BSS Annual Report 2011 - Brighton Secondary School

Annual Report2011

BRIGHTONSECONDARYSCHOOLAnnual Report2011

Annual Report 2011ContextSchool Name: Brighton Secondary School School Number: 0803Principal: Olivia O’Neill Region: SouthernBrighton continues to serve its community with teacher expertise, curriculum initiatives and valueaddedopportunities for student leadership.2011 HighlightsPHILOSOPHY/ EVENTSThe Brighton Performing Arts Centre (BPAC) was opened on the 19 May by the Governor, HisExcellency Rear Admiral Kevin Scarce. In attendance were his wife Elizabeth; The Premier (thenthe Minister for Education and Children’s Services) the Hon. Jay Weatherill and many distinguishedguests from the community and from DECS. Andrew Barrett’s special fanfare composed for thisoccasion was also performed at the Italian National Day and the Valedictory. The BPAC hasshowcased the talent of the Brighton students as well as theatre and dance groups in the community.The Poppy Rain of Remembrance won Event of the Year in the Holdfast Bay City Council AustraliaDay awards. Ryan Wilson, the Year 10 student whose idea it was to release 102,000 poppies fromthe air to commemorate the lives of those who sacrificed themselves for Australia, was awardedYoung Citizen of the Year.Page 1

Annual Report 2011Brighton won the state and then national Rock Eisteddfod Award. Just when we thought it could notget any better, Brighton won three awards in the World Competition.The Special Interest Music Centre celebrated its 35 th Anniversary at the outstanding MusicSpectacular evening in Elder Hall to a packed auditorium.The biennial tour to the Western Front (Villers Brettoneux) in the Term 1 holidays provided eightstudents and the teachers (the Principal, Olivia O’Neill, and Head of Music, Jeffrey Kong) with aninsight into the tragedy of war. The students were excellent ambassadors for both the school andAustralia.The two World Challenge tours to Vietnam and Namibia provided many challenges for thestudents and the staff leaders (David Swanson, Nima Valamanesh and Tony Mahar) to buildcharacter and reflect on the opportunities that Australia has when compared with other countries.Page 2

Annual Report 2011Brighton hosted many groups of international visitors for promotional purposes including three‘family’ visits of approximately twelve agents from a variety of countries.The first students were enrolled into the Intensive secondary English Course (ISEC) from Laos,Poland and Iran.Brighton once again welcomed the Hakuo Middle School (Japan) during the first few weeks of Term3 and Korean School, Maekyung for the third consecutive year. Toyodai Himeji School was hosted fora 2-day interactive experience.Big Band 1 performed at the Government House Merit Ceremony before jumping straight intolearning pieces for Generations in Jazz, an annual event held in Mount Gambier supported bymusicians such as James Morrison and Ross Irwin.The Brass Ensemble provided incidental music for The Don Dunstan Foundation’s March eventwhen the Prime Minister, Julia Gillard, was the keynote speaker as well as at the Poppy Rain ofRemembrance.Page 3

Annual Report 2011CURRICULUMStructured curriculum offerings during the final week of school in place of the outdated ActivitiesWeek were well received by students and staff.The New Sace was implemented successfully with outstanding results when compared with previoustwo years.The continued success of the Intensive Secondary English Course (ISEC) continues for internationalstudents from non-English speaking backgrounds. The inclusion of the Personal Learning Plan (PLP)in the ISEC program has continued to support students to achieve this compulsory subject of the NewSACE.STAFFThe following staff were farewelled at a special Retirement event:Dean Steward, Carol Cook, Sue Lace, Jenny Cabot, Con Preston, Helen Fehlberg and Sue Tulloch.James Nelligan was unable to attend.The ‘Beyond the Desk’ art exhibition showcased the many talents of the teachers on staff who arepractising artists: Cheryl Evans, Barbara Bleckly, Jill Brindley, Carol Cook, Annie Kwok, Niccy Pallant,Yasmin Paterson, Con Preston, David Reed, Megan Retallick, Jamie Tester, Alan Todd, NimaValamanesh and Maj-Lis Vatzlavik.Following the highly successful World Concert Tour in 2010, Jeffrey Kong visited China and Italy inJanuary 2011 to have negotiations with Tim Fischer (Australian Ambassador to the Holy See), CleliaMarch (Australian Cultural Attaché in Rome) and Ignazia Nespolo from Padova. the Italian Consulatein Adelaide. Negotiations resulted in Brighton music students’ performance at the AdelaideItalian National Day. 2011 was also the 150 th anniversary of Italian Reunification in 1861 andBrighton students were invited to perform on the 25 th June to celebrate this event. Jeff also secured aconcert with Tim Fischer as Key Note Speaker to celebrate the Brighton Secondary School 60 thAnniversary in 2012.Professional development is a priority. School leaders had access to two successful SchoolLeaders’ conferences; twenty more staff were trained in Stepping Out (bringing the total to date 65);all Health and PE teachers were trained in SHINE; five staff were trained in relief management; allregular Relief teachers were trained in the use of iPads to take e-rolls.Brighton teachers hosted eighteen student teachers from four universities. Maria Galouzis and allthe music staff were awarded ‘student teacher mentor awards’ from Adelaide University.Page 4

Annual Report 2011Brighton hosted three teacher-training programs with teachers from Indonesian and NewCaledonia. The ISP Coordinator conducted a presentation on integration of International Students atBrighton as part of the International Education Services program to grow International numbers.The new staffing model and teacher conditions were implemented to everyone’s satisfaction.STUDENTSTo commemorate Brighton’s 25 th year of participation in the Australian Volleyball Schools Cuptournament, the Open Honour Boys and Girls teams wore the original Brighton High School volleyballuniform (pre 1994).A group of the 2011 Year 8 Special Interest Music students have become of the most outstandingyoung musical ensembles after less than nine months’ training. Rat Pack performed in the BrightonJazz Cabaret, Indigenous Students Open Day at Brighton and Andrew Southcott’s ‘Spring’ inSpringfield House on 20 th November. They will also perform at the 2012 ‘Carnevale’ on 11 th February,2012.Freya Davies-Ardill and Jayden Rowell won a Wyatt Foundation Music Scholarship.Head Prefect, Danny Clarkson, was invited to be a leader at the 2012 National Youth Science.Chemistry Quiz Plaques were awarded to Jake Taylor and Timothy Stevens (both on the 99thpercentile).Charlotte Burton won the prestigious Spring Poetry Festival competition. John Malone wasemployed as a Writer in Residence to support the ever-increasing Student Writers’ Group.The Science students gained second place in the Science and Engineering Challenge.Three Pastoral Care Focus Days were funded to support the House Teams model.International Students• Year 12 MU Zi (Christine) studied Extended Mathematics at Flinders University and achieved aDistinction. This is equivalent to a first year university course.• Mai Fukasawa from Japan was selected in the Girls Volleyball team to compete at the StateCup and National School Volleyball Competition in Melbourne.• Orientation programs included a highly successful two-day aquatics program; a one- dayorientation ‘city centre’ tour; a visit to IES to familiarize them with its location and its supportstaff followed by bowling and laser skirmish in the afternoon.• The successful system of lending MacBooks to Study Abroad Program students has created abank of computers for these students.• Korean students were involved in the ‘Taste of Korea’ Asia literacy staff presentation.Page 5

Annual Report 2011• Teacher, Matt Fuss, will accompany two Brighton students on the Maekyung Camp, Korea inJanuary 2012.• Ms Cynthia Loh, Executive Manager Policy and Quality, presented the International StudentAward at the school’s Valedictory and Presentation Evening.SPORTING HIGHLIGHTSBrighton won Australian Champion school at the 2011 Australian Schools Volleyball Championshipsin Melbourne, the fourth win in five years. Brighton received a school record winning 14 team medalsat this event.• 2011 Volleyball Knockout Championships in Year 10 Girls, Open Boys and Open Girls.• In the SA Schools Cup competition, of the 30 Brighton teams entered, 23 teams finished in thetop three of their division.• Brighton was announced the 2011 Volleyball SA ‘School of the Beach’ in the Open Boys, OpenGirls and Year 10 boys competitions winning both the gold and silver medals and a gold medalin Year 10 Girls.• 29 SIV students represented SA in Indoor Volleyball and Year 11, Rebecca Reeve,represented Australia on several overseas tours.• 88% Volleyball students gained a B grade or higher in Year 12 PE.In a time when all schools are facing challenges to engage students with committed physical activity,Brighton continues to successfully offer an accessible Sport Program for all.• Excellent participation in ‘Knockout Sport’ enabled Brighton to compete in over 75 organizedmatches and make the State Finals in four sports: Year 8/9 cricket, open girls tennis, Year 8/9boys table tennis & Year 8/9 girls tennis. Other sports played across all year levels included:football (boys and girls), touch, netball, badminton, basketball and soccer.• Success was achieved in the various SSSSA Individual Championships. The strongest resultscame in mountain biking, triathlon, swimming, athletics, cross-country and tennis. Two recordswere broken at Interschool athletics: Jacob Cocks - 2000m steeplechase and Jordan Caldow -200m. Jordan also won the 2011 Bay Sheffield as a schoolboy! The Girls B1 were SSSSAathletics champions.• Zone Sport (weekly after school sport) attracted 14 teams. Although Zone Sport places anemphasis on participation, premiership tables are recorded and a final is staged for all sports.Brighton won 4 premierships: 8/9 boys soccer, 8/9 girls indoor soccer, 8/9 girls volleyball and8/9 boys basketball.• Sports Day, Standards Day and the Swimming Carnival all ran very smoothly with the positivesupport of staff. Students embraced the House spirit with an abundance of colour and acarnival atmosphere. The House captains demonstrated positive leadership.COMMUNITYCommunication with homestay families has been strengthened this year in accordance with IESpolicies and procedures. Homestay families were invited to a popular Pizza evening and VolunteersLuncheon to further strengthen relationships between Brighton and provider families, as well as torecognize the significant contributions homestay families make to the success of internationalprograms.Page 6

Annual Report 2011A number of siblings and relatives of past international students have indicated a desire for studyabroad and mainstream courses at BSS in the future.In keeping with building relationships with the wider community, once again the SALA exhibition andthe ‘Girl with a Dog’ short story competition highlighted the artistic talents of the school community.RESOURCES AND FINANCEThe uniform, Personal Learning Plan and enrolment brochures were redesigned.The school’s web site was redesigned for launch early 2012.The 60th Anniversary calendar and Commemorative book were published for sale.The successful establishment of a TRT database and management of the TRT budget resulted ina surplus. A significant decrease in the use of TRT staff is noted in 2011 – a reduction from 880 daysin 2010 to 763.5 in 2011. Staff absence increased slightly from 878.5 in 2010 to 938.5 in 2011.A new whole school assembly structure including the procurement of seating sufficient for theseevents was implemented.The international section of the web site was updated to include new student testimonials,information about current support staff, a photo gallery link and a link to the Study Adelaidepromotional YouTube video of Brazilian student Barbara Vissirini.Projects to support students included the reinstatement of the basketball court and 260 lockers for theYear 12 students. The Humanities area had improved airconditioning. The industrial fridge and theindustrial clothes dryer were replaced in Home Economics. Teachers are satisfied with the purchaseof two photocopiers to assist their teaching. The internal fit-out of the Brighton Performing Arts Centrefinished off this excellent facility for students and the wider community.Report from Governing CouncilThe Governing Council secured a Parent in Education Grant aimed at assisting parents to cope withthe various issues associated with digital technologies, especially cyber bullying and keeping theirchildren safe. A committee developed an evening seminar, which aimed at both informing parents aswell as empowering them to challenge their children about inappropriate on-line behaviours. Speakersincluded a student, an academic, a student counsellor and police. The seminar, entitled, “RaisingBoys and Girls in the Cyber age- how can we keep them happy and healthy?” was well received by alarge audience in the Brighton Performing Arts Centre.The nationally acclaimed speaker, Sue McLean, was worth the considerable expense to speak toall students.The NET Girls Research Study (Flinders University) did a survey following on from those donepreviously with students who are now in year 10 and 11. The findings will be available in 2012.The Governing Council’s Annual Conference held in March at the Comfort Inn, Glenelg focused onthe school’s expansion and 21 st century approaches to learning spaces.Olivia O’Neill was reappointed as Principal of Brighton Secondary School (2012- 2018).Governing Council Chairperson, Sue McKenzie, was the parent representative on the selection panelchaired by the Assistant Regional Director. The panel included a peer principal at Principal Class 9level as well as an elected staff representative.Page 7

Annual Report 2011SCHOOL EXPANSIONThomson Rossi Architects were awarded the contract to build the new 21 st Century LearningCentre, the Recital Hall and the refurbishment of the Science Laboratories and canteen area.The Principal, Olivia O’Neill, travelled to Parramatta to investigate state-of-the-art learning spaces aswell as attending the ‘Idea11’ Melbourne conference showcasing approaches to ICT to support thedesign of appropriate ICT spaces in the expanded school. The Deputy Principal, Barbara Richards,Assistant Principal, Jill Brindley and Principal, Olivia O’Neill attended the ‘Mind and its Potential’conference in Sydney which provided plenty of ideas to support the well-being of students at Brighton.Olivia O’Neill was invited to attend the Apple Leaders Conference (Invitation only) in Singapore, whichwas the catalyst for pedagogical change throughout the year. She also organized on behalf of thewider Southern Region the tour to Gippsland for eight principals and the Regional Director, to learnabout the Instructional Rounds improvement process used by the Victorian education system.His Excellency Rear Admiral Kevin Scarce agreed to become Patron of the four SpecialInterest Music Centres in South Australia. The process of negotiating this patronage began whenHead of Music, Jeffrey Kong, was invited to bring a group of Brighton’s finest musicians to perform atGovernment House. His Excellency graciously posed for photos with the students and agreed thatone day he would consider becoming a Patron of the Brighton SIMC in South Australia. After muchnegotiation and consideration of vice regal protocol, His Excellency finally consented to be the Patronof all the four Special Interest Music Centres in South Australia. Brighton continued its relationshipwith the South Australian Government House when Brighton students were invited to present amorning recital on 3 rd April 2011 at the Government House Open Day and again, in conjunction withthe SA Police Band, on the 175 th Birthday Celebration on 13 th November.The Music students participated in the Recitals Australia Lunchtime Concert Series in PilgrimChurch Adelaide. Several concerts were presented featuring current students and old scholar TongZheng (violin). These concerts give the Brighton Music Centre considerable publicity via the RadioAdelaide broadcasts. These concerts will continue in 2012 with Brighton’s first appearance on the14 th March 2012 as part of the Adelaide Fringe Festival program. The Brighton Music Centrepresented a concert as part of the Flinder’s University concert series held in the university library.Brighton Secondary is a member of the Holdfast Chamber of Commerce and as such, has forgedsuccessful relationships with many businesses in the area.Page 8

Annual Report 2011Site Improvement PlanningPRIORITY ONE: The New SACESuccessful implementation of Stage 2 subjects including the new Research Project was the keyoutcome of 2011. A decision was taken to teach the Research Project at Year 12 and not in Year 11as some schools chose to do. The outstanding results in the Research Project (See Seniorsecondary Section of this report) vindicate this decision.SACE professional development grants ($16,000) were used to support teachers to plan, prepare andreview the new SACE. The Personal Learning Plan was reviewed and redesigned for 2012 to have afertile question, inquiry/research component and a concluding performance, in line with the researchinto 21 st century practice.All teachers of the SACE attended clarifying forums where they discussed the new approaches toassessment with Performance Standards. The teachers are to be congratulated for their dedication.For example, in Physical education, after surveying the year 12 students mid-term one, they identifiedpotential benefits of modifying the SACE Stage One theory course content and assessment tasks tobetter progress and to reflect the learning and language required in the New SACE Stage Twocurriculum.The Physical Education and Volleyball faculties generated a cross-faculty Learning and AssessmentPlan and collaborated to produce electronic assessment tasks. This increased flexibility enabled staffto effectively transition between faculties to teach Year 12 in 2012.The Personal Learning Plan in the New SACE was revised at the School Team Leaders day 2011.The 8-10 program has been redesigned as an inquiry approach in line with the school’s learning ethosto develop a community of thinkers. Each component begins with a fertile question followed byresearch development and finishes with a concluding performance.Year 8 Identity Inquiry - Knowing me, Knowing you: Exploring Ourselves and OthersThe Personal Learning Plan in Year 8 focuses on the fertile question:What shapes the way I think and feel about myself and others? Students are involved a range ofactivities culminating in a concluding performance that takes the form of a presentation to a panel.Student assessment is based on the capabilities of:• Communication• Personal development• LearningPage 9

Annual Report 2011Year 9 Community Service ProjectThe Personal Learning Plan in Year 9 focuses on the fertile question: What is community service andhow can we actively participate in it? Students move from a focus on self to a focus on community.As a member of their home group, they become actively involved in a community service project. Theproject culminates in two concluding performances, which take the form of a team presentation andan individual interview with a panel. Student assessment is based on:• Personal development• Citizenship• Learning• CommunicationYear 10 Learning and Career InquiryThe Personal Learning Plan in Year 10 focuses on the fertile question: What are my personal,learning and career goals? Students produce a personal profile, carry out career research, participatein work experience and undertake a SACE course interview. The Year 10 component culminates in afolio and reflection that is assessed for SACE accreditation. Student assessment is based on the fivecapabilities from the New SACE:• Communication• Personal development• Learning• Work• CitizenshipPRIORITY TWO: A Thinking Curriculum (Planning for the Australian Curriculum)The Years 8-10 Learning and Assessment Plan was redesigned to reflect the Australian Curriculumas well as a ‘thinking’ curriculum. This will be trialed in 2012.The school was successful in acquiring a $6000 grant to be involved in a project focusing on thecross-curriculum priority of Asia and Australia’ s engagement with Asia. A year 8 unit of work and ayear 10 unit of work were developed and published on DECD website. These units will be embeddedin the year 8 and 10 English courses at Brighton.All staff were required to program using the TfEL document (Teaching for Effective Learning)supporting the Regional professional development program for school leaders. At the annual BrightonLeaders Conference, the subject coordinators presented their work on the school’s priorities,especially highlighting the teachers’ interesting approaches to using the TfEL document.All faculties had worked diligently on differentiating their curriculum to support the different thinkingand learning styles of their students.Coordinators each provided a Year 10 assignment for evaluation using the Bloom’s Taxonomy andthe Capabilities from the new Australian Curriculum. The Principal and Deputy Principal providedfeedback to the staff. In 2012 teachers will focus on Bloom’s Taxonomy for planning.Page 10

Annual Report 2011PRIORITY THREE: Literacies across the CurriculumThe Principal and Literacy Across the Curriculum Coordinator attend the Regional literacy meetingsand report back to staff. Literacy is now a mandatory agenda item for all Learning Area meetings. Allfaculties have shown due diligence in improving the literacy of the students and embracing the keylearnings from the work of Stephen Graham and the Literacy Across the Curriculum Committee. TheLiteracies Across The Curriculum Committee continues to work with Learning Area teams to adaptand modify the Text-type frameworks that are saved on the network. These text type frameworkssupport Year 8 learners.A further 12 staff were trained in the two-day Stepping Out Literacy course, making the total of stafftrained 65. Staff previously trained are surveyed for reflective feedback on how the program hasimproved their teaching.The ARC Linkage Project: New Literacy Demands in the Middle Years project involving academicsand other DECS schools culminated in a presentation at the AEU Middle Years Conference. TheARC project provided four teachers with opportunities to collect useful data from which to improveliteracy. These teachers outlined their findings to all the staff in dynamic and engaging presentations.In Mathematics, the teacher researched the method of using a journal on students’ laptops to reflecton their learning. The Mathematics faculty used a financial literacy program called Start Smart. TheEnglish and Drama teachers researched the Teaching and Learning Cycle; Persuasive Writing andResearch and Referencing.ESL numbers of students remain steady; more are opting to do senior ESL than in the past. ESLperspectives were presented to staff to assist them in supporting students. The electronic ESLHandbook has provided useful material for staff.Students were all involved in writing reflectively to communicate to their teachers about their ability toread and write in each subject.Value-added events were organized through the English Learning Area including:• Poet in residence- John Malone• Writers’ Group expanded as did the number of students attending the Meet the Writersworkshop• Charlotte Burton was a Year 10 Spring Poetry Festival award winner• Over 60 participants and medal winners were in the Premier’s Reading Challenge.• A Readers’ Cup participant came third• There were 3 debating teams• Results were excellent in Stage 2 English Studies and English Communications.Page 11

Annual Report 2011Asia LiteracyDeputy Principal, Barbara Richards, was invited to present to school leaders at the Leading 21 stCentury Schools: Engage with Asia program as well as the DECS/Flinders University Asia Studies PDprogram for teachers. Barbara was also interviewed for a feature article about leading Asia Literacy –yet to be published.The Asia Literacy team’s major event was “A Taste of Korea”. Participants included staff members;Brighton Korean international students; guests from DECS; the Lotus Asia Network as well as specialguest, Kelly Lee, a Year 7 student from Belair Primary School. The program began with mingling andtasting of food prepared by some members of the committee as well as welcoming piano playing frominternational student, Sungjun Kang.Kelly Lee, dressed in traditional costume, sang a Korean piece and delighted the audience. Kelly willbe joining the Special Interest Music program in 2012. Chris Liu from Brighton played a magnificentpiano solo.Jackie Thomson, Curriculum Manager Asia Literacy R-12, spoke about resources to supportengagement with Asia in the curriculum as well as opportunities for teachers to travel to Korea,Christine Thompson, Curriculum Manager, English 8 – 12, spoke about her personal journey inrelation to her love of Korea and its literature as well as her teaching experiences there. Teachers,Gemma Brunckhorst and Dzintra Kargans, also shared their positive experiences of the Winter NKInternational Schooling Camp in Korea, where with Brighton students, they joined other students andteachers from Australia and Korea.The program concluded with a cooking demonstration from Amy Kim and Grace Lee. Their bulgogidish was eagerly tasted and received high praise from the participants. Jenny Lee, Angela Kang,Nathan Park and Saejan Park also assisted.One of the visitors commented, “It was a pleasure to participate in the program and I want tocongratulate you for hosting and orchestrating such a fine meeting/event. The room looked great, thefood was excellent and the music was spine-tinglingly lovely”.This event reflected Brighton’s ongoing engagement with Asia and also promotes interculturalunderstanding in our community, which are important aspects of the Australian Curriculum.The National Asian Languages and Studies in Schools Project ($20,000 grant resulted in the Year 9Japanese class teaching a Year 7 class at Brighton Primary School. The key outcome is an extraJapanese class in year 8 in 2012. The Peer Teaching program will continue in 2012.Use of ICT Literacy across the CurriculumThe Mathematics faculty has led the way in the use of Interactive whiteboards and online programssuch as ‘Maths On Line’ and trialing ‘Manga’.Page 12

Annual Report 2011The Special Interest Volleyball (SIV) Program used its ‘Inquiry Grant’ money to purchase a ‘Perana'Sports Performance Analysis system ($2,000). As a new product the Brighton SIV program hasbecome the pilot school with the software written specifically for Brighton. This system allows teachersand students to create individual video and tactical analysis information in both lesson and trainingtimes.The SIV Program has also spent a great deal of time in training and development to create suitablemethodologies for classroom use. The SIV program has invested over $1,000 in the set up andtraining with the ‘Perana’ software, which gives specific individual feedback through user-friendlyvisual and verbal means, stored for each student. The ‘Inquiry Grant’ has greatly benefitted the 260+SIV students who have instant access to video and statistical feedback via their own MacBook andnetwork.PROFESSIONAL DEVELOPMENT TO SUPPORT SCHOOL PRIORITIESProfessional Development Inquiry Teams$20,000 was allocated to a range of inquiry projects:• The use of iPhones and iPads in English• ICT in Fabrics/Fashion course• Rethink, Reinvent and Rejuvenate the library• Engaging Boys in Singing• Poetry and creativity• Developing a community of inquirers in Women’s Studies-• Using the Perana Sports Performance Analysis System in Volleyball• Beyond the Desk Staff Art Exhibition – modeling creativity• Inquiry tasks for Middle School Students in Science• Theatre Arts and TechnologiesStaff Professional Development DaysOne day had the focus of Tfel Domain 3 and creativity and the other a focus on using multi-media inthe classroom to enhance thinking/deeper learning.OTHER Professional Development• Increasing Student Engagement in Mathematics and Science Professional Developmentday supported by staff from The Heights School• Interdisciplinary Challenge Project with empathy as the ‘big idea’• SACE Clarifying forums• The Professor Peter Freebody presentation to Coordinators about literacy in the 21 stcentury• The Leaders Day focussed on developing a community of thinkersThe Coordinators evaluate the Annual Site Learning Plan at the Annual Leaders’ Conference inNovember. The Radar chart below is a tool used to determine priorities for the following year. TheSite Learning Priorities for 2012 will be the Australian Curriculum, Literacies and Making ThinkingVisible Across the curriculum.Page 13

Annual Report 2011IC TThinkingTfE LNewS AC ES tudentF eedbac kL iterac yS pec ialP rojec tsAus tralianC urric ulumStudent AchievementThe four Houses raised money for Australian Red Cross, Water Aid Australia, The Fred HollowsFoundation, and World Vision Australia. In total Buffalo, Cygnet, Rapid and Holdfast students in years8, 9 and 10 raised $2,700 for Red Cross, the Fred Hollows Foundation, Water Aid Australia and WorldVision Australia respectively.Aboriginal and Torres Strait Islander StudentsAll 14 students have a revised individual education plan.Brighton hosted ‘A Taste of High School’ for Year 7 Aboriginal students. The day includedpresentations, musical activities, a shared lunch and school tours led by Brighton Aboriginal students.For the second time Brighton students were involved in the Deadly Start to High School program,run in the Southern Adelaide region by the Aboriginal Education Coordinator, and supported by localindigenous elders and Quality Links. It is for Year 6-9 indigenous students, to support their transitionfrom primary to secondary school.Page 14

Annual Report 2011The chance to be involved was offered to four Year 8 and five Year 9 indigenous students.The students participated in a number of workshops on a range of topics including identity,leadership, wellbeing, respect and empowerment to make positive choices.These students have made connections with incoming indigenous students and will mentor them asthey tackle the change to secondary school. In term 4 Brighton hosted a group of primary schoolindigenous students for an orientation visit to a secondary to become more comfortable with theformat of secondary schooling.Improvement ProjectEngagement with the House System180 students were surveyed and both quantitative and qualitative data were collected. Students useda rating system of 1-5 (1=minimal support) to find out their level of support for and or participation inthe following six areas:Student / Staff ResultsITEM SURVEYED STUDENTS STAFFThe House System 4 4-5House Events – Sports Day,Inter House competitions,Brighton’s Got Talent3 (Year 8 more positive 5) 4-5Fundraising events 3 (Year 8 more positive 5) 3Focus Days for CommunityCitizenship Project (CCP) andthe Personal Learning Plan(PLP)Membership of a StudentForum5 (Less important for Year 8) 44Extended Home Group lesson 5 (Year 10 most favourable) 4-5Student Qualitative DataStudents were also asked to list three ideas to promote involvement in House events/activities.COMMON IDEASOTHER IDEASPromotion of events via bulletinPosters around the schoolPeople to promote House events to home groupsMore House assembliesMore House days wearing House coloursInter – house activitiesHome group vs. home group competitionsThemed daysStudent e magazine / newsletter –featuring storywriting, poetry, photographyRadio station run by studentsCrazy daysMini house excursionsHouse mascotsPage 15

Annual Report 2011Use House point system to reward participationFundraising activitiesLunchtime competitionsHouse medals and shieldsPet dayAwareness days like jeans for genes, decibel day,Brighton’s Got TalentPurple day purple cup cakesSports that appeal to studentsEaster egg huntQuiz dayOn the spot prizesHOUSE SHIELD RESULTSSchool Sports Carnival ShieldCo-curricular ShieldPage 16

Annual Report 2011Academic Shield2011 Overall House Shield2011 Year 8 enrolmentsNumbers in Year 8 hovered around 265-270 throughout the year. At the conclusion to the 2010-2011enrolment process, Brighton was asked to take four students after the Appeals process. There was awaiting list of 54 students.Of the students enrolled, eight were students with an NEP. In most cases they were withdrawn fromtheir language class to be given intensive work in a small group situation and where possible theywere supported in mainstream classes by SSOs. There was a small number of students with low ESLscales who were placed in a separate ESL class timetabled on the same line as an English class toallow movement if/when students gained competence in English.Page 17

Annual Report 2011There was a larger than usual number of students with other issues, including problem behaviour thathad seen these students suspended and even excluded from their primary schools and some withvery difficult family/social situations. It was positive to note that in most cases the Primary Principal ora delegate made personal contact to pass on any useful information they had, thus enablingpreparation of strategies to work with these students. Information was requested from primary schoolteachers (about 80% replied) via a questionnaire on individual students to gather as muchbackground information as possible to support their transition to secondary school. The key issueswere passed on to both home group and subject teachers.There was a large group of 31 Special Interest Music students and 31 out of zone Special InterestVolleyball (SIV) students. SIV enrolled 72 students.As always the students came from a wide range of 35 primary schools.The main feeder primary schools continue to be those closest to us – Brighton PS (45 students),Paringa Park PS (42) and Glenelg PS (51).The students came to BSS from a large area, some still travelling every day and others with familieswho have shifted into the Brighton zone. Increasing numbers of students are coming from the moresouthern areas, for example Woodend, Willunga, Flagstaff Hill, Hallett Cove schools, Sheidow Park,Seacliff and Seaview Downs Primary Schools.Due to our wide mix of students, the main focus of the Year 8 Pastoral Care Program Semester 1 wasto encourage these students to meet new friends and feel comfortable within this large cohort.Cluster forumsTeachers from local primary schools and Brighton and for the first time Urrbrae High School met aspart of the Holdfast Cluster Middle Years Network.For the last three years we have conducted student forums supporting students from Years 6-9 tofocus on student voice/leadership, doing this through projects around improving their schools and theenvironment. Six Brighton students from two Year 9 home groups attended these forums as it fittedwell with their Community Citizenship Project (CCP) activities. They were able to gather informationand contacts that were useful for their class CCP. Brighton hosted the second forum in Term 2 withYear 6-7 students from each of Brighton, Warradale, Glenelg, St Leonard’s, Paringa Park Primaryschools; Year 9 students from Urrbrae and Brighton Year 9 students.Throughout the year, students planned, conducted and reported back on activities they were doing inindividual schools and the community. The program continued to be supported by two facilitators fromNatural Resources Management Board – Youth Leadership Program.This program has helped to strengthen the ties between schools. Unfortunately, funding for thisprogram expired by the beginning 2011, limiting the scope of the forums in 2011. Urrbrae High Schoolwas kind enough to host the final meeting and presentation day with guided tours of this most unusualschool’s farm program.Page 18

Annual Report 2011ISSUESIn Physical Education there is a concern that Food and Hospitality, Child Studies and Fashion Designused to have a strong Practical focus (60% practical and 40% theory) but with the new SACE it isreversed. Students who chose these subjects because they enjoyed them and were strong inpractical approaches, are now finding that their literacy skills account for a large portion of the overallmark.International Issues1:1 learning – there are ongoing issues with students (mainly Chinese) not wanting to purchaseMacBooks from school. The requirement of licensing may affect future enrolments.The inability of students to communicate in the English language is the most pressing concern of thestaff who work closely with ISP students. The delivery of the TESMC at Brighton in 2011 hassupported staff and will help to alleviate future concerns.Continuous enrolment in the ISEC program creates many problems in terms of structuring anddelivering a course, especially for Year 11 wanting to achieve 2 units in SACE English.NAPLANPage 19

Annual Report 2011Average % attendanceParticipationParticipation2010Participation2011Reading 96.8% 90%Writing 96.4% 92%Spelling 97.1% 93%Grammar/Punctuation 97.1% 93%Page 20

Annual Report 2011Numeracy – no calculator 94.2% 92%Numeracy - calculator 94.6% 92%No exemptions 2008, 2009, 2010, 2011. One student was withdrawn on medical grounds – anxietyissues in 2011. The majority of students absent had valid reasons, for example illness and travel.Students and parents continue to treat these tests as a serious, valid part of education.% students who achieved National Minimum Standards (NMS)2008 2009 2010 2011Reading 99 98.4 97 98Writing 93 94.8 98 89Spelling 97 97.6 96 96Grammar/Punctuation 97 97.2 97 96Numeracy 99 100 98 99These results show a continuation of high results against the national standards in four of the fiveareas, although there was a drop in the Writing section, which has always been the weakest section.Estimated standardized student progress between 2009 and 2011: Literacy and Numeracy TestsProgress Reading Low = student progress between tests is low when compared withstudents of similar ability.BSS AllStudents Medium = student progress between tests is average whencompared with students of similar ability.Low 19% 25%Medium 54% 50%Upper = student progress between tests is high when comparedwith students of similar ability.Upper 28% 25%In the reading test, Brighton students produced the correct answers equal to or higher than thenational percent correct in all questions except three out of 50 questions.In the writing test, Brighton students produced answers equal to or higher than the national percentcorrect in all questions, showing this to be an area of strength.In the spelling test, Brighton students produced the correct answers equal to or higher than thenational percent correct in all questions except five out of 30 questions, showing this to be area forimprovement.In the grammar and punctuation test, Brighton students produced the correct answers equal to orhigher than the national percent correct in all questions except one out of 27 questions.The English/Literacy Coordinator is working through these results with the Literacy team to developstrategies to improve the weaker areas.Page 21

Annual Report 2011NumeracyThe numeracy component of the data indicates the mean band of students is 8. A score of 5 or lessis considered below the national standard. The mean of 8 has been consistent for the past threeyears.99% of students achieved this standard; hence 3 students have not met this standard.The level of progress is indicated below:Progress Numeracy Low = student progress between tests is low when compared withstudents of similar ability.BSS AllStudents Medium = student progress between tests is average whencompared with students of similar ability.Low 16% 25%Medium 43% 50%Upper 41% 25%Upper = student progress between tests is high when compared withstudents of similar ability.This table shows that a greater than average percentage of Brighton students have shown a highlevel of improvement. The percentage for a low level of improvement is less than the average.This indicates that there is an overall improvement in student’s numeracy from year 7 to 9. An area offocus is the students, who showed a low level of progress, but this may be due to their high score inYear 7. The above table is an indicator of improvement; it does not represent which bands a studentis in.In both numeracy tests, Brighton students produced the correct answers higher than the nationalpercent correct in all questions except two (out of 32 questions) in the ‘with calculator’ test and threein the ‘without calculator’ test.Senior Secondary2011 marked a very significant landmark in the SACE. It was the first year of the Stage 2 ResearchProject and also the first year all Stage 2 subjects were implemented in the curriculum, preceded bysignificant staff professional development.It is clear that the whole of school planning and preparation undertaken at Brighton Secondary Schoolresulted in all Stage 2 Learning and Assessment Plans being approved by the SACE Board withoutany need for changes or modifications.The results were outstanding and reflect the hard work, dedication and professionalism of theteachers and the effort from the students. It is a difficult year for many students to navigate their waythrough a heavy workload and balance work, family and friends and achieving their SACE Certificateis a significant effort in itself.Page 22

Annual Report 2011STUDENT ATAR MERITSDeAnne Wilson (DUX) 99.85 2Jake Taylor 99.8Lauren Footner 99.5 1Tim Stevens 99.0Isabella Tunis-Notley 99.0Samantha Tuscharski 99.05 1More exceptional resultsStudent ATAR Merits Student ATAR MeritsJessica Archbold 97.0 Shai Martin 93.25 1Rachael Bartholomew 90.25 1 Emma McEwan 91.9Georgia Bevan 96.2 1 Sarah Metcalfe 93.8Tara Bouchier 92.45 1 Jack Morris 96.6Daniel Clarkson 98.05 Mark Oakley 96.3 1Patrick Cobiac 92.05 Samantha Pretty 91.9Estelle Coote 97.65 1 Callum Ritchie 94.4Jack De La Lande 92.6 1 Georgia Ryan 94.05 1Sarah Edwards 94.9 1 Hanna Sabic 93.05Renae Fatchen 98.05 1 Alex Schumaker 96.10Lauren Footner 99.5 1 Rebecca South 91.8Ashleigh Greaves 94.8 Brianna Speight 96.75 1Sarah Greenhalgh 94.8 Tim Stevens 99.0Xuejing Han 96.5 Jake Taylor 99.80Jessie Hartley 96.0 Izabella Tunis-Notley 99.0Xuan Huang 94.05 Amber Tuscharski 98.65 1Alisse Hywood 93.9 Samantha Tuscharski 99.05 1Karina Leatch 95.55 Jennifer Watson 94.05Wenhui Li 91.6 DeAnne Wilson 99.85Yiju Ma 95.55 Emilie Wilson 97.1522 students achieved an ATAR of 95 and above, comparing very favorably with 12 in 2010. Brightonstudents achieved a total of 19 merits. The details are provided below.Student NameMatthew OultonDeanne WilsonTara BouchierEstelle CooteJack De La LandeSarah EdwardsRenae FatchenLauren FootnerFinn GalindoSean HelpsShai MartinMark OakleyGeorgia RyanBrianna SpeightAmber TuscharskiSamatha TuscharskiRachael BartholomewMeritsEnsemble Performance and Solo PerformanceEnglish Communications and PhysicsEnglish CommunicationsVisual Arts – ArtEnsemble PerformanceVisual Arts – ArtEnsemble performanceResearch ProjectCommunication ProductsEnsemble PerformanceSolo PerformanceEnsemble PerformanceEnglish CommunicationsVisual Arts – ArtVisual Arts – ArtPsychologyGovernor of South Australia SACE AwardGovernor of SA Commendation of OutstandingAchievement in SACEPage 23

Annual Report 2011Number of ResultsGrade 2009 2010 2011A+ 93 59 33A 61 73 108A- 104 107 127B+ 122 113 168B 140 144 151B- 147 133 161C+ 126 118 129C 103 113 129C- 79 84 53D+ 66 51 33D 26 39 11D- 33 21 15E+ 31 22 7E 18 7 2E- 11 3 7N 1 0 0TOTAL 1161 1087 1134A total of 268 A grades were achieved 2011 compared to 239 A grades in 2010 and 258 in 2009.Although the number of A+ grades was lower, the overall number of A grades was higher.StudentNumber A gradesLauren Footner 8Jack De La Lande 7Izabella Tunis-Notley 7Deanne Wilson 7Jessica Archbold 6Renae Fatchen 6Shai Martin 6Estelle Coote 5Sarah Edwards 5Ashleigh Greaves 5Alisse Hywood 5Karina Leatch 5Jack Morris 5Hanna Sabic 5Timothy Stevens 5Jake Elliot, 5Amber Tuscharski 5Samantha Tuscharski 5SPECIAL PROVISIONS APPLICATIONSYEAR MALE FEMALE TOTAL2011 4 16 202010 3 14 17Page 24

Annual Report 2011MEAN STAGE 2 GRADEMALE FEMALE TOTALB- B B-POTENTIAL COMPLETERSMALE FEMALE TOTALNo. of potential completers 94 115 209No. of SACE completers 83 114 197SACE COMPLETERSMALE FEMALE TOTALNo. of students with TAFE selection score 77 112 189No. of students with an ATAR 62 105 167Mean ATAR 69.65 77.27 74.44NON-COMPLETERSMALE FEMALE TOTAL11 1 12CREDITS ACHIEVEDMALE FEMALE TOTALNo. of completers with 200 credits 18 30 48210 credits 19 30 49220 credits 11 14 25230 credits 11 7 18240 credits 4 4 8250 credits 20 29 49MA Yiju (Dennis) (China) consistently gained the highest results in Stage 2 this year and was therecipient of the International Student Award for 2011.Page 25

Annual Report 2011LIKE SCHOOLS DATASchools across the state have been arranged in Like Schools groups. These have been formed usinga range of factors that research has shown affect student performance, including socio-economicindicators, size of the student cohort, retention of students from Stage 1 to Stage 2, and theproportion of Indigenous students in the school.Data from Stage 1 and Stage 2 have been provided below.STAGE 1 SCHOOL SUBJECT RESULTS - BY GRADE DISTRIBUTION REPORTThe report on Stage 1 School Subject Results by Grade Distribution provides school levelinformation on the grade distribution for all results for all subjects in the current year.A School, Like School and State grade distribution is calculated using the grade of all enrolmentsthat were awarded a result in any subject. The report allows the comparison of the school’spercentage of Stage 1 results in each grade band with the Like Schools group and the State.Page 26

Annual Report 2011Subjects are included in the calculation irrespective of the year level of the students undertakingthem. For instance, some students may have been in Year 10 when they undertook a Stage 1subject.Page 27

Annual Report 2011THE STAGE 2 SCHOOL SUBJECT RESULTS – BY GRADE DISTRIBUTION REPORTThe report on the grade distribution provides school level information on the number and percentageof results for each grade level (i.e. A+ to E- and N). The grade distribution has been calculated usingthe grades of all students who were awarded a result in any subject. Subjects are included in thecalculation irrespective of the year level of the students undertaking them. For instance, somestudents may have been in Year 11 when they undertook a Stage 2 subject. Non-graded subjects(e.g. modified subjects) have not been included in the calculation of this report.The report includes information for the school, Like Schools group and State, and allows thecomparison of:• the number of results in each grade level• the percentage of results in each grade level• the school’s distribution of results with the Like Schools group and the State.This is the same information presented in Figure 2.1 except it is represented as a line graph. Thisgraph demonstrates a shift in performance away from C grades to A & B grades.Page 28

Annual Report 2011As can be seen from these results the number of A+, A and B+ grades are well above those achievedby both Like Schools and the State. This, in part, can be attributed to the upward movement of gradesat the C and D levels.Page 29

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Annual Report 2011THE SACE COMPLETION REPORTThe report on SACE Completion provides school level information on the number of potential SACECompleters and the number and percentage of these students who completed the SACE. Thecompletion percentages have been calculated using the results of all students who were identified bytheir enrolments as potential completers of the SACE.The report includes information for the school, Like Schools group and State, and allows thecomparison of:• the school’s completion rates with the Like Schools group and the State.The report on the Mean ATAR by year provides school level information on the number of students who receivedan ATAR and the mean ATAR. The means have been calculated using the ATAR of all students who completedthe SACE in the year and who were eligible for an ATAR.The report includes information for the school, Like Schools group and state, and allows the comparison of:• the number of students receiving an ATAR• the mean ATAR• the school’s results with the Like Schools group and the State.Page 31

Annual Report 2011Enrolment History International StudentsISPStudy ToursTotal(not enrolled)2006 38 42 882007 61 21 822008 98 31 1292009 100 0 (swine flu) 1002010 100 22 1222011 85 17 102Fee paying studentsLong term(SACE)Short term(Study Abroad)2006 9 292007 27 342008 64 342009 64 362010 67 332011 57 28The New SACE Research Project for international students has caused concern. Year 12international students will need to consider transferring to the ‘A’ stream, which will avoid the Englishessay. Unfortunately it will mean that these students will not be able to use these credits toward theirATAR score.CAREER DEVELOPMENTIn order to improve retention more flexible learning options are increasingly available to our students.Much work has been done to support students with more vocational choices and customized learningto better meet their needs.Students undertaking a School Based Apprenticeship/TraineeshipYear 10 Year 11 Year 12 TOTAL Industry Areas17 33 21 2011: 71 Certificate II in RetailCertificate II in Automotive SalesCertificate II in Automotive Vehicle ServicingCertificate II in HairdressingCertificate III in Bicycle MechanicsCertificate III in Floor & Wall TilingCertificate III in RetailCertificate III in HospitalityCertificate III in BusinessCertificate III in HairdressingCertificate III in Electro-technology2010: 64 Increase from 8 in 20102009: 49 Increase from5 in 2009Page 32

Annual Report 2011Students undertaking a VET course with aRegistered Training Organization (RTO) Off-site in 2011Year 10 Year 11 Year 12 TOTAL Industry Areas5 24 17 2011: 46 Certificate I in ConstructionCertificate I in PlumbingCertificate I in General ConstructionCertificate I in Hospitality (Kitchen Operations)Certificate I in Animal StudiesCertificate II in Sport & RecreationCertificate II in Image ManagementCertificate II in Community ServicesCertificate II in HairdressingCertificate II in Make-up ServicesCertificate II in ElectronicsCertificate II in MusicCertificate II in Music (Song writing &Performance)Certificate II in Tourism and EventsCertificate II in HospitalityCertificate III in MediaCertificate III in Police StudiesCertificate III in Live Technical ProductionCertificate III in EventsCertificate III in ConstructionCertificate IV in Photo imagingThe Journey to Hairdressing2010: 33 Increase from15 in 20102009: 30 Increase from 8 in 2009Students undertaking VET at Brighton Secondary School(In-house)Year 10 Year 11 Year 12 TOTAL Industry Areas0 42 0 2011: 42 Certificate I in HospitalityCertificate I in Information Technology2010: 33 Increase from 8 in 20102009: 5 Increase from 5 in 2009WORK EXPERIENCE orPLACEMENTSummary of VET Opportunities and ResponsibilitiesCAREERGUESTDEVELOPMENT SPEAKERSACTIVITIESCAREER DEVELOPMENTCOORDINATORYr. 10 - part of thePersonal Learning Plan(PLP)Yr. 11 enrolled in Stage1 Workplace PracticesYr. 12 enrolled in Stage2 Workplace Practices A& BYr. 11 InternationalstudentsYr. 11 enrolled in VETAdelaide Zoo CareerAwareness DaysCareer & EmploymentExpoTertiary Studies &Career ExpoUni SA ExperienceDays/Principal’s MeritList Career DaysWhite Card TrainingInternationalCollege of HotelManagementTAFE SARotary Club ofBrighton – JobEvaluation ProgramApprenticeshipBrokersYr. 10 into 11 InformationEveningYr. 11 into 12 InformationEveningOn-line SubjectSelection/CourseCounselling Days &EveningsAssemblies for Yr. 10-12Industry PathwaysProgram membership onImplementation SteeringCommittee (IPPISC) &Page 33

Annual Report 2011Certificate 1 inHospitality delivered atBrightonStudents enrolled in aVET course delivered byan RTOAustralian BusinessWeekPartnerships for Careers &Curriculum Action Team(PCCAT)Membership ofCareer DevelopmentAssociation of Australia(CDAA) & VET NetworkAustraliaFLEXIBLE LEARNING OPTIONS (FLO)Three students participated in the FLO (including FLIC) program in 2011.COMMUNITY LEARNING ASSESSMENTSFour students met with the Career Development Coordinator and completed assessments forrecognition of Self-Directed Community Learning. 70 SACE Stage 1 credits were achieved.Students in Yrs 10, 11 & 12 Undertaking Vocational or Trade Training in 2011:Year 10 19 students 7.23% of Total no. of studentsYear 11 99 students 34.62% of Total no. of studentsYear 12 38 students 13.77% of Total no. of studentsStudents in Yr 12 Attaining a VET QualificationYear 12 21 students 55% of Total no. of students who undertookVocational or Trade Training in 2011Year 11 50 students 50% of Total no. of students who undertookVocational or Trade Training in 2011Year 10 7 students 37% of Total no. of students who undertookVocational or Trade Training in 2011Student DataAttendanceAttendance by YearLevel% Attendance2009 2010 2011Year 8 92.5 92.1 95.1Year 9 91.1 90.1 94.4Year 10 88.5 90.0 94.1Year 11 89.1 87.5 92.9Year 12 86.5 86.2 92.0Total All Year Levels 89.6 89.2 93.8Total ACARA 1 TO1090.7 90.7 94.5Page 34

Annual Report 2011It is pleasing that Brighton attendance has increased in line with the national attendance rate.DestinationINTERNATIONAL The school supported the following Stage 2 students in the process of applying for:• CHEN Chuyao (Tony) entrance to a tertiary degree in Engineering Mining/Electronics(Adelaide)• HAN Chulubateer (Barton) entrance to a tertiary degree in Business (Uni SA)• HAN Xuejing (Cindy) entrance to a tertiary degree in the Architecture (Adelaide)• HUANG Xuan (Cecilia) entrance to a tertiary degree in Commerce (Melbourne)• LI Wenhui (Hestina) entrance to a tertiary degree in Secondary Teaching (Flinders/Uni SA)• LIU Yan (Aaron) entrance to a tertiary degree in Accounting (Uni SA)• MA Yiju (Dennis) entrance to a tertiary degree in Engineering – Civil (NSW)• MU Zi (Christine) entrance to a tertiary degree in Accounting (Uni SA/Adelaide)• PEI Yang (Hailey) entrance to a tertiary degree Fashion (RMIT)• Ryosuke SUZUKI return home to Japan• WANG Tianyi (Eddie) entrance to study a tertiary degree in EnvironmentalStudy/Biotechnology (Flinders)• YANG Xiaofei (Tina) entrance to study a tertiary degree in Architecture (UTS)• YANG Xue (Sherry) entrance to study a tertiary degree in Commerce (Melbourne/Monash)• ZHU Zhoujie (Daniel entrance to study a tertiary degree in Business (Adelaide)Leave Reason 2010School Region Index DECSNo % % % %Employment 19 5.4% 5.3% 2.3% 4.9%Interstate/Overseas 50 14.2% 9.0% 12.2% 8.7%Other 3 0.9% 1.0% 0.5% 2.5%Seeking Employment 16 4.5% 3.9% 1.9% 3.8%Tertiary/TAFE/Training 11 3.1% 6.0% 6.9% 5.1%Transfer to Non-Govt Schl 12 3.4% 10.7% 16.9% 10.3%Transfer to SA Govt Schl 14 4.0% 44.3% 41.8% 47.6%Unknown 227 64.5% 19.8% 17.6% 17.1%Page 35

Annual Report 2011Client OpinionParent and staff opinion has remained constant and positive over the past 7 years. Unfortunately thestudent dtata is not available this year due to an ICT issue. However, many students gave feedbackto their teachers about the teaching and their learning in dfifferent classrooms and this feedback wasvery positive. One of the school’s priorities was for teachers to collect feedback from at least one oftheir year 9 or year 10 classes. The teachers used a survey from the TfEL document and found it tobe quite illuminating.It remains a problem to encourage parents and staff to complete the survey. Many staff are still ofthe opinion that the system will view their answers despite the Principal’s advice to the contrary.Approximately 75% of the staff anaswer the Psychological Health survey which provies theOccupational Health and Safety Committee with useful local information. In the main, thePsychological Health results are very positive.Page 36

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Annual Report 2011AccountabilityStaffTeacher QualificationsAll teachers at this school are qualified and registered with the SA Teachers Registration Board.Qualification LevelNumber ofQualificationsGraduate Degrees or Diplomas 201Post Graduate Qualifications 59Please note: Staff that have more than 1 qualification will becounted more than once in the above qualification table.Therefore the total number of staff by qualification type may bemore than the total number of teaching staff.Workforce Composition including Indigenous staffWorkforce CompositionTeaching StaffNon-Teaching StaffIndigenous Non Indigenous Indigenous Non IndigenousFull-time Equivalents 0.00 90.00 0.00 25.37Persons 0 94 0 28Financial StatementIncome by Funding SourceFunding SourceAmount1 Grants: State $12,356,0882 Grants: Commonwealth $333,7623 Parent Contributions $1,675,9454 Other $678,144Page 42