School Context

2 I certify that the information in this report is the result School context of a rigorous school self-evaluation process and is a balanced and genuine account of the school's Narooma High School is a comprehensive rural high achievements and areas for development. school serving the communities of Narooma, Bodalla, Bermagui, Cobargo, Tilba and surrounding districts. A R Fahey We have a strong record of academic and sporting Principal achievement; of which we are very proud. Our academic achievements have been acknowledged with P & C and/or School Council message us being recognised as a “Centre for Excellence for Quality Teaching” for 2011 through to 2013. The P&C at Narooma High is a small group, with ideas and hopes for the school community, eager to Our vision is to provide opportunities for all students welcome new members so it may thrive and grow. to achieve success in a supportive and caring environment. This is supported through our core !n 2013 to raise money for the school we had fun values of “Responsibility, Respect and Support” movie nights, wood raffles and donations from families included in school fees. All the money raised will be invested back into the school to benefit the school community.

Student welfare, teachers needs and wants, improvements to the school grounds, and uniforms were some of the topics discussed.

We would like to thank, and are extremely grateful to, all who supported us in 2013. We hope 2014 will be another successful year for Narooma High.

Liz Kildea, P&C President.

Student representative’s message Principal’s message Narooma High promotes the values of responsibility, respect and support. This is evidenced through the In 2013 the SRC continued to promote school spirit interactions between the staff, students, parents and among the houses and throughout the school in our the wider community. Together with its community, various sporting activities. We continued to organise a Narooma High strives to provide for its students and range of activities to build school spirit as well as staff a safe, ordered, secure and caring environment support a number of worthy causes. Some of our more which will promote, to the utmost, their personal and successful activities included the very popular Pancake professional development. Day, our school socials, Daffodil Day and Jeans for Genes day. The school aims to provide a challenging and relevant curriculum which promotes students intellectual, Through these special days and other different money aesthetic, moral, social, emotional and physical raising strategies like cake stalls, mufti days and school development. We continue to be involved in the dances we raised money for different charities and to Regional “Positive Behaviour for Success” initiative. support our Sponsor Child, Editte Dawadogo.

This report highlights the outstanding achievements; Our SRC Representatives support our community in academic, sporting and cultural; of Narooma High and events such as Long Tan Ceremonies, ANZAC day its staff and students throughout 2013. In 2013 I was memorials and Youth Committee meetings throughout particularly pleased with the Higher School Certificate the year. We also support our school canteen with kids results of our students. The equivalent of 49% of our volunteering to help out in their free time. students gained a Band 6 or 90% plus result in at least one of their exams. Of the 29 exams sat for by our Our SRC has developed and maintained a quality of students we achieved above State average for 18 of behaviour and strive to empower the student’s voices these; a truly outstanding performance, ranking our in our various meetings or workshops. SRC have school as one of the best performed schools in the completed surveys and questionnaires in issues such Illawarra South East Region. as student uniform and a consistent discipline code to satisfy all teachers and students to the best of our ability.

3 Many of the SRC representatives have been away on who completed the 60 hour course, Sam achieved a leadership camps, workshop or forums to help benefit Band 6, and Robert a Band 5 – both outstanding the school and their personal ambitions after school results. The Year 11 and Year 12 art classes attended here at Narooma High. various exhibitions in Sydney, paying special attention Jessica Hunt – President to the Art Express exhibition. Year 11 worked with a range of expressive forms including painting, drawing, Annie Tyler – Vice President three-dimensional work and installation art in order to prepare themselves for their HSC submissions. Khan Schroder-Turner - Secretary

Amy Spurgeon - Treasurer Year 12 worked completed their critical and historical case studies and then worked solidly on their HSC Key Learning Area Reports bodies of work. The NHS submissions this year had a strong focus on digital/multi-media, with two films (time-based forms) being produced, along with a ART REPORT 2013 series of drawings executed on a digital tablet, a sculpture that incorporated digital multi-media, a Stage 4 developed skills in drawing, designing, screen collection of work utilizing sculpture and water-colour, printing, clay sculpture, perspective drawing, painting and a photomedia work. and lino-cut printmaking. Year 8 drawings were displayed in the SoART Gallery in Narooma. Georgia Stage 5 ceramics explored many traditional hand- Poyner (Year 8) designed the Christmas Whales which building techniques and experimented with slip- were created and displayed on many businesses casting and glazes. They took part in a workshop with throughout town. professional ceramicist, Cameron Williams, learning how to create pots using the potter’s wheel. They Stage 5 students completed two Community investigated a new technique involving the transferral Partnership projects. They contributed in the of photographic images onto the clay surface. production of the fish sculptures displayed at the Narooma Oyster Festival and completed the final Stage 6 photography, video and digital imaging saw stage of the Narooma Pre-School mural. They also Year 11 exploring DSLR cameras, post-production skills created miniature sculpture installations in the in Photoshop, and video and film production. Year 12 environment, ceramic sculptures, and traditional acquired knowledge of industry-based standards and sculpture utilizing wire, wood and fabric. They printing with an A3 printer using specialist paper. produced digital photos using Photoshop, and Mathematics Report developed skills in painting and drawing through investigations in the portrait and self-portrait genre. The 2013 school year saw some major changes to the Narooma High School Mathematics Department. Roger McEvoy was appointed Head Teacher and Mark Hanigan as a classroom teacher. Furthermore Lachlan Reilly relieved as a classroom teacher in Mr McEvoy’s position. Lachlan is completing his final year of a mathematics degree. He is currently a geography and Spanish teacher.

The 2013 HSC results were mixed. Whilst some students exceeded their expectations the overall results could have been better and did not match those gained by the previous cohort. Two students completed the mathematics extension 1 course with our top student scoring an HSC mark equivalent to 74%. In mathematics fourteen students sat the very Year 11 students (Stage 6) made successful difficult paper, three students received Band fives (80- submissions to the National Art School Intensive 90%) and 60% of students scored in the top three Studio Workshop. Sam Nugent and Robert Kenna were bands. Twenty students successfully completed the selected to take part in the prestigious program from a general mathematics course with a top score of 73%. pool of 400 students in NSW. From the 156 students On analysis of these results we observed some poor

4 examination techniques and the fact that the general Continuing on from the success of Glasshouse Rocks mathematics course was taught by teachers teaching 2009 and 2011, Glasshouse Rocks 2013 was recorded the course for the first time. and launched in September this year. Twelve original and diverse songs were included, written and Seven of the students who successfully completed the performed by students from year 8 through to 12. The HSC mathematics course were in year 11, after music this year is acoustic guitar singer songwriter participating in the school’s accelerated mathematics based, and the quality is once again of a very high program over the last three years. The top accelerated standard. Students in Art and Photography classes student scored 78%. Three of the accelerated students have designed the CD cover and disc art, and the have decided to redo the Year 12 course and are on finished product looks and sounds very professional. track to improve on their 2013 results. This successful The CD attracted a lot of media interest, and students program continues with another six students in Year performed live to air on ABC South East to promote 10 aiming to complete their HSC in 2015 and fourteen the launch. Several of the songs on this year's album students entering the program in year 9, where they were in the top 20 of TripleJ Unearthed High have elected to complete Stage 5.3 mathematics by Competition, further testament to the incredible the end of 2014. talent we have here at Narooma High School. Nine students participated in the Australian The year 10 music and drama classes combined to Mathematics Competition in 2013. Four of those present a short original work titled "Channel Beat" students were awarded credit certificates and two with original comedy skits, dances and songs, and achieving proficiency. work was started on a large full school musical for 2014. Narooma High was able to field three teams in the district junior mathematics challenge at Bega High Science Report School, our best place being Narooma A team coming 9th out of the 26 teams who participated. There have been many notable events and results in science during this year. Our Year 6 linkages program in mathematics continued to provide interest and enrichment learning The focus this year has been on developing teaching activities and maintain strong learning links with and learning programs for Years 7 and 9 in line with students and teachers from our partner primary the new science syllabus. This will continue into next schools, as well as supported the school’s Year 6 into 7 year as we develop the units for Years 8 and 10 and transition program. evaluate the implementation of the programs in Years 7 and 9. To further support an effective transition in mathematics learning, visits were made to our four partner primary schools to examine lesson timing and structure, learning environment and resources.

As we look to 2014 and beyond we see a need to maintain qualified and talented staff. We aim to professionally develop teachers of general mathematics by working closely with successful teachers in the region. Furthermore we will be attending workshops from the Mathematics Association of NSW on improving extension mathematics HSC results. We continued to be encouraged by the increasing numbers of students electing to do acceleration and we have one student studying extension 2 mathematics and five students The Science faculty has continued our relationships completing extension 1 for the 2014 HSC. with the Australian National University and the Music Report University of Wollongong by providing specific specialised learning opportunities to our students by The Music department has had another very busy having guest presenters come to school and by visiting year. Besides the usual Formal Assembly and lunch the facilities of these universities. Students in Years 9 time concerts, Narooma High School students to 12 were the recipients of these opportunities and performed at many other functions, including the the positive feedback received will ensure that these Cobargo Folk Festival, Bermagui Seaside Fair, Narooma partnerships continue to grow. Students from Year 7 Oyster Festival, Anzac Day, Tilba Festival and several to 11 were also able to enjoy workshops provided by Club Muzos.

5 the Sapphire Coast Marine Discovery Centre second Year 9 commerce class were created to meet throughout the year. demand in the subjects. The 2013 HSC results in business studies and legal studies were pleasing across In January, Khan Schroder-Turner participated in the Engineering School, sponsored by the Rotary Club, the board. gaining insight into a number of future possibilities. While in December, Keely Clark attended a Science The faculty organised Clean Up Australia Day, two and Mathematics summer camp with the University of curriculum based geography excursions and a Newcastle, gaining a valuable opportunity to commerce excursion to Canberra during 2013. participate in a wide range of activities and experience on campus living. Clean Up Australia Day was an opportunity for our students to help keep the areas around our school and Recipient of the Victor Chang science award for 2013 the local beaches clean for the community. As well as was Nick Fachetti. He attended an awards ceremony an education in environmental awareness, this was at the University of Wollongong. also an opportunity to reinforce the cohesion of the new Year 7 students with their peers. After removing rubbish from the local sites, students enjoyed a swim and an ice cream at Bar Beach.

The geography excursions for Years 10 and 11 were well attended and most students enjoyed the opportunity to carry out fieldwork to support their class-based studies. Year 10 examined coastal management issues around the Tura Beach and Bournda areas while Year 11 examined the biophysical interactions of coastal dune systems and rainforests while enjoying overnight camping, kayaking, bike riding and orienteering in the Bournda National Park.

In the 2013 HSC our students achieved some excellent The Year 10 commerce class travelled to Canberra to results in the four different subjects taught at HSC visit Parliament House, the High Court of Australia and level. the Royal Mint. The excursion was valuable as it reinforced elements of the course the students had  Students receiving a Band 4, 5 or 6 in Biology studied over the past two years and was also an exceeded the State average by 15 percentage enjoyable way to end the course with a spot of points. shopping, ice skating and mini golf.  In chemistry the results attained by our students in Bands 4, 5 or 6 were above the TAS Report State average. In 2013 the TAS faculty focused on refining our current  In physics students gaining a Band 4 or higher programs and practices to enhance outcomes for represented 80 percent of the class students participating in TAS courses. compared to the State average of 66 percent. HSC results were strong with students in industrial  In earth and environmental science the technology, construction, food technology and percentage of students obtaining a Band 3 or hospitality achieving results in Band 5 & 6. Our VET higher fell just below the State average by 5 hospitality students participated in various catering percent. events.

Social Science Report

The Social Science faculty experienced growth in the number of elective classes chosen by the student body. A second Year 11 business studies class and a

6 Students in industrial technology – timber featured Our agriculture Cattle Show Team shows cattle at amongst the schools best HSC results with 4 of the many of the local shows including the Canberra Show students obtaining band 6. Nathan Batten, Tim and the Bega Calf Show. Students compete in junior Watson and Alex Krantz had the honour of having judging and junior parading. The students learn many their major project selected for inclusion in InTech skills including looking after the cattle, preparing them 2014, the annual exhibition of outstanding major for the show, public speaking and assessing cattle for design projects. different markets.

Pictured is a sample of 2013 industrial technology – Their enthusiasm was rewarded in the 2013 Canberra timber major projects. Show where students did extremely well in all categories.

The TAS faculty maintains a commitment to WH&S, and providing a quality learning environment for our students.

Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student enrolment profile

Gender 2009 2010 2011 2012 2013 Male 264 264 249 232 223 Female 269 254 220 205 216 Student attendance profile

Year 2010 2011 2012 2013 7 88.0 88.3 90.3 91.5 8 89.7 82.8 85.5 90.0 Scho 9 84.5 85.7 83.4 83.3 ol 10 84.9 85.3 84.9 81.5 11 82.1 80.7 83.0 84.1 12 83.8 84.4 86.5 83.1 Total 85.5 84.5 85.5 85.5 Regi 7 91.7 91.5 91.6 92.2 on 8 89.5 88.7 89.2 89.6 9 88.1 87.0 87.2 88.3

7 10 87.4 85.9 85.6 86.0 11 87.9 86.0 86.4 87.4 Teacher Librarian 1 12 88.0 87.3 87.9 89.0 Total 88.8 87.8 88.0 88.7 Careers Adviser 1

7 92.6 92.5 92.4 93.2 Teacher of Emotional Disabilities 1.4 8 90.5 90.1 90.1 90.9 Stat 9 89.1 88.8 88.7 89.4 Teacher of Behavioural Disabilities 1.4 e 10 88.3 87.1 87.0 87.7 Support Teacher Learning Assistance 1.1 DEC 11 89.1 87.6 87.6 88.3 12 89.8 89.2 89.3 90.1 Counsellor 0.9 Total 89.9 89.2 89.1 89.9 School Administrative Officers 11.8

Management of non-attendance Total 56.0 Regular review of rolls are completed by clerical staff and stage review teams monitor attendance weekly The Australian Education Regulation, 2013 requires and make contact with parents. We also work in schools to report on Aboriginal composition of their conjunction with Regional personnel to improve workforce. attendance of students who are identified as being at risk of disengaging from education. The school employs an Aboriginal Education Officer to support Aboriginal students and families. Additionally, The school has developed an action plan designed to the school employs two Aboriginal learning support improve our overall attendance rates which is to be officers as part of the Norta Norta program. implemented during 2014. Teacher qualifications Post-school destinations All teaching staff meet the professional requirements [Enter text here.] for teaching in NSW public schools. Year 12 students undertaking vocational or Qualifications % of staff trade training Degree or Diploma 100 Postgraduate 10 [Enter summary statement which must include NSW Institute of Teachers Accreditation 11 the percentage of Year 12 students undertaking vocational or trade training in 2013.] Financial summary Year 12 students attaining HSC or equivalent This summary covers funds for operating costs and Vocational educational qualification does not involve expenditure areas such as permanent [Enter summary statement which must include salaries, building and major maintenance. the percentage of Year 12 students attaining HSC Date of financial summary 30/11/2013 or equivalent vocational educational qualification Income $ in 2013.] Balance brought forward 295026.02 Global funds 369792.63 Workforce information Tied funds 290409.66 It is a requirement that the reporting of information School & community sources 109028.37 for all staff must be consistent with privacy and Interest 13829.48 personal information policies. Trust receipts 33035.47 Canteen 113478.75 Workforce composition Total income 1224600.38 Position Number Expenditure Teaching & learning Principal 1 Key learning areas 63128.79 Excursions 27290.17 Deputy Principal 1 Extracurricular dissections 50374.27 Library 7687.14 Head Teachers 7 Training & development 1683.49 Tied funds 266080.39 Classroom Teachers 28.4

8 Casual relief teachers 77595.07 Year 7: from Band 4 (lowest) to Band 9 (highest for Administration & office 86522.41 Year 7) School-operated canteen 105450.54 Year 9: from Band 5 (lowest) to Band 10 (highest for Utilities 85941.48 Year 9) Maintenance 20224.70 Trust accounts 28910.23 The My School website provides detailed information Capital programs 0.00 and data for national literacy and numeracy testing Total expenditure 820888.68 (NAPLAN). Balance carried forward 403711.70 Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and A full copy of the school’s 2013 financial statement is select GO to access the school data. tabled at the annual general meetings of the School Council and/or the parent body. Further details NAPLAN Year 7 - Literacy concerning the statement can be obtained by (Including Reading, Writing, Spelling and Grammar and contacting the school. Punctuation) School performance 2013 the Higher School Certificate results of our students. Percentage in bands: The equivalent of 49% of our students gained a Band 6 Year 7 Reading or 90% plus result in at least one of their exams. Of the 35 29 exams sat for by our students we achieved above State average for 18 of these; a truly outstanding 30 s t performance, ranking our school as one of the best n e performed schools in the Illawarra South East Region. d 25 u t s

f 20 o

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c 10 r e P 5 0 4 5 6 7 8 9 Bands Percentage in Bands School Average 2009-2013 SSG % in Band 2013 State DEC % in Band 2013

Academic achievements NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3) Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

9 Percentage in bands: Percentage in bands: Year 7 Spelling Year 7 Writing 35 35 30 30 s t s t n n e e

25 d 25 d u u t t s s

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15 a a t t n n e e

c 10 c 10 r r e e P P 5 5 0 0 4 5 6 7 8 9 4 5 6 7 8 9 Bands Bands Percentage in Bands Percentage in Bands School Average 2009-2013 School Average 2011-2013 SSG % in Band 2013 SSG % in Band 2013 State DEC % in Band 2013 State DEC % in Band 2013

NAPLAN Year 7 - Numeracy Percentage in bands: Year 7 Grammar & Punctuation Percentage in bands: 30 Year 7 Numeracy 35 s 25 t n

e 30 s t d n u 20 t e s

d 25 f u t o

15 e f 20 g o a t e g n 15

10 a e t c n r e e

c 10 P 5 r e P 5 0 4 5 6 7 8 9 0 Bands 4 5 6 7 8 9 Percentage in Bands Bands School Average 2009-2013 Percentage in Bands SSG % in Band 2013 School Average 2009-2013 State DEC % in Band 2013 SSG % in Band 2013 State DEC % in Band 2013 NAPLAN Year 9 - Literacy (Including Reading, Writing, Spelling and Grammar and Punctuation)

10 Percentage in bands: Percentage in bands: Year 9 Reading Year 9 Grammar & Punctuation 35 40 30 s t 35 n e

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0 P 5 6 7 8 9 10 5 Bands 0 Percentage in Bands 5 6 7 8 9 10 School Average 2009-2013 SSG % in Band 2013 Bands State DEC % in Band 2013 Percentage in Bands School Average 2009-2013 SSG % in Band 2013 State DEC % in Band 2013 Percentage in bands: Year 9 Spelling Percentage in bands: 40 Year 9 Writing 35 40 s t n e 30 35 d s t u t 25 n s

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0 P 5 5 6 7 8 9 10 Bands 0 Percentage in Bands 5 6 7 8 9 10 School Average 2009-2013 Bands SSG % in Band 2013 Percentage in Bands State DEC % in Band 2013 School Average 2011-2013 SSG % in Band 2013 State DEC % in Band 2013

NAPLAN Year 9 - Numeracy

11 Percentage in bands: School 2013 School Average 2009-2013 Year 9 Numeracy SSG 2013 State DEC 2013 35 100 90

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Bands e d d c i o i r o l e t t d a c o a s i

Percentage in Bands u d i n t B n m a H S

School Average 2009-2013 t t s d h n s S t ( A e e

a SSG % in Band 2013 i (

n h c i h s M s n i

State DEC % in Band 2013 l i u A l g a B g r n n e E E n

Higher School Certificate (HSC) e G In the Higher School Certificate, the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest). School 2013 School Average 2009-2013 SSG 2013 State DEC 2013 100 90 80 70 60 50 40 HSC: Course 30 Summary Table 20 School State 10 School Average SSG Course DEC 2013 2009- 2013 0 s y r 2013 c i o t

2013 t a s i m H

Ancient History 66.8 68.2 66.5 69.3 e n h t r a e

72.8 d

Biology 74.5 73.7 70.1 M o Business Studies 70.6 73.5 68.6 71.2 M English 63.8 (Standard) 71.1 69.8 62.7 English 78.5 (Advanced) 81.7 83.0 75.1 General 64.0 Mathematics 61.4 70.2 63.5 Mathematics 71.0 69.6 71.4 76.3 Modern History 66.0 73.7 68.0 73.5

12 The junior Norta Norta program at Narooma High HSC: Relative performance from Year 10 School allows Aboriginal students in Years 7, 8, 9 and (value-added) 2.5 10 to receive support in the classroom by a junior 2.0 Norta Norta tutor. e

c 1.5 n a 1.0 Individuals recommended by the deputy principal and m r an Aboriginal community member ,as being suitable to

o 0.5 f r

e 0.0 work as a tutor, will accompany targeted students to p

e -0.5 class to enhance engagement at school and in the v i t -1.0 classroom as well as providing support to improve a l

e -1.5 their academic achievement. This may involve R -2.0 encouraging them to be organised with equipment, -2.5 and in keeping their notes and books in certain Low Middle High circumstances. The tutor may also be called upon to School 2013 collect work given out in class to ensure students stay School Average 2009-2013 abreast with best work practices. SSG Average 2013 All tutorial assistance for the junior Norta Norta program should take place in the classroom with the teachers in control of the class. On occasion, and only Retention to Year 12 (SC to HSC) by prior arrangement, it is possible for the tutor to assist students with research in the library under the supervision of the teacher-librarian. These Retention to Year 12 (SC to HSC) arrangements should be made by the class teacher. 100.0 90.0 All support provided should be in line with the 80.0 70.0 student’s personalised learning plan. Throughout 60.0 tuition students and tutors should continue to uphold 50.0 the values of Narooma High School by mutual Respect, 40.0 30.0 showing responsibility and giving Support. 20.0 10.0 The senior Norta Norta program for Years 11 and 12 at 0.0 SC06-HSC08 SC07-HSC09 SC08-HSC10SC09-HSC11 SC10-HSC12SC11-HSC13 Narooma High School involves qualified teachers

School SEG State working with Aboriginal students in Years 11 and 12, providing individual tuition and support to enhance student engagement with school and classwork as well as providing support to improve the student’s academic achievement.

Significant programs and initiatives Identified eligible students are allocated to tutors by the deputy principal and/ or the head teacher welfare. Narooma High School has established a number of programs which operate to support students both Times for tutorial assistance are assistance are within the regular classroom and on an individual or negotiated between the deputy principal, the tutor small group basis if required. and the student, and are flexible where necessary. These programs include the wellbeing team, the On occasions where a Year 11 or 12 student is absent learning support team, the tutorial centre, the from school, the tutor will use this time to work with Partners with Industry and Education (PIE) program, Aboriginal students from Years 9 and 10 who have the Year 6 - 7 transition. been identified as needing assistance and who have their names on a list. These programs have successfully supported students by maximising their educational opportunity All support provided should be in line with the throughout 2011. student’s personalised learning plan, and qualitative and quantitative indicators should be embedded in Aboriginal education each individual plan. Aboriginal students at Narooma High School are All tutor assistance is to take place in the classroom supported through Norta Norta funding initiatives. with the normal timetabled teacher in control of the There are junior and senior components of the Norta class. Alternatively tuition may occur during students Norta initiative. study periods in the library or a vacant classroom

13 identified by the Deputy Principal. Throughout tuition, included the NPWS, Octopus’s Garden child care students and tutors should continue to uphold the centre, Narooma Golf Club, Narooma Swimming Pool Narooma High School values of Respect, Responsibility and Woolworths. and Support. Our students took part in the planning and running of Positive Behaviour for Success (PBS) a rugby league gala day for our partner primary schools with the support of the NSW Country Rugby The PBS program in our school is now well under way. League. This day was highly successful and our Having completed the action plan, the team has had students gained many practical skills that will assist the values and expectations signage designed, them in the future quest for employment. constructed and located in the canteen, quadrangle, entrance areas and area C. As part of the school’s reward system the issuing of merits is being actively promoted and encouraged and steps are in place to establish more consistency in the ways merits are awarded across the school. With staff support the team has set up a system for recognising and awarding merits for positive behaviour outside of the classroom. Work in 2011 focused on planning and teaching explicit behaviour lessons. The lessons aim to ensure the expectations that are communicated in the signage are understood, and students know how to display the expected behaviours in those areas.

Tutorial Centre The tutorial centre continued its program of support for students with behavioural difficulties. The year began with in-class support and monitoring and classroom teacher referrals. After student and parental consultation, identified students was either Partners, Industry and Education (P.I.E.) withdrawn on a needs basis or targeted with in-class support. Individual programs were subsequently PIE is a program that involves students from Moruya, designed to assist with academic, social and personal Narooma, Batemans Bay High Schools and our school needs. continued to be involved in 2012. It is designed to re- engage students at risk of disengaging with education Intervention targeting behaviours before they in a different setting involving the school, TAFE, escalated was a focus prompting specific programs Eurobodalla Shire Council and various industry targeting self-esteem, goal setting and anger stakeholders. management being initiated.

Students participating in the program take part in a Work experience and work skills continue to be a number of courses run by TAFE, including their white major focus for the centre, with several students card, and first aid courses. Additional to these they experiencing the positive benefits of this program. took part in a range of hospitality and barista courses for which they received TAFE accreditation. As part of the program they visited a range of industries which

14 The centre continues with the ‘grow your own healthy food’ program in our raised vegetable patch as well as Findings: encouraging healthy eating and cooking skills. 62% of the respondents answered that either usually Linkages or almost always they find, that what they learn in PDHPE is important. 51.4% of respondents reported Narooma High School provides a linkages program to that they either usually or almost always find that our primary schools in mathematics, allowing the there is a good variety of different activities used gifted and talented students to undertake activities in within their PDHPE lessons. 61.7% of respondents a high school setting. This has prepared students to reported that they either usually or almost always find continue into the accelerated mathematics program. that their PDHPE classroom is a stimulating and safe Students from Cobargo, Bodalla, Narooma, Bermagui place to learn. 79.4 % of the respondents reported and Tilba Public Schools are able to participate in this that they either usually or almost always found that program. They are challenged through a range of their PDHPE teacher expects them to do their best in mathematical based activities that are designed to the class room. generate enthusiasm for mathematics. In addition to this it acts as a highly visible and Recommendations: successful link between the students in the primary schools and the high schools forming the basis for a Some of the data collected during this process will be successful transition to high school. used to shape the PDHPE faculty plan to be implemented in 2015. Only 47.6% of respondents reported that they either usually or almost always School planning and evaluation 2012 found that there were many ways to show what they —2014 had learned within their PDHPE assessments. A focus for all assessment task delivery will be to ensure that School evaluation processes multiple mediums or contexts will be provided -both in theory and practical settings- to ensure students have NSW public schools conduct evaluations to support the opportunity to differentiate their evidence of the effective implementation of the school plan. The learned content. Only 34.6% of respondents reported processes used include: that they either usually or almost always found that Surveys of parents, staff and students they were praised or rewarded for their learning success in PDHPE. As a result of this data, the faculty Interviews with a broad range of stake holders will review what criteria are used to justify why a Analysis of appropriate data and information student receives a merit award in this subject. The aim will be to increase the number of merits distributed to Consultation with key stakeholders in relation to students for successful engagement within the proposed changes subject.

Curriculum Evaluation PDHPE Faculty Review 2013

Background:

As part of Narooma High Schools ongoing goal to strive for improvement, the PDHPE faculty participated in a student evaluation of the stage five units of work. Each faculty member was required to select -using a convenience sampling method- students from their stage five classes to complete a student evaluation survey. The survey was comprised of twelve questions which aimed to provide students with an opportunity to critique the programs, teaching and learning strategies, assessment procedures and School planning 2012—2014: progress learning environment maintained in PDHPE lessons in 2013 they participate in. A total of 107 students for years 9 and 10 completed the survey. School priority 1 - Attendance

15 This target is aimed at developing strategies,  Continue to review data at both high school processes and procedures that will lead to improved and primary school level in years 4, 6 and 8. student attendance.

Outcomes from 2012–2014  Review of data in twelve months’ time. Student attendance rates for 2013 remained equivalent to 2012. Our success will be measured by

School attendance rates continue to be below Region  Identification and introduction across all key and State averages learning areas of identified effective spelling Evidence of progress towards outcomes in 2013: strategies

Our success will be measured by:  Students achieving improved results in writing assessments  Comparisons of historical data with current data to identify improvements  NAPLAN writing results for year 7 students approaching State average in bands 8 & 9.  Responses from school community surveys Areas for evaluation in 2014:

 Reductions in the number of students not Learning and Support structures for students attending school Merit and rewards systems Strategies used to evaluate these areas in 2014:  Reductions in the truancy rates at school Surveys of parents, staff and students Strategies to achieve these outcomes in 2014 Interviews with a broad range of stake holders Some of these will include: Analysis of appropriate data and information Continued implementation of the recommendations Consultation with key stakeholders in relation to from the attendance review proposed changes Developing positive rewards scheme for students who exhibit outstanding attendance at school About this report Promoting the benefits of attendance through In preparing this report, the self-evaluation committee newsletters and bulletins has gathered information from evaluations conducted during the year and analysed other information about Surveying the school community in relation to school the school's practices and student learning outcomes. attendance The self-evaluation committee and school planning Participating in an external evaluation of practices in committee have determined targets for the school's relation to attendance future development. Monitoring various aspects of attendance including Anthony Fahey - Principal specific year group and daily patterns John Melville – Deputy Principal Working to ensure the curriculum is engaging our Liz Kildea – P&C President students 2012 SRC executive School priority 2 - Literacy Executive Members – M Hanigan, L Schroder, C Atkins, D Cafe, B Glyde, A Thomas and P Zideluns. The target is to improve literacy outcomes by a further Staff Members – K Maher, A Swadling, L Drury. 4% over the next two years. We will establish a literacy and numeracy team who will identify appropriate School contact information strategies for improvement, specifically writing Narooma High School Strategies to achieve this target include: Princes Highway, Narooma 2546 Ph: 4476 4377 Fax: 4476 3953  Working closely with our partner schools to identify highly effective strategies Email: [email protected]

16 Web: www.narooma-h.school.nsw.edu.au School Code: 8536 Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at: https://detwww.det.nsw.edu.au/high-performance/annual-school- reports