerns of people 26 School Improvement 17 I understand the parents / carers beliefs about 27 School Improvement their child 28 Relationships 18 The front office assists me if I have concerns 29 Relationships about students 30 Relationships 19 I am able to discuss issues with the Principal 20 The school has a positive image in the community 21 The school has a good reputation for learning 22 I have high expectations for my students 23 The school rewards student success 24 The school always aims to improve the education provided

25 I am aware of what the strengths of the school are 26 I am aware of what the weaknesses of the school are 27 The school delivers on what it plans 28 I provide an environment where students can enjoy being with their friends 29 The school has systems to ensure students get along 30 I provide an environment where the student can enjoy their learning

Q29 Q27 Q25 Q23 Q21 Strongly Agree Q19 Agree Q17 Neither Q15 Disagree Q13 Strongly Disagree Q11 Don’t Know Q9 Q7

Q5

Q3

Q1

0% 20% 40% 60% 80% 100%

Student Responses to survey questions

Q29

Q27

Q25

Q23

Q21 Strongly Agree Q19 Agree Q17 Neither Q15 Disagree Q13 Strongly Disagree Q11 Q9 Don’t Know

Q7

Q5

Q3

Q1 0% 20% 40% 60% 80% 100%

Parent Responses to survey questions Q29

Q27

Q25

Q23

Q21 Strongly Agree Q19 Agree Q17 Neither Q15 Disagree Q13 Strongly Disagree Q11 Don’t Know Q9 Q7 Q5 Q3 Q1 0% 20% 40% 60% 80% 100%

Teacher Responses to survey questions

Financial summary Higher School Certificate (HSC) In the Higher School Certificate, the performance of This summary covers funds for operating costs and does students is reported in bands ranging from Band 1 not involve expenditure areas such as permanent (lowest) to Band 6 (highest). salaries, building and major maintenance. The HSC data for Lismore High Campus has been the A full copy of the school’s 2015 financial statement is best for the last 7 years. There has been a focus for the tabled at the annual general meetings of the parent last two years with the school plan to improve upon the and/or community groups. Further details concerning previous HSC performance. the statement can be obtained by contacting the school. This has included developing a high achievers program called ASPIRATION and providing study skills programs Date of financial summary 30/11/2015 for our Year 10 to Year 12 students. Income $ A major focus has been improving the quality of Balance brought forward 531,827.43 assessment tasks that the students are exposed to. This Global funds 429,076.86 focus on improved assessment promotes higher Tied funds 628,381.35 School & community sources 92,177.85 expectations of students and staff. The result has been Interest 17,335.32 over the past two years strong improvement whole Trust receipts 23,648.00 school in HSC subject performance. Canteen 0.00 Total income 1,190,619.38 Expenditure 100 Teaching & learning 90 80 Key learning areas 56,218.99 70 Excursions 41,213.30 60 Extracurricular dissections 16,687.85 50 40 Library 9,227.31 30 Training & development 3,059.03 20 10 Tied funds 873,924.14 0 Casual relief teachers 181,264.50 Administration & office 119,573.89

School-operated canteen 0.00 Biology Utilities 92,705.45 Maintenance 31,197.74 General 2 Mathematics

Trust accounts 23,803.92 Ancient History

Capital programs 5,103.69 English (Standard) School 2015 English (Advanced) Total expenditure 1,453,979.81 Balance carried forward 268,467.00

Aboriginal education The inclusion of Aboriginal Education is integral in the School performance way we operate at Lismore High Campus. There is an NAPLAN allocation from the RAM Aboriginal funding for the purchase of time for an Aboriginal Education Resource In the National Assessment Program, the results across Teacher. Time is also purchased for an Aboriginal the Years 3, 5, 7 and 9 literacy and numeracy Community Engagement Officer. Funding is also assessments are reported on a scale from Band 1 to provided for a tutor to work individually with Aboriginal Band 10. The achievement scale represents increasing students on Lexia (Computer literacy program) and levels of skills and understandings demonstrated in SUMDOG (Computer numeracy program). Students are these assessments. leveled at the start of the program and their progress is The My School website provides detailed information measured against their frameworks. NAPLAN Norta and data for national literacy and numeracy testing. Norta and Senior Norta Norta funds are used to Click on the link My School and insert the school name purchase tutor time to assist the students. There is also in the Find a school and select GO to access the school an Aboriginal student mentoring program and an art data. program run by the teacher. This art program builds social skills in addition to the development of artistic Increased student growth at Year 9 has again been skills in students. Aboriginal student growth on NAPLAN pleasing to see. and student overall growth in NAPLAN performance has resulted in a decrease of $31,000 for Aboriginal funding class, a composite Stage 6 Visual Arts elective class, a for 2016. Year 11 Photography class and two Special Education classes. Ms Sharon Templeton taught several junior

classes, Special Education and an Aboriginal Art class. Multicultural Education and Anti-racism The highlight of the Year in Visual Arts was participating Due to the high number of foreign students, whose in the combined Rivers College Senior Art exhibition parents are studying at Southern Cross University, held in the Bank Café in Molesworth St during Term 3. Lismore High Campus has always had higher numbers of This exhibition was part of the Rivers College Maddness foreign students than other schools in the Lismore Area. Night in which creative arts students showcased their As such there is a recognition of the diverse group of work. Students from Lismore High Campus Year 12 students that attend Lismore High Campus. Visual Arts class displayed their work along with Year 12 students from Kadina High Campus and Richmond River Direct EAL/D teaching involved the provision of EAL/D High Campus. The exhibition was visited by several instruction to groups of EAL/D students across Stages 4, hundred people who enjoyed the art and also the 5 and 6. The New Arrivals Program consisted of refreshments prepared by students from Richmond orientation to school, assessment of English language River Hospitality students. proficiency and Intensive English language instruction. Mr John Baker, Executive Principal of the Rivers College Beginning students were withdrawn for targeted introduced Mrs Jenny Dowell, Lismore Mayor, who support for two whole days a week. The teaching officially opened the art show. Mayor Dowell spoke program for New Arrivals focussed on social and with great enthusiasm for this inaugural event. Due to academic language acquisition that supported peer the success of the exhibition and the music and drama interactions and reflected curriculum needs. performances that followed at the Star Court Theatre Emerging and Developing EAL/D students were later that night it is envisaged that it will be repeated withdrawn from classes for one period a week for into the future. explicit language instruction in grammar and academic Links to the Lismore High feeder schools were reading and writing. Support was also provided for strengthened in 2015 with the High 5s program. Year 5 completion of assessment tasks and exam preparation. students from these schools were invited to attend Support in curriculum areas was negotiated after several three day enrichment programs in various consultation with subject teachers and faculties. The subjects spread over three weeks, with one held each EAL/D program incorporated metalanguage and term. The Visual Arts and Photography program was relevant keywords derived from curriculum content. very successful with students enjoying photography Assessment tasks were modified to support EAL/D based activities including making and using pin-hole student outcomes and participation. cameras, experiencing the darkroom and using The EAL/D teachers were also responsible for organising photographic techniques to apply designs to T shirts. meetings with parents and translators to assist with Visual Arts students from all year groups were able to subject selection for senior EAL/D students. The EAL/D take advantage of the new Lismore High bus which was teachers provided subject teachers with language used several times during the year to take groups to the background information and English language Lismore Regional Gallery. One popular exhibition that proficiency levels. was visited was the Archibald Prize. Harmony day was celebrated at the school and students and staff were made aware through racism and anti- discrimination training through the student welfare curriculum. The school has four trained Anti-Racism Contact Officers.

Other school programs CAPA / Visual Arts Visual Arts and Photography were taught in both junior and senior classes during 2015. Ms Ros Myles taught the full time Visual Arts/Photography load with several mandatory junior classes, an elective composite Stage 5