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2010 Rossmoyne Senior High School Report (Web 2MB)

2010 Rossmoyne Senior High School Report (Web 2MB)

RESEARCH Public Speaking

RESEARCH Public Speaking and Leadership • Lions Youth of the Year Quest Jorja Sumner (Year 12): State Winner Radhika Kayarat (Year 12): State Finalist • Access 10 Program Selected Year 10 Students participating in the Duke of Edinburgh’s Award Gained CPR certificates • Duke of Edinburgh Awards (Bronze Level) Caryn Tan (Year 12), Jessica Beanham, Kelly Jones, Sara Marie Racovelli and Leon Tan (Year 10) • Sir Francis Burt Speech and Leadership Contest Shounok Chatterjee (Year 11): Winner • UNIFEM (United Nations Development Fund for Women) Conference Caryn Tan (Year 12) selected to represent Rossmoyne Senior High School. • Peer Mediation Program Year 11 students trained as Peer Mediators • Peer Support & Peer Transition Programs Year 10 & 11 students trained as Peer Support and Transition Leaders • Future Leaders Role Model Award Caryn Tan (Year 12) Lions Youth of the Year Quest National Finalist: Jorja Sumner • EXO Festival Whole school activity. RSHS Christian Students’ Group promoting “Life is Exo-lent”. • Swan Canning River Park Youth Forum Beth Culverhouse (Year 10), Anita Kumar (Year 10) presented possible solutions to save the state’s most prominent water body. • Rotary 4-way Speech Contest Preliminary Finalists: Rachel Ho, Lina El Rakhawy Star Kost and Kayleigh Scott (Year 10s) • 2010 Edith Cowan University Citizenship Award Larissa Walch-Ryan (Year 11) • Australian Defence Force Long Tan Leadership and Teamwork Award Shreya Bhushan (Year 10) and Jayde Christie (Year 11) Rossmoyne Senior High School’s teachers actively participate in educational research that helps inform quality teaching and learning. In 2010, staff members participated in the following research projects: • An analysis of gifted and talented education policy for secondary public schools in Western Australia from 1978 to 2008. Researcher and institution: Suzanne Cooper, Doctoral student, UWA • Using Co-Teaching and Co-Generative Dialogue to Improve Teacher-Student Interactions and Students’ Awareness of Their Place In The Environment. Researcher and institution: Yuli Rahmawati, Doctoral student, SMEC, Curtin University • Investigating the influence of learning environment on students’ motivation, self-efficacy and self-regulation in science. Researcher and institution: Sunitadevi Velayutham, Doctoral student, SMEC, Curtin University • Learning and Teaching Biology Concepts with Multiple Representations: Evaluating the Efficacy of Diagrams in Facilitating Secondary Students’ Conceptual Change. Researcher and institution: Yang Liu, Doctoral student, SMEC, Curtin University • Improving Students’ Perceptions of the Learning Environment and their Attitudes (Enjoyment and Academic Efficacy). Researcher and institution: Lisa Bell, Research Officer, LEASA Study, SMEC, Curtin University • Do specialised enrichment programs change students’ attitudes towards science and motivate teachers? Can student involvement in original scientific research engage and motivate them? Researcher and institution: Marina Pitts, Doctoral student, UWA (This study is in its early stages; two areas of focus are given above) Photo: Courtesy of the Community Newspaper Group

6. SCHOOL PRIORITIES In 2010, the School’s staff continued to focus on implementation of a school-wide pedagogy that supports and nurtures, for all students, high aspirations; excellence in all endeavours; and respect for self, others and the environment. Priority programs in 2010, and key achievements within each of these, were: Technology The School completed a major upgrade of its information technology infrastructure. Wireless technology was installed across the school to support the information technology learning and teaching strategy. The 1:1 laptop roll-out was commenced following a successful trial. Commonwealth funds enabled the school to equip all Year 8 students (220)with a laptop, and the 1:1 program will expand over the next three years to include all Year groups. School and Parents and Citizens’ Association funding was used to purchase 14 interactive whiteboards (IWB), bringing the total to 24 IWBs. Teacher professional development was a high priority to support the integration of information technology across the curriculum, and will remain a priority program for 2011. The School developed a strategy to encourage responsible use of digital technology. Parent and student workshops were presented by Australian Communications and Media Authority (ACMA) personnel, and a digital citizenship curriculum was prepared for implementation in Year 8, 2011. High-achieving and gifted and talented students The school continued to maintain and develop established successful programs for high-achieving and gifted and talented students. At the same time, programs for identified groups were also expanded. In English, the Accelerate course was introduced to cater for 70 students in Year 10. In Mathematics, planning was completed for the implementation, in 2011, of the Stage 3 Mathematics 3A/3B Course of Study for selected Year 10 students as well as a “Smart Maths” academic extension program which will offer places for up to 120 Year 8 students. Students in the Languages and Classical Music programs were provided with exceptional opportunities to develop their passions and interests in these programs through overseas studies and tours. Destinations for Languages students were France, Germany and Japan, while the Music tour travelled to Finland and Sweden. In Rossmoyne’s specialist Volleyball program, over 150 students from Years 8 to 12 were provided the opportunity to participate in the Australian Schools Volleyball Cup in Melbourne, competing at an elite student level of the sport. The School conducted a review of its 2010 academic extension programs and applied the findings to develop a new Humanities Academic Extension program which will commence in 2011. Flexible learning pathways The Vocational Education and Training (VET) Department continued to expand opportunities for students to complete studies at the highest levels of TAFE Certificate courses. Certificate III courses were offered in Children’s Services, Design, Engineering and Fitness; and Certificate IV courses were offered for the first time in Business (Frontline Management) and Information Technology. Eight teachers of Technology completed a Certificate IV Training and Assessment qualification which will enable the School to offer a wider range of schoolbased Certificate level training courses for Years 11 and 12 students from 2011. Literacy Plan The School maintained an emphasis on improving students’ standards of literacy, with a focus on Years 8 and 9. The Learning Support Coordinator played the key role in providing individualised support for students with learning difficulties and disabilities, supported by Library staff trained in the MultiLit program. In addition to the provision of intensive support for identified students, the English Department focused specifically on developing the reading and writing skills of Years 8 and 9 students. Physical learning environment Construction of Stage 2 of the Rossmoyne Senior High School building redevelopment program, a $14 million capital works project, commenced in October 2010. New facilities will include an English/Languages building, café, extensions to the Performing Arts Centre, an amphitheatre, and an international size soccer pitch. Construction should be completed by the end of 2011. 2011 Priorities The 2010-2012 Business Plan identifies and describes four School and curriculum emphases over this period. These are: 1. Sustainability. Social, economic and environmental considerations are linked and overlapping keys to Rossmoyne Senior High School’s sustainability. 2. Global citizenship. We recognise the need to provide students with the knowledge, understandings and skills to engage confidently, responsibly and capably as global citizens. 3. Technology. We support the application of information technology to engage learners and equip them with the understandings, knowledge and skills needed to study and communicate effectively in the digital age. 4. Alliances. Enhancing our alliances with local and overseas schools, universities, training providers, community groups and industry enables our school and partners to achieve common goals, to pursue common interests, and to build sustainability. Our Business Plan is posted on the school’s website.

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