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TABLE OF CONTENTS
From The Principal ______4 Cecil Andrews College Highlights 2020 ______5
BUSINESS PLAN FOCUS AREAS OLNA ______6 Senior College ______7 Attendance ______9 Behaviour ______10
LEARNING AREA REPORTS Humanities ______11 English ______14 Mathematics ______21 Science ______42 STEM ______44 The Arts ______45 Health & Physical Education ______77 Vocational Education and Training (VET) ______81 Technologies ______84 Follow The Dream ______90
SAIS Data Analysis- Children, Family and Community ______95
FINANCE REPORTS ______98
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FROM THE PRINCIPAL
. CECIL ANDREWS COLLEGE IS AN INDEPENDENT PUBLIC SCHOOL, WHICH OPERATES WITH THE FLEXIBILITY OF A ONE LINE BUDGET TO MANAGE ITS OWN AFFAIRS, SELECT STAFF AND DELIVER A CURRICULUM THAT BEST SUPPORTS OUR STUDENTS TO BECOME VALUED, USEFUL, INNOVATIVE AND PURPOSEFUL MEMBERS OF
OUR SOCIETY
2020 was a different year for us all, with a global of caring teachers with high levels of expectation and pandemic to navigate our way through. COVID-19 proficiency. We want them to constantly challenge really showed the strengths of our staff in a difficult themselves and aim higher. We encourage and and uncertain situation, and mention must be made expect decision making to be evidence based and of the way our students took the many changes and motivated by data driven initiatives in a culture of challenges they experienced in their 2020 school sharing and collegiality. Our professional learning year in their stride. I am very proud of the resilience community emphasises the building of teacher and shown by our students, particularly our Year 12’s leadership expertise together. who completed their final year with us and supported Special programs in Science, Technology, by staff focused on getting the most out of their Mathematics and Engineering (STEM), Australian education. Rules Football and the Performing Arts provide our The College is situated in Seville Grove. Our students with unique pathways to success. students come from diverse backgrounds and Our Academic Extension program is also setting cultures, with Aboriginal students making up 26% of new standards for the area and specially trained the population. We are proud of our partnership with teachers are creating challenging learning our Noongar Community and the achievements of opportunities so each student can meet their our Aboriginal students. potential and become successful in their field of endeavour. The College opened in 1980 and in 2014 we became Our P-TECH (Pathways in Technology) program - a an Independent Public School. The College has an new way of skilling students for the workforce of the Index of Community Socio-Economic Advantage 21st century - means unique learning and mentoring (ICSEA) of 898 and a population of 901 from Year 7 partnerships with industry. through to Year 12. At Cecil Andrews College, we deliver world class education and provide students The College has formed strong Business, Industry with pathways that support their achievement and and Tertiary Education partnerships that are long increase their opportunities through quality term and sustainable. education, training and learning. Through self-respect and respect for others, we Our College’s vision is strategic and founded on promote a community where everyone values and innovation and action. We focus on strong shared enjoys learning, takes pride in their College and leadership that is the guiding principle for all that we aspires to achieve their personal best. We believe set out to achieve. We see our future in the hands in “Achieving Excellence Together”.
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CECIL ANDREWS COLLEGE 2020 HIGHLIGHTS 40th Anniversary Celebrations Certificate II in Autonomous Operations The College celebrated its 40th anniversary in Our first group of students successfully completed October. This was marked by a special assembly the Certificate II in Autonomous Operations and attended by members of Cecil Andrew’s family and graduated at South Metro TAFE. This was an members of the Court Family. exciting venture of the last 2 years, as three of our students are officially on their pathway to Governor STEM Awards employment with Rio Tinto. Cecil Andrews College entered into the Governor Getting To Know Footloose The Musical STEM Awards and were selected as a finalist for the second year in a row! We were awarded a Our Performing Arts program created an amazing Meritorious Leadership Award at the Award show “Getting To Know Footloose The Musical” in Presentation which is a fantastic achievement. Term 4. The students spent many many hours rehearsing and gave it their all during their Australian Education Awards performances. They did an amazing job and we are Principal Stella Jinman was nominated for the so proud of the talent have within our school. “Principal of The Year – Government” award in the NAIDOC Week Performance Australian Education Awards and was chosen as a finalist in this category. In the awards ceremony On the Friday of NAIDOC week, 20 students were Stella received an Excellence Award. invited to attend Worley in Perth and perform. This was an amazing performance and our students Art Students represented the College proudly In Term 2, two of our Art students celebrated some Collaboration with Western Power wonderful achievements. Kiera Jayne Logue entered an art piece in the Noongar Country Art During Semester 2, our students worked with Exhibition at the Bunbury Art Gallery and it was on Western Power to create a Solar Powered Bench in display to be admired by visitors. Brooke Connolly- the grounds of the school. The students created this Rodgers was accepted into the North TAFE Meta from the idea, to the end product. It was a great Exhibition. She submitted an entry of one of her success and our students now have a great outside paintings and she was accepted out of 167 entries space to use. and 54 schools. These are great achievements and our students should feel proud of what they have accomplished. FameLab Australia Cecil Andrews College was chosen to be part of a pilot for the Australian FameLab Academy. Some of our Year 9 students were challenged with communicating a STEM topic of their choosing, to their peers in three minutes. They competed against students from two other schools. We hosted the final of this competition during Science Week in August and we were very proud of our student’s performances, as well as the way they welcomed their competitor students to our College.
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ONLINE LITERACY & NUMERACY ASSESSMENT (OLNA) Achievement Categories
Achievement Categories
Numeracy Reading Writing
Category 1 37 42 52
Category 2 124 84 107
Category 3 163 199 173
Category NSA 62 67 60 Category 1 – students who have not demonstrated the standard. Category 2 – students who have not yet demonstrated the standard. Category 3 – students who have demonstrated the minimum standard through the OLNA. Category NSA – students who did not sit the assessment or assessment results not available. % Who Have Demonstrated the Standard
Numeracy Reading Writing Year Level R1 R2 R1 R2 R1 R2
Year 9 29% 37% 29%
Year 10 30% 34% 31% 38% 25% 34%
Year 11 34% 58% 38% 65% 34% 54%
Year 12 58% 66% 38% 67% 54% 61% In 2020 our OLNA results improved across all three categories. Reading went from 61% meeting requirements in 2019 to 66% of students in 2020 and for writing we saw an increase from 58% to 61%. Numeracy saw our largest increase from 51% to 67%. OLNA continues to be the biggest hurdle for our students to achieve their WACE. These improvements were achieved through targeted, tailored assistance. For 2021, we have continued to refine our processes of tailored individual assistance to increase the number of students passing OLNA and as a result achieving WACE. Strategies include: Purchasing additional OLNA practice tests to allow students to prepare. Hiring additional staff to work with students either individually or in small groups. Developing resources that target the deficiencies as described in the individual diagnostic sheets to really hone in on the gaps in learning to best prepare students to pass. Diagnostic sheets have also been given to teachers so that they can try to address any areas of concern through their curriculum. HOLA’s have been asked to include in their Learning Area plans, strategies that will see more students pre-qualifying in NAPLAN, so that OLNA is less of a burden to students achieving WACE.
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PRIORITY FOUR: SENIOR COLLEGE Year 12 Pathways
ATAR and Other Year 12 VET Cert II or Year ATAR Only Cert II or Students Higher Higher Verified Unverified
2020 60 20 (15%) 20 (15%) 60 (52%)
2019 58 8 (14%) 12 (21%) 33 (56%) 9 (16%) 4 (7%)
2018 55 3 (5.5%) 8 (14.5%) 44 (80%) 4 (7.3%) 5 (9.1)%
Year 12 Students Completing a VET Certificate (during Years 10 to 12)
Certificate I Certificate II Certificate III Year Number Percentage Number Percentage Number Percentage
2020 1 1% 51 44% 9 8%
2019 3 3% 49 56% 3 3%
2018 1 1.9% 38 71.7% 14 26.4%
WACE Achievement
Year Eligible Year 12 Students Percentage Achieving WACE
2020 75 57%
2019 39 68%
2018 35 64%
ATTAINMENT RATE (% of students with an ATAR>=55 and / or Certificate II or Higher)
2020 2019 2018 2017 2016 2015
Cecil Andrews 62 (84.5%) 51 (89%) 48 (87%) 46 (87%) 50 (100%) 89 (42%) College
Like Schools 92% 90% 89% 94% 96%
Public 96% 96% 96% 96% 98% Schools
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PRIORITY FOUR: SENIOR COLLEGE (CONTINUED) Percentage of Students Acquiring an ATAR Achieving One or More Scales Scores of 75 or More
Number achieving one Percentage achieving Number acquiring an Year or more scaled scores one or more scaled ATAR of 75+ scores of 75+
2020 12 3 15%
2019 12 3 25%
2018 11 0 0%
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PRIORITY FIVE: ATTENDANCE Secondary Attendance Rate
Attendance Rate Year School WA Public Schools
2020 75.8% Not Published
2019 78.8% 86.8%
2018 79.2% 87.6%
Attendance % - Secondary Year Levels
Attendance Rate Year Y07 Y08 Y09 Y10 Y11 Y12
2020 80% 78% 71% 67% 83% 70%
2019 87% 82% 75% 75% 74% 76%
2018 86% 79% 78% 76% 72% 82%
WA Public 90% 87% 85% 85% 86% 87% Schools 2020
Attendance % - Secondary Year Levels
Secondary Y07 Y08 Y09 Y10 Y11 Y12 Total
Full Time 80% 78% 71% 67% 83% 70% 74.8%
Student Numbers (as at Semester 2, 2020)
Secondary
Male 435
Female 410
Total 845
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PRIORITY SIX: BEHAVIOUR Suspensions – Total Days Suspension
Year Y07 Y08 Y09 Y10 Y11 Y12 Total
2020 357.5 260 319.5 73.5 63 21.5 1095
2019 291 360.5 279 91.5 75 28 1125
2018 220 225.5 115 1.5.5 55 23.5 744.5
Suspensions – Total Days Gender Overview
Y07 Y08 Y09 Y10 Y11 Y12 Total Year M F M F M F M F M F M F M F
2020 247.5 110 209.5 50.5 201 118.5 54 19.5 50.5 12.5 13 8.5 775.5 319.5
2019 235.5 55.5 191 169.5 190 89 89.5 2 38 37 11 17 755 370
2018 170 50 163 62.5 70.5 44.5 70.5 35 31 24 20 3.5 525 219.5
Suspensions – School Summary Number of Students Suspended
Y07 Y08 Y09 Y10 Y11 Y12 Total Year M F M F M F M F M F M F M F
2020 33 24 25 9 23 21 22 10 11 3 3 3 117 70
2019 43 13 35 39 39 17 23 2 10 13 4 3 150 83
2018 25 17 19 13 18 14 15 12 12 8 5 1 94 65
Suspensions – Total Number of Students Suspended
Year Y07 Y08 Y09 Y10 Y11 Y12 Total
2020 38 34 44 32 14 6 168
2019 56 66 56 25 23 7 233
2018 42 32 32 27 20 6 159
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LEARNING AREA REPORT: Humanities 2020 Events and Highlights Senior school results by subject in 2020 were as follows: The Humanities and Social Sciences (HASS) adapted to the interruption that was Covid19 by 2 x A utilizing online learning platforms such as Connect 2 x B and Education Perfect. Such platforms allowed General Politics and Law (11) access to learning opportunities from home and 2 x C meant a continual commitment to the school’s Semester 1 1 x D business plan of quality teaching and learning and 2 x E engagement for all. In 2021, Connect is still a major focus to ensure any future move to online learning General Politics and Law 4 x A brought about by Covid19 is already prepared and (11) being utilized. 4 x C Semester 2 Miss Burton presented an innovative lesson for her Year 8’s in second semester, engaging in a WebEx 1 x A session which included many of the school’s P-Tech General Politics and Law 1 x B partners. Industry leaders were able to give the Year (12) 8s an insight to industry expectations and career 6 x C opportunities. It is fantastic to have such significant 2 x E resources at the school’s disposal such as the partners of the P-Tech program. HASS intends to 1 x B ATAR Modern History (12) utilise these relationships more regularly, working 2 x C with Mr Dimech and the VET team in innovative and creative ways to encourage real-world teaching and 1 x B learning. ATAR Geography (11) 1 x C Semester 1 30 students have been invited to have a morning tea 2 x D with the Governor as part of the school’s second place in the Governor’s School STEM Awards in ATAR Geography (11) 2 x B 2020. Mrs Blundell will be taking students from her Semester 2 1 x C Politics and Law class, the Year 10 Academic Extension class and some of the school’s student 5 x C councilors. Mrs Blundell hopes to include a tour of ATAR Geography (12) the city’s courthouse as part of the excursion. 1 x D Data Analysis General Accounting and 1 x A Finance 2 x C Subject Award Winners (Semester 2):
Year 7 Saraia Radcliffe – 94% In 2020 each student who completed the Modern History and Accounting and Finance course Year 8 Layla Ferguson – 76% received a passing grade. Students in Year 11 Politics and Law and Year 11 Geography improved Year 9 Mireyah Arago – 85% to all achieve passing grades when semester 1 and 2 are compared against one another. 5 of the 6 Year Year 10 Nazanin Qasemi – 82% 12 Geography students achieved a C grade to pass the course. At least 1 student achieved an A grade in Accounting and Finance, Year 12 Politics and Law and Year 11 Politics and Law. 11
LEARNING AREA REPORT: Humanities (continued): Year 8s at Cecil Andrew College are outperforming like school in grade distributions of A (+7%), B (+0.2%) and C (+2.5). Like schools have more student that Cecil Andrews College on D and E grades. Cecil Andrews College is the closest to matching all Department schools in C grades with only a 1.4% difference. Our school is outperforming both like and Department schools in NA grades.
Cecil Andrews College Year 7s (above) are outperformed by like schools in passing grades of A (-1.2%), B (-6.4%) and C (-4.7%). The highest number of our students sit within a C grade. It is interesting to note we are closest to matching like schools in A grades with only a -1.2% difference.
Year 9 students at Cecil Andrews College (bottom left) are outperforming like schools in A (+2%), B (+9.2%) and C (+0.3%) grades. When compared to Department average, our school is closest to matching Department schools in B grades with only a -0.4% difference. Use of high impact teaching The above graph demonstrates the improvement of strategies such as EDI form part of the a Year 7 class taught by a teacher who participated recommendation and a target to reduce the amount in the Teach Well professional learning course with E grades by progressing them to Ds and therefore an emphasis on high impact teaching strategies. It is bring Cecil Andrews College more in line with like evident that the strategies positively impacted the schools. student outcomes for this class. These EDI strategies will become a focus of HASS classes as a third teacher undergoes the professional learning. Similar success stories are common amongst other teachers who have undergone the same professional learning.
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LEARNING AREA REPORT: Humanities (continued):
Year 10s at Cecil Andrews College are being explicit learning intentions. These programs are outperformed by like schools in A (-1.6%), B (- made available online to increase student support 11.6%) and C (-8.6%) grades. The significant structures. Such programs provide relevant and concern in our E grade distribution with 47.9% of challenging curriculum in compliance with the students. This suggests a need to revise Western Australian Curriculum. assessment complexity and types, teaching Recent 2021 average PAT - Reading scores for programs and moderating processes. current Year 7 (52.39%) and 9 (46.28%) are below Department schools are outperforming Cecil the national mean. Year 8 is 10 points behind the Andrews College by more than 10% on all passing national mean. This suggests a focus on reading grades (A, B, C) and the closest grade margin being should make up some components of the +3.1% for D grades. department’s Group Education Plans which are currently being written. The charts below and over page represent how school results compare to those of the written To ensure teachers are up to date on the levels of examination for ATAR Modern History and achievement for their classes, HASS holds weekly Geography. Groupings of student performance are meetings to interpret relevant teaching and learning similar when compared but school scores are data using CNAP, Datahub, SAIS and PIVOT marked more leniently that the moderated school surveys to monitor how our school is going against score. This suggests the need for a stronger the Department schools and like schools. moderating partner-school for Year 12 school-based HASS teachers will work with the PBS reward assessments. system of raffle tickets and Showdown points for positive and respectful behaviour demonstrated in class in order to see a 10% reduction in referred behaviours. There has been an observable improvement in classroom engagement due to this reward system. To positively impact the percentage of Year 10 students successfully completing ATAR subjects, the Year 10 Academic Extension HASS class is taught by one of the ATAR course teachers to effectively reflect demands of ATAR study. Revision of programs identified the need to more effectively engage with the school’s AIEO staff to teach Aboriginal perspectives and culture. Valuable visits from our AIEOs are prescribed in HASS programs. In 2021 there will be a trial course to incorporate Noongar language for our Year 7s. The Academic Extension programs are differentiated by including higher order thinking language and skills. Future Focus In 2021 HASS will have a designated Head of Learning Area. Revision of programs suggested learning intentions and success criteria were not matched across all classes. This has prompted editing of HASS curriculum programs to include 13
LEARNING AREA REPORT: English Revision of assessments suggested they were not Year 12 students’ grades reflect a slight always created in collaboration with all year level improvement at both ends of the scale; lower teachers leading to some content not being percentage of E grades historically compared with accessible by every student. The addition of more the past two years but almost four times higher than collaborative processes and explicit learning DoE schools and more than 50% higher than Like intentions included in the year level programs will Schools. Outside the data, the narrative includes the mitigate this. Future assessments will be created impact of attendance, especially after the height of and dispersed amongst all year level teachers for COVID restrictions, the inclusion of students who feedback. had taken up employment or had not engaged in the final semester of their secondary schooling. Some of Semester Two 2020 the E grades related to a lack of participation rather WACE Achievement than capacity and teacher impact. A grades were an improvement from the previous year by 6.6% and a 2019 2020 closer fit with both Like and DoE schools. However, the gap is significantly larger in the B grade Number % Number % distribution with more than half the students finishing
Full-time on a C grade. Anecdotally, a number of students WACE-eligible believed that their other courses were significantly Year 12 56 75 students more important than the subject English. In 2019 and 2018 the spread of grades was better except for the Full-time tail end which was higher. WACE-eligible Year 12 students who 38 67.86 45 60 OLNA Year 11 and Year 12 achieved the WACE Year 12
Full-time Numbers WACE-eligible Year 12 students who Reading Writing completed 9 16.07 20 26.67 four or more year 12 ATAR Category 3 2 1 N/A 3 2 1 N/A courses 2019 61 8 7 5 58 12 5 5 Median ATAR (TISC) 49.85 2020 73 12 4 1 69 13 6 2
Percentages
Reading Writing
N/ N/ 3 2 1 3 2 1 Category A A
75 10 9 73 15 6 6% 6% 2019 % % % % % %
81 13 5 77 14 7 1% 2% 2020 % % % % % %
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LEARNING AREA REPORT: English (continued) Year 11 ATAR English Numbers Results of students in the ATAR English course in 2020 reflected the language background as well as Reading Writing career aspirations of a large percentage of the group. 85% of the students achieved a C grade, there were Category 3 2 1 N/A 3 2 1 N/A two D grades and an E grade. In examining the cohort, the first anomaly in relation to the historical 2019 87 26 9 3 78 30 10 7 data is the fact that there were almost twice the number of students. The data does not indicate the 2020 75 18 3 16 72 18 6 16 language background of the students. More than 50% (11/20 students) came from families with a language background other than English; either their Percentages parents’ first language was not
Reading Writing English or their first spoken language was not English. Some of these students were not born in Category 3 2 1 N/A 3 2 1 N/A Australia. Culturally, it is significant that these students maintain their connection to their first 2 2 70 7 62 1 2% 4 8% 6% language. In addition, the proportion of these 2019 % % % % % students who studied STEM subjects, specifically Engineering, were of the clear mindset that their 1 1 67 3 14 64 14 6 6 6% English course should not be a priority as it was not 2020 % % % % % % % important to their future. Attendance of a proportion of these students in Term two was low. Parental and student anxiety was significantly higher in the While there has been progress with OLNA results in students from non- Australian born families. Year 12 (6% improvement in Reading, 4% improvement in Writing), Year 11 students have fallen behind with a lower percentage of students having attained Category 3 in Reading and only a small increment of improvement in Writing (2%). There has been a more explicit approach to teaching and learning in the Year 12 General English classes. Students in 2020 have been exposed to modelled writing and text comprehension for both OLNA and the EST. Year 11 students often have difficulty managing the discipline of their senior school courses. It is recommended that more concentration on preparation in Year 10 may support continued With reference to the graph and comparison table improvement. Students need to explicitly understand with the Year 12 Course and Exam comparison the OLNA test in order to be successful. students’ exam performance was below both Like and DoE schools as was their Course mark but there was not significant variation.
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LEARNING AREA REPORT: English (continued) appear better than both Like and DoE schools. It is more important to note that the one A grade represented a slight improvement in achievement however still suggested that we are not able to attain the preferred spread of results at this stage. Year 11 students at Cecil Andrews College lack the application and motivation to achieve the higher grades. Although a lower percentage of E grades presented in 2020 in relation to the school’s historical data, we still have a significantly higher percentage in this category than either Like or DoE Students were exposed to assessments that allowed schools (almost three times more than the DoE for exam type conditions to be practiced, group statistic). activity tasks were minimal. The course had been based on the SCASA sample assessment as far as It is recommended that the department work more assessment types and number. strategically with a plan to enhance student performance and productivity in the lower grades in There was a 0.1 increase in correlation in School vs order to achieve improved results in the senior years. Exam mark between Semester One and Semester The increased capacity of teachers to work with Two however in the COVID year, the students sat explicit direct instruction and other Teachwell their first semester exam under fairly stressful strategies as well as Teacher Sprints has conditions having all experienced gaps in contributed to excellent progress in lower school attendance in the first semester. classes as far as application and behaviour. Although the current SCASA sample Course and Assessment outlines (December 2020) feature six Year 11 ATAR assessments per semester apart from the exam, it In 2020, the 13 ATAR English students achieved an would be more beneficial to the students to have less improved exam mark compared with 2019 and 2020. assessment as long as all task types are covered at The school course mark however was higher than least once, and more time spent on practicing course both Like and DoE. Anecdotally, it should be concept attainment as well as extended writing. acknowledged that the students’ teacher in 2020 More focus on the significance of concept worked hard to instill a good understanding of course development in Year 11 would also ensure that concepts and academic writing skills. However, the students are better prepared for that final year before 5.7 % difference between the Mean Course and the external ATAR examination. Exam mark suggests that the students had not developed the capacity to demonstrate the same Year 11 level of performance under test conditions. The Year 11 cohort has also made slight improvements in grade distribution. As with the Year 12 cohort, the majority of student grades fall into the C category. This is a higher percentage than both DoE and Like schools, the B grade representatives were limited to two students. There was only one A grade representing 7.7% of the school cohort. Such small numbers skew the significance of the statistics as this made our school’s performance in A grades 16
LEARNING AREA REPORT: English (continued) U E D C B A The Year 10 data for OLNA further reflects the poor
School 7.7% 69.2 15.4 7.7% performance of this cohort in 2020. Students’ (1) % % (1) performance in both Reading and Writing was a step (9) (2) Like 2.1% 19.9 61.0 13.7 3.4% backwards from 2019. Schools (3) % % % (5) (29) (89) (20) It is recommended that teachers explicitly teach the DoE 0.0% 1.5% 10.3 56.6 24.6 6.9% TEXT paragraph structure, use graphic organisers to (1) (82) % % % (375) (560) (3075 (1337 assist students to plan their work, develop small ) ) chunks of instructional steps, review punctuation, Writing in regards to the ATAR students has also grammar and spelling rules in order to ensure the been further supported by the enrolment of Year 11 Year 10 cohort are better prepared to be successful ATAR students in the Centre For Stories after school by the end of Year 10, to have an improved outcome writing workshops in 2020. with OLNA and to be better prepared for Year 11 and 12. Year 10 High performing students still need additional The Year 10 data presents a better spread than Year support with unpacking questions in the exam, they 11 and 12 but interestingly, the school has a greater need more practice with extended answer questions percentage of A grades than Like Schools (5.8% vs in order to increase grades at the top level. 2.3%). However, the most concerning aspect of the Semester Two data is the % of students who did not Year 9 achieve a C grade or better. 14 students received a NA for Semester Two. In total, 57.9% of the students received a grade below Satisfactory. The inclusion of a Year 10 exam and poor outcomes in timed written assessments may have impacted this result. Year 10 OLNA Numbers
Reading Writing
Stage 3 2 1 N/A 3 2 1 N/A
2019 67 23 10 15 56 29 12 18 While the Year 9 data shows a better performance
2020 45 30 21 18 41 44 15 15 than Year 10 at the top end of the grades, 4.6% compared with Like Schools at 2.7%, the historical Percentages data shows us that A and B grades have decreased in percentage over the past three years and the % of Reading Writing E grades is higher than either Like or DoE schools. Stage 3 2 1 N/A 3 2 1 N/A
58 20 13 49 25 10 16 2019 9% % % % % % % %
39 26 19 16 36 38 13 13 2020 % % % % % % % %
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LEARNING AREA REPORT: English (continued)
GRADE Year 8 NA E D C B A School 10.6% 25.8% 14.6% 37.7% 6.6% 4.6% (16) (39) (22) (57) (10) (7) Like School 10.4% 22.6% 19.6% 32.8% 11.9% 2.7% (88) (191) (166) (278) (101) (23) DoE 8.2% 9.6% 13.1% 34.7% 22.9% 11.5% (1613) (1883) (2573) (6808) (4507) (2263)
Year 9 students attempted the OLNA testing later in 2020 in the absence of an opportunity to sit the NAPLAN, therefore generating recent data about their literacy and numeracy. 40% of the students have attained their Category 3 status from this testing, positioning the cohort already ahead of The data for the Year 8 cohort is interesting as there attainment for the Year 10 students. is some improvement in overall achievement. Whilst the greater proportion of students’ grades sat in the Year 9 OLNA middle range (C grade) where 48% of the students were placed, the tail end has become smaller than Numbers – 164 students the previous two years. In reviewing performance in
Reading Writing the three strands, Writing showed the slightly better achievement (98 students achieved a C grade or Stage 3 2 1 N/A 3 2 1 N/A better) over Reading and Viewing (93 students achieved a C grade or better). However, Speaking 66 49 16 33 60 46 31 27 and Listening was an area of concern. 78 students achieved a Satisfactory grade or better, reflecting a declining capacity to speak and present confidently Percentages to an audience. Anecdotally, we know that students arrive from the primary schools with sufficient Reading Writing confidence to deliver oral presentations, volunteer answers to questions in class and engage in Stage 3 2 1 N/A 3 2 1 N/A discussion. It is recommended that greater 4 importance is placed on Speaking and Listening in 30 10 20 37 27 20 16 0 % % % % % % % the classroom by sustaining this practice when % students are in Years 7 and 8 and providing opportunities for practice on a regular basis. These skills are significant to their future as well as their success across the curriculum.
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LEARNING AREA REPORT: English (continued)
GRADE The Year 7 data is a serious concern Of all the year NA E D C B A groups, it could have been projected that these Reading and 2.7% 16% 12.7% 43.3% 20% 5.3% students would have been most seriously impacted Viewing (4) (24) (19) (65) (30) (8) by the pandemic. Having barely started the school Speaking and 20% 16% 12% 38.7% 10% 3.3% year, this group which had arrived with a large Listening (30) (24) (18) (58) (15) (5) proportion Below band performance in their Year 5 Writing 2.7% 16% 16% 46% 14.7% 4.7% NAPLAN and with less capacity to improve through (4) (24) (24) (69) (22) (7) independent /at home learning, were also disoriented by a lack of consistent engagement. Behaviour issues across the year group further It has also become evident that the Teachwell, compromised the learning environment. Whilst the literacy and Teacher Sprint strategies are gaining Academic Extension group were able to achieve most traction in the lower/formative years of some excellent results with the curriculum delivery of secondary schooling where we have several a very committed teacher who also became teachers having engaged in the professional Teachwell trained during the year, the General learning and comfortable in utilising the strategies students were not able to demonstrate more regularly. commensurate growth despite intervention across Year 7 the school. The exception to this was the dedicated class for the lowest achievers. This class had the opportunity to focus on remedial work. The behaviour and work ethic of the majority of students in this group reinforced the necessity for all Year 7 teachers to focus on a seamless transition between the primary and secondary years to best facilitate progress. The recommendations for Year 7 students are a “work in progress” in 2021. Year 7 teachers were selected for their capacity to deliver explicit instruction, to provide a safe and positive classroom environment and to have a growth mindset whereby they actively engage in the Teachwell strategies, GRADE work from a common programme with a strong NA E D C B A literacy focus, work well with data and have the School 20.5% 18.4% 15.3% 24.2% 12.1% 9.5% (39) (35) (29) (46) (23) (18) capacity to collaborate and moderate. In addition, at the end of 2020, the decision was made to not only Like School 10.5% 13.8% 19.4% 33.2% 17.3% 5.7% (117) (154) (217) (371) (193) (64) create a new data set in the PAT testing as well as DoE 10.3% 6.1% 13% 35.7% 22.7% 12.2% to embark on Brightpath writing as another tool to (2240) (1324) (2826) (7759) (4940) (2660) assess, attain data and receive education plans explicitly responding to the performance of the students. An incidental is the built in moderation of teachers attached to the Year group; such teachers will improve their capacity to moderate with accuracy in terms of the Writing strand.
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LEARNING AREA REPORT: English (continued) In Summary While progress has been made in most year groups in English, there is still some way to go to achieve consistent comparability with Like schools in most areas. The circumstances of 2020 have no doubt impacted the performance of students across DoE schools. Anecdotally, the capacity for a number of senior school students to re-engage in their courses was impacted by absences during the pandemic. This also had a strong impact on the Year 7 cohort. An area of concern across all year groups in English is the large representation of NA, E and D grades in most years. Some of the students that have NA grades have never attended an English class yet still appear on a class roll. More accurate data could be achieved if such students were not part of the statistics. However, each student must become a focus for individual teachers. Group and individual education plans need to be a priority. At the end of 2020 it was agreed that all programmes would be reviewed by referring to the relevant cohort’s SCASA curriculum statements and with guidance from the judging standards. The most visible improvement in engagement, behavior and learning, has been achieved by those teachers who have participated in the Teachwell professional learning or have been collaborating on Teacher Sprints. It is a strong recommendation that this is the foundation for future growth and development of teaching and learning in English. Teachers in the learning area need to be able to work collaboratively with a growth mindset, willing to engage in proven strategies for the continued improvement of literacy. Explicit instruction, familiarity with the science of learning promoted by Teachwell (which includes knowing where students are through data from standardized tests) and how they learn should be the foundation for consolidating improvement. While the classroom teacher cannot necessarily impact some of the NA and E grades involving circumstances and decisions outside the English classroom, the teacher’s capacity to provide a positive, safe and inclusive learning environment where learning is valued and teaching and curriculum delivery is based on evidence, is something we can control. 20
LEARNING AREA REPORT: Mathematics Technology and Mathematical Online Reframing Mathematical Futures (RMF) Platforms At the beginning of semester one 2020, students in An online mathematics program, Mathspace, was Years 7 and 8 were assessed on their level of ability purchased for students in Years 8 and 9. The to apply multiplicative thinking to mathematical benefits of this included an enhancement of the problems. Throughout the year, students were given numeracy skills of the students, more engaging problems in their lessons that were scaffolded to lessons during school hours, differentiated and their individual level of ability, with the goal to tailored homework and a general increase in achieve higher order multiplicative thinking by the confidence in utilizing computers for mathematics; a end of semester two. In order to quantify whether skill necessary for obtaining optimal individual this goal was achieved, students were assessed at results in any online testing, such as OLNA. the end of semester two. It was found that, overall, 74% of the Year 7 cohort stayed at or increased their In response to COVID-19, the school was given ability in multiplicative thinking, with the largest access to an additional online program, Education increase being measured at three levels higher than Perfect. The mathematics component of this the beginning of the year. Previously, the current program was used across all year groups and was Year 8 cohort as Year 7’s had achieved a slightly an additional resource that the students could easily lower level of 61%. This did not change in 2020, with access during the short period of at-home teaching the same percentage (61%) staying at or increasing that occurred during March and April 2020. This their multiplicative thinking skills. The most program was utilized for the remainder of the year noticeable difference in the Year 8 students was the during mathematics classes, allowing the students to attainment of levels five higher than when the learn and practice at their own pace. students commenced at the beginning of 2020. NAPLAN Results – Numeracy Top Performing Students in 2020 There were no NAPLAN results for 2020 as these tests were cancelled due to COVID-19. Emily Aird OLNA Results - Numeracy Year 7 Saraia Radcliffe During 2020, over Years 10, 11 and 12, 60% of KV Sarmiento students had either pre-qualified, or passed OLNA, Seth Secretario achieving a Category 3. This was a 2% increase from the previous year (2019 – 58%) and a 6% Jorja Maccarone Year 8 increase from the year prior to that (2018 – 54%). Ryker Donaldson Students in Year 9 in 2020 were given the Hazel Montejo opportunity to sit OLNA, as they had not been given the chance to achieve the Band 8 or higher in Sienna Sharp NAPLAN that would have precluded them from Kate Selmo partaking in the OLNA during Year 10. A total of 32% Year 9 of the Year 9 students passed OLNA, achieving a Riley Judd Category 3 in numeracy. Abi Manmatharaj
Aiden Statham Year 10 Rafael Espineli Alex Smith
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LEARNING AREA REPORT: Mathematics (continued) Homework Club and Tutoring Providing a homework club became unsustainable during the first semester of 2020, due to COVID-19 restrictions. Since these were eased during the second semester, a regular homework club was accessed by students each week, on a Thursday, from 3 – 4pm. Three staff members of the mathematics faculty were available at this time to provide tutoring and support to those students who attended. A maximum of 16 students attended at this time. Additional tutoring was made available to students on other days, if they were unable to attend on Thursdays, and there were students that were regularly present on Tuesdays and Wednesdays each week for an hour after school to receive assistance in their numeracy. World of Maths Day For a day in semester 2, Year 7 and 8 students were treated to a period of hands-on Maths activities instead of their usual class lesson. Two rooms were set up with a total of 17 activities for the students to work on in small groups. Students were free to move between the activities and could choose whichever ones they wanted to solve. The activities contained problems and tasks belonging to the strands of numbers, space, measurement, calculation, probability, graphs, statistics, logical thinking and sequencing. Students were kept occupied with no waiting time and are allowed to spend as much time as they need at each activity within the session. The students experienced mathematics related to practical and real-life situations. Students developed skills necessary to work in small groups as an effective way of learning mathematics. The session allowed the students to interact, which boosted their confidence and promoted a positive attitude towards mathematics.
Quality Teaching Leading to High Achievement and High Student Engagement We are committed to, and accountable for, delivering quality teaching and learning programs to improve outcomes for our students.
OUTCOME TARGET
Student performance in WACE Positive trend in the mean ATAR from a baseline using 2018 examinations is improved. & 2019 data
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LEARNING AREA REPORT: Mathematics (continued) ATAR Courses – Year 12 Mathematics – Applications
Targets (for this subject) 2020 Achievements (for this subject) 2020
Minimise negative moderation of school Means achieved: to scaled scores Improve student performance in raw School Assess 55.88 exams Moderated 45.81 Minimum 55+ scaled scores for ATAR Raw Exam 45.47 Year 12. (difficult for Applications) Scaled score 44.25
No significant achievements. Raw exam mark on average lower than school mark (-10.41%). Scaling indicative of this difference. 2/16 students examined received a final scaled score of 55+.
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LEARNING AREA REPORT: Mathematics (continued) Course Mark Analysis and Performance
Course Performance (average final scaled scores) Moderation Average Expected School Like Schools State (DoE) Year School Like Schools State (DoE) Scaled Score Performance 2018 -17.1 -15.3 -10.6 2018 45.7 44.9 53.5 0.2 2019 -18.4 -12.0 -7.3 2019 44.5 46.4 53.4 -0.3 2020 -10.1 -9.3 -3.5 2020 44.2 45.4 53.9 -0.1 Moderation is the amount by which the mean school score Stage Performance - average final scaled score was adjusted based on the students’ exam performance. (number of students) School mark to scaled score difference Stage School Like Schools State (DoE) Year School Like Schools State (DoE) ATAR MAA 44.2(16) 45.4(95) 53.9(3142) (12) 2018 -13.7 -10.9 -7.7 2019 -18.0 -12.1 -8.8
2020 -11.6 -11.1 -6.7
School mark to scaled score difference is the amount by which the mean school score changed to become final scaled scores.
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LEARNING AREA REPORT: Mathematics (continued)
Analysis of Results
Fifth year of this course would indicate that students will suffer negative scaling. Students whose raw exam mark exceeded school mark were scaled down less. Moderated mark significantly below school mark (-10.06% on average) Despite a strong positive linear correlation between School Assessment & Raw exam, the final scaling of most students had a significant negative impact ( -11.62 on average). Positives – school marks within that of like schools Negative scaling reduced from -18 (2019) to -11.6 (2020) Spread of school scores more consistent than 2019
Mathematics - Applications -TARGETS FOR 2021
Minimise negative moderation to under -10% of school to scaled scores with focus on standard of assessment tasks set from 2020 school and 2020 WACE Exam paper individual question performance analysis. Improve student performance in raw exams to minimise scaling. Increase the number of scaled scores 55 + for this group to above 5 students.
ATAR Courses – Year 12 Mathematics - Methods
Targets (for this subject) 2020 Achievements (for this subject) 2020 Means achieved Minimise negative moderation of school to scaled scores School 48.75 Improve student performance in raw exams Moderated 30.23 Minimum 55+ scaled scores for all students Raw Exam 29.41 Scaled 44.24
Raw exam well below class score (SGM of 4 students)
Top student school to scaled -6.63% 1 student ended with a scaled score of 55+. Wendell Villarama 60.37
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LEARNING AREA REPORT: Mathematics (continued) Course Mark Analysis and Performance
Course Performance (average final scaled scores) Moderation Average Expected School Like Schools State (DoE) Year School Like Schools State (DoE) Scaled Score Performance 2018 -13.2 -6.2 0.3 2018 37.6 54.0 65.2 2019 -5.1 -12.0 -7.4 2019 59.9 51.9 65.1 2020 -18.5 -9.8 -5.2 2020 44.2 57.0 64.9 Moderation is the amount by which the mean school score Stage Performance - average final scaled score was adjusted based on the students’ exam performance. (number of students) School mark to scaled score difference Stage School Like Schools State (DoE) Year School Like Schools State (DoE) ATAR MAM 44.2(4) 57.0(24) 64.9(1595) (12) 2018 -2.4 -1.6 0.2 2019 1.9 0.8 0.6
2020 -4.5 -0.2 0.8
School mark to scaled score difference is the amount by which the mean school score changed to become final scaled scores.
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LEARNING AREA REPORT: Mathematics (continued)
Mark Spread Year School Std Exam Std Dev Difference Dev
2018 6.8 9.5 -2.7
2019 0.0 0.0 0.0
2020 11.2 14.5 -3.3
ANALYSIS OF RESULTS: Small numbers make analysis of results difficult. Failed to meet target of minimising negative moderation. Moderated Difference mean of -18.52 adjustment of school mark No bonus marks for course (no scaling up) this will be the case in 2021 Two students should not have completed the course. Counselling was given, however advice was not taken on board. There appears to be an issue with School assessment and students Raw Exam marks a difference of almost -20 (Evident in the graph above).
MATHEMATICS – METHODS TARGETS FOR 2021
One students in 2021. Would like to achieve a scaled score +55. SGM with Atwell College and three other schools – timely feedback from tasks with group statistics analysed. Raw exam improvement (2020 exemplar) rigorous question analysis to target specific topic weaknesses.
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LEARNING AREA REPORT: Mathematics (continued) ATAR Courses – Year 11 Mathematics - Applications
Targets (for this subject) 2020 Achievements (for this subject) 2020
Counsel early change for students not suited 2 D grade, similar to like schools. Small to the demands of the course. student numbers have impacted this C Grade minimum for students in course. result. Improve on 2019 Some students completed year 11 MAA that should not continue into Yr12. 2 Students performed at an “A” standard. If this level of work continues should see an improvement in Yr12 results in 2021
Course Mark Analysis and Performance
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LEARNING AREA REPORT: Mathematics (continued)
Comparison Comparison
U E D C B A Stude Stude Cours Exam Diff nts in nts e Cours sitting e Exam School 18.2% 54.5% 9.1% 18.2% School 11 0 Mean 62.7 (2) (6) (1) (2) Std 11.4 Like 5.4% 17.7% 55.4% 20.0% 1.5% Dev Schools (7) (23) (72) (26) (2) Like 130 116 Mean 55.7 43.3 12.4 School DoE 0.1% 3.1% 17.5% 44.5% 22.4% 12.3% s Std 13.3 14.8 -1.6 Dev (4) (124) (696) (1767) (889) (490) DoE 3969 3886 Mean 58.5 51.7 6.8 Historical Std 14.1 16.8 -2.6 Dev Year U E D C B A
2018 46.2% 23.1% 7.7% 23.1% Historical
(6) (3) (1) (3) School Semester 1 Semester 2 Year 2019 5.9% 88.2% 5.9% Student School Exam Correlat School Exam Correlat Number Mark ion Mark Mark ion (1) (15) (1) Mark
2020 18.2% 54.5% 9.1% 18.2% 2018 13 51.6 49.2 1.0 54.5 49.7 1.0
(2) (6) (1) (2) 2019 17 53.6 37.9 0.9 55.8 35.5 0.8
2020 11 55.5 55.7 0.9 62.7 58.4 0.97
Analysis of Results
School Mean student performance significantly above like schools Exam performance slightly lower than course (4.3%). Semester 1 Course vs Exam almost identical. Semester 2 Course vs Exam slight difference. Overall good results, leading to high expectations for 2021 Yr 12 results.
Mathematics – Applications Targets for 2021
Counsel early change for students not suited to the demands of the course. C Grade minimum for students in course. Make adjustments to school based assessment to improve performance and better align school mark with exam mark. Improve Exam performance (aim above course)
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LEARNING AREA REPORT: Mathematics (continued) ATAR Courses – Year 11 Mathematics - Methods
Targets (for this subject) 2020 Achievements (for this subject) 2020 Counsel early change for students not suited to Only one student Semester 1, 2020 the demands of the course. Student managed to achieve an overall “C” C Grade minimum for students in course. grade Improve on 2019 results. 2nd student Semester 2. Lack of foundation Increase the number of students attempting skills prior to commencement made it Methods difficult for this student to achieve a satisfactory standard
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LEARNING AREA REPORT: Mathematics (continued)
Comparison Comparison
U E D C B A Students Students Course Exam Diff in Course sitting Exam School 2 0 Mean 37.5 School 50.0% 50.0%
(1) (1) Std Dev 22.5 Mean 54.2 44.3 10.0 Like 9.1% 30.3% 33.3% 18.2% 9.1% Like 33 31 Schools Schools (3) (10) (11) (6) (3) Std Dev 16.1 19.6 -3.6
DoE 0.1% 3.4% 15.1% 35.5% 20.7% 25.3% DoE 2265 2220 Mean 63.1 60.6 2.6
(2) (78) (342) (803) (468) (572) Std Dev 16.5 21.2 -4.7
Historical Historical Year U E D C B A School Semester 1 Semester 2 Year Student 2018 100.0% School School Number Exam Mark Correlation Exam Mark Correlation Mark (1) Mark
2019 50.0% 37.5% 12.5% 2018 1 16.3 12.0 1.0 63.0 54.0
(4) (3) (1) 2019 8 45.1 27.8 1.0 46.6 0.0
2020 50.0% 50.0% 2020 2 62.0 46.0 37.5 0.0
(1) (1)
COURSE MARK ANALYSIS AND PERFORMANCE
Low numbers make it difficult to make comparisons Only one student continuing in 2021
MATHEMATICS METHODS TARGETS FOR 2021
Early intervention for identified students to Applications (Term 1) Backward mapping into Year 10 AE Course 1 & Year 9 AE Course 1, to better prepare students for the rigour required in Methods. All students C Grade and above to continue into Year 12. Term 4 counselling in 2021 to Applications (if indicated) after exam /course feedback Term 4 Week 7.
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LEARNING AREA REPORT: Mathematics (continued) General Courses in Mathematics Year 12
General Mathematics Essentials
Grade alignment in 2020 similar to Like Schools and DoE. D and E students need to be better supported. EST was impacted by COVID-19. Marks comparison not completed in 2020. Student performed well in the EST. However class average 14.8/35 (below 50%) Identified issue with grade alignment to OLNA results. Possibly caused by investigation tasks being too easy.
Targets (for this subject) 2020 Achievements (for this subject) 2020 Implement changes as suggested by EST 42% mean (marks ranged from 1 to 29 out of teaching staff. possible 35) anecdotally other schools found Improve grade Alignment with Like similar difficulty. Contributed 15% to overall course Schools. mark. Improve grade alignment with High portion of students improved their OLNA OLNA/NAPLAN results. performance.
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LEARNING AREA REPORT: Mathematics (continued)
General Mathematics Essentials Year 12 Targets for 2021
Tasks rewritten (more samples available in 2021) and increase networking with like schools to ensure grading comparability. EST Preparation is planned carefully, with emphasis on terminology. SCASA moderation in 2019 has suggested the level of difficulty has increased for non ATAR Mathematics.
Year 11 General Mathematics Essential
Targets (for this subject) 2020 Achievements (for this subject) 2020 Overall improvement in Grade 80.5% students C Grade or above achievement/alignment from 2019 Grade alignment consistent with Like schools, Overall improvement in Grade alignment accept for A & D Grades to like schools and DoE Schools Movement from D & E grade up to C grade improvement from 2019
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LEARNING AREA REPORT: Mathematics (continued)
Comparison Comparison
U E D C B A Students Students Course Exam Diff in sitting Course Exam School 87 0 Mean 60.5 School 1.1% 13.8% 4.6% 39.1% 23.0% 18.4%
(1) (12) (4) (34) (20) (16) Std 22.8 Dev Like 0.4% 21.6% 9.2% 36.8% 19.6% 12.4% Mean 51.6 Schools Like 566 0 (2) (122) (52) (208) (111) (70) Schools Std 24.2 DoE 0.2% 12.4% 11.9% 34.7% 24.7% 16.1% Dev
(17) (966) (929) (2705) (1928) (1259) DoE 7793 542 Mean 57.5 51.6 5.9
Std 21.1 27.4 -6.4 Historical Dev Year U E D C B A Historical 2018 23.7% 7.9% 44.7% 21.1% 2.6% School Semester 1 Semester 2 (18) (6) (34) (16) (2) Year Student School Exam School Exam 2019 23.2% 19.5% 22.0% 23.2% 12.2% Number Correlation Correlation Mark Mark Mark Mark (19) (16) (18) (19) (10) 2018 76 51.3 0.0 47.4 0.0 2020 1.1% 13.8% 4.6% 39.1% 23.0% 18.4% 2019 82 48.3 0.0 47.0 0.0 (1) (12) (4) (34) (20) (16) 2020 87 56.9 0.0 60.5 0.0
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LEARNING AREA REPORT: Mathematics (continued)
GENERAL MATHEMATICS ESSENTIALS YEAR 11 TARGETS FOR 2021
Review class tasks – increase level of difficulty Moderation of tasks with other schools Grading model more consistent with Like schools and DoE
OUTCOME TARGET
Students perform above ‘like schools’ in NAPLAN testing
Standards of literacy and numeracy were TARGET improved. NAPLAN ‘progress’ performance (Year 7 to 9) demonstrates value-adding greater than ‘like schools’
NAPLAN not run in 2020 due to Covid-19. Replaced with OLNA. Have been unable to access OLNA data for the group. RTP indicates a large portion of students have not met the minimum standard for Numeracy.
OUTCOME TARGET
Learning Area Operational Plans and teacher classroom planning include strategies which allow for positive growth of Student achievement data including student achievement NAPLAN, OLNA and WACE informs whole school planning and teaching TARGET strategies. Teachers use Data Files to inform curriculum planning decisions.
AOP targets and strategies use achievement data to create GEP (includes NAPLAN/OLNA) Data Analysis Management (DAM) files updated on a regular basis to track progress and achievement of individual students. LA meeting time sharing of Data throughout the year. NAPLAN/OLNA preparation resources in shared Maths Folder. Introduction of OLNA WA online resource in 2018/2019. Use of CNAP data and Data Hub to identify focus areas in Mathematics. PAT testing to see if we are value adding to our students.
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LEARNING AREA REPORT: Mathematics (continued) Lower School YEAR 10 Mathematics
Historical GRADE NA E D C B A 2018 1.6% 32% 24.8% 14.4% 10.4% 16.8% Semester 2 (2) (40) (31) (18) (13) (21) 2019 3.5% 25.7% 24.8% 26.5% 11.5% 8% Semester 2 (4) (29) (28) (30) (13) (9) 2020 0% 25.6% 29.8% 24.8% 14.9% 5% Semester 2 (0) (31) (36) (30) (18) (6)
Comparison Analysis Grade distribution does not fit with Like GRADE Schools NA E D C B A One size fits all programs. Lots of students School 0% 25.6% 29.8% 24.8% 14.9% 5% disengaged and not participating in the (0) (31) (36) (30) (18) (6) course Like School 8.9% 24.2% 17% 29.3% 12.4% 8.3% Large portion of D & E-grades linked to (71) (193) (136) (234) (99) (66) attendance and lack of engagement. DoE 6.5% 13.3% 19.4% 32.1% 15.3% 13.3% (1100) (2253) (3287) (5421) (2595) (2254)
Targets (for this subject) 2020: Achievements (for this subject) 2020: Improve engagement, introduction of two levels of Improve grade alignment to at least Like Mathematics program. Schools. Use of explicit teaching strategies and increase IT presentation.
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LEARNING AREA REPORT: Mathematics (continued)
Targets for Year 10, 2021
Improve on 2020 statistics to match Like Schools. Increase engagement in Mathematics Increase number of students being successful when choosing ATAR/General courses in Year 11 2022. Explore having three levels of Mathematics in Year 10, linked to the US courses
Year 9 Mathematics
Comparison GRADE NA E D C B A School 0% 22% 25.3% 19.3% 14% 19.3% (0) (33) (38) (29) (21) (29) Like School 5.8% 26% 25.3% 24.6% 12.7% 5.6% (50) (224) (218) (212) (109) (48) DoE 5.5% 12.8% 18.8% 29.1% 17.5% 16.2% (1004) (2337) (3423) (5303) (3189) (2941)
Historical Analysis GRADE No common assessment tasks for NA E D C B A comparability to Like Schools. 2018 0% 38.2% 24.4% 21.4% 11.5% 4.6% High portion of students not meeting the Semester 2 (0) (50) (32) (28) (15) (6) minimum standard 47.3%. 2019 0% 30.5% 30.5% 25.4% 9.3% 4.2% High portion of A-Grade students in Semester 2 (0) (36) (36) (30) (11) (5) comparison to B & C. 2020 0% 22% 25.3% 19.3% 14% 19.3% Decrease in D & E Grades compared to Semester 2 (0) (33) (38) (29) (21) (29) 2019. High portion of students in this category is still concerning. One size fits all programs in 2020. Suggested changes made in 2019 ignored. High disengagement across 3 classes.
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LEARNING AREA REPORT: Mathematics (continued)
Targets (for this subject) 2020 Achievements (for this subject) 2020 Higher portion of students achieving a C-grade Improve engagement or better (52.7%). Use of explicit teaching strategies and increase IT presentation Targets for Year 9, 2021
Improve engagement in Mathematics courses Discussion around the introduction of 3 courses in year 9 to align with US courses. Decrease number of students achieving an E Grade to D or above. Better understanding of the Grade descriptors and how to apply these to student grades Use of explicit teaching strategies and increase IT presentation.
Year 8 Mathematics
Comparison GRADE NA E D C B A School 0% 16% 28% 23.3% 16.7% 16% (0) (24) (42) (35) (25) (24) Like 3.7% 23.3% 24.1% 26.2% 12.8% 9.9% School (34) (214) (221) (240) (117) (91) DoE 7.2% 11.5% 18.6% 28.8% 18.3% 15.6% (1384) (2227) (3598) (5581) (3536) (3021)
Historical Analysis GRADE Grade alignment not comparable to like NA E D C B A schools. 2018 0% 22.1% 29.5% 32.8% 13.9% 1.6% Large portion of D/E grade students (44%). Semester 2 (0) (27) (36) (40) (17) (2) High portion of A-grade students (16%). 2019 0% 20.4% 37.4% 19% 10.2% 12.9% Semester 2 (0) (30) (55) (28) (15) (19) 2020 0% 16% 28% 23.3% 16.7% 16% Semester 2 (0) (24) (42) (35) (25) (24)
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LEARNING AREA REPORT: Mathematics (continued)
Targets (for this subject) 2020 Achievements (for this subject) 2020 Grading changed from 2019, large shift to B & A grade Improve engagement leading to an students. increase in C Grade achievement or above. E/D Grades again of concern (44%). Use of explicit teaching strategies and increase IT presentation. Targets for Year 8, 2021
Decrease number of students achieving an E Grade to D or above. Use of explicit teaching strategies and increase IT presentation. Review of assessment type and content to maximise classroom activity time.
Year 7 Mathematics
Historical GRADE NA E D C B A 2018 2% 17.4% 18.8% 24.2% 20.1% 17.4% Semester 2 (3) (26) (28) (36) (30) (26) 2019 0% 12.8% 31.8% 23% 16.9% 15.5% Semester 2 (0) (19) (47) (34) (25) (23) 2020 16.3% 11.1% 20% 21.6% 15.3% 15.8% Semester 2 (31) (21) (38) (41) (29) (30)
Comparison Analysis GRADE No common assessment task data for DoE/Like NA E D C B A schools comparison but A Grade achievement School 16.3% 11.1% 20% 21.6% 15.3% 15.8% seems high in comparison. (31) (21) (38) (41) (29) (30) High percentage of NA students (16.3%). Like School 4.2% 16.3% 24.6% 28.8% 15.1% 10.9% Grade distribution appears consistent with Like (43) (167) (252) (295) (154) (112) schools. Some adjustments required. DoE 7.6% 8.8% 17.9% 29.2% 19.4% 17% (1535) (1789) (3631) (5909) (3934) (3442)
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LEARNING AREA REPORT: Mathematics (continued)
Targets for Year 7, 2021
Improve engagement Use of explicit teaching strategies and increase IT presentation Seek moderation of CAT Tasks with Like schools. Improved grade alignment with NAPLAN data.
HOLA Summary of Year 7 to 10
Differentiated courses in Lower School are reflected in LA Grading statistics. Only two ACES classes set to Course 1 in Year 9 & 10. Changes to courses to help cater for student’s needs. AOP includes data analysis of past performance and the introduction of focus areas as determined by CNAP data & Data Hub. Common Assessments and moderation activities in LA enable consistency in judgements. Improve grading accuracy for CAC.
OUTCOME TARGET Use of interactive projector in the classroom to support Explicit Instruction teaching strategies. Use contemporary ICTs to engage with TARGET global and online communities and to expand and enhance learning LA staff collaborates in creating bank of websites and activities that can be used by students effectively to maintain engagement and improve skills.
Summary of 2020
Upgrade of projector in M2 Additional TV added to M4 Training of staff in the use of interactive projectors to enhance learning. Creation of a bank of resources and websites that can be used by all Mathematics staff to enhance learning. IT resource bank contains the following: o NAPLAN preparation questions are used in Year 7, 8 and 9 classes regularly as warm-ups. o OLNA preparation questions are used in year 10 classes regularly. o Warm Up activities
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LEARNING AREA REPORT: Mathematics (continued)
Targets for 2021
Introduction of Mathspace online mathematics program and Problemo mathematics programs. Continue training staff in the use of technology in the classroom. Continue to add resources to the IT resource bank Review of course outlines and assessment procedures. To improve delivery and student outcomes OUTCOME TARGET
All Mathematics staff have a Data Analysis Management file, Use data to inform classroom and whole- that includes information on all students including past results, school planning decisions NAPLAN Data and any other information to make informed judgements for classroom planning.
Summary of 2020 LA staff undertook PD on NAPLAN analysis and goal setting for students based on CNAP data Introduction of PAT testing and data analysis from Data Hub.
Targets for 2021
Re-establish the use of Data files that are regularly updated after task completion using RTP Regular analysis of student progress/differentiated courses from RTP & other sources. Including three levels of GEP for each LS class. Collaborative discussion and planning using data at LA meetings
HOLA Summary of 2020
HOLA duties shared between Paul MacLean & Natasha Coen ATAR results of concern, especially the negative impact of scaling. Small class sizes and our small group moderation partners had a large effect on this. One teacher teaching Methods and Applications at the same time possibly had an impact. Introduction of new technologies in classrooms M2 and M4 Regular Homework club established one day a week. Supported by all Maths staff. To continue in 2021. Staff professional development provided for: o Use of data to improve student performance o Use of new technologies in the classroom o Teach well program – to increase the use of EDI o CNAP & Data Hub All teaching programs reviewed and changes made for 2021. o STEM projects added to all lower school assessment programs Area operational plan (AOP) created. Review for 2020 has helped better align the AOP to the school Business Plan. Goals and Targets being created based on the 2020 review.
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LEARNING AREA REPORT: Science Reflecting on 2020 scientists from UWA work with them on a series of activities that were also streamed online as an event. Despite having an odd start to our school year due to COVID-19 restrictions, our Science department Our senior school science classes that were running delivered programs using WebEx, Connect, take was Year 12 General Integrated Science, Year 11 home learning packages and Education Perfect to and 12 ATAR Chemistry, Year 11 and 12 ATAR support our students learning at home and to provide Physics and Year 11 and 12 ATAR Human Biology every student with an opportunity to access as well as Cert 2 Sampling and Measuring. resources whether it was paper based or online. Top Performing Students in 2020 Our year 7 students engaged in a transition program at the commencement of secondary school to assist Yael Palo them in being familiar with a science lab and Year 7 Saraia Radcliffe understanding the safest ways to conduct investigations which contributed to developing their Nicholas Liddiard science inquiry skills. Our students then commenced engaging in the different science strand programs Seth Secretario which was delivered online or paper-based which Year 8 Layla Ferguson eventually became back to face-to-face teaching in our science labs. Ryker Donaldson Overall, our year 8 students performed well in Jacob Leivers science inquiry based activities which highlighted the Year 9 Sienna Sharp benefits of the students engaging in more STEM- based opportunities and hands on experiments Lee English which developed their knowledge and skills in Shevon McCormack science inquiry skills. The year 8 programs had linked small STEM-based projects for students and Year 10 Sebastian Havea teachers to engage in that is linked to the relevant Vianca Martinselvaraja content which allowed our students the opportunity to understand how it is relevant to our everyday lives. A Day @ DNA Zoo The year 9 students also performed well in science inquiry based activities as they were achieving more On Wednesday August 19th, six of our Year 10 AE A and B grades overall in comparison to the other students participated in A Day @ DNA Zoo, a live- strands. One of our year 9 classes participated in the streamed event presented by BioBarcode Australia Scitech NXplorers program which provided them for Science Week. with the opportunity to engage in solving real world The event introduced ‘Conservation Genomics’ and problems within the school community and making a the efforts to save our precious biodiversity. The positive impact to the environment. students made millions of copies of DNA from 3 The year 10 students engaged in learning programs iconic Australian mammals using research grade that assisted in transitioning them into senior school equipment (PCR). They then pipetted the samples as they covered a range of science inquiry skills into gels and used electrophoresis to visualise the opportunities and content that prepared students approximate sizes of the genes involved in digestion selecting ATAR subjects to be prepared and for these mammals. students selecting VET and general pathways to be have the required knowledge and skills. Some of our year 10 academic extension students were fortunate to participate in A Day @ DNA Zoo where they had 42
LEARNING AREA REPORT: Science (continued) We had the privilege of having three ‘Zoo Keepers’ The main environmental themes that arose from the from UWA to assist us, and academics from UWA student’s problems were food waste, littering, and the Super Computing Pawsey Centre joined us recycling and water filtration. The program ran through Teams to explain their roles in bringing throughout semester 2, with the students working on endangered species back from the brink. Students their solution for at least an hour each week. The had the opportunity to ask questions about future program culminated in a showcase that was held careers. during the afternoon at Scitech on Tuesday 8th This was a ‘soft launch’ of a new STEM program we December. Students from six schools across Perth hope to participate in next year, which will involve came together to show the environmental issue they collecting DNA from flora and fauna living on the had chosen, and highlight their solution through school campus, analysing it and adding this to a posters, models, slideshows and talks. Seven database for future research. students represented Cecil Andrews College at the NXplorers showcase, and interacted very well with staff from Scitech, Shell and the other representatives from the remaining five schools.
Scitech NXplorers Program One class of Year 9 students participated in a joint Scitech and Shell collaboration called NXplorers, which has been designed to promote problem- solving skills, along with creativity and collaboration, within high school students. The class was divided into smaller groups, and each group had to think about an environmental problem that currently affected them, and to provide a solution to that problem. 43
LEARNING AREA REPORT: STEM Cecil Andrews College has been recognised at a leader in STEM education by being awarded the Meritorious Leadership Award in the Governor’s School STEM Awards. This award is a celebration for the whole Cecil Andrews College community and recognition for its ongoing excellence in Science, Technology, Engineering and Maths education. Cecil Andrews College has continued to provide tailored professional learning across Western Australia through the Teacher Development Schools model. The college has been awarded the STEM teacher development school going into 2021. 2020 has presented itself as a challenging year, but at Cecil Andrews College it has allowed ongoing opportunities for students to have input into their learning, work on solutions to real-world problems, engage with current research initiatives and solidify relationships with our community and industry partners.
In 2020 CAC developed a partnership with Western Power to forefill students dream of creating an Year 9 students took part in the STEMing from outdoor solar charging station. Asia Digital Youth Summit. Students engaged in collaborative learning to explore, investigate Students from Cecil Andrews College worked with and prototype ideas for innovative STEM Western Power, Craig from Isol8 and the Design solutions. They had the opportunity to explore Technology staff to create an outdoor classroom technological and infrastructural advances from fully equipped with a solar power charging station. countries like China, Korea, Japan and Australia. The benches are made from recycled plastic bottle The CAC First Lego League robotics team was lids and have prevented approximately 92,000 lids able to compete against a number of teams at from entering landfill. The Girls Academy students the Regional event held at Armadale SHS. The worked with Eddy our indigenous artist in residence two groups of year 7 students displayed great to convey indigenous artwork throughout, gracious professionalism and showed off their highlighting the six Noongar seasons and capturing strong passion for innovation and robotics. flora and fauna from the local area. The bench is Famelab Academy allowed students from CAC embedded with VR and QR codes that navigate to to communicate a topic of their choice in the the construction video of the project. A group of areas of STEM. students also worked with South Metro TAFE to complete two units of competency to support their academic portfolio. Whilst, Western Power have also taken on several Year 10 students for work experience in various electrical fields within their network.
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LEARNING AREA REPORT: The Arts – Visual Arts Achievements STEAM Fest with Art Gallery Exhibition Dance Presentation Night Footloose Production Media Excursion to channel 9 studio Year 11 student, was accepted into META gallery Upper School Data
Analysis: This graph is a visual representation of the year 12 Visual Arts assessment tasks for 2020. The first bar shows the average mark being 55 with a diverse range from the top mark to the bottom mark. The task 2 and task 3 have no data due to the global events of term 1 and term 2. The School Curriculum and Standards Authority advised teachers at this time to have one assessment task for making and responding. Due to this change, the data cannot be displayed as it does not exist. The next assessment task is the Externally Set Task that indicates an average of 48 in this year 12 cohort. There is a number of contributing factors such as the disruption to delivering content and the change of assessment date. The other note to make is the diverse range of marks from the top mark being 75 and the lowest mark being 0. The next assessment task was the production task which demonstrates evidence of strengths for this cohort. The top mark is 76 and the lowest mark being 0 but the average mark 65. The next assessment was a visual analysis task which indicates an average mark of 49, the top mark being 60 and the bottom mark being 0. Assessment task 7 is another production task which demonstrates the top mark being 94, the average mark being 79 and the bottom mark being 55. The investigation task 8 is a written assessment. This data demonstrates the average mark being 50, the top mark being 60 and the bottom mark being 0.
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LEARNING AREA REPORT: The Arts – Visual Arts (continued) The last task for this cohort was a final production task with the lowest mark being 56, the average mark being 69 and the top mark being 80. This data demonstrates a clear indication that written literacy tasks such as analysis and investigations are a weakness for the year 12 cohort. The strength to highlight is the practical component being the art making assessments. Recommendations: The recommendations are based of the data that could be collected from this year 12 cohort of 2020. It was a disrupted year for education, but it is clear the focus needs to be on art literacy. The practical skills of art making are a strength for the majority of students which could be accredited the foundations made in lower school Visual Arts. The recommendation for the future years is to build Visual Arts literacy by starting with year 7 students to reinforce the elements and principles of art. The other recommendation is to work with the whole school approach to literacy such as paragraph structure when writing responses in Visual Arts.
Analysis: This graph is a visual display of the year 12 cohort grades compared to the Department of Education. There are some notable points to make with the A grades for Cecil Andrews College being lower than the Department of Education but 5.7%. The B grades does show Cecil Andrews College students received more than the Department of Education by 11.1%. The C grades demonstrated the Department of Education had a high percentage than Cecil Andrews College by 21.1%. The D grades shows a closer margin with the Department of Education achieving 10.2% and Cecil Andrews College achieve 8.3%. The E grades shows Cecil Andrews College at 16.7% and the Department of Education at 7.6%. The overall grade distribution shows that Cecil Andrews College that students achieving a high percentage in B and E. The other note to make is that averagely, Department of Education has the overall higher percentage across most grades. This data is informative but isn’t comparable as there is no other data from a global event to assess if this is a common outcome. There can be some recommendations made from what can be gathered overall.
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LEARNING AREA REPORT: The Arts – Visual Arts (continued)
Recommendation: The recommendations that can be made from this year 12 cohort data is that moderation is required to be consistent with the Department of Education’s percentages. However, there are the socio-economic circumstances that influences some students’ outcomes and therefore, will have an impact to overall data results. The other influence to this data is the global event that impacted of student’s education and overall outcomes. Analysis: This graph is from the 2020, year 11 Visual Arts cohort on their semester 1 results. Due to the global pandemic, the School Curriculum and Standards Authority announced that students in upper school could be assessed on one making assessment and one responding assessment. This is evident in the graph above with no data being shown for task 1 and task 3. From the data that was collected, students performed overall better in the production task over the analysis task. There are a few observations that can be made from this. Firstly, the analysis task is a written assessment that requires students to analyse an artwork through elements and principles and make social and historical comments of their impact on society. Some students that enrolled in this course, did not have previous Visual Arts knowledge which created challenges to provide basic foundations while providing distant education due to COVID. The other factor is that students are still working to achieve OLNA, particular their literacy which presents more challenges and ultimately effecting their outcomes in the analysis task. This can be seen with the lowest mark being 0 and the top mark being 90 and the average mark being 50. The production task provides different evidence because of the nature of being a practical assessment. The average mark for students was 54, lowest mark being 0 and the highest mark being 84. Overall, this data demonstrations better results because it does not require literacy.
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LEARNING AREA REPORT: The Arts – Visual Arts (continued) Recommendations: It is difficult to provide one recommendation to further students’ overall results due to the events of 2020. One recommendation is to provide a big emphasis and focus on literacy in lower school Visual Arts. The other recommendation is to apply the whole school literacy approach into the course outline to provide further support and reinforcement students literacy development.
Analysis: This data is a comparison between Cecil Andrews College and Department of Education year 11 cohort of 2020. A broad observation is that overall, Cecil Andrews College students achieved high D and C grades compared to the Department of Education results. The A grade columns indicate that Department of Education students achieved 12.7% in A grade compared to Cecil Andrews College students at 3.2%. The B grade data indicates that Department of Education students achieved 24.3% compared to Cecil Andrews College at 12.9%. The C grade columns provides similar percentages with the Department of Education recording 37.6% and Cecil Andrews College recording 38.7%. The D grades indicates that Cecil Andrews College have a large margin at 29.0% and Department of Education at 14.0%. The E grades for Cecil Andrews College have a 5% margin over the Department of Education at 11.1%. These statistics have indications that the year 11 cohort in Visual Arts were not the strongest achieving year group but there are factors that have influenced the outcomes for these students. This cohort were building Visual Arts foundation knowledge while in a global pandemic and distant/online learning which presents challenges for Cecil Andrews College. Recommendations: Overall, year 11 students in Cecil Andrews College achieved higher percentage of C, D and E grades compared to the Department of Education. From the cohort size of 33 students in the one classroom, the global pandemic and distant education has affected these students and their outcomes. The recommendation that can be made is provide foundation knowledge in year 7 and 8 Visual Arts and hope students continue their students through into year 11 and 12 which will aid in their general understanding of the content. 48
LEARNING AREA REPORT: The Arts – Visual Arts (continued)
Analysis: This graph is data collected from the year 11 cohort of 2020 and compared students at Cecil Andrews College and the Department of Education. This data was collected from the second semester with students returning to a new normal of classroom education after semester 1 of multi-model learning. The A grade indicates that the Department of education recorded 13.3% and Cecil Andrews College recorded 3.3% which was an increase of Cecil Andrews College students. The B grade shows an increase from the semester 1 data with Cecil Andrews College students achieving 20.0% and the Department of Education achieving 25.1%. The C grade demonstrates another change with Cecil Andrews College students achieving 36.7% compared to the Department of Education at 41.5%. The D and E grades still show a higher margin with Cecil Andrews College indicate 20% for both grades and the Department of Education indicating 11.2% for the D grade and 8.5% for the E grade. Overall, there was a change in student achieving grades between the Department of Education and Cecil Andrews College. Recommendations: Overall, year 11 students in Cecil Andrews College achieved higher percentage of D and E grades compared to the Department of Education. The difference between semester 1 and semester 2 data did indicate that Cecil Andrews College students increased their overall grade to C and B grades. The recommendation that can be made is provide foundation knowledge in year 7 and 8 Visual Arts and hope students continue their students through into year 11 and 12 which will aid in their general understanding of the content.
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LEARNING AREA REPORT: The Arts – Visual Arts (continued) Lower School Data
Analysis: These two tables is data collected from the year 10 Visual Arts cohort for semester 1 2020. The first table is data collected from Visual Arts making assessments which are practical tasks and the second table is data collected from responding assessments which are written tasks. A positive note to make is that all data is explained with both NA rows having no data. An overview of the data indicates that students perform better in the making assessments with 4 students not achieving a passing grade compared to the responding assessment that indicate 8 students did not achieve a passing grade. Recommendations: The recommendations to support students learning with a particular focus on literacy to increase achievement in responding tasks. The approach to work towards this goal is to implement the whole school literacy approach which currently is paragraph structure. If this focus were to be implemented, students could improve their analysis assessment results as they would focus on content over structure.
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LEARNING AREA REPORT: The Arts – Visual Arts (continued) The second recommendation is for the foundation knowledge such as the elements and principles to be addressed in year 7 and 8 so prior knowledge can be activated and built on in future years.
Analysis: These two tables is data collected from the year 10 Visual Arts cohort for semester 2 2020. The first table is data collected from Visual Arts making assessments which are practical tasks and the second table is data collected from responding assessments which are written tasks. A positive note to make is that all data is explained with both NA rows having no data. An overview of the data indicates that students perform better in the making assessments with 9 students not achieving a passing grade compared to the responding assessment that indicate 14 students did not achieving a passing grade.
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LEARNING AREA REPORT: The Arts – Visual Arts (continued)
Recommendations: The recommendations to support students learning with a particular focus on literacy to increase achievement in responding tasks. The approach to work towards this goal is to implement the whole school literacy approach which currently is paragraph structure. If this focus were to be implemented, students could improve their analysis assessment results as they would focus on content over structure. The second recommendation is for the foundation knowledge such as the elements and principles to be addressed in year 7 and 8 so prior knowledge can be activated and built on in future years.
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LEARNING AREA REPORT: The Arts – Visual Arts (continued)
Analysis: These two tables is data collected from the year 9 Visual Arts cohort for semester 1 2020. The first table is data collected from Visual Arts making assessments which are practical tasks and the second table is data collected from responding assessments which are written tasks. A note to make is that the NA rows indicate 8 students which would need further investigation why these students did not achieve. An overview of the data indicates that students perform better in the responding assessments with 16 students not achieving a passing grade compared to the making assessment that indicate 28 students did not achieve a passing grade. Recommendations: The recommendations to support students learning with a particular focus on literacy to increase achievement in responding tasks. The approach to work towards this goal is to implement the whole school literacy approach which currently is paragraph structure. If this focus were to be implemented, students could improve their analysis assessment results as they would focus on content over structure. The second recommendation is for the foundation knowledge such as the elements and principles to be addressed in year 7 and 8 so prior knowledge can be activated and built on in future years.
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LEARNING AREA REPORT: The Arts – Visual Arts (continued)
Analysis: These two tables is data collected from the year 9 Visual Arts cohort for semester 2 2020. The first table is data collected from Visual Arts making assessments which are practical tasks and the second table is data collected from responding assessments which are written tasks. A note to make is that the NA rows indicate 11 students which would need further investigation why these students did not achieve. An overview of the data indicates that students perform equally the same in the making and responding assessments.
Recommendations: The recommendations to support students learning with a particular focus on literacy to continue to achieve in responding tasks. The approach to work towards this goal is to implement the whole school literacy approach which currently is paragraph structure. If this focus were to be implemented, students could improve their analysis assessment results as they would focus on content over structure. The second recommendation is to analysis the strategies that were implemented in this semester for students to achieve similar results in both making and responding tasks.
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LEARNING AREA REPORT: The Arts – Visual Arts (continued)
Analysis: These two tables is data collected from the year 9 Media Arts cohort for semester 1 2020. The first table is data collected from Media Arts making assessments which are practical tasks and the second table is data collected from responding assessments which are written tasks. A note to make is that the NA rows indicate 5 and 6 students which would need further investigation why these students did not achieve. An overview of the data indicates that students perform slightly better in the making assessments with 10 students not achieving a passing grade compared to the responding assessment that indicate 11 students did not achieving a passing grade.
Recommendations: The recommendations to support students learning with a particular focus on literacy to increase achievement in responding tasks. The approach to work towards this goal is to implement the whole school literacy approach which currently is paragraph structure. If this focus were to be implemented, students could improve their analysis assessment results as they would focus on content over structure. The second recommendation is for the foundation knowledge such as the elements and principles to be addressed in year 7 and 8 so prior knowledge can be activated and built on in future years.
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LEARNING AREA REPORT: The Arts – Visual Arts (continued) Analysis: These two tables is data collected from the year 9 Media Arts cohort for semester 2 2020. The first table is data collected from Media Arts making assessments which are practical tasks and the second table is data collected from responding assessments which are written tasks. A positive note to make is that all data is explained with both NA rows having no data. An overview of the data indicates that students perform equally the same in the making and responding assessments.
Recommendations: The recommendations to support students learning with a particular focus on literacy to continue to achieve in responding tasks. The approach to work towards this goal is to implement the whole school literacy approach which currently is paragraph structure. If this focus were to be implemented, students could improve their analysis assessment results as they would focus on content over structure. The second recommendation is to analysis the strategies that were implemented in this semester for students to achieve similar results in both making and responding tasks.
Analysis: These two tables are data collected from the year 8 Visual Arts cohort for semester 1 2020. The first table is data collected from Visual Arts making assessments which are practical tasks and the second table is data collected from responding assessments which are written tasks. A note to make is that the NA rows indicate 8 students which would need further investigation why these students did not achieve. An overview of the data indicates that students perform better in the making assessments with 25 students not achieving a passing grade compared to the responding assessment that indicate 28 students did not achieving a passing grade.
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LEARNING AREA REPORT: The Arts – Visual Arts (continued) Recommendations: The recommendations to support students learning with a particular focus on literacy to increase achievement in responding tasks. The approach to work towards this goal is to implement the whole school literacy approach which currently is paragraph structure. If this focus were to be implemented, students could improve their analysis assessment results as they would focus on content over structure. The second recommendation is for the foundation knowledge such as the elements and principles to be addressed in year 7 and 8 so prior knowledge can be activated and built on in future years.
LEARNING AREA REPORT: The Arts – Visual Arts (continued) Analysis: These two tables are data collected from the year 8 Visual Arts cohort for semester 1 2020. The first table is data collected from Visual Arts making assessments which are practical tasks and the second table is data collected from responding assessments which are written tasks. A note to make is that the NA rows indicate 8 students which would need further investigation why these students did not achieve. An overview of the data indicates that students perform better in the making assessments with 25 students not achieving a passing grade compared to the responding assessment that indicate 28 students did not achieving a passing grade.
Recommendations: The recommendations to support students learning with a particular focus on literacy to increase achievement in responding tasks. The approach to work towards this goal is to implement the whole school literacy approach which currently is paragraph structure. If this focus were to be implemented, students could improve their analysis assessment results as they would focus on content over structure. The second recommendation is for the foundation knowledge such as the elements and principles to be addressed in year 7 and 8 so prior knowledge can be activated and built on in future years.
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LEARNING AREA REPORT: The Arts – Visual Arts (continued)
Analysis: These two tables are data collected from the year 7 Visual Arts cohort for semester 1 2020. The first table is data collected from Visual Arts making assessments which are practical tasks and the second table is data collected from responding assessments which are written tasks. A note to make is that the NA rows indicate 11 and 12 students which would need further investigation why these students did not achieve. An overview of the data indicates that students perform better in the making assessments with 35 students not achieving a passing grade compared to the responding assessment that indicate 44 students did not achieving a passing grade. The recommendations to support students learning with a particular focus on literacy to increase achievement in responding tasks. The approach to work towards this goal is to implement the whole school literacy approach which currently is paragraph structure. If this focus were to be implemented, students could improve their analysis assessment results as they would focus on content over structure. The second recommendation is for the foundation knowledge such as the elements and principles to be addressed in year 7 and 8 so prior knowledge can be activated and built on in future years. Summary Overall, the data collected from 2020 is obscure and unusual as Education faced the global pandemic and challenged the normal approach to teaching content. It has made teachers aware of the multiple approaches to suppling content when physical classrooms were not an option. The data does indicate students not achieving their full potential but the positive are students were able to still achieve some results despite these challenges. The global events have changed how education once was to be a hybrid of physical classroom-based learning combined with online virtual learning. Considering the obstacles, the data indicates the need for further literacy support in Visual Arts to support students in the upper school courses. One approach to achieving this, is to start with year 7 and 8 students and teach basic foundation Visual Arts such as elements and principles before approaching the making skills. It is clear students achieve better in making assessments but now is the time to equal the results and focus on literacy development. The recommendation is to implement the whole school approach of paragraphing and implement more strategies to support student’s vocabulary and terminology. If these recommendations are implemented, it should begin to make a difference in responding assessment outcomes and student’s overall literacy knowledge. 58
LEARNING AREA REPORT: The Arts – Design & Technology
GRADE NA E D C B A 7DETDT2_5 0% 22.2% 7.4% 25.9% 37% 7.4% (0) (6) (2) (7) (10) (2) School Year 7 2.7% 13.6% 15.8% 44% 16.3% 7.6% (5) (25) (29) (81) (30) (14) Like School Year 7 3% 7.5% 10.3% 39.7% 27.2% 12.3% (40) (100) (138) (531) (363) (165)
DoE Year 7 4.6% 3.2% 5.6% 36.4% 31.3% 18.9% (843) (590) (1036) (6674) (5736) (3475)
Analysis A higher proportion of ‘B’ grade students due to consistent achievement or a grade cut off percentile. A large proportion of ‘E’ grade students due to non-attendance, not poor performance. Strategies for students at educational risk Use STARR positive behaviour reward system. Use teacher sprints for English and Math skills. Engage with support networks such as the Clontarf Academy and The Girls Academy. Apply IEP and GEPs’. Strategies for high performing students Produce higher level writing and reading tasks that require students to investigate assignment questions to a more thorough and/or deeper level. Summary Grading is very consistent across the ranges except for ‘E’ grade and ‘C/B’ cut off points 59
LEARNING AREA REPORT: The Arts – Design & Technology (continued) Targets Maintain grade distribution and reconsider grade percentage point cut off point for ‘B’ and ‘C’ grades. Move two students into an ‘A’ grade.
GRADE NA E D C B A 9DTMT2_1 0% 20.7% 6.9% 27.6% 34.5% 10.3% (0) (6) (2) (8) (10) (3) School Year 9 0% 23.7% 11.3% 25.8% 24.7% 14.4% (0) (23) (11) (25) (24) (14) Like School Year 9 9.2% 7.3% 9.3% 39.5% 24.5% 10.2% (75) (59) (76) (321) (199) (83) DoE Year 9 4.6% 5.9% 8.6% 34% 26.7% 20.2% (837) (1074) (1555) (6162) (4836) (3663) Analysis A higher proportion of ‘B’ grade students. A large proportion of ‘E’ grade students due to non-attendance, not poor performance. Strategies for students at educational risk Use STARR positive behaviour reward system. Use teacher sprints for English and Math skills. Engage with support networks such as the Clontarf Academy and The Girls Academy. Apply IEP and GEPs’. Strategies for high performing students Produce higher level writing and reading tasks that require students to investigate assignment questions to a more thorough and/or deeper level. Summary Grading is very consistent across the ranges except for ‘E’ grade and ‘C/B’ cut off points Targets Maintain grade distribution and reconsider grade percentage point cut off point for ‘B’ and ‘C’ grades. 60
LEARNING AREA REPORT: The Arts – Engineering
U E D C B A
Class 33.3% 58.3% 8.3% (4) (7) (1)
School 14.3% 28.6% 50.0% 7.1% (2) (4) (7) (1)
Like Schools 3.1% 9.4% 40.6% 37.5% 9.4% (1) (3) (13) (12) (3)
DoE 5.2% 12.6% 44.4% 24.4% 13.3%
(7) (17) (60) (33) (18)
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LEARNING AREA REPORT: The Arts – Engineering (continued)
Students in Students Course Exam Diff Course sitting Exam
Class Mean 48.2 12 0 Std Dev 11.8
School Mean 41.3 14 0 Std Dev 20.1
Like Schools Mean 59.6 53.7 5.9 44 4 Std Dev 17.2 24.6 -7.4
DoE Mean 59.0 53.7 5.3 146 4 Std Dev 17.8 24.6 -6.8
Grade Distribution Grade distributions compared to like schools are slightly higher in the C grade description and tend to be heavier towards the D grade. Grades are not similar to the DoE grade distributions. Our grades differ as a large number of these students were impacted by Covid-19, TAFE and unexplained absences. Strategies for students at educational risk Teaching & learning program was differentiated with support by Clontarf Academy when attendance and engagement were an issue. Extra support was given to students who required it as they missed class time due to TAFE requirements. Students who received this support and submitted all their work achieved a passing grade
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LEARNING AREA REPORT: The Arts – Engineering (continued) Strategies for high performing students Students were extended by completion of a TAFE course and working on Engineering projects such as the Western Power Solar Bench project. Summary Online and Practical components were not successful during Covid-19. Many students did not return to school consistently and were also impacted by TAFE. To facilitate improvement, teaching and learning programs could be adjusted to work alongside industry mentors such as our P-Tech Partners. This differentiation will extend and challenge higher performing students. Likewise, students at risk receive individualised educational plans that will meet the needs of the students to achieve satisfactory grades. Targets for Improvement Two of the 12 ‘C’ grade students to achieve an ‘B’ grade Two of the 12 ‘D’ grade students to achieve an ‘C’ grade Strategies and Resources required to achieve Performance Targets Teacher Sprints on vocab specific terminology Increased Technical Drawing Skills Teacher sprints on Engineering measurements and conversions White boards
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LEARNING AREA REPORT: The Arts – Food Science & Technology (continued)
U E D C B A
Class 8.3% 16.7% 29.2% 29.2% 16.7% (2) (4) (7) (7) (4)
School 14.9% 10.6% 38.3% 19.1% 17.0% (7) (5) (18) (9) (8)
Like Schools 17.5% 12.2% 25.4% 26.5% 18.5% (33) (23) (48) (50) (35)
DoE 0.2% 7.8% 8.2% 33.6% 30.4% 19.8%
(6) (199) (208) (855) (775) (505)
Analysis: The class has slightly less ‘E’ grades than Like Schools – 14.9%. Two of the three students who received an ‘E’ grade correlated directly with attendance and application. Attendance and tasks not submitted attribute for the low grading.
Recommendations: Overall, there were no major abnormalities as compared with Class, Like Schools and DoE.
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LEARNING AREA REPORT: The Arts – Food Science & Technology (continued)
Students Students Course Exam Diff in Course sitting Exam
Class 24 0 Mean 58.9 Std Dev 20.3
School 47 0 Mean 56.5 Std Dev 22.4
Mean 56.1 Like 189 0 Schools Std Dev 24.6
DoE 2550 98 Mean 61.7 42.7 19.1
Std Dev 20.2 26.1 -5.9
Analysis: Students achieved on par average with Class, Like Schools and DoE.
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LEARNING AREA REPORT: The Arts – Food Science & Technology (continued)
U E D C B A
Class 4.2% 12.5% 29.2% 45.8% 8.3% (1) (3) (7) (11) (2)
School 14.6% 8.3% 39.6% 27.1% 10.4% (7) (4) (19) (13) (5)
Like 31.4% 16.0% 26.9% 18.6% 7.1% Schools (49) (25) (42) (29) (11)
DoE 0.3% 12.6% 13.0% 32.6% 24.6% 17.0% (7) (308) (316) (794) (599) (415)
Analysis: Higher than Like Schools but not a great difference with DoE.
Recommendation: Moderation processes to be undertaken to align with like schools and DOE schools.
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LEARNING AREA REPORT: The Arts – Food Science & Technology (continued) Strategies for students at educational risk Continued contact with parents Providing alternative recipes Providing recipes that are easier to read Providing recipes that are broken down into easier stages Peer support – teaming stronger students with students who need extra support Utilising Education Assistants Utilising Kitchen Assistants
Strategies for high performing students Providing more sophisticated recipes Allowing greater independent choice for recipe selection Providing alternative ingredients for recipe adaptation/manipulation Providing alternative ingredients to enhance appearance and design
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LEARNING AREA REPORT: The Arts –Metal Work
U E D C B A
Class 22.2% 5.6% 66.7% 5.6% (4) (1) (12) (1)
School 25.0% 7.1% 60.7% 3.6% 3.6% (7) (2) (17) (1) (1)
Like Schools 11.7% 11.3% 46.8% 23.0% 7.1% (33) (32) (132) (65) (20) DoE 1.2% 9.5% 7.7% 45.3% 25.3% 11.0% (34) (274) (221) (1299) (725) (317)
Analysis A high percentage of a ‘C’ grade awarded. The ‘E’ grades are high due to non-attending students. One ‘B’ grade. The overall default mark is around 5 percentage points lower than that of the state average, and 3 percentage points lower than like schools. However, the exam task marks are similar to that across the school, but 26 percentage points lower than that of the state average. There was a significant interruption due to the Covid-19 at the end of term 1 and beginning of term 2, in which a number of written tasks were not completed online or at home. A large number of students have poor literacy skills that are reflected in the lower results in their written tasks. Regular attendance has also been a factor in the overall performance of the students.
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LEARNING AREA REPORT: The Arts –Metal Work (continued) Strategies for students at educational risk Positive calls home and build rapport at the Clontarf academy. Use the ‘Business Lunches’ to discuss ‘STARR’ improvements and successes. Keep using the student ‘shout outs’ to build rapport and encourage student performance. Use the tactical teaching for reading and writing with classes to build their design brief skills and written work. Strategies for high performing students Build their confidence with challenging/extension projects tasks that can be marketed and sold in the community. Summary A large number of ‘C’ grade students that has resulted from very good practical work but limited by written tasks, in which the students struggle to achieve at a high level. A number of students have low literacy. The practical mark was consistently good-high, although an improvement in the theoretical aspects is needed. Due to the level of absenteeism within the class this affected the overall performance. A number of students had no previous experience in the metalwork area and required more teacher support. Targets Maintain the passing levels of the ‘C’ grade students and move at least two into the ‘B’ and one into an ‘A’ range. Strategies Teacher sprints, tactical reading and writing.
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LEARNING AREA REPORT: The Arts –Metal Work (continued) U E D C B A
Class 11.1% 11.1% 44.4% 33.3% (1) (1) (4) (3)
School 11.8% 11.8% 41.2% 35.3% (2) (2) (7) (6)
Like Schools 8.3% 7.8% 58.5% 22.3% 3.1% (16) (15) (113) (43) (6)
DoE 6.1% 7.4% 50.4% 25.6% 10.6%
(127) (154) (1054) (536) (221)
Analysis A higher percentage of ‘B’ grade students with no ‘A’ grades awarded. Strategies for students at educational risk Positive calls home and build rapport at the Clontarf academy. Use the business lunches to discuss ‘STARR’ improvements and successes Keep using the student ‘shout outs’ to build rapport and encourage student performance. Use the tactical teaching for reading and writing with classes to build their design brief skills and written work.
Strategies for high performing students Build their confidence with challenging/extension projects tasks that can be marketed and sold in the community. Summary A large number of ‘B’ grade students that has resulted from very good practical work but limited by written tasks in which the students struggle to achieve at a high level. A number of students have low literacy. The practical mark was consistently good-high, but an improvement in the theoretical aspects is needed. Due to the level of absenteeism within the class this affected the overall performance. A number of students had no previous experience in the metalwork area and required almost one on one teacher support Targets Maintain the passing levels of the ‘C’ grade students and move at least two from a ‘B’ grade to an ‘A’.
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LEARNING AREA REPORT: The Arts – Performing Arts Our philosophy – ‘Achieving Excellence Together’ Core Values Quest for Excellence Self-Development Teambuilding & Trust Mutual Respect Recognition of Individual Worth Improved self-esteem Self-acceptance & respect of self Respect & concern for the rights of others & their individual rights Personal responsibility & responsibility to the group
Performing Arts Students 2020
Year 7 30
Year 8 27
Year 9 26
Year 10 Drama 14
Year 10 Dance 14
Year 10 Music 9
Performing Arts Events: Yr 11/12 Cloud-street Excursion Fame-Labs State Grand Final Music Concert Drama Stage fighting workshop Footloose Musical STEAM festival Dance Concert Drama showcase x 2
* The Global Pandemic meant several events had to be cancelled/rescheduled.
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LEARNING AREA REPORT: The Arts – Performing Arts (continued)
Drama: The Teachers guided students in new ways to communicate and online learning commenced in Term 2. The Upper School Drama students were lucky to attend a live performance of ‘Cloudstreet’ before restrictions were put in place. FameLab Academy presentations were performed in front of a studio audience and live-streamed throughout WA. Students in years 7-9 participated in a Stage fighting workshop. Our musical Getting to know Footloose was led by the passionate Performing Arts team; The students, parents, staff and community members presented this spectacular musical to high standards. The Drama showcases in Term 4 showed the students developing script work skills and technique. The year 7’s presented The Circus Show, 8’s The Writing’s on the Wall, 9’s Lord of the Flies and the year 10’s Blackrock. Dance: Flash-Mob at the athletics carnival involving students in years 7-12 STEAM Festival- KPop group performed and the Year 8 General Dance Class performed a Hip Hop Dance with the spheros Dance Night for PA students in year 7- 12 Year 8 General Dance used STEM by working with Robots in their dances Year 10 worked on a STEM Dance piece with drones and the year 11/12 Media class 2 indigenous students came in during the holidays to work with 2 students from Lesmurdie Senior High School, an artist in residence and to choreograph a piece about the stolen generation, with specific reference to the McCormack's family story. Kpop crew started and has grown to over 25 boys and girls that meet at recess and lunch to create and rehearse
Music: Sound set up and DJ for Athletics Carnival ‘Springtime Sessions’ Music Concert STEAM Festival Outdoor Music performances Footloose the Musical – score reading/ vocal coaching/ sound cues Assembly setup and performances throughout the year iMovie and original tracks project with Year 9 & 10 for Worley NAIDOC presentation Year 8 & Cert 2 – recording of original Blues tunes using GarageBand software and MBox hardware – mixing and mastering/ literacy (lyrics)/ numeracy (beat divisions and I, IV, V chords) Year 10 – recording of Film Compositions to accompany film scenes with deleted audio using GarageBand software and MBox hardware – combining iMovie into GarageBand.
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LEARNING AREA REPORT: The Arts – Performing Arts (continued)
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LEARNING AREA REPORT: The Arts – Wood Work
U E D C B A
Class 31.2% 6.2% 56.2% 6.2% (5) (1) (9) (1)
School 25.0% 7.1% 60.7% 3.6% 3.6% (7) (2) (17) (1) (1)
Like Schools 11.7% 11.3% 46.8% 23.0% 7.1% (33) (32) (132) (65) (20)
DoE 1.1% 9.7% 7.7% 45.2% 25.3% 11.0%
(31) (277) (221) (1298) (726) (317) Analysis A high number of ‘E’ grades to due non-attendance not poor performance. No ‘B’ grade awarded Overall the class is achieving about 6 percentage points lower than like schools and around the average school percentage. Strategies for students at educational risk Positive calls home and build rapport at the Clontarf academy. Use the ‘Business Lunches’ to discuss ‘STARR’ improvements and successes. Keep using the student ‘shout outs’ to build rapport and encourage student performance. Use the tactical teaching for reading and writing with classes to build their design brief skills and written work. Strategies for high performing students Build their confidence with challenging/extension projects tasks that can be marketed and sold in the community. 74
LEARNING AREA REPORT: The Arts – Wood Work (continued) Summary A large number of ‘C’ grade students that has resulted from very good practical work but limited by written tasks, in which the students struggle to achieve at a high level. A number of students have low literacy. The practical mark was consistently good-high, although an improvement in the theoretical aspects is needed. Due to the level of absenteeism within the class this affected the overall performance. A number of students had no previous experience in the woodwork area and required more teacher support. Targets Maintain the passing levels of the ‘C’ grade students and move at least two into the ‘B’ grade. Strategies Teacher sprints, tactical reading and writing.
U E D C B A
Class 11.1% 11.1% 44.4% 33.3% (1) (1) (4) (3)
School 11.8% 11.8% 41.2% 35.3% (2) (2) (7) (6)
Like Schools 8.3% 7.8% 58.5% 22.3% 3.1% (16) (15) (113) (43) (6)
DoE 6.1% 7.4% 50.4% 25.6% 10.6%
(127) (154) (1054) (536) (221)
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LEARNING AREA REPORT: The Arts – Wood Work (continued) Analysis A higher percentage of ‘B’ grade students with no ‘A’ grades awarded. Strategies for students at educational risk Positive calls home and build rapport at the Clontarf academy. Use the business lunches to discuss ‘STARR’ improvements and successes Keep using the student ‘shout outs’ to build rapport and encourage student performance. Use the tactical teaching for reading and writing with classes to build their design brief skills and written work. Strategies for high performing students Build their confidence with challenging/extension projects tasks that can be marketed and sold in the community. Summary: A large number of ‘B’ grade students that has resulted from very good practical work but limited by written tasks in which the students struggle to achieve at a high level. A number of students have low literacy. The practical mark was consistently good-high, but an improvement in the theoretical aspects is needed. Due to the level of absenteeism within the class this affected the overall performance. A number of students had no previous experience in the metalwork area and required almost one on one teacher support Targets Maintain the passing levels of the ‘C’ grade students and move at least two from a ‘B’ grade to an ‘A’.
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LEARNING AREA REPORT: Health & Physical Education Events Term 3 Below is a list of the usual events facilitated by the AFL Academy/Specialist PA Melbourne Trip Health and Physical Education learning area. (cancelled due to COVID-19) These events are designed to enhance curriculum Lunchtime Volleyball Competition delivery and to address the College’s Focus Area Year 10 Lightning Carnival – Teams for 2: An Inclusive, Inspiring and Positive School AFLX (2nd Place) Culture that Engages all Students. Netball High Schools Cup – Teams for Lower Term 1 and Open Divisions Athletics Carnival – Whole school event Aquatics Carnival – Whole school event Lower School Girls AFL – Freo Dockers Cup Senior School Basketball Competition Lightning Carnival (Undefeated) Year 9 Lightning Carnival (cancelled due to
COVID-19) RAC bstreetsmart event (cancelled due to COVID-19)
Term 2 Year 8 Lightning Carnival (cancelled due to COVID-19) Provide First Aid Course for Cert. II Sport & Recreation Year 7 Lightning Carnival (cancelled due to COVID-19) Lower School Boys AFL (cancelled due to COVID-19) Upper School Boys AFL (cancelled due to COVID-19) Intermediate Boys Soccer Competition (cancelled due to COVID-19)
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LEARNING AREA REPORT: Health & Physical Education (continued) Term 4 AFL Academy Lunchtime Competition Staff & Student AFL Match Interschool Athletics Carnival (4th place, Year 9 and 10 Champion Boy Awards) Training, Fitness and Conditioning’s Rowing Program Training, Fitness and Conditioning’s Swimming Program AFL Academy Brownlow Night
Curriculum Courses Delivered
Lower School Senior School
Year 11-12 General Year 7-10 Health Physical Education Education Studies
Year 11-12 ATAR Year 7-10 Physical Physical Education Education Studies
Year 7-10 AFL Year 11-12 General Academy Health Studies
Year 9-10 Training, Year 11-12 Fitness and Certificate II in Sport Conditioning & Recreation
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LEARNING AREA REPORT: Health & Physical Education (continued) Learning Area Target This year the Health and Physical Education (HPE) Learning Area targeted to implement Explicit Direct Instruction (EDI) across all theoretical classes. Following staff training and trialling of this teaching strategy in 2019, EDI was fully implemented this year and it was a huge success. Significant improvements could be seen in the average result of all theoretical classes. One of the biggest improvements could be seen in Figure 1 where low achieving students who received D and E grades in 2019 were now getting C grades or better due to the strategy. This strategy of teaching is very safe for students to give it a try and as a result students became more engaged in their learning after experiencing success. Figure 1: Change in achievement in low achieving students 2019 2020
EDI also showed significant improvements in the ATAR Physical Education Studies (PES) Course. In Figure 2 and 3 student’s grades improved from B and C grades to A and B grades. With the large volume of definitions to remember in the ATAR course the EDI format worked well to transition these definitions from working memory to long term memory. Refinement of EDI practice to continue in 2021 through classroom observation. Figure 2: Change in achievement in ATAR PES students 2019 2020
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LEARNING AREA REPORT: Health & Physical Education (continued) Figure 3: Improvements in individual tasks in ATAR PES students This Year Cum Total Final 1 2 3 P4 5 6 P7 E8 Group Final Year Students S Weight Mark Mark 44.0 42.0 35.0 30.0 71.0 65.0 20.0 100.0 Rank Grade Total% 100 100 Task weight 5.0 7.5 5.0 15.0 7.5 5.0 15.0 40.0
Task mean 38.67 37.00 32.17 14.33 67.33 60.00 10.83 84.00 76.22 76.22 76.17
Task standard deviation 4.89 4.83 0.69 3.45 2.75 2.08 2.61 4.76 4.63 4.63 4.60 Last Year Cum Total Final 1 2 3 P4 5 6 P7 E8 Group Final Year Students S Weight Mark Mark 30.0 22.0 35.0 30.0 71.0 65.0 20.0 100.0 Rank Grade Total% 100 100 Task weight 5.0 7.5 5.0 15.0 7.5 5.0 15.0 40.0
Task mean 22.00 16.00 25.23 13.46 57.58 54.62 11.00 69.62 65.83 65.83 65.85
Task standard deviation 4.02 4.90 3.66 1.22 7.82 4.62 1.24 11.79 6.55 6.55 6.55
Task 1 – 50% up to 87.88% (+37.88%) Task 2 – 72% up to 88% (+16%) Task 3 – 72% up to 92% (+20%) Task 4 – Practical Mark (No EDI) Task 5 – 81% up to 94% (+13%) Task 6 – 84% up to 92% (+8%) Task 7 – Practical Mark (No EDI) Task 8 – 70% up to 84% (+14%)
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LEARNING AREA REPORT: Vocational Education & Training (VET) Students achieved qualifications through a Auspiced arrangements combination of auspiced delivery at school, accessing externally delivered VET in Schools, Certificate II in Business 9 school based traineeship (employment) and the P- South TECH supported South Metropolitan TAFE Metropolitan Certificate II in qualification delivered on site. TAFE Information, Digital Media 1 and Technology Successfully completed qualifications Certificate II in Sport and by Year 12s: 21 Recreation School based traineeships North Metropolitan Certificate II in Music 5 Certificate III in Electro TAFE Industry 1 technology Certificate II in Visual Arts 10
Certificate II in Creative South Metropolitan TAFE (P-TECH) 4 Industries Certificate III in Engineering – Skills 6 Technical Strategies Certificate II in Skills for Work and Vocational 6 Pathways Externally delivered VET in Schools SM Certificate II in Sampling 4 (PAiS/Profile) TAFE/AIET and Measurement Certificate III in Population Student achievement increased with the amount of 2 Health Certificate III’s achieved increasing from 5 students in 2019 to 9 students in 2020. Achievement in Certificate III in Aviation (cabin 1 auspiced qualifications has increased with student Crew) numbers increasing, and attainment did drop unfortunately due to students lack of attendance and Certificate III in Events 1 not being enrolled in full qualifications. Of all students eligible to attain a certificate we did achieve Certificate II in Autonomous 3 Operations 90%. WACE eligible students did bring us down however to 84.5%. Certificate II in Salon Assistant 2 Dilemma during the year with COVID-19. Have had to move our Certificate II IN Sport and Recreation Certificate II in Automotive 2 auspicing arrangement from NMTAFE to IVET due Vocational Preparation to closing the portfolio. Also moved our Certificate II Certificate III in Engineering 6 Business/Workplace Skills from SM TAFE to IVET. Transitions have been highly successful and all Certificate II in Engineering 2 trainers are extremely happy. Also extremely happy and proud of both my efforts and the trainers in
getting as many students over the line as possible
and achieving a qualification. Pushing it right to the end of SCSA’s deadline. 81
LEARNING AREA REPORT: Vocational Education & Training (VET) (continued) Work experience continued to play a large part in a particular important part in our students doing so supporting VET studies and offering year 10s an well on work experience. opportunity to try an industry they may be interested We are also achieving the state target of 85% of in and develop their core skills for work. students completing 2 or more STEM related courses/qualifications. Year 10 students 67 involved in WPL Strategies for Improvement Year 11 and 12 students 5 Development of digital portfolio’s through involved in WPL Studium Work place learning on the grid line for students to further identify their pathways to TAFE, the The feedback we received was overwhelmingly workplace, portfolio applications positive for our ADWPL students, with a lot of Implementation of the Certificate I in Financial students being offered employment, training and Literacy through Smith Family for students with references. low Numeracy identified through OLNA, to With this in mind, I am looking at implementing Work assist in TAFE/workplace entry. Place Learning to be included in Course Counselling Work with Kasie Franklin on student attendance as a subject for students to pick for 2022. This would and performance in VET, through parent mean students are out on WPL one day a week, and conferences, WACE tracking etc. for the remaining 3 lessons, will be in a classroom Allow students more access to courses through completing their logbooks/journals and catching up Connect/online portal on missing work. This will be proposed when Nathan Morton asks Senior Staff what they would like to Key Achievements offer in 2022. This will be a key focus of mine, to get 2 students who attended CIVMEC for workplace more students out with industry partners and the learning, achieved their First Aid during local community. attendance (HLTAID003) Added a new P-Tech partner in Santos 2020 was the fourth year of the P-TECH program. The links with our industry partners provided Industry career videos excursion and incursions that engaged both Industry Liaison Officer students and teachers including site visits to Design Engineer Construct partners. Due to the WoW day being cancelled due Deloitte resume development workshops, Zoom to Covid-19 I shifted focus to conducting videos and in person about our P-Tech partners for the students 85% in 2 or more stem subjects information. Also had P-Tech partner in Deloitte Having 85% achieve their qualification, which come into the College to deliver Resume and self- was a whole team effort and am extremely promotion workshops, as well as a zoom resume happy and proud of that achievement. workshop with our outgoing year 12’s, as well as
Work Experience Workshops for our year 10’s before they went out on WPL. This workshop played
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LEARNING AREA REPORT: Technologies Year 7 students enter with widely varying Digital Learning Area Report: Digital Technologies and ICT experience from a number of Technologies different primary schools. All students are required to learn the College systems, Digital Citizenship and As a school we trialled Education Perfect an a range of key ICT General Capabilities which sit online platform for delivering educational alongside and overlap with the Digital Technologies content. Curriculum Content. Robotics Club continued after school and supported the Digital Technologies Curriculum Top Academic students in Digital 2 Digital Technologies staff were trained in the Technologies 2020 CISCO Academy training Cecil Andrews College is a Teacher Year 7 Elaha Qasemi Development school for Digital technologies Implementation of the Teachers Can Code Year 8 Declan McCann-Dickson modules through professional learning opportunities, robotics clubs and Digital Year 9 Kate Selmo Technologies classes Resourcing: Through School Plus funding, Cecil Year 10 Alex Smith Andrews College was able to secure a bank of Brandon Wong Year 11 Applied 20 Laptops and 20 Pi-tops-the portable brain Year 11 that docks into all your projects. As a Digital Information Technology Technologies Teacher Development School, a Nathaniel Enato Year 12 Applied series of teacher resource lending kits have Year 12 Information Technology been developed that enhance student engagement in Digital Technologies and STEM based programs.
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LEARNING AREA REPORT: Technologies (continued)
Analysis of Data Year 12 83.4% of Year 12 students gained a C grade or better General Semester 2 2020
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LEARNING AREA REPORT: Technologies (continued) Year 11 85.7% of year 11s received a C grade or better and were very comparable to like schools.
Achievement Profile Course Grade Students Count
A 1
B 5
C 12
D 2
E 1 Year 11 Applied Information Technology class showed a strong interest in Digital Technologies and English. The stronger students were extended through Robotics, TAFE, E-Sports and Media. They were proficient in their computing skills which contributed to the large number of students who gain a “C grade” or better. The low achieving students presented with special needs and family circumstances that required scaffolding to achieve basic tasks. Strategies for students at educational risk (use the initials in the Achievement Profile for identification of students)
How has the teaching and learning program been differentiated for students at risk? Scaffolding – model answers Teacher sprints Blended learning – having work online What have the outcomes been for the individuals or groups of students working on differentiated teaching and learning programs? Strategies for high performing students (use the initials in the Achievement Profile for identification of students) How has the teaching and learning program been differentiated to extend and challenge high performing students? Extending students – working on practical projects using their AIT skills Helping follow the dream with programming Drones Helping without with setting up streaming content for classes without side organisations Continue working with the robotics and looking after the E-sports computers What have the outcomes been for the individuals or groups of high performing students working on differentiated teaching and learning programs
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LEARNING AREA REPORT: Technologies (continued)
Year 10 57.1% gained a C grade or higher. Attendance issues were noted of concern with this cohort. Learning area grade distribution - stable cohort Year 9 70% of students gained a C grade or better
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LEARNING AREA REPORT: Technologies (continued) Year 8 73.8% of students received a C grade or higher 8 8DITE2_2 Report 2020
Graphs and Tables Analysis of data Learning area grade distribution Learning area grade distribution How does the grade distribution of your class compare to: In comparison to others subjects within the school 8DITE2_2’s achievement was slightly lower in terms of C and B grades however it had more students in the A’s and just above par in the Es. In comparison to like schools 8 DITE2_2 still had more A’s, less Bs and Cs no D grades
and less Es. Comparison In comparison to DoE schools had a pretty high distribution of A’s while Bs, Cs and Es GRADE were less and no D at all
If variations are evident, how can the NA E D C B A variations in your school’s distribution be accounted for? 8DITE2_2 13% 13% 0% 21.7% 21.7% 30.4% A Significant spread of A grades could possibly be (3) (3) (0) (5) (5) (7) attributed to the excellence academic performance of this cohort. They loved the subject and carried out the challenges with zeal, used their collaboration skills School Year 10.6% 12.2% 8.1% 30.9% 24.4% 13.8% and some reported to be doing extra work from home. 8 (13) (15) (10) (38) (30) (17) The use of Education perfect was also resourceful to helping students complete assigned work at home. In the future though a similar group can be given extension tasks to even the A grades with like Like School 7.7% 14.1% 11.6% 34.9% 21.3% 10.3% Year 8 (70) (128) (106) (318) (194) (94) schools, DoE and other subjects within the school.
DoE Year 8 5% 4.9% 7.2% 34.6% 29.5% 18.7% (860) (848) (1235) (5930) (5052) (3209)
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LEARNING AREA REPORT: Technologies (continued) Strategies moving forward Continue with Academic extension with linking students to industry mentors, TAFE certificate and STEM competitions. Continue to develop staff on class routines, BMIS, school processes and priorities Capacity build staff in Digital technologies framework and classroom observations Increase in STEM pedagogy to be implemented Focus on curriculum differentiation for students who are at risk, EAL/D or have low literacy. Invite specialist staff to present during LA meeting time. Staff to work in context to develop differentiated work for identified students. Staff to ensure common assessment tasks and moderation are occurring on a term by term basis Digital Technologies to create display on subject pathways and possible careers. This is important to show students possible future careers and subject pathways to achieve them. Also, to make students aware of the relevance of Digital Technologies and STEM. Staff to engage in peer observations to improve practice and self-reflection. Whole school approach to importance of EST’s-results are not very high and low importance placed on the task by students.
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LEARNING AREA REPORT: Follow The Dream Thirty-one students from Cecil Andrews College participated in the Follow the Dream program in 2020, with 28 remaining at the end of the year, as three students moved to other schools. This represents a 61% increase in student numbers from 2019. The students’ academic achievements were impressive, and exceeded those of previous years. Eighteen of the students were in Academic Extension classes and 13 students achieved one or more A grade in their MESH subjects in Semester 1 and/or Semester 2. The students committed to attending weekly tutoring after school, with several attending four days a week, until 5pm. Early in the year, the program’s success attracted the attention of the ABC, resulting a tutoring session being filmed and a story about the program’s achievements being aired on the ABC 7 O’clock news.
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LEARNING AREA REPORT: Follow The Dream (continued) The students also embraced opportunities for post-school planning during the Follow the Dream after-school sessions and through visits to universities. All students who joined the program in 2020 participated in the 2- day university familiarisation and pathway planning visit to Curtin University.
Cultural leadership and innovation are important expectations of the Follow the Dream students - the students participated in several initiatives in 2020: Video-Story-telling Project Follow the Dream students understand the importance of sharing their culture to help others better understand Aboriginal history and experiences. With this in mind, they are creating video resources to be used in education and for broader uses. The students have identified three themes for the videos: Family, Identity and the Stolen Generations. At this stage, a Year 10 student, along with her mother and grandmother, have shared their experiences, values and culture on video and the first video on The Stolen Generations was created in 2020, which can be accessed through this link: https://www.dropbox.com/s/4g8thuoloczajdf/Stolen%20Generation%20Revised_2.mov?dl=0
In this 5-minute video, Shevon’s grandmother tells her family’s story of the Stolen Generation. The story is illustrated through movement, the result of four Follow the Dream students working with Torres Strait Islander choreographer, Sonya Stephens.
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LEARNING AREA REPORT: Follow The Dream (continued)
STEM Dance Project Using funding from PALS and Worley grants, Follow the Dream students created a STEAM performance that was presented at Worley, during NAIDOC week. The live performance was about reconciliation and illustrated dance through the ages, with a blend of traditional and robotic dance that included spheros and drones. It was a unique performance that also gave the students the opportunity to visit the Worley offices and learn about opportunities at the company.
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LEARNING AREA REPORT: Follow The Dream (continued)
The performance was also presented to the Chief Scientist and other dignitaries at an event held at the College in December 2020.
Highlights of the performance are shown in the video: https://www.dropbox.com/s/r3q89nrr6x3qwv1/CA_FINAL_LONG%20CREDITS.mov?dl=0 Torres Strait Islander Flag Project A Follow the Dream student took the initiative to get a Torres Strait Islander flag installed at the College. She wrote a letter to the local Member of Parliament, to organise a flag to be donated. Indigenous students then created art work to sell as a fund-raiser to purchase the flag pole. Finally, the student and her family, along with the dance students participated in a ceremony to raise the flag.
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LEARNING AREA REPORT: Follow The Dream (continued)
Other Cultural leadership activities Several students have learnt to deliver the Acknowledgement of Country in the Noongar language and deliver it at school events such as assemblies and when welcoming guests to the school. Follow the Dream works in close partnership with the students’ parents, carers and family members. There was continual contact with parents / carers and they also joined goal-setting sessions at the start of each semester. Students and family members also attended the annual award presentation, which showcased program highlights in addition to acknowledging students’ academic achievements.
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SAIS DATA ANALYSIS- CHILDREN, FAMILY AND COMMUNITY (GENERAL) YEAR 11 AND 12
Analysis: The overall data indicates that Cecil Andrews College students are achieving results that are similar to the Department of Education students but there are two areas that show marginal difference. The A grade data shows DoE performing higher than Cecil Andrews College and the E grades show CAC recording more numbers than DoE. Recommendations: The recommendation that can be made is to analysis the assessment responses and find areas for improvement.
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SAIS DATA ANALYSIS- CHILDREN, FAMILY AND COMMUNITY (GENERAL) YEAR 11 AND 12 (CONTINUED) Analysis: The data shown in the graph above is the year 12 cohort from Cecil Andrews College that participated in the assessment tasks. From a first observation, it is clear students’ average marks are between 50 and 75 percent. The first response task compared to the last response tasks shows an overall increase of students’ overall marks.
Recommendations: The recommendation is to analyse the assessment response(s) and find areas for improvement. For example: Scaffold the Investigation and Production task, as it demonstrates the largest variation in results.
Analysis: The graph above is a visual collection of data from the 2020 semester 1. The overall data shows consistency with the Department of Education recording high results for the A, B and C grades and Cecil Andrews College recording high results in the D and E grades.
Recommendations: It is difficult to provide recommendations on this data alone as it only indicates the grade distribution. The recommendation is to analysis the assessment responses and find areas for improvement and make that focus.
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SAIS DATA ANALYSIS- CHILDREN, FAMILY AND COMMUNITY (GENERAL) YEAR 11 AND 12 (CONTINUED)
Analysis: The visual graph above is a visual collection of data from Cecil Andrews College and Department of Education students from the year 11 cohort for semester 2, 2020. The first observation is the vast difference in results from semester 1 to this data in semester 2. The overall results are similar although, Cecil Andrews College recorded higher percentages in A and B grades and the Department of Education recorded higher percentages in C, D and E grades. Recommendations: Recommend analysing the individual task results to see what strategies helped Cecil Andrews College students achieve these results and participate in moderation with nearby schools to reduce the variation. One should also conduct, pre and post testing 11 to understand why the data increased significantly between the first and second semester. This should identify the strategies that supported students learning and those strategies that the college should apply in the future.
In Summary Overall, the data collected from 2020 is obscure and unusual as education faced the global pandemic and challenged the normal approach to teaching content. It has made teachers aware of the multiple approaches to supplying content when physical classrooms were not an option. The data does indicate that students were not able to realise their full potential, however, the students were able to achieve some results despite the challenges. The global pandemic has changed education. We are now a hybrid of physical classroom-based learning, combined with online virtual learning.
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FINANCE REPORT Cash & Revenue Expenditure –
Revenue - Cash & Salary Allocation Budget Actual
1 Voluntary Contributions $ 38,369.00 $ 38,368.90 2 Charges and Fees $ 75,386.00 $ 75,387.15 3 Fees from Facilities Hire $ 1,715.00 $ 1,714.55 4 Fundraising/Donations/Sponsorships $ 24,933.00 $ 24,933.00 5 Commonwealth Govt Revenues $ - $ - 6 Other State Govt/Local Govt Revenues $ 2,000.00 $ 2,000.00 7 Revenue from Co, Regional Office and Other Schools $ 13,041.00 $ 13,102.55 8 Other Revenues $ 46,790.36 $ 46,808.01 9 Transfer from Reserve or DGR $ 8,001.00 $ 8,001.31 10 Residential Accommodation $ - $ - 11 Farm Revenue (Ag and Farm Schools only) $ - $ - 12 Camp School Fees (Camp Schools only) $ - $ - Total Locally Raised Funds $ 210,235.36 $ 210,315.47 Opening Balance $ 421,912.00 $ 421,912.07 Student Centred Funding $ 1,126,220.00 $ 1,126,219.67 Total Cash Funds Available $ 1,758,367.36 $ 1,758,447.21 Total Salary Allocation $ 10,660,393.00 $ 10,660,393.00 Total Funds Available $ 12,418,760.36 $ 12,418,840.21
Cash Revenue Revenue Shortfall/Surplus Previous Year Closing Balance $ 421,912.07 0% Brought Forward
Current Year Budgeted Revenue $ 1,336,455.36
Actual Revenue Received $ 1,336,535.14
Revenue Shortfall/Surplus $ (79.78) Actual Revenue Received Revenue Collected as a % of Current 100% 100.0% Budget
Total Funds Available $ 1,758,447.21
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FINANCE REPORT CASH & REVENUE EXPENDITURE
Expenditure - Cash and Salary Budget Actual
1 Administration $ 85,059.00 $ 66,212.87 2 Lease Payments $ 1,568.00 $ 1,567.79 3 Utilities, Facilities and Maintenance $ 628,221.00 $ 411,677.62 4 Buildings, Property and Equipment $ 134,773.00 $ 124,956.75 5 Curriculum and Student Services $ 659,993.00 $ 497,512.88 6 Professional Development $ 61,137.00 $ 61,101.39 7 Transfer to Reserve $ 76,940.00 $ 34,321.00 8 Other Expenditure $ 38,388.28 $ 33,216.03 9 Payment to CO, Regional Office and Other Schools $ 51,642.00 $ - 10 Residential Operations $ - $ - 11 Residential Boarding Fees to CO (Ag Colleges only) $ - $ - 12 Farm Operations (Ag and Farm Schools only) $ - $ - 13 Farm Revenue to CO (Ag and Farm Schools only) $ - $ - 14 Camp School Fees to CO (Camp Schools only) $ - $ -
Total Goods and Services Expenditure $ 1,737,721.28 $ 1,230,566.33 Total Forecast Salary Expenditure $ 9,437,712.00 $ 9,437,712.00 Total Expenditure $ 11,175,433.28 $ 10,668,278.33 Cash Budget Variance $ 20,646.08
Cash Expenditure Expenditure Expenditure Current Year Budgeted Remaining $ 1,737,721.28 Expenditure 29%
Actual Expenditure $ 1,1,230,566.33 Actual Expenditure Expenditure Remaining $ 507,154.95 71%
Cash Budget Variance $ 20,646.08
Variance as a % of Total Funds 1.2% Available
Actual Expenditure as a % of 70.8% Budgeted Expenditure
99
FINANCE REPORT Contingencies Revenue & Expenditure
Cash Position as at:
Bank Balance $ 799,818.35
Made up of:
General Fund Balance 1 $ 527,880.88 Deductible Gift Funds 2 $ -
3 Trust Funds $ - Asset Replacement Reserves 4 $ 233,441.39 Suspense 5 Accounts $ 43,974.08
6 Cash Advances $ (199.00)
7 Tax Position -$ (5,279)
Total Bank Balance $ 799,818.35 100
FINANCE REPORT Contingencies Revenue & Expenditure
101
FINANCE REPORT Reserves
Reserve Transfers done
Transferred From Reserves:
Assets $ -
Building Fabric & Infrastructure $ -
Other $ 8,001.31
Total $ 8,001.31
Reserve Transfers done
Transferred From Reserves: Assets $ - Resources $ 34,321.00 General $ - Building Fabric & Infrastructure $ - Total $ 34,321.00
Asset and Resource Acquisitions done
Transferred From Reserves:
Expenditure on Resources $ 102,656.33
Expenditure on Assets $ 5,416.97
Expenditure on Building Fabric $ 16,883.45 and Infrastructure Total Resource/Asset Exp $ 124,956.75
Reserve Balances done
Asset Reserves $ 52,578.76 Resource Reserves $ 180,862.63 General Reserves $ - Building Fabric & $ - Infrastructure Reserves Total Reserves $ 233,441.39
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