CALLAGHAN COLLEGE Annual School Report 2014

Callaghan College at a Glance • Increased enrolments in both junior campuses show that Callaghan College is increasingly Callaghan College is a large multi-campus becoming the college of choice for local secondary college serving over 2300 students enrolments and at the same time 25% of located in the north-west corridor of Newcastle. senior students come from other schools; The College is committed to delivering • Provision of the largest senior curriculum in opportunities for all students to succeed in a 21st Newcastle & the Hunter: Callaghan Jesmond is Century learning environment. The College able to offer the widest Board of Studies consists of Wallsend Campus and Waratah subject and vocational curriculum of any Technology Campus for students in Years 7-10, school in the Newcastle and Hunter area; and Jesmond Senior Campus for Years 11-12. • Callaghan Jesmond students scored more Callaghan Jesmond Senior campus is fully Band 6’s (marks over 90%) and Band 5’s comprehensive and caters for the diverse needs of (marks over 80%) in the 2014 HSC in relation over 730 students in Years 11 and 12. Additionally, to the number of exams sat by students at the Callaghan Jesmond campus is the largest campus in previous years; government school provider of School Based • The inaugural Outdoor Digital Media Festival Apprenticeships and Traineeships in NSW. engaged the College and 13 of our 15 partner primary schools, and over 1000 community Callaghan Wallsend 7-10 campus caters for almost members in a huge event at Wallsend campus 1100 students in Years 7-10. The Wallsend campus to view films produced by students and be is a Strong Smarter Aboriginal program hub entertained by student performances and The school, a Microsoft Centre of Excellence, and runs Marching Koalas, and Starstruck Minions; extensive outreach programs to its partner • The College was again a finalist in the Hunter primary schools in Leadership, Band and Sport to Manufacturing Awards 2014 as a result of name a few. In 2014 the campus participated in programs in conjunction with the University of the Intensive Literacy and Numeracy National Newcastle and RDA (Hunter); Partnership (ILNNP). • Callaghan Waratah achieved fantastic Callaghan Waratah Technology 7-10 campus NAPLAN Year 9 value added results, reflecting caters for about 530 students in Years 7-10. The the huge value the campus adds to each Waratah Technology campus is a hub school for student in Stage 4; the Positive Behaviour for Learning (PBL) program, • Internationally renowned speaker and author and has been part of the National Partnerships Michael McQueen opened the combined Low SES program. College staff professional learning in Term 2, addressing the nearly 200 teaching staff; The College is administered through the Braye • Whole of College Assemblies recognised Park Principal’s Unit which serves the campuses by student academic successes, Education Week, coordinating whole-of-College activities and and Aboriginal education achievements; providing support activities to staff and students. • All college staff and students were provided In 2014 the College provided whole of college with access to the internationally respected support in the areas of Aboriginal Education, Lynda.dot.com website; Creative and Performing Arts, Sport, Technology • In Aboriginal education, a whole of College st and 21 Century Learning. Yadagi (didgeridoo) group, was led by College Achievements in 2014 Aboriginal specialists who worked with boys and staff to make their own Yadagis and learn Across the College there were many academic, how to play them. The group performed at 7- extracurricular and community achievements. 10 campus presentation nights and the Significant highlights were: College Presentation Ceremony; and • The commitment by all campuses to a shared • Our continuing partnership with the ME College mission and the same strategic program led to workshops for students on directions for their new plans 2015-2017; piloting UAV Quadra-copters, and an ‘Internet • The Callaghan College Council reviewed the of Things’ program supported students to Council constitution, strengthening its better use existing knowledge of the internet governance role; and technology to solve practical problems.

1 Messages Wallsend Campus Principals’ messages

College Principal

2014 has seen the consolidation of the Campus as a leader in 21st century learning and this has seen

the campus continue to be a lighthouse campus It has been a great honour and privilege to be for innovative teaching and learning. This was selected as College Principal in 2014, and I look evidenced in two very clear ways: NAPLAN results forward to working with the campus Principals – the number of students achieving the highest and our Callaghan Education Pathways Principals bands since the inception of the measure and ESSA for many years to come. When I arrived I found a – with the overall mean result being above the vibrant and innovative college focused on state mean. providing outstanding outcomes for students, and As well as established links with partner schools – in 2014 our College took great strides forward as a Leaderlink, Bandlink, Artlink, Sportlink - Wallsend collective organization: hosted the CEP Digital Media Festival. This was a The College Council, College Management Group, most magnificent celebration of the talents of our College P&C and the Callaghan Education students. The inaugural Inter-College Sporting Pathways Principals agreed on a common mission Challenge was also hosted at Wallsend. This event, for the College in the period 2015-2017; and won by the host campus, further consolidated the For the first time in the history of the College the Campus as a sporting campus of excellence. campus principals have agreed to have the same Wallsend Campus continues to be seen as a leader strategic directions as the basis for their campus in the implementation of Gifted and Talented strategic plans. This represents a conscious, (GAT) education. The use of technology in campus collaborative and very public commitment to both administration and management and has resulted the future and success of our College. in Wallsend Campus being chosen to pilot the Oliver Program – a new library organization and Together, as one College, we are building a world administrative system. Much work has also st class 21 Century learning community. We will occurred with professional learning of staff and achieve this by working and learning together to: many are now working towards higher levels of 1. Improve Excellent Student Outcomes accreditation. All staff are now trained in the Focus 2. Enhance Quality Teaching and Leadership, and on Reading strategies and this has enabled 3. Strengthen our Quality Community teaching to be differentiated and targeted. Partnerships The growth of involvement of all students in I certify that the information in this report is the cultural programs is most pleasing with our new result of a rigorous self-evaluation process and is “Didj” group a real highlight. a balanced and genuine account of the College’s achievements and areas for development. Our mantra of; “Respect, Responsibility and Excellence” certainly ran true in 2014. Graham Eather, Principal Paul Tracey, Principal

2 Waratah Technology Campus Jesmond Senior Campus

2014 was another very successful year of quality Throughout 2014 the Jesmond Senior Campus has teaching and effective learning at Waratah maintained a strong commitment to excellent Campus. teaching and student learning programs; providing a breadth of curriculum to enable students to Continuous improvement was sustained in many access quality post campus outcomes; and a focus areas, with most targets of the campus plan being on a quality Young Adult Learning Environment achieved. The National Assessment Program – (YALE) to meet the needs and aspirations of Literacy and Numeracy (NAPLAN) tests indicated students. The breadth of curriculum has meant positive growth for Year 9 students in literacy and that students who have aspirations to attend numeracy skills. Growth was above NSW averages university had access to the widest range of in Reading, Writing, Spelling, Numeracy, Grammar subjects. Many students accessed Band 6 and and Punctuation and Numeracy. Band 5 achievements in the Higher Campus Certificate examinations which underlined the The campus became well known in the region for quality of students, programs and teaching at the its implementation of PBL – Positive Behaviour for campus. In addition, many students undertook Learning. This process has resulted in a clear exceptional vocational programs which have built improvement in learning and wellbeing outcomes the strongest foundation for student access to for students. The campus has presented at post-campus employment and further education. regional conferences and has had numerous visits In 2014 the campus built on the strong links and and observations by staff at other campus. partnerships with the local business community which enabled greater student access to Campus Programs for GAT students have been enhanced Based Traineeships and Apprenticeships (SBATS) and extended within the curriculum and across all and has promoted our students as prospective years. A strengthened transition program for quality employees post-campus. students in Years 5 and 6 has been implemented. The campus takes considerable pride in the This, along with a positive campus image, has Learning and Support Team and the Career and resulted in increased enrolments again into Year 7. Transition Team whose highly effective practices

support students to be engaged and effective Students, staff and parents continued to promote learners. excellence, respect and responsibility through:  A positive campus culture; Throughout 2014, evaluation of our current  Expert, committed and caring teachers; practices across the campus and planning for  Innovative middle campus strategies; improvement over the next three years was a key  Diverse, individual learning pathways and focus. Thank you to parents, students and staff  Outstanding facilities and progressive who made vital contributions to this process. Each technology. group provided quality data and valuable insights to inform the Campus future plan. Jesmond Campus - “Engaging Students with their Future”. Dana Fuller, Principal Allen Littlewood, Principal

3 College Council message College P & C message

2014 was another energetic year for the College The College P&C had a settling year while trying to Council in support of the three campuses. absorb all the changes made in 2013. Campus sub- Sadly we farewelled Dr Fiona Walsh from the committees have introduced Parent Forums and relieving College Principal role, and from the College, Parent Information Sessions in an attempt to as she assumed the position of Principal at West follow the new direction of the College P&C. Wallsend High school. On behalf of the Council I These information sessions and forums are would like to thank Dr Walsh for her energy and endeavouring to provide a space for parents to put commitment to Callaghan College and congratulate forward suggestions and/or topics for discussion her on a legacy of quality achievements at Callaghan which they feel would be beneficial to parents. Wallsend campus and across the College. Some topics from 2014 were drugs and alcohol, BYOD, using the Parent Portal, planning of school The Council welcomed Mr Graham Eather who events, uniforms, and supporting your child for was selected to the position of College Principal success. after six years as principal at Hunter River High. In conjunction with Graham and the College the At the end of 2014 the College P&C said goodbye Council has: to Malcolm Sandstrom, member of the P&C and  Re-established a common Mission statement; President of the College Council and to Jo  Reviewed, updated and improved the Council Ossington, Treasurer of the College P&C and past Constitution to re-invigorate the Council as a Treasurer of the Wallsend Campus P&C. Malcolm strategic decision making body; and has played a significant role in the College P&C’s  Developed the strategic directions for the new direction as well as many other contributions College for the next three years. to the College. We wish Malcolm a very long and healthy retirement. Jo Ossington has given her I would like to particularly thank and congratulate support and time to the P&C through her those members who retired from the Council in Treasurer duties and selection panels. I thank Jo 2014. The work of Cathy Tate, Lyn McAllister and for all her timeless efforts over the past years. Vicki Taylor will be forever appreciated by the thousands of students who have passed through Also in 2014 we welcomed the new College the Callaghan Education Pathways schools. Principal, Graham Eather. Graham has displayed Unfortunately 2014 is also my last year as Council great enthusiasm in further developing the President. To my fellow Councilors, thank you for College’s presence in the learning community. all your support over the past decade. We have The introduction of the College Strategic been privileged to guide the College through times Directions 2015-2017 was supported and of important change and supported the efforts of welcomed by the P&C. nine (9) campus principals, and seven (7) The College P&C continues to strive for substantive or relieving College Principals. community representation within the College and I am certain that we have made an important looks forward to pursuing a greater involvement in contribution to the improvement of the College, 2015 contributing to the ongoing success of and leave it well placed to cope with, and create, Callaghan College. a better and brighter future for our students. Kim Hughes, College P&C President Malcolm Sandstrom, Council President

4 Jesmond Campus – Student Representative During term 2 the Nova Vista festival was held. The Forum (SRF) SRF played an important role in leading primary campus students around the campus as well as running face painting and show bag stalls.

Term three was a big term for our HSC students with the focus being on their studies. A footy colours day was conducted in support for the fight against cancer. A staff versus student futsal game was held in the Bini shell, and the Year 11 students played a huge role in the Year 12 presentation assembly at Panthers.

Some of our Year 11 SRF students went on to become Year 12 SRF members. The new committee held elections for campus captains. 2014 was an extremely successful and productive The four new captains elected for 2015 are year for the SRF. Amanda Snape, Stephanie Kumar, Blake Kingdom The new campus leaders Jack Jones, Ben and Dylan Cornish. These students and their Rochester, Georgia Hernando and Rachael Hayes committee were inducted as campus leaders and were inducted at The Wide Horizons Assembly. SRF members. As a group they initiated a Other SRF members were presented with their Christmas themed day with music, food and Santa badges and undertook the campus pledge. The Clause making a guest appearance. A tree was set College assembly was held at the great hall and up in the office for gifts to be donated to the these students chaired the assembly in a Samaritans. professional manner and a number of the members acted as ushers and assisted on stage. Throughout the year the SRF represented Callaghan College on numerous occasions within With Valentine’s Day falling on a Friday the the local community and in leadership roles. They students decided to sell roses, chocolates and were able to work effectively as a team in initiating teddies either individually or as package. This day and organising events successfully within the proved to be a winner with the students and all campus. The 2014 SRF always represented the proceeds were donated to the Heart Foundation. campus with professionalism and were a pleasure Hunter Valley Fresh flowers were kind enough to to work with. wrap the roses and they were presented beautifully. Wallsend Campus - Student Representative

Council (SRC) During term one the new Year 11 members were elected and joined with the senior members at our weekly Tuesday meetings.

One of the most successful events that the SRF organised was the Anzac ceremony. This service was organised by Georgia Hernando, Gabbi Evans, Georgia Urquhart and Blake Richardson. Personal stories were told of local servicemen. Heaton primary school Year 6 students were involved as well as members of the local RSL. Special guest and

ex-serviceman Arthur Francis gave an insight into Uop serving your country. The SRC consists of 25 members and is growing. Our campus captains attended a Leadership Students use Edmodo to communicate their ideas. program at Parliament House and the SRF initiated The students have worked exceptionally well a number of fundraising and whole campus together in developing wellbeing projects and activities during 2014. activities for students that raise awareness for

5 issues that are relevant in both our community While tackling these new initiatives for 2014 the and within the campus, along with promoting a SRC still managed to continue their engagement in fun and welcoming environment. Some of the meaningful activities within campus such as the

projects the students coordinated included: Multicultural Day and some pivotal transition  Crack a Smile Day; events such as Orientation Day.  SRC Grip Leadership Training;  PINK DAY for Breast Cancer; College context  Shave for a cure;  Peer Support and Mentoring of Year 7 Significant programs Students; and  Beanies for Brain Cancer 21st Century Learning Project The students’ efforts had a successful impact on promoting social justice, a sense of community In 2014 staff across the three campuses agreed to and a positive campus life among the student participate in active professional learning body. They also raised a number of funds that workshops thro0ughout the course of the year to were donated to a range of services and charities replace the School Development Days scheduled around the region. for the end of Term 4. They agreed on the continued College focus on 21st Century learning. Waratah Campus – Student Representative Council (SRC) The 21st Century Teaching and Learning Program was designed to:  strengthen professional conversations between teachers on the three campuses as a vehicle for embedding change processes in assessment across the College;  strengthen delivery of innovative teaching and learning;  maximize student engagement in learning;  Improve the learning outcomes for students’ levels of achievement in external examinations; and  Improve the transition processes and curriculum continuum between campuses for Waratah Campus is committed to providing a students and staff. comprehensive and consistent structure that st promotes the positive involvement of students in The College 21 Century Learning Coordinator decision making and leading from a basis of and Team developed: knowledge, respect and progress. Throughout  A 21st Century Learning skills framework; 2014 the SRC formalised a comprehensive skills  Substantial resources to support the matrix that 7-10 leadership groups would develop. framework across the curriculum;  A professional learning program for staff The SRC represented Waratah Technology based on best practice principles combining: Campus at numerous forums and conferences and - guest lecturers ( eg Michael McQueen), were willing to share these experiences with the - KLA faculty sessions, and wider leadership groups. - needs and topics based elective workshops.

The SRC have also been instrumental in revising The workshop program was again a huge success. campus policies and procedures, such as the anti- Staff evaluations showed that: bullying policy, raising awareness of topical world  89% of staff indicated this project provided issues and some campus-based issues, fundraising Extensive, High or Good professional support; to achieve certain goals, and working  77% indicated increased knowledge of 21st collaboratively to action ideas. Century Learning;

6  75% indicated increased knowledge and skills from the University of Newcastle, addressed the as a result of these workshops; and audience of over 1,000 students, parents and  89% of all staff acknowledged that they are special guests. His keynote speech on making the becoming more confident in implementing most of every opportunity was inspiring, 21st Century Learning Tools. reminding us that nothing comes for free and that there is always hard work involved. The Mentoring for Aspiration (MAN) Project The three campuses participated in the MAN The College ME Program project - a partnership initiative of Callaghan In its fourth year, the Callaghan College College and the Equity and Diversity Unit at the participation in the ME program has continued to University of Newcastle. Male students in Year 9 encourage young people to consider careers in with the potential to continue into higher engineering and advanced manufacturing. education participated in this program which aimed to boost student confidence in their ability The ME program that exists in the College today to achieve on campus, and to aspire to University reflects a unified and inclusive approach to studies. The boys were mentored by University educational success, with improved student students in a 10 week campus-based breakfast outcomes in Science, Technology, Engineering and program. This highly successful program Mathematics (STEM) subjects and embedded, culminated in a graduation day at the University of sustained practice of staff. Newcastle, which involved a tour and hands on Extensive teaching resources were purchased faculty experiences led by University student such as 3D printers, extensive Lego Robotics kits, mentors. This program will be expanded to include solar car parts and other scientific and engineering Year 9 girls in 2015. materials. Teachers have developed curriculum resources for students in Years 7-12, giving them Hunter Manufacturing Awards access to specialist equipment in the classroom Callaghan College has been recognised as a impacting on 21st Century learning, and cross specialist learning centre of educational campus faculty planning. The College was also innovation and signifies the innovative represented by campus teams in a variety of approaches to education across the College. regional ME competitions, including Formula 1, electric vehicles, solar car, robotics and Awarded the HMA Excellence in Manufacturing engineering events. Education category in 2013, Callaghan College was again nominated in 2014. This recognition Our Industry Partner – BAE systems has been a acknowledged the significant progress made in wonderful support for our campus, providing embedding industry related education into the increasing work experience opportunities, site fabric of the College curriculum and pedagogy visits and specialist access to engineers that came across the three campuses of Callaghan College. to each campus to speak to students about career The College has developed an innovative and opportunities in STEM areas. inclusive College/Industry network which has seen The range of ME activities has seen sustained the College become the leading Government involvement from students at all our campuses school provider of school based traineeships and assisted in creating a real opportunity to see (SBAT’s) in NSW. the ”relevance” of campus study and the College Presentation Assembly possibilities of a diverse range of careers. Regular contact with University staff and activities held at The annual College Presentation Ceremony was that site provide a comfortable familiarity with the held at the Great Hall at the University of prospect of higher levels of study post-campus. Newcastle on Tuesday, 18 February 2014. Opportunities for targeted students to trial new Over 240 students from the three campuses of initiatives such as Internet of Things and Quadra- Callaghan College received academic, cultural, coptors, was an added bonus. citizenship or sporting awards for outstanding The ME program and has had a significant, positive achievements in 2013. impact on teaching and learning at Callaghan Prof John Fischetti. Head of Campus of Education College.

7 Jesmond Campus – Careers and Transition  Workplace interviews panels and preparation; Team  SES Leadership program;  University Link programs; The value of the Careers and Transition (CAT)  individual student career planning, students at Team led by Head Teacher Careers, with the risk programs, industry based learning campus Community and Business Liaison Officer programs, and careers interviews; and two administration support staff, was very  Vocational Education compliance, external ably demonstrated throughout 2014. This RTOs & VET audits; dedicated and innovative team has increasingly played a significant role in supporting students as  Yr 12 destination surveys and data; and they transition through every aspect of campus  Board of Studies certifications and entries. life and into their post campus aspirations. The The breadth and complexity of the CAT Team’s CAT Team is an integral element in Learning involvement is focused on engaging students in Support Team interventions to assist students at education, and reflects the commitment to a risk, or who are disengaged from education. The strong and relevant quality education as the best Team is involved in subject selection processes as passport to positive post campus outcomes for part of the Transition Team and coordinates every student. The CAT Team at Jesmond Campus subsequent subject changes. is recognized across the region for its exemplar programs and significant achievements over a number of years, with each member of the team providing a range of highly developed skills to supporting every student to achieve their potential. They provide a level of service and support to students and the community that is not found in any other campus. The Teams work continues to be a proud achievement and reinforces the unparalleled value of attending Callaghan College Jesmond Campus. Wallsend Campus – Focus On learning Callaghan College Wallsend Campus participated in the Focus on Learning Staff Survey during Term In addition the Team coordinates: 4 2014. This survey is an evaluation tool that assists Wallsend Campus in measuring, reporting  Vocational Education Programs and Training; and analysing insights from stakeholders. These  TAFE course advice, selection and insights provide the background to constantly administration; working towards improved student outcomes.  Business Links and Partnerships; Questions were structured for staff around eight  Campus Based Traineeships (the largest drivers of student learning. campus based program in NSW);  Surfest involvement; Results are as shown with the Likert Scale being  Parent Information Programs; measured out of ten.  the Student Study Centre;  individual student mentoring programs;  assessment and study support;  Campus Promotions;  Cross College transition Programs;  Community Liaison;  Aboriginal Education Programs;  Work Readiness Programs;  Careers Information and i-time programs; The staff results were overwhelmingly positive  Guest Speakers; and the suggested improvement strategies that have ensued during professional discourse at both  Post HSC Career linkage programs; executive and whole staff levels are encouraging  Resume Writing support; and progressive.

8 Waratah Campus – Professional Learning Student information Teams It is a requirement that the reporting of Research shows that teacher quality is vital for information for all students must be consistent improved student outcomes. Professional learning with privacy and personal information policies. at Waratah has been a strong focus for a number Student enrolment profiles of years and is attributed to many aspects of campus improvement including student results. Jesmond Senior Campus

Enrolments One professional learning program involves weekly meetings of teachers in mixed KLA teams. 800 700 The meeting is led by a trained facilitator and 600 involves personal reflection, new learning and 500 professional dialogue. Each term there is a 400 particular focus. In 2014 the focus areas were Students 300 200 Literacy & Numeracy, Differentiating Teaching and 100 Learning, Positive Behaviour for Learning and the 0 Australian Professional Standards for Teachers. 2008 2009 2010 2011 2012 2013 2014 Year Male Female Waratah Campus – High Achievers Program Growth in enrolments stabilized in 2014. 2014 was the fourth successful year of the Retention from Waratah and Wallsend campuses updated GATS program at Waratah Technology remains strong, while approximately 23% of Campus. Stage 4 students graduate from the students are non-local enrolments. Integrated Studies course and a majority of them progressed into the new stage 5 GATS course, Wallsend Campus Personal Pursuit Program. Enrolments

The Personal Pursuit Program students design a 1200 wide range of interest projects and research 1000 reports including topics such as, CAD design, 800 hospitality, fashion design, audio engineering, and 600 architecture, the relationship between mentors Students 400 from the University of Newcastle and the 200 community continues to get stronger and provides 0 2008 2009 2010 2011 2012 2013 2014 expert assistance to students in their chosen area Year of expertise. These projects were presented Male Female during two GATS presentation evenings hosted at the campus by the student leaders. Families and Enrolments at Wallsend Campus continued to the community strongly supported each grow significantly, reaching almost 11oo students, presentation evening, with capacity crowds in and changes in zoning will allow for more attendance. equitable distribution of students across the College from 2016. There has been very strong interest from the community and the partner primary schools in the individual student focused GATS program offered by Waratah Technology Campus and this is reflected in a dramatic increase in applications to the program for the 2015 campus year.

9 Waratah Campus Student attendance rates

Enrolments 100

800 75 700 600 50 500 400

Attendance rate Attendance 25

Students 300 200 0 100 2008 2009 2010 2011 2012 2013 2014 0 Year 2008 2009 2010 2011 2012 2013 2014 School State DEC Year Male Female Waratah Campus Retention rates to Waratah Campus from our The middle campus teaming structure at partner primary schools have been steadily Callaghan Waratah allows attendance improving. This has resulted in an increase in coordinators on each class team to monitor and overall enrolments in 2014, and correlates to respond to student attendance issues. Strategies improved campus image. included the daily online attendance monitoring in every lesson and certificates for students with outstanding attendance records. Individual case Student attendance profiles management for selected students occurred, Jesmond Campus involving interviews, monitoring plans and learning support team meetings. The HSLO was Year 2011 2012 2013 2014 utilised effectively when necessary. 7 0.0 0.0 na na

8 0.0 0.0 na na Student attendance rates

9 0.0 0.0 na na 100 10 0.0 0.0 na na Campus 11 88.0 83.4 84.2 85.5 75

12 88.1 88.4 83.7 88.3 50 Total 88.0 85.5 84.0 86.6

Attendance rate Attendance 25 Enrolment numbers grew slightly in 2014. Retention from Waratah and Wallsend campuses 0 2008 2009 2010 2011 2012 2013 2014 remains strong, while approximately 22% of Year students are non-local enrolments. School State DEC

Jesmond Campus staff continued to mark an online E-Roll each lesson. Non-attendance in Management of non-attendance subject classes is an important indicator of non- Jesmond Campus completion of required work and achievement of course outcomes. Responding to the seriousness Communication to parents regarding concerns of this issue, student attendance was closely about non-attendance continues as a high priority. monitored by the campus Learning Support Persistent issues with individual students who Teams. were “at risk” were case managed by members of the Learning Support Team, who look to re-engage Wallsend Campus students with the curriculum. In 2014 a significant contribution was made by the Career and Student attendance is almost equal to state Transition Team in supporting this process. To average and the almost .5% improvement overall assist in supporting curriculum engagement, represents an additional 5 students attending considerable work was done to help students to every school day, or 10 students improving their develop appropriate learning and vocational attendance by 50%, and reflects a well engaged goals. These strategies contributed to a significant student community. retention of students at campus who would otherwise not have been retained.

10 Wallsend Campus Post-campus destinations Student attendance is effectively monitored by the Head Teacher Administration. Students with Yr 12 2014 Destination Survey Other attendance percentages of less than 85% are Seeking 3% identified to the year deputy who actions employment accordingly. Year 10 attendance continues to be of 9% concern and a number of programs have been implemented with community partners to help University students establish clear goals and establish Employment 35% vocational links with the community. All 29% attendance is marked online, and this innovation TAFE or has meant that partial truancy is almost other nonexistent. Wallsend Campus has a close RTO 24% working relationship with the Home Campus Liaison Officer (HSLO), and difficult attendance issues are case-managed with their assistance. Of 165 students surveyed, approximately 35% of Waratah Campus Year 12 students continued their studies at University, an increase on 2013 figures. 53% were Our middle campus teaming structure allows in employment or attending further study at TAFE. attendance coordinators on each class team to As a percentage of ex-students surveyed, those monitor and respond to student attendance seeking employment had improved on the 2013 issues. Strategies included the daily online figures. attendance monitoring in every lesson and certificates for students with outstanding Year 12 students undertaking vocational or attendance records. Individual case management trade training for selected students occurred, involving Of the 312 students who entered Year 12 courses interviews, monitoring plans and learning support in 2014, 157 (50%) studied a VET course at campus team meetings. The HSLO was utilised effectively and an additional 52 (17%) students chose to when necessary. study a TAFE delivered VET course. Retention to Year 12 Year 12 students attaining HSC or equivalent vocational educational qualification Retention to Year 12 (SC to HSC) All enrolled students who attempted the HSC 100 examinations or were enrolled in life skills 80 programs in 2014 were successful in attaining 60 their HSC. Seventy three students engaged in vocational education courses at Jesmond campus 40 achieved a full Certificate II qualification. 20 0 SC06- SC07- SC08- SC09- SC10- SC11- HSC08 HSC09 HSC10 HSC11 HSC12 HSC13

School SEG State

Updated statistics were not available at the time of publication because of the removal of the School Certificate by the NSW Board of Studies.

11 Staff information Teacher qualifications It is a requirement that the reporting of All teaching staff meet the professional information for all staff must be consistent with requirements for teaching in NSW public schools. privacy and personal information policies. Qualifications % of staff The staff at Callaghan College are outstanding, and Degree or Diploma 100% always striving to provide an excellent education Postgraduate 25% for every student. The professionalism and Staff retention commitment of teachers is impressive. Teaching staff are appointed to Callaghan College and each Jesmond Campus staff member is designated to a particular campus The fulfilling challenges and positive working of the College. Six teachers taught classes across environment of the senior campus continues to two campuses in 2014. see high staff retention. Two temporary teachers Mrs Kylie Woods, Deputy Principal at Callaghan who had made significant contributions to the Waratah campus, received accreditation at ‘Lead’ Senior Campus left the campus at the end of 2014 standard, one of only half a dozen teachers to as did a number of support learning officers. One member of the office support staff took up achieve this across NSW in 2014. promotion during the year. It is a requirement that the reporting of Waratah Campus information for all staff must be consistent with In 2014 there was a high retention of staff. Four privacy and personal information policies. teachers only accepted transfers.

Staff establishment Wallsend Campus Position Number The teaching staff at Wallsend Campus has seen significant changes from 2013 to 2014. Five staff Principal 4 members retired while one other is on leave Deputy Principal(s) 7 pending retirement. One staff member was Head Teachers 30 promoted to another campus with three staff Classroom Teachers 111 receiving transfers and one staff member Teacher of Emotional Disabilities 2 resigning. New staff included one on promotion, Teacher of Mild Intellectual Disabilities 3 three transfers and eight new appointments as Support Teacher Learning Assistance 10 well as two internal promotions. TeacherL(((LAST Librarian 3 Teacher of ESL 2 Counsellor 5 Campus Administrative & Support Staff 40 Total 222 The National Education Agreement requires schools to report on the Indigenous composition of their workforce. There are three Aboriginal teachers, two Campus Learning Support Officers (SLSO) and a Community Liaison Officer (CLO) at Wallsend Campus as well as a Norta Norta tutor employed 3 days per week.

Waratah Campus employed both a CLO and an Aboriginal Community Mentor to enhance the participation of the Aboriginal community. No staff have been identified as being of Aboriginal background at Jesmond Campus.

12 Financial summary Wallsend Campus These summaries cover funds for operating costs Date of financial summary 30/11/2014 and do not involve expenditure areas such as Income permanent salaries, building and major Balance brought forward $ 661,083.43 maintenance. Global funds $ 715,010.91 Tied funds Jesmond Campus $ 1,112,780.93 Campus & community sources $ 423,222.06 Date of financial summary 30/11/2014 Interest $ 26,588.37 Trust receipts Income $ $ 45,136.45 Canteen Balance brought forward 583,262.90 Global funds 532,232.90 Total income $ 2,983,822.15 Tied funds 720,431.92 Expenditure Campus & community sources 285,336.96 Teaching & learning Interest 23,117.83 Key learning areas $ 199,842.00 Trust receipts 33,586.67 Excursions $ 125,949.25 Canteen 88,996.85 Extracurricular dissections $ 112,343.70 Total income 2,266,965.34 Library $ 8,256.71 Expenditure Professional Learning $ 8,437.03 Teaching & learning Tied funds $ 851,502.99 Key learning areas 160,902.70 Casual relief teachers $ 173,575.41 Excursions 34,911.21 Administration & office $ 233,503.44 Extracurricular dissections 32,303.30 Library 10,226.01 Campus-operated canteen $ 2,696.33 Training & development 3,156.71 Utilities $ 137,490.22 Tied funds 617,352.84 Maintenance $ 104,872.52 Casual relief teachers 61,929.31 Trust accounts $ 76,030.36 Administration & office 213,335.66 Capital programs Campus-operated canteen 88,571.60 Total expenditure $ 2,034,499.96 Utilities 146,264.42 Balance carried forward $ 949,322.19 Maintenance 42,342.93 Trust accounts 33,116.19 Capital programs 0.00 Campus funding for 2014 changed with the Total expenditure 1,444,412.88 introduction of the Resource Allocation Model. Balance carried forward 822,552.46 National Partnership funding for Improving

Literacy and Numeracy program continued. The Substantial funds were brought forward from campus P&C combined with college P&C and 2013 into the 2014 accounts as tied grants, or funds previously maintained by the P&C for the committed to programs that were not to be uniform shop were transferred to the campus to expended until the 2014 financial period. manage. Student contribution rates remained unchanged Significant funds retained in the balance carried and packaged items like the Year 12 formal and forward are committed to tied and trust funds, purchase of Year jackets allowed easier payment outstanding accounts, casual relief costs and asset over time and discounting. Contributions collected replacement. Increased utilities costs due to continued to be expended in KLAs and to part fund additional buildings, staffing and increases in the Study Centre. One area of continuing rates, of which some will be recouped in 2015 investment is in the area of Technology infra- funding supplementation. structure to support teaching and learning. Increased costs to the campus for utilities exceeded global allocations in this area. The increased electricity usage reflected the high demand of the new buildings, machinery and equipment in the broad vocational programs offered.

13 Waratah Campus Campus performance 2014 Date of financial summary 30/11/2014 Income Achievements Balance brought forward 311,307.82 Global funds 451,596.36 Arts Tied funds 1,019,269.32 A range of new College CAPA initiatives were Campus & community sources 133,133.57 Interest 17,492.94 developed in 2014 with the appointment of Trust receipts 16,865.40 Candece Bergin as College CAPA coordinator. Canteen 174,472.40 Total income 1,812,829.99 The Rock Initiative was developed with the University of Newcastle, The Conservatorium of Expenditure Music and all 3 College Campuses. Students at Teaching & learning each Campus were involved in creating, Key learning areas 90,526.33 rehearsing and learning about all things Rock from Excursions 47,086.56 Extracurricular dissections 45,287.07 a music student at the Conservatorium. The bands Library 10,712.97 performed their developed pieces at the Outdoor Training & development 2,732.19 Digital Media festival, Callaghan College Live Tied funds 840,337.98 @Lizottes and the Art Project Opening at Lizottes. Casual relief teachers 119,451.88 Administration & office 92,869.40 The inaugural CEP Outdoor Digital Media Festival Campus-operated canteen 153,832.49 involved 14 schools from across the CEP. Each Utilities 120,657.70 campus produced a short film that was screened Maintenance 53,988.98 on a giant outdoor screen at Wallsend Campus and Trust accounts 18,923.80 viewed by over 1500 people. Pre-show Capital programs 0.00 entertainment included a variety of music and Total expenditure 1,596,407.35 dance items from all 14 schools and also involved Balance carried forward 527,730.46 performances of the CEP Bandlink project, the

College Rock Initiative , the CEP Puppeteers and In addition to global funds, Waratah Campus the Marching Koalas. The annual College Art received funding from a number of areas including Competition was also on display and featured Low SES, Aboriginal programs, students with artworks from all three campuses. special needs, refugee support and professional learning. A significant proportion of these tied Students from across the CEP were selected as a funds were spent on the ongoing and important CEP Puppeteer 2014, working collaboratively with professional learning of staff. The majority of the the Wallsend Campus Puppeteers and John balance of retained funds was used to cover the Deacon to create puppets that were used in cost of programs, goods on order and salaries Starstruck. Workshops were held to design, create during December 2014. and decorate their own interactive puppets. The CEP Puppeteers also performed at the Wallsend Winter Fair, CEP Education Week Assembly and the CEP Outdoor Digital Media Festival

In its third year, ‘Callaghan College Live @Lizottes’ showcased outstanding student performances from Wallsend, Waratah and Jesmond campuses in Music, Dance and Drama.

The ‘CEP Bandlink’ program involved over 80 primary campus students rehearsing with the Wallsend Campus Senior Concert band. They performed 4 pieces throughout the year including the CEP Outdoor Digital Media Festival and the CEP Education Week Assembly.

14 Jesmond Campus  For the first time all students from the support In 2014, there were many academic and unit combined with Life Skills CAPA students, to perform at Newcastle Panthers for the extracurricular achievements by the Creative and Performing Arts (CAPA) Faculty at Jesmond IOTAS concert, this was an outstanding showcase of skills in Music and Dance; and campus. Some of the highlights included:  Twenty-four Preliminary Dance students were  Nineteen students received a Band 5/6 result selected for StarStruck with an allocation of in the HSC from a range of Creative and three show items, four of these students’ Performing Arts subjects (Music, Visual Art, secured places in the selective ensembles. Dance and Drama); Five students also participated in the Senior  Five HSC Dance students Jordan Pasterfield, Hunter Dance Ensemble one week intensive Georgia Hernando, Jordan Parrott, Sophie workshop provided by professional dance Austin and Lauren Gear all received a artists from Western Australian Performing prestigious ‘Callback’ nomination awarded by Arts and Sydney Dance Company. the Board of Studies to students with As a result of this excellence, Jesmond Campus exemplar HSC works. Jordan Pasterfield continued to be the campus of choice to host the received Band 6 in Dance, placing her in the annual Hunter HSC Dance Study Day, providing top 8% of the State, and was also selected as a workshops with experienced Supervisors of soloist for the ‘Riptide’ dance project at the Marking for all students across the Hunter Region. Civic Theatre;  Two HSC Music students, Georgia Hernando Wallsend Campus and Sarah Harris, received a Band 6 result 2014 was a highly successful, extremely busy year placing them in the top 6% of the State for the for the CAPA faculty at Callaghan Wallsend Music 1 course; campus. From the 90 students who took part in  In Preliminary Music, five students the individual music tutor program to the several participated in the new Callaghan College different music ensembles running, the students Rock Band Initiative, performing at local chose to make the most of all the extra curricula events across the region including our evening opportunities presented to them. It was indeed showcases at Lizotte’s; encouraging and very fulfilling for the music staff  In addition to this, several Gifted and Talented to see their students participate with such Music students participated in our Talent enthusiasm and passion. Development Program at Hunter TAFE, recording original music with a professional The Beginner Band and Concert Band had a sound production team; wonderful year, eagerly embracing all the chances  HSC VET Entertainment student Shannon King they had to perform. This included a tour of local successfully gained employment in her chosen feeder schools, Cardiff Senior Citizens Club, field of pyrotechnics due to participation and performances at the College Presentation success in the Jesmond course; Assembly and merit assemblies as well as the Year  Visual Arts students Heath Tyler (Winner), 10 Farewell Assembly. The greatest achievement Hope Austin and Haley Smith (Highly was a 1st place for our Beginner Band and a 2nd for Commended) and Kaitlyn Bennett (People the Senior Concert Band at the 2014 Bandfest. The Choice) produced high quality works across a commitment to partner primary schools saw the range of media for the Callaghan College Art continuation of the highly successful Bandlink Competition. These students also participated Program which culminated in a stellar in our annual Visual Art Master classes with performance by the combined band at the professional artists during Term 1 and 2 inaugural CEP Digital Media Festival in November. developing skills in Painting, Drawing and Sculpture; The Callaghan College Rock Initiative, a concept  Twenty HSC Photography students conceived by Mrs. Bergin-Brown in partnership participated in Surfest, working with with the University of Newcastle, afforded the professional photographers and media opportunity for several rock bands from our officials, developing skills which led to the campus to perform twice at Lizotte’s Newcastle. production of outstanding student portfolios; The Callaghan Wallsend Ukulele Ensemble went from strength to strength building quite the

15 reputation amongst Newcastle’s Ukulele playing Starstruck in 2014. Six students successfully community. They performed at a United Nations auditioned for the Starstruck Specialist Tap forum held in Toronto, the International Ukulele Ensemble and the 10th Annual Dance Festival Festival, the Flower Festival held at the Cathedral involved 155 students from Years 7 - 10 in 2014. in Newcastle and again at Starstruck.

The Wallsend Campus Callaghan Cougars Waratah Campus Cheerleading Squad gained 1st place at the NSW 2014 was again a very successful year, with three State Championships in an extremely competitive groups from Waratah Campus performing in field totalling ten teams. A fantastic achievement Starstruck in the Dance, Aboriginal Dance and from a dedicated and talented team of athletes. Drama groups. Organisers were extremely impressed with the students’ routines. The Students studying Drama also had wonderful Waratah campus item for Hunter Dance Festival opportunities and achievements during the year was fantastic and the students’ performance was including the Regional Drama Festival, attended of a high standard. by Jade Dray, Georgia Woolford, Isis Leaver and Daynah Simmons. Ryan Jones attended both the The Waratah Campus Aboriginal Performance State Drama Festival and Drama Ensemble, while Troupe continued their hard work and performed James Stanley of Year 9 attended weekly at numerous events at local primary schools and Masterclass workshops at NIDA. community events over weekends and during campus holidays. There were over 20 students 2014 was an exciting year for Visual Art at involved in the group, from Years 7-10 and it was wonderful to see so much support from family and Wallsend campus. In addition to the continuation the local community. All students demonstrated of study of 2 and 3 dimensional art, Digital and Photographic Media, Design, Illustration and great leadership and were wonderful role models Cartooning, the introduction of some new for younger students. initiatives stimulated the creative interests and The Waratah SHOWCASE program had another abilities of staff and students alike. eventful year, including a large rock ensemble and a vocal ensemble consisting of over 30 students. Art Connect is a program providing whole day The group performed at numerous fetes, campus art workshops for talented Year 6 art students functions and ran numerous workshops with from our partner primary schools. These primary students. The confidence and skills of the workshops proved very popular and successful, students within the group has grown over the year extending the artist skills of these students, giving and it is great to see so many students willing to them a sense of connection and continuity for perform in the wider community. 2015. Students from Waratah Stage 5 Elective Music

classes were involved with Newcastle University Art at Lunch was introduced in 2014, opening the students in the inaugural Callaghan College Rock art studio for student access and free drawing Initiative Program. This was a great opportunity time. It provided the opportunity for keen for students to learn from experienced musicians students to engage with art and their art teachers with the aim of developing their skills, techniques in a less formal way and strengthened and live performances. This culminated with a relationships in a fun and productive way. fantastic performance at the CEP Digital Media

Festival. The Foyer Gallery opened in 2014, a striking entry point for the campus. This gallery showcases The multicultural dance group "Pacifika" also Visual Art elective students' work, and will be achieved recognition showcasing a mix of live curated by Year 10 students. traditional music and dance. For the first time boys joined the group and this was an inspiration to Dance is also thriving at Wallsend campus, with younger students. Selective Performing Arts classes in Years 7 and 8 Students from visual art, photography, music, in addition to Dance Electives in Years 8, 9 and dance and drama, presented their major works 10. The campus also auditioned a Year 7 Troupe, a and final performances at the annual "On Site Tap Ensemble and 55 dancers who excelled at Exhibition". An art club program on Friday

16 afternoons was started giving students the Jordi Van Kemanade Cricket opportunity to take part in larger campus projects, Jun Glen Grant Rugby Union such as mural painting, as well as experiences in a Ali Abdullah Volleyball variety of workshops. Toa Matoka The annual ‘Live at Lizottes’ performance was another fantastic opportunity for six talented Ben Rochester groups or solo acts. 2014 finished with a “bang” Christopher Hughes with the Multicultural Day held in the COLA. It was Bailey Myers huge, with many performances from students and Jake Stanton Swimming some from special guests from our diverse Cale Stanton community. Aldin Kaplanovic Sport Patrick Hill In 2014 College teams completed in open Dylan Platford knockout competitions in 12 sports. 45 students Ashley Death Futsal represented the Hunter Region in NSW Combined Georgina Markovic High Schools (CHS) events in one or more sports. Daniel Short Boys’ football made it through to the last 8 in the Gymnastics Bridie Watson state; boys’ rugby league were the Hunter Region Champions and played in the state quarter finals; Jarom Haines NSW Open Touch Football and boys’ softball competed at the state carnival, Kurt Grogan U15’s Touch Football placing 5th in NSW. Ali Taufa’ao Elise Thumath Callaghan College offers a unique experience, with students competing in representative carnivals Katie Schimann Hockey and teams as one large campus. As a result, Nick Evans Lawn Bowls students displayed great college spirit and Caleb Purkiss Cross Country produced outstanding results, for example two Olivia Woods swimming relay teams (with cross campus athletes) competing at the CHS carnival. Ky Lowrey AFL Ruby Smith Diving Joshua Milford NSW All Schools Kal Killerby U15’s Rugby League Gemma Cox NSW All Schools Jesmond Campus Aidan Hampton Ben Kerr Athletics Competitive sport was a successful component of Clay Olsen the campus in 2014. Seventeen students were Clinton Hardy-Roberts selected in Hunter Region teams, including athletics, swimming, rugby league, cricket, Gabrielle Taylor volleyball and touch football. Jarom Haines Georgia Bragg represented NSW in touch football and Northern Arizona Cross NSW in Rugby League. Jordi Van Kemenade was Jack Fairall the captain of the Hunter Region cricket team and Isabelle Main also received the Pierre De Coubertin Award for Stephanie Scigala outstanding commitment to sport and sharing the Janaya Trapman Olympic spirit. Ashley Death was selected in the Chelsea Tresidder Australian Futsal team.

Ethan Hicks Jesmond campus students formed the majority of Jayden Dzananovic the College state knockout teams. They Matt Newman participated with enthusiasm and sportsmanship. Luke Willard Football 2014 produced the best results in many years, placing 5th in boys’ softball; top 8 in boys’ soccer; Jake Stanton Northern NSW Rugby regional champions in futsal and state quarter Jarom Haines League

17 finalists in rugby league. Christopher Hughes was Student officials are provided by the campus as an integral member of all 4 teams. part of our Primary Partners commitment at many Primary Campus Grade sport and Gala day 55 staff participated in the Premier’s Sporting sporting events. Challenge, a new initiative in the campus aiming to encourage staff to maintain an active lifestyle. Waratah Campus Approximately 10 staff qualified for silver awards or higher One hundred and twelve students represented the campus in fourteen different sports. A number of new staff were involved in coaching these teams this year.

Patrick Hill (Year 8), Cale Stanton (Year 7) and Bailey Myers (Year 7) were selected in the Hunter Region Swimming team. Katie Schimann (Year 10) was again selected in the Hunter Region Hockey team. Daniel Short and Bridie Watson (Year 7) were selected in the Hunter Region Gymnastic team. Jemma Cox (Year 7) was selected in the Hunter Region Athletics team and she also competed at the All Schools Athletics carnival. Wallsend Campus Georgina Markivich (Year 8) refereed at the PSSA Wallsend Campus maintained a high level of Soccer carnival as a Hunter Region representative commitment to competitive and recreational and attended the national Futsal Tournament as a sport in 2014. The campus prides itself on Hunter Region representative. maximum participation and this was best exemplified through Swimming and Athletic A number of students also assisted with officiating Carnival attendance and through involvement in college and campus teams this year. all CHS Knock out Sports, Gala Day Sports and events such as lunchtime competitions and House Callaghan waratah campus Junior Sportspeople of Tabloid days. the Year were Patrick Hill and Georgina Markovich, and Senior Sportspeople of the Year A wide range of sports were offered including were Thomas Myers and Lakeisha Haines. Soccer, Netball, Rugby League, Touch Football, Dodgeball, Volleyball, Paddle Tennis, Hockey and Basketball.

Callaghan Wallsend campus were victorious in the inaugural Inter-College Tournament involving campuses from 4 Colleges such as Brisbane Water Umina, Dubbo South and Great Lakes Forster. Selected Year 8 and 9 boy and girl students compete in a variety of sports such as Swimming, Track and Field, Netball, Touch Football , Soccer, Volleyball and Dodgeball.

Callaghan Wallsend had 21 students represent the Hunter Region in a variety of sports such as Touch Football, Lawn Bowls, Diving, Rugby League, Athletics, Swimming, Cross Country and AFL. Nick Evans received a Hunter Region Sporting Blue for his achievements in Lawn Bowls which led to CHS representation as “skip” in the fours team.

18 Academic Achievements subjects studied showed improvement or were stable when compared to 2013 results. The HSC Results following subjects had averages above the state Campus average: Community and Family Studies; Food Campus Average SSG Technology; Industrial Technology; Business Course 2014 2010- 2014 Services; and hospitality. In addition, English 2014 Standard; English Advanced; Visual Arts; Senior Ancient History 60.7 62.6 63.8 Science; PDHPE; Information Processes and Biology 68.0 68.3 67.0 Technology; Geography; Dance; Biology and Business Studies 70.4 68.9 68.4 Business Studies all saw significant positive growth Chemistry 67.2 67.1 68.0 and performed favourably against similar schools Community and in the SSG comparison. Family Studies 78.2 72.5 71.8 Strategies to improve results Dance 76.7 69.3 N/A Engineering Analysis of HSC data indicates that student Studies 63.7 67.2 70.1 performance in practical components of subjects English continues to be at or above, state performance (Standard) 64.3 59.9 64.2 levels. Data also indicates that students do not English perform to potential in the area of extended (Advanced) 73.0 71.5 75.3 writing responses. To improve future HSC results Geography 69.3 67.6 65.8 the campus has developed the following Industrial strategies: Technology 76.3 75.6 64.6 Information  The introduction of the ALARM (A Learning Processes and and Response Matrix) approach to teaching Technology 70.9 69.9 N/A and learning in the senior environment in Legal Studies 63.3 67.5 65.2 2014 has had some positive impact on student Mathematics performance. The ALARM methodology which General 2 61.5 61.5 62.7 provides students with the tools to improve Mathematics 59.1 62.9 70.0 written responses especially in examination Modern History 63.6 64.8 65.8 situations by developing critical thinking and Music 1 74.1 75.6 77.1 deep understanding of course material will Personal continue to be a focus for student Development, performance improvement over the next Health and three year plan. Physical Education 72.8 69.9 69.4  A targeted program to support and enrich the Physics 65.1 68.8 66.9 learning experiences and learning challenges Senior Science 72.5 72.5 69.3 for students who have aspirations to attend Society and university. The program will focus on skill Culture 70.0 70.2 71.3 development, subject “hothousing”, closer Software Design mentoring and linking students to real world and and community focused experiences to Development 69.5 66.3 68.7 motivate and encourage striving for personal Textiles and best. The program will be further enhanced Design 69.5 73.3 N/A Visual Arts 75.8 76.7 75.2 with a thorough study skills component to build student capacity in preparation for French Beginners 56.9 61.4 N/A Hospitality examinations. The program will include guest Examination 75.6 77.4 72.9 speakers and university student mentors.

The 2014 cohort sat fewer HSC examinations The following graph shows performance by compared to previous years. More than 70 students completing their HSC relative to their students who sat HSC examinations achieved band performance in NAPLAN. This is the first time data 6 or band 5 results. Twenty-four out of forty-three has been calculated in this way.

19 Reading HSC: Relative performance from NAPLAN Year 9 (Cohort Progress) Percentage in bands: Year 9 Reading -0.1 35 -0.3 30 -0.5 -0.7 25 -0.9 20 -1.1 15 -1.3 -1.5 10

CCC 2014 Percentage ofstudents Relative Relative performance Low Middle High 5 0 5 6 7 8 9 10 Bands Percentage in Bands NAPLAN CCC Average 2010-2014 State DEC % in Band 2014 The My Campus website provides detailed information and data for national literacy and Numeracy numeracy testing (NAPLAN). Percentage in bands: Click on the link http://www.mycampus.edu.au and Year 9 Numeracy enter the campus name in the Find a campus and 40 select GO. 35 30 In the NAPLAN tests, the results across the Years 7 25 and 9 literacy and numeracy assessments are 20 reported on a scale from Band 4 to Band 10. 15 The achievement scale represents increasing 10 levels of skills and understandings demonstrated Percentage ofstudents 5 in these assessments. 0 5 6 7 8 9 10  Year 7: from Band 4 (lowest) to Band 9 Bands (highest for Year 7) Percentage in Bands CCC Average 2010-2014  Year 9: from Band 5 (lowest) to Band 10 State DEC % in Band 2014 (highest for Year 9)

In the Higher Campus Certificate (HSC), the performance of students is reported in Spelling performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest). Percentage in bands: Year 9 Spelling Performance graphs below reflect aggregated 35 data for the College for Year 9 students, reflecting 30 student achievement at the College. These are 25 followed by reports highlighting specific campus achievements. 20 15 10

Percentage ofstudents 5 0 5 6 7 8 9 10 Bands Percentage in Bands CCC Average 2010-2014 State DEC % in Band 2014

20 Grammar & Punctuation skills in numeracy and Literacy identified through data. Percentage in bands: Year 9 Grammar & Punctuation The ALARM (A Learning and Responding Matrix) 30 model has been piloted in some English classes to 25 assist students to explicitly scaffold a sustained 20 extended response. This type of scaffold has led to

15 students improving their ability to respond more deeply to a question on analytical, evaluative and 10 reflective levels.

Percentageof students 5 The Mathematics staff are undertaking training to 0 5 6 7 8 9 10 embed problem analysis and support all KLAs to Bands plot students on the Numeracy continuum. Percentage in Bands CCC Average 2010-2014 State DEC % in Band 2014

Writing Waratah Campus

Percentage in bands: NAPLAN results have been improving steadily for 40 Year 9 Writing a number of years.

30 In 2014 the Waratah Year 9 cohort achieved above state average growth in all five areas tested - 20 reading, writing, spelling, grammar/punctuation and numeracy. Of particular note is student 10 growth in Year 9 for writing which was +46

compared to NSW average of 21 – this is 119% Percentage ofstudents 0 larger than state trends. 5 6 7 8 9 10 Bands Also, the percentage of students showing Percentage in Bands Expected Growth is the highest for seven years, CCC Average 2010-2014 with all areas tested being also above state State DEC % in Band 2014 averages.

These strong results are attributed to a whole- Wallsend Campus campus focus on literacy and numeracy through The Year 7 and 9 NAPLAN results were very professional learning. pleasing with an increase in students achieving the higher bands in reading and more students Strategies to further improve results include: reaching proficiency standards in year 7. Areas of  concern in Numeracy include working with The Focus on Reading program will continue fractions and problem solving, however students to be implemented. This is an explicit performed well in questions involving approach to teaching that uses common measurement. Identifying correct punctuation language across the campus using the Super 6 and capital letters in a sentence was an area Strategies. requiring development in Literacy, whereas  The QuickSmart program will continue to students in Year 7 were successfully able to target students who have been identified as interpret multimodal texts. Aboriginal students in below National Minimum Standards. both Year 7 and 9 performed well in Spelling, with  Staff will also deliver explicit lessons in literacy scaled growth greater than the State in Year 7. and numeracy in weekly Learning and Strategies to improve these results include: Wellbeing classes during Term 3. The “Fast Five” strategy has been introduced across all KLAs in years 7-9. This strategy involves all staff delivering five minute activities based on

21 Minimum Standards Record of School Achievement (RoSA) The performance of the students in our campus in The RoSA was introduced for Year 10 students by NAPLAN is compared to these minimum the NSW Board of Studies, to replace the School standards. The percentages of our students Certificate in 2012. A College Stage 5 Certificate achieving at or above these standards are was provided to eligible students. This Certificate reported below: reported on:  Campus-based assessment grades and Wallsend Campus indicative numbers of hours studied for each of the courses studied. Percentage of Year 7 students achieving at or  Additional subjects studied in Year 10 above minimum standard (exempt students (Certificate II Community Services, TVET, included) Information Processes and Technology, Reading 95% Curriculum Framework Courses, Career Writing 85% Acceleration Program). Spelling 93%  Campus assessment grade for the Student Grammar & Punctuation 89% Portfolio. The Student Portfolio is a selection Numeracy 95% of students best work that is presented to a panel of students, teachers and community Percentage of Year 9 students achieving at or members. above minimum standard (exempt students included) Wallsend Campus Reading 87% Strategies to improve results include: Writing 68%  creation of “hot house” classes in all core Spelling 87% subjects for Year 10 students; Grammar & Punctuation 80%  utilisation of Learning and Support Teachers Numeracy 93% (LASTs) to work with students at the top and bottom of the Year 10 student spectrum; Waratah Campus  team teaching of maths and English classes, with corporate marking activities across the Percentage of Year 7 students achieving at or year; and above minimum standard (exempt students  streamlining of processes to enable Year 10 included) students to access the EEE Centre. Reading 88% Waratah Campus Writing 76% Strategies to improve results included: Spelling 79%  The 2014 campus plan focused on excellence Grammar & Punctuation 80% in assessment tasks. Strategies included a Numeracy 92% parent information night on assessment and Percentage of Year 9 students achieving at or assessment authentication for quality, special above minimum standard (exempt students day programs for Stage 5 students focusing on included) organization and resilience, and weekly lessons with a Deputy Principal to support Reading 83% learning and assessment; Writing 69%  Staff continued to engage in ongoing Spelling 79% professional learning focused on literacy and Grammar & Punctuation 77% 21st Century learning; and Numeracy 91%  A program for high achievers continued to be implemented in Stage 5 electives.

22 Significant programs and initiatives – campuses during Term 3. This was a highly Equity Funding successful 8 week program and included support from local Aboriginal women as special guest Aboriginal education presenters. An excursion to a local Aboriginal women’s place provided additional relevance to The Callaghan Education Pathways Aboriginal what can be achieved through knowledge of their Education Team (CEPAET) coordinated and cultural heritage and the protection of significant developed a series of key programs with the places before they are lost. College and our 16 partner primary schools. A transition program was arranged for students In Jesmond Campus Year 10 to let them know the support available at The Jesmond Campus was a proud participant in the Wollotuka Aboriginal Centre at the University the Callaghan Educational Pathways Aboriginal of Newcastle, and the TAFE Learning Circle at the Education Team (CEPAET) in 2014. Through this Newcastle Campus of Hunter TAFE. This program team a number of leadership opportunities were allowed students to be better informed of their made available to a number of Year 11 and 12 post campus options and assisted in more students. Two examples of leadership targeted subject selection for Year 11 and 12. opportunities were the Aboriginal Recognition The College Aboriginal Dance Group performed at assembly and the ‘Walk a Mile Koori Style’ event. many key College and CEP events. This group Opportunities also existed in both the academic continues to grow from strength to strength. Each and sporting areas. A number of Aboriginal campus also hosted dance workshops for Year 5 students successfully completed SBATS (campus and 6 students from our partner primary schools. based traineeships) and demonstrated high academic achievement at the HSC. The seventh Callaghan Education Pathways (CEP) Aboriginal Recognition Assembly was held on 9 All Aboriginal students completed their PLP’s. This October. This celebration recognised the success process allowed the students, family and the of 190 Aboriginal students in the 18 schools from campus to have quality conversations about the CEP. These outstanding students were student development and future direction. nominated by staff at their individual schools as being worthy recipients of Excellence Awards. The Twenty teachers, from the College Education 2014 awards featured the artwork of Tiara Dargin Pathway group of primary and secondary schools, from Waratah West PS, and were presented by participated in the online introductory training for Aboriginal guests from Wollotuka, Muloobinbah the Stronger Smarter Program which was AECG, Murrook, Miromaa, the University of facilitated at the Jesmond Campus. The program Newcastle and the TAFE learning Circle. promoted professional discussion between teachers which lead to strategies being developed The College Yadagi group was formed from a in a number of CEP partnership schools to support continuation of the Term 2 Brospeak Progam, a educational, social and cultural outcomes for joint initiative from the Waratah and Wallsend Aboriginal students campuses. The specialist Aboriginal teachers allowed staff and students to gain greater Wallsend Campus knowledge and awareness of the Yadagii and its Wallsend Campus is a Stronger Smarter hub place in Aboriginal male culture. campus promoting high expectations for Aboriginal students. Strong positive relationships were strengthened between the campus and the community, through the completion of Personalised Learning Plans (PLP) for all students attending CCWC. Aboriginal students in Years 9 and 10 attended the Indigenous Job Market which provided real workplace options for students. The Sista Speak program was delivered to female Aboriginal Studies was again offered as a Stage 5 Aboriginal students from Waratah and Wallsend course, giving students in Years 9 and 10 the

23 opportunity to study Aboriginal history and to Redfern, dance and mentoring at partner culture over a two-year period. Aboriginal studies primary schools, , additional student work added was also offered as a Year 8 mini-elective. This has to Learning Circle, Callaghan College Indigenous been supported by the continuing implementation Recognition Assembly, Turrukilliko Class- of the College Stronger Smarter Project at authentic learning activities, Walk a mile Koori Wallsend Campus. style community event. Teaching staff, along with Aboriginal boys from years 7 to 10, were part of a cross campus didgeridoo initiative, which saw the boys and teachers make their own “yadagi” from timber collected by Mr Alex Nean (Aboriginal Community Liaison Officer – CCWC) from the Gunnedah area. Upon completion of their yadagis, the boys took part in a series of lessons (conducted by professional yadagi players) in learning how to play. All of the boys successfully completed the lessons and went on to perform at CCWC and CEP partner schools during NAIDOC celebrations in 2014. Sista Speak (a program designed for young Multicultural education Aboriginal women, designed at improving well- Jesmond Campus being) was a highly successful initiative with girls from years 9 and 10 being the target group for English as an Additional Language / Dialect 2014. Running in partnership with the community, students achieved excellent results in the 2014 Sista Speak graduates performed traditional HSC with Arleen Wilcox demonstrating excellent dances at NAIDOC celebrations across the CEP and achievement in the English as a Second Language displayed artwork at regional cultural days. Higher Campus Certificate English course. Arleen has continued study with Bachelor of Waratah Campus Communications at The University of Sydney. Waratah campus continued its momentum throughout the year with new programs being In 2014, students at Jesmond Campus were initiated and even more student and community provided with the opportunity to participate in a involvement. Implementing and promoting regional EAL/D excursion around Newcastle successful outcomes for our Aboriginal student facilitated by the Multicultural Programs Unit. The has been strengthened this year through teacher aim of this excursion was to bring EAL/D students professional learning, strengthening community together from around the area to meet each other partnerships and participation in a diversity of new while exploring different aspects of the city they educational and cultural activities. live in.

Active engagement and participation in the Bro Jesmond’s EALD Volunteer in Schools Program and Sista speak programs this year allowed (VISP) continued in 2014. The campus benefitted meaningful connections with students, culture from two trained community volunteers who and community. Making connections with our visited the college each week to support students other campuses to build relationships and achieve with a refugee background. The program enables lead to the creation of the College ‘Yadagi’ students to be supported in their study (Didgeridoo) group with our Bro Speak students. applications, develop communications skills and The Norta Norta program proved highly effective, build positive links with community members. thanks to the committed approach of our tutors In May, Jesmond College EAL/D teacher, Vanessa that provide support to students focusing on De Laurentis was accepted into the Department of literacy. Education and Communities Equity, Learning and Other activities that occurred include; Close the Leadership Program. The EAL/D Leadership Gap, National Aboriginal and Islander Day Program allowed a team of experienced EAL/D Observance Committee (NAIDOC) day excursion teachers to share their speciality knowledge,

24 network and decide on ways to improve joined an excursion to the Newcastle Museum, opportunities for classroom teachers to access followed by a pizza lunch at ‘The Old Railway professional development in the area of EAL/D Sheds’. student learning. The team decided to facilitate the Teaching English Language Learners (TELL) Waratah Campus Across the Curriculum program developed by the Waratah Technology Campus hosted many Multicultural Programs Unit. It provides a balance wonderful multicultural events in 2014, including between theory and practice where an action- Harmony Day in Term One and the Multicultural learning approach encourages participants to trial Celebration Day in Term Four. Both of these key strategies in their classrooms and to reflect on focus events involved student leaders pro-actively teaching practice. contributing to our positive campus culture of goodwill and cooperation. TELL was offered to schools within the region and Journey to Success was an amazing, multilayered seven teachers from Callaghan Education project funded by the Education Department’s Pathways have successfully completed the action Multicultural Unit. Our students participated in research course. The EAL/D Leadership Program visits to Newcastle TAFE and Newcastle University will continue into 2015 with focus on improving organised by the respective Equity /Multicultural teacher capacity through technological Units. Students were shown facilities and communications. participated in mini lessons and activities. Throughout the year they also worked together with TAFE students to develop their Wallsend Campus understanding of the world of work in Australia. 2014 was a fantastic year for ESL at Callaghan Each student also completed a Career Research College Wallsend campus. The beginning of the Project and applied for a Tax File Number. year saw the ESL room get a facelift, new paint, Students undertook work experience projects at whiteboards and pin boards. the Ethnic Communities Centre and worked with the Multicultural Neighbourhood Centre to With the assistance of the campus EALD teacher a produce a fantastic promotional campus video. number of our ESL parents attained Australian Citizenship – a great achievement considering the In Term 3 a small group of students impressed the difficulty of the English testing. The campus team at the University of Newcastle’s Equity unit celebrated Harmony Day early in the year and when they participated in an international Refugee Day a little later. On Refugee Day, Mr ‘Student Voice’ workshop, convened to give voice Mark Isaacs, author of ‘The Undesirables’, spoke to student ideas about education, from all over the about his experiences on Nauru. world. UNICEF Australia representatives were Staff increased their knowledge about the EALD impressed with the high standard of our student’s continuum and are constantly increasing the ideas at the workshop and later featured our differentiation of ESL assessments and the campus students in a nationally promoted video, urging all worked closely with Anne Hayter from STARTTS Australians to advance the protection of Children’s Hunter Outreach was also kind enough to hold a Rights in Australia. series of six lessons on friendship for female ESL In Term 4 another group of our students were students and will expand on these in 2015. selected to represent our campus at the University Dale Garbutt from the Multicultural of Newcastle Annual Human Rights Lecture. We Neighbourhood Centre, and his fantastic team, were extremely proud of how they conducted held a series of ‘Culture Jam’ workshops that were themselves and especially when our own Dorcas well received by students. Late in 2014 the campus Paye managed to ask a question of guest lecturer worked closely with Sister Di from Penola House and head of Australia’s Human Rights Commission, and consequently welcoming three new girls from Gillian Triggs, at the conclusion of her lecture. Sierra Leone to our campus. Support sessions were effectively run for a group Towards the end of 2014, students enjoyed of new arrival students from Pakistan and meeting ESL students from all over Newcastle and Afghanistan, by utilizing the expertise of representatives from a local mosque. Our

25 Community Liaiaon Officer, Herbert Gatamah, did Waratah Campus a great job ensuring that these students had opportunities to be listened to as they adjusted to Waratah Technology Campus continued to life as high campus students in Australia. actively engage students through the Positive Behaviour for Learning (PBL) process. The core Student Welfare values of excellence, respect and responsibility are now common language with staff, students and Jesmond Campus the wider community. This has developed a The senior campus offers a dynamic and positive culture of mutual respect and stimulating YALE system supporting the needs, understanding that can be observed in the campus expectations, and aspirations of 15 to 19 year old community. students. In 2013: Waratah Campus has continued to implement our  Two students completing a Pathways course anti-bullying and harassment programs, of study, will return in 2014 to complete their effectively supported by campus policies. Through HSC; and collaborative consultation with students, staff and  Eighteen students completed the Accelerated parents, pro-active strategies are identified and Course in HSC Information Processes and implemented when resolving social conflict. Staff Technology. teaming promotes the early identification of students experiencing a range of difficulties. Case The transition process included the individual managers are allocated, and students are interviewing of 475 Year 10 students for supported while overcoming individual prospective places in Year 11 2014. This included challenges. over 116 non-local students. Data on student engagement in learning was collected and The Year 6-7 transition program has continued to regularly analysed each term, to inform relevant develop the maturity and leadership skills of our staff and to evaluate plans. The ITime sessions Peer Support Mentors. They were outstanding included the mandatory Crossroads Program of with their commitment to providing drug education and relationship issues. encouragement, direction and emotional support Wallsend campus to all the year 6 students who participated. The comprehensive 2013 transition program Waratah campus continued to strengthen its enabled a smooth entry process for our Year 7 partnerships with its partner primary schools in (2014) students. Taster lessons delivered via the 2014 by introducing the Peer Reading program. Connected Classrooms, visits to Wallsend Campus The program was developed by the Learning and and the Term 4 Orientation Day, saw students Support staff and ran over a 4 week period. It participating in a range of welfare and sporting involved students from Year 9 at CCWTC activities. The LAST ran the supported transition implementing a structured reading and social skill program for the more vulnerable students in Year program. The feedback was extremely positive 6. from everyone involved and will continue to be implemented in 2015. A variety of students support programs such as: Welfare Days for each Year Group; Anti Bullying Programs for students with additional Awareness Day; Shine; Mentoring Programs and Education Needs Rock and Water were delivered. These courses raised the self-esteem of many of the participants. Jesmond Campus The Breakfast Club ran every day throughout the The programs of the Special Education Unit year offering a free, nutritious breakfast to assisted students to develop a positive self-image students and is staffed by teachers and a parent and gain confidence in their ability to operate as a volunteer. self-managing individual. Support in transitioning to post campus environments is a key feature of the unit’s work as well as developing in students strategies to cope with difficult life circumstances.

Programming in all key learning areas enabled students to experience mainstream education.

26 This included a Life Skills HSC and/or transition to for the running of our Triple E Centre where work program. Twenty-eight HSC students students receive extra help with assessment tasks. accessed BOS Disability Provisions. Waratah Campus In 2014 the campus participated in the pilot The Waratah Campus Special Education program National Disability Data Collection Department consists of five classes: Intellectually Survey. This enabled the campus to develop Mild (IM); Intellectually Moderate (IO), Emotional effective practices to identify and more effectively Difficulties (ED Class) and The Seachange Tutorial support students across a range of disabilities that Centre (2 x BD/CD Classes). Staffs working with may impact learning. The Learning and Support these students provide innovative middle campus Teacher (LAST) assessed student learning programs to maximise their academic and social requirements, supporting the curriculum and success. adjustments required to enable students to participate fully in achieving syllabus outcomes Individual Education and Management Learning and content for all students. Plans (IEMPs) are tailored to the student’s needs Year 11 and Year 12 students accessed the campus and assists in maximising the students learning counsellor by either self-referral or by staff experience while attending Waratah Campus. referral. Professional training and development programs include child protection, drug The annual Support Unit Expo held in Term 4 education, anti-bullying, asthma and anaphylaxis showcased the achievements and commitment to procedures ensuring student safety and excellence of our hard-working students. This protection. Staff training in the details of the display was the culmination of work that students National Disability Insurance Scheme (NDIS) has had presented in their authentic assessment task facilitated ease of transition to this complex at Portfolio time while students from The scheme for eligible individuals. Seachange Tutorial Centre participated in transition programs back to the home campus. Wallsend Campus Building links to the local community through the The Special Education faculty managed three Community Access and Work Skills program support classes, Moderate Intellectual Disabilities throughout the year has provided the opportunity consisting of ten students, and two Multi- for diversity in the learning pathways, allowing categorical classes, with fifteen students. The students the opportunity to demonstrate their students actively participated in both regular and skills within a social and workplace setting. life skills courses. Each class has a home teacher and SLSO. They also attend classes with To support the students from the Special mainstream teachers supported by the SLSO. Education Department gain greater literacy skills, Many opportunities have been created for staff over Semester Two developed the “Literacy 4 students to integrate with mainstream classes, Life Program” allowing them to continue the focus including participation in surf survival, Rock and on literacy skill building. This program will be in full Water and dance programs. A highlight was their swing in preparation for NAPLAN-2015. performance in the annual dance festival. The Multi-categorical classes joined together for Most students in the unit integrated into Science, PE, and Music to create positive learning mainstream electives with some students taking st opportunities incorporating 21 century learning. part in Star Struck, the Waratah variety night, The faculty had one transitional class, and all sporting teams and Rock and Water programs. students accessed mainstream classes, sport and Plan-it-Youth played a big role in targeting student electives. Students were extensively supported in welfare in the unit with senior students their learning to advance their potential in participating on a weekly basis. achievement of differentiated KLA outcomes. Individual Education Plans were developed in The introduction of “The Hunter Program” as a conjunction with parent/carers and students. Tier 3 – PBL intervention program saw students from mainstream who were disengaged There are 2.5 LASTs assisting staff in participate in a 10-20 week intensive program differentiating the curriculum and students with supported by specialist teacher. additional needs. They continue to be responsible

27 ICT in Teaching and Learning The use of SENTRAL was expanded and refined throughout 2014 to better support administrative, David Summerville, the College ICT Coordinator, welfare management and support programs at the continued to oversee technology programs across Jesmond Campus. the College. The College was chosen as a pilot for the new eT4L network which has been developed Wallsend Campus by the DEC to provide schools with a stronger and more flexible ICT foundation with standardisation Wallsend Campus has continued to expand st that improves both the campus’s capacity for self- technology structures supporting 21 Century support and the Department’s ability to deliver Learning. services. Examples of infrastructure put in place were:

The Principal’s Unit, and Wallsend and Waratah  Established a specialised Music computer lab; campuses were migrated during the year, bringing  Purchased iPad minis for all teaching staff to alignment with all Primary schools in the CEP. aide them in teaching and administration; Microsoft SharePoint was upgraded to version 2010 to align with the eT4L network allowing  CCWC Google+ and Youtube channel much easier access for all campuses. established to communicate more effectively with the community; The Edval timetabling package has now been  Sentral Parent Portal established to allow adopted in all campuses aligning practices and parents to access timetables, reports, integration with Sentral. Transition data is now attendance and message staff; accessible from all CEP schools allowing better placement of students in the relevant campus.  Specialised robotics facilities established; Lynda.com was purchased for all staff and  Update to expanded SharePoint 2010; students enabling world class online professional development and lesson resources.  Expansion of interactive projector enabled classrooms; and Braye Park technology resources have been utilised by College, CEP and 3rd Party providers in  All imaging devices replaced with the Xerox the meeting room which was upgraded last year, IGA imaging system allowing staff and allowing for professionally delivered content at in- students printing from any device anywhere in services and meetings. the world that is connected to the internet. Waratah Campus Jesmond Campus Whole-campus technological pedagogy continues 2014 saw the upgrade to new tablets for all to be enhanced, with all learning spaces equipped teaching staff at the Jesmond Campus. This with data projectors or interactive white boards, portable device allowed teachers to actively and access to information through internet engage in technology from anywhere on the connectivity. campus. In addition to helping teachers in their research, lesson and resource preparation and Students in Years 7 – 10 have extensive exposure administration roles, the impact was most felt in to the use of technology within the curriculum, classrooms to support learning. including access to iPads and Laptop computer Teachers continued to develop the technology banks in each faculty. The introduction of BYOD based aspects of 21st Century teaching and (Bring Your Own Device) saw further improvement learning skills, through quality professional in the skills and understanding of staff and learning, which has allowed them to embed these students in the use of digital technologies as skills into their classroom practice. Students learning tools. continued to use their own and campus furnished devices to access online educational resources and All staff and students were engaged in the use of specific course information. A number of banks of Adobe Connect. Teams competed remotely in the mobile devices were established in a number of campus and against other schools in literacy and KLA areas to support classes where whole group numeracy activities. Students were encouraged to activities were being done. employ 21st Century Learning skills such as collaboration while engaged in online learning

28 activities through the implementation of Google Students also participated in a community tree Apps, Microsoft Office and our own online planting sponsored by Newcastle City Council as learning environment, Neuron. part of Tree Day. This day saw our students help plant nearly 2000 trees at Stephenson Park at Communication with the campus community was Mayfield. improved through the implementation of a campus app, twitter, facebook and the Student Vocational Education and Training (VET) Parent Portal. The Student Parent Portal allows programs parents to easily receive and access information Jesmond Campus regarding the learning of their child within the campus including student results, extracurricular All students at Jesmond Campus had many and activities, attendance and timetables. various opportunities to participate and excel in VET programs. The campus successfully delivered Environmental Education Certificate Level courses in: Business Services; During 2014, the small but dedicated Enviro Club Retail Services; Information Technology; at Jesmond Campus, become involved in a number Entertainment Industry; Construction Pathways; of environmental activities. The main event on the Metal and Engineering; Furnishings and 2014 Enviro Club Calendar was the World Hospitality to over 400 students. Over one Environment Day Expo, held in June. The theme hundred students undertook TAFE delivered VET for the Expo was reduction of food wastage. The courses. students worked tirelessly with the Environment Jesmond campus offered a comprehensive careers Day Committee and the SRF to ensure the day was support and transition to work program through a success the ITime program. Guest speakers provided insight and information to students in a variety of Waratah Campus continued its commitment to work areas. environmental education again in 2014. The student leadership Enviro Team continued to Year 10 Students interested in Campus Based participate in various training opportunities Traineeships (SBATs) were mentored in interview throughout the year and initiated whole-campus techniques and guided into work placements to environmental education projects, including obtain SBATs in 2015. campus Earth Hour activities. There was a significant increase in campus based

traineeships (SBATs) from thirty five in 2013 to 67 The Enviro Team and other Year 10 leaders in 2014. Interviews with apprenticeship centres, conducted environmental education activities for and training sessions were held at the three Primary students from around our region at the campuses of the College with over one hundred Planet Savers event at the Wetlands EEC. The students registering an interest in an Enviro Team also participated in community apprenticeship in 2014. This dramatic increase in projects such as tree planting on National Tree numbers will see the College as a leader in the Day. region for SBAT’s. 16 Apprenticeship Centre and

Group Training Providers conducted round robin All Year 7 students were again involved in the interviews with 88 students to facilitate SBATs. In campus Clean-Up Australia Day and students addition, students undertook SBATs in continued to be committed to reducing the waste Hairdressing and Aged Care with training delivered to landfill through the campus recycling program. on site through Contour College and Northnet.

Another significant achievement by Enviro Club Construction students supported several College members was the planning, creating and growing Education Pathways primary schools with various a vegetable garden in the area behind the Science projects, using and practicing their skills. building. With the aid of Construction students the area was cleared and two large raised vegetable An initiative for 2014 was Jesmond Campus’ Post beds, planting racks and pot plant shelves were HSC Support Program where students were built and planted with various vegetables. invited to attend information sessions pertaining to their chosen career pathway. The program included access to representatives of: Smart and Skilled (new regulations for tertiary course fees

29 and Government support) delivered by State Lounge, Euro Bar, The Lemon Seed, Shortland training Services, TAFE, University of Newcastle, Hotel, The Stage and Hunter Hotel, Academy Nova Skill Group Training Company on pre Sheet Metal, D & N Engineering Supplies, Glenn apprenticeship opportunities, Apprenticeship Hartin Fabrications, Diesel Pro Heavy Vehicle, Centres , Australian Business Apprenticeship Gilbert and Roachy, DDB Mechanical, Total Centre, State Training Services and Verto. Fabrication Services, Terrace Fabrications and Hawkins Mechanical. Wallsend Campus

Construction Pathways and Hospitality (Kitchen Qualification upgrades were completed as Operations) are both well established in the Stage necessary and industry currency maintained to 5 curriculum. All students enrolled completed the meet the requirements of the Registered Training course and the compulsory work placement Organisation (RTO). VET staff are using the QMS component. Construction students undertook system to meet RTO and HSC monitoring White Card training and an Orientation Program. requirements, ensuring that data transfer occurs Students have been involved in building programs smoothly between the campuses. around the campus, such as designing and building tiered seating on the Oval, as well as general Professional learning repairs and maintenance. Professional development across the College involved a variety of styles and types of courses in Hospitality students completed the Preliminary specific areas. Every teacher participated in a year and work placements at restaurants and range of campus and College professional learning cafes around the Hunter. A strong industry activities throughout the year. partnership has been established with Greg Peate, Head Chef from Wallsend Diggers. Diggers These activities were linked to the College and continued to support the campus by having campus plans and took place in a range of forums students involved in a rolling practical each week including campus development days, after campus at the Club, to prepare students for compulsory workshops, faculty meetings, staff meetings and work placement. Samantha Sim was offered an whole-day training. Apprenticeship with Diggers in Wallsend. Tiare The Braye Park Principal’s Unit presented Vaai was presented with an Achievement Award in programs for staff from the College and partner Hospitality. The Hospitality class catered for primary schools. A major focus for teacher several Campus events and the hospitality professional learning was related to 21st Century students invited special guests to a luncheon at Teaching and Learning Project. Other focus areas campus at the end of their Preliminary course, to include Aboriginal Education and ICT, and showcase their skills. Disability Data Collection. Two teachers have upgraded their teaching Staff Professional learning is highly valued at qualifications to the updated Certificate IV, which Waratah Campus to support effective professional includes theTAELLN411 Adult Language, Literacy learning for teaching quality and leadership. and Numeracy skills. The remainder of VET teachers will complete this upgrade in 2015. The During 2014 more than $89,028 was utilised to Hospitality course is expanding with an extra class support teacher professional learning: formed for 2015. TPL-Beginning Teachers- $38,238 TPL-Quality Teaching $45,164 Waratah Campus TPL-Syllabus Implementation $5668 Hospitality (Kitchen Operations) and Metals and Engineering VET courses are an established part of As reported above all College teaching staff were the curriculum, giving students an accelerated engaged in after-school workshops throughout pathway into the preliminary HSC. the year. Additionally, common whole campus professional learning included: Students participated in mandatory work  Mandatory compliance training (anaphylaxis, placements at restaurants and businesses eCare, Code of Conduct, Child Protection) including; The Crowne Plaza Newcastle,  Updating in Policy and procedures (NCCDA, Longbench on Darby, Wallsend RSL Diggers, Silo Campus planning, Disability Standards )

30  Professional practice reflection and support in connection, membership to whole campus in relation to: professional learning and staff welfare teams and - Focus on Reading student wellbeing teams. Informal connections - Enhancing learning with ICT with other beginning teachers both within the - Differentiating the curriculum College and across schools was strongly - Supportive classroom environment/ encouraged. The support network provided effective Classroom management opportunities for beginning teachers to receive - College 21C project guidance from more experienced colleagues in supportive environments with time allocated for

debriefing, collaboration and reflection. Participants Rating of the Courses New scheme teachers working towards Attended accreditation

Excellent Campus Number of New Scheme 9% 1% Teachers Good 42% 48% Wallsend 6 Satisfactory Poor Waratah 11 Jesmond 4 Information and participation of staff on campus development days Teacher Accreditation In 2014 each campus participated in five campus development days. Three of these were campus- Accreditation supports quality teaching and based, and included professional learning on recognises the invaluable role teachers play in literacy, numeracy, innovative use of technology, achieving quality outcomes for all students. emergency care, student welfare, campus values, Many teachers were actively engaged in formal student reporting, child protection and PBL. There accreditation processes. At Waratah campus this were one and one/half whole-College days which included: focused on the 21st Century Teaching and Learning  5 teachers :Beginning teachers seeking Project and staff wellbeing. All staff attended and proficiency- participated on all days.  3 teachers: Newly accredited at proficient  1 teacher: Newly accredited at Lead Average expenditure per teacher  6 teachers: Accredited at proficient currently Campus Average Expenditure in maintenance per Teacher  4 teachers: considering seeking accreditation Wallsend $ 1873 at Highly accomplished Waratah $ 1834 In 2014 all staff continued to deepen their Jesmond $ 888 understanding of the Australian Professional Teaching Standards and linking them explicitly to Total campus expenditure on teacher PL what we do including Professional learning, Campus Total Campus Expenditure meetings, planning and programming. on Teacher PL New scheme teachers maintaining accreditation Wallsend $ 140,547 at Professional Competence Waratah $ 89,170 Campus Accreditation at Jesmond $ 55,975 Professional Competence Beginning teachers Wallsend 17 Waratah 5 A support network of connections was established Jesmond 11 across the College and maintained throughout the year including: supervisor identified, experienced During 2014 four teachers from a range of mentor teacher negotiated, buddy teacher faculties were appointed to Waratah Campus and

31 identified as beginning teachers. These teachers The continuum of learning from Pre-campus participated in a high quality induction program to Year 12 and beyond is strengthened with timetabled release to support their entry to through the CEP and community partners. the profession and to enhance their teaching skills. Allocated resources $38, 238.37 were utilised to Our achievements included: provide release time for beginning teachers with  16% increase in enrolments from partner mentor support and opportunity for reflection on primary schools; student data, campus systems and personal teaching practice.  92% of students rated alternative curriculum programs as good/excellent; All beginning teachers successfully completed  The MAN Program and the Career their first year of teaching and are competent, Acceleration Program successfully delivered self-reflective teachers well under way in with the University of Newcastle; completing their proficiency accreditation.  Four major CEP programs delivered each year At Waratah campus, annual campus evaluation with positive evaluations; and surveys completed by staff indicated:  Transition processes for Years 6 and 10 were  88.37% of staff reported : Opportunities for successfully implemented, evaluated and teacher leadership within the campus are improved. available for staff members beyond the campus executive team;  95.35% of staff reported: My teaching practice The delivery of innovative teaching and is supported by critical reflection and an learning is strengthened. understanding of effective practice and current research; and Our achievements included:  83.72% of staff reported Professional  89% of teachers surveyed reported that their development is planned, systematic and participation in the 21st Century Teaching and effective. Learning project had positively improved student engagement and their teaching Progress on 2014 targets practice; Student engagement in learning is  89% of evaluations from staff attending maximised, as demonstrated by improved professional learning programs were rated as achievement and students reaching their good/excellent; potential.  All teachers participated in College Our achievements included: professional learning at least six times per year;  Overall growth in NAPLAN achievement at or above the state level;  The College Staffing Policy was implemented, evaluated and refined. Twelve teachers taught  Eighty-five percent of HSC courses show value- across campuses; and added improvement;  All staff members had their professional  The Year 10-12 retention rate for Aboriginal learning electronically recorded on students is the same as that for all students; MyPL@DET with Teacher Professional  The retention rate of Years 10-12 is at or Standards addressed. above the regional average;  The overall growth rate in NAPLAN achievement for Aboriginal students in Years 7-9 was equal to or above state trends for all students.

32 Campus evaluations for parents and caregivers and the Student / Parent Portal. The survey results are driving NSW public schools conduct evaluations to improvement within Wallsend Campus’s teaching, support the effective implementation of the learning and administrative practices. We thank campus plan. In 2014 our campuses carried out parents and caregivers for their participation in evaluation of the following. the survey and look forward to future Parent, student, and teacher satisfaction improvement in campus and community relations. In 2014 the campus sought the opinions of Waratah Campus parents, students and teachers about the campus. The campus continued to use a longitudinal survey Their responses are presented below. to identify areas of strength and areas for Findings and conclusions development. Over the last five years, these surveys have shown genuine improvements in Wallsend Campus: Parent Survey Feedback - most areas. Partners in Learning Survey Term 4 2014 In 2014, some particular areas of note include: Students: The Family and Campus Partnership Survey  Good results are important to them. (managed by Tell Them From Me / The Learning  They would like more choice of classroom Bar) is questioning parents/caregivers on their activities. perceptions of their child’s experiences at home Parents: and at campus. It is based on the Epstein Framework for fostering positive relations  Feel welcome at the campus; the campus between the campus and the community. The provides diverse and quality curriculum survey provided the campus with feedback about and opportunities. the extent to which parents feel Wallsend Campus  Would like more communications from supports learning and positive behaviour and the campus. promotes a safe and inclusive environment. Staff: From the eight separate measures within the  Have a positive view of the campus and survey, parents and caregivers have indicated they their work. feel:  welcome at Wallsend Campus when visiting  Would like to observe lessons of their  well informed, finding reports are written in colleagues. terms they understand In 2014, staff also participated in the Tell Them  they supported the learning at home From Me Survey, which measured the strength of  Wallsend Campus supported their child’s eight drivers of Student Learning. All of these learning drivers were at or above NSW averages.  Wallsend Campus supported positive behaviour, and believe their children were clear on the rules of behaviour  their child feels safe at campus  Wallsend Campus is inclusive, and the teachers help students needing extra support  their child was not excluded in any way and not treated unfairly Callaghan College Wallsend Campus is endeavouring to foster greater communication with parents, encourage parental involvement in their child's campuswork, and participate in campus governance. Wallsend Campus’s online footprint for delivering information is constantly improving with an up to date campus website, Facebook page, Instagram account, email access

33 College Strategic Directions 3. Quality feedback that guides students' effort and attention; and Jesmond Campus - Strategic Evaluation and 4. Support for students to overcome obstacles to Planning achieving their learning goals (e.g., poor basic Background skills, unproductive learning strategies, low self- 2014 was the final year of the College 2012 – 14 esteem, lack of perseverance, poor help-seeking strategic plan cycle. Staff, students, carers and the behaviours). wider community participated in broad based The staff results were as follows: evaluation of the campus and its programs to inform future directions in the next campus strategic plan. Data was generated from campus and external sources, examination performance, 8 Four Dimensions surveys, focus groups and from document reviews 7.9 7.8 and research into current educational best 7.7 practice. 7.6 7.5 Findings and Conclusions 7.4 7.3 A number of issues and areas for improvement 7.2 emerged from the evaluation process. 7.1  Data consistently revealed that some students with university aspirations were identified as achieving below their potential. Learning Resilience of many students was also identified, as was the demands of keeping up

to date in the dynamic technology in learning environment. Educ8 Middle Campus Strategy at Waratah  The changing context of teacher professional Campus learning related to the Australian Professional Background Standards for Teachers and new processes for teacher accreditation was identified. Data from student surveys, attendance and  Broader two way engagement with the behavior referrals indicated that students were community was also identified as an area for becoming disengaged early in their learning. A campus action. team teaching space was established in the mezzanine level of the library and a homeroom Callaghan College Wallsend Campus - Tell Them group was established. Collaborative teaching From Me Suvey: Focus on Learning, Teacher furniture and iPads for the team teaching space were purchased. The classes were timetabled to Survey allow for one mentor teacher and three expert Callaghan College Wallsend Campus participated teachers to work with two combined Year 7 in the Tell Them From Me Focus on Learning Staff classes, in which they team teach English, HSIE, Survey during Term 4, 2014. This survey is an mathematics and PDHPE. evaluation tool that assists Wallsend Campus in Findings and Conclusions measuring, reporting and analysing insights from Classroom observation showed that students stakeholders. The results were collated into four were highly engaged in learning and participating dimensions of practice. in substantive conversation, and students are finding lessons interesting and relevant. Students The Four Dimensions of Classroom and Campus in Educ8 report that things they learn in class are Practices are: 23% more interesting. Data on behaviour referrals 1. Challenging and visible learning goals for is showing that compared with like groups in students, and if so, whether they enable students previous years, referrals have been lower. A to achieve these learning goals; number of schools have visited the class and 2. Planned learning opportunities which involve an culture of team teaching is emerging across the intentional transfer of skills and knowledge; campus.

34 Future Directions resilience, and weekly lessons with a Deputy Educ8 will continue in 2014 for Years 7 and 8. The Principal to support learning and assessment. teaching team have refined the program to focus on HSIE and English to make the model more The new strategic plan will continue to engage sustainable. In 2013, the original teaching team staff in ongoing professional learning focusing on will support new teachers participating in this literacy and 21st Century learning and the new initiative. program for high achievers will be embedded in Stage 5 electives. Other faculties expressed a genuine interest in establishing a team teaching space that allows College planning 2015 - 2017 combining with another staff member from their faculty, to deliver more innovative lessons and The College planning policy provides direction for provide more opportunities to differentiate the the preparation and implementation of campus curriculum. plans including the identification of priority areas, intended outcomes and targets that are consistent Jesmond Campus with the NSW State Plan and the Department’s The campus Strategic Planning Team, through planning documents. consultative processes, established three strategic The College Council, College and campus P&Cs, directions and a range of strategies to support Callaghan Education Pathways principals, staff and campus improvement in those directions. The students all have input. three strategic directions align with the strategic directions of the college and the other two The Callaghan college mission for the strategic campuses in the collegiate. The strategic plan 2015-2107 is ‘Together, we are building a st directions support the key purpose of the campus world class 21 century learning community’. to “Engage Students in their Future.” All three campus principals agreed that each Strategic Direction 1 - Improving Excellent Student campus would have the same three strategic Outcomes directions, for the first time in the fifteen year Strategies: history of the College. This is high testament to the  University Pathways Project professional collaboration existing at the highest  ALARM pedagogy in a 21Century Learning level of the College. Framework and Visible learning context  Transition Support Program development College Strategic Direction 1:  Technology pedagogy integration Improving Excellent Student Outcomes. Strategic Direction 2 - Enhancing Quality Teaching & Leadership The purpose of this strategic direction is to equip Strategies: students with the knowledge and skills to thrive in the 21st Century as happy, responsible & useful  Individual Professional Engagement Plans global citizens able to shape their future.  Collaborative Professional Learning Model Strategies to support this direction are: Strategic Direction 3 - Strengthening Quality  21St Century Teaching and Learning Project Community Partnerships delivers adapted pedagogy in the classroom, Strategies: utilizing the Teaching and Learning Model;  Communications and Promotions Project   Effective Communications Technology Campuses deliver and extend targeted programs and professional learning for staff, Waratah Campus plan such as ALARM and Focus on Reading;  IEPs for Aboriginal and non-Aboriginal The 2014 campus plan had a focus on excellence students will document and respond to their in assessment tasks. Strategies included a parent personal and educational growth; and information night on assessment and assessment authentication for quality, special day programs  Delivery of targeted professional learning. for Stage 5 students focusing on organization and

35 College Strategic Direction 2: About this report Enhancing Quality Teaching and In preparing this report, the self-evaluation Leadership committee has gathered information from The purpose of this direction is to equip teachers evaluations conducted during the year and with the professional knowledge and skills to analysed other information about the College’s develop, deliver and continuously improve upon practices and student learning outcomes. The self- world class pedagogy. evaluation committee and campus planning Strategies to support this direction are: committee have determined and or approved directions for the College’s future development.  CEP teacher teams deliver quality programs The committee was led by: and improve Year 6-7 transition processes;  Malcolm Sandstrom, President, College  Individualized professional learning for all CEP Council teachers;  Kim Hughes, President, College P&C  Student programs delivered in partnership Association with external organisations;  Graham Eather, College Principal  Allen Littlewood, Principal, Jesmond Senior  Year 10 transition processes are evaluated and Campus refined to cater for the Extended Campus  Paul Tracey, Principal, Wallsend Campus Leaving Age; and  Dana Fuller, Principal, Waratah Technology  Technology links, media releases and Campus promotional material used to expand the  Joy Kingsford, College Coordinator profile of Callaghan College in the community. Campus contact information College Strategic Direction 3: Strengthening Quality Community Callaghan College Braye Park Principal’s Unit Leonora Parade, Waratah West, 2298 Partnerships Telephone: 02 49603777 Facsimile: 02 49603766 The purpose of this direction is to establish http://www.callaghanc-m.schools.nsw.edu.au networks and partnerships with other schools and Campus Code: 0403 individuals, organisations, institutions and agencies, in education and other fields, to share Callaghan College Jesmond Senior Campus knowledge, solve problems or pool resources for Janet Street, Jesmond, 2299 the benefit of students of the College, their Telephone: 02 49523922 Facsimile: 02 49561241 families and their teachers. http://www.jesmondcc-h.schools.nsw.edu.au Campus Code: 8880 Strategies to support this direction include: Callaghan College Wallsend 7-10 Campus  The delivery and co-ordination of programs by Macquarie Street, Wallsend 2287 the 21st Century Learning Team; Telephone: 02 49511811 Facsimile: 02 49501047 http://www.wallsend-h.schools.nsw.edu.au  Regular meetings of College teams resulting in Campus Code: 8259 system improvements and 90% staff rating in effective communication; and Callaghan College Waratah Technology 7-10 Campus  The organization of whole of College events Turton Road, Waratah 2298 designed to increase collaboration, Telephone: 02 49681939 Facsimile: 02 49684401 collegiality, common purpose and community http://www.waratah-h.schools.nsw.edu.au at the teaching, administrative, College and Campus Code: 8508 community levels.  The strengthening of relationships and Parents can find out more information and how to activities with education and business interpret information in these reports and have providers such as The University of Newcastle, the opportunity to provide feedback at: Regional Development Australia (Hunter), and http://www.schools.nsw.edu.au/asr other community and business organisations.

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