ANNUAL REPORT 2018 - Yanchep Secondary College · 2018 has been a great first year and leaves the...

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ANNUAL REPORT 2018

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Contents

Foreword from the Principal 4

College Context 5-6

College Priorities

Priority Area 1: Success for all Students 7

NAPLAN results for Years 7 and 9 7-9

Online Literacy and Numeracy Assessment 9

Attendance 10

Suspension Data 11

WACE and VET 12

Priority Area 2: Effective Teaching and Leadership 13

Teaching and Learning Philosophy 13

Professional Learning 14

Staff Development and Leadership 15

Priority Area 3: Building a unique school 16-18

Buildings and Grounds 19

College Board 20

Finance 21

Yanchep Secondary College Annual Report—2018

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FOREWORD FROM THE PRINCIPAL

2018 was an incredibly busy year for Yanchep Secondary College. It is important to note that with a new school, no poli-cies, procedures and processes exist until they are created. The school needed to establish its processes for 5 years of schooling. Our success in this regard can be seen in the report that has been developed for the Yanchep Secondary College community.

I would like to highlight several areas for special acknowledgement. Vocational Education and Training (VET) As a school with year 11 students we needed to establish our VET offerings and ensure that our staff had the qualifica-tions to deliver the courses. Mr Lawniczak has done a brilliant job in determining the courses for our students, negotiat-ing our auspice arrangements, arrange for staff training and facilitate the successful implementation of the courses. In 2018, we offered 3 certificate II courses and a certificate I course. In addition, we had many students engage in work place learning and work placements.

Senior School Under the excellent guidance of Deputy Principal Ms Sharon Taylor, we established our senior school. This has involved working closely with the School Curriculum and Standards Authority (SCSA) to offer our students effective pathways to achieving the WA Certificate of Education (WACE). This includes all of the policies and procedures necessary to meet all compliance requirements.

Student Services

Under the stewardship of Mr Anthony Johnson, we established a very robust Student Services approach within the school. A key part of this has been the development of the Yanchep Approach to Classroom Practice and our GEM (Gratitude, Empathy and Mindfulness) approach. The student services approach has been developed with a strong em-phasis on implementing the best practice from other schools and is responsive to the current research in this area.

Other key achievements throughout the year include the development of the school website, two very successful parent nights, participation at a range of school competitions and activities and the school assemblies to celebrate the achieve-ments of our students.

2018 has been a great first year and leaves the College well placed for the challenges of 2019 where we will have our first cohort of year 12 students. The success of the school can be attributed to the hard work of staff to develop, imple-ment and embed a range of policies and procedures to ensure the successful learning environment for the students.

Dr James Kent

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College Context

2018 was the first year of operation for Yanchep Secondary College. The school was officially opened by the Minister and the Director General for Education on Wednesday January 31. The school opened for years 7 to 11 (inclusive) into the newly completed stage 1 of the building program. The school opened with 600 students in the following breakdown:

The College opened with the following staff in promotional positions: Principal, Dr James Kent

Deputy Principals – Ms Sharon Taylor and Mr Anthony Johnson

Manager of Corporate Services – Ms Jayne Dawson

Heads of Learning Areas – Ms Lee Gibson (English), Mr Craig Ventham (Mathematics), Mr Adam Gatti (Science) and Ms Amanda Flem-ing (Humanities and Social Sciences) Program Co-ordinators – Mrs Robyn De Fraine (Yrs 10 and 11) – Maternity Leave, Ms Brooke McFarlane (Yrs 10 and 11) and Mrs Julie Clarke (Yrs 7, 8 and 9). Vocational Education and Training Co-ordinator (VET) – Mr Jason Lawniczak

Students at Educational Need Co-ordinator (SENCO) – Ms Mauveen Titlestad

The school opened with 46 teaching staff and 23 support staff. The school offered a full range of curriculum offerings in all years including having ATAR and General/VET programs in Year 11.

Community

The school was established to serve the communities of Yanchep and Two Rocks but soon attracted enrolments from as far North as Lancelin and to northern Alkimos in the South. We enrolled Year 11 students from Yanchep District High School and Gingin District High School. Over 100 of our students attend the College via the School bus service (the Orange buses) and a similar number catch the Transperth buses 490 or 491 to get to the College. The school was not allocated an ICSEA value but the District High School had a value of 960 which is slightly below the state average. The communities that the school services have very strong ties to the ocean environment and parents are employed in the local fish-ing industries along with a large proportion of parents employed in the trades.

School Ethos / Values / Beliefs

The mission statement for the school is to: Prepare young people to be active and productive adults.

2018 Enrolments Number of students Year Leaders

Year 7s 163 Ms Bev Heesters

Year 8s 136 Ms Rebecca Genner

Year 9s 110 Mr Adam Lewis

Year 10s 108 Ms Tina Broughton

Year 11s 83 Mr Jason Lawniczak

Total 600


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Yanchep Secondary College is committed to providing an inclusive learning environment that maximises student engagement and achievement, encourages and develops a sense of community and prepares students to enter the world who are socially aware and ready to make their mark on the world.

Values

Our work will be guided and informed by our beliefs and commitments to developing in our students: Gratitude

Empathy

Mindfulness

GEM

Teaching and Learning Philosophy

Our teaching and learning are guided by the following statements: Teachers know their students and students know their teachers An effective Teacher / Student Relationship is vital to maximise learning. Teachers know how their students learn and Students know and understand how they learn.

Teachers and students actively engage in the learning process. Teachers use a wide range of modern teaching pedagogies to engage students and maximise their learning.

Teachers actively reflect upon their teaching, student engagement levels and student data to identify what is working well and what needs to change / be modified.

Teachers work collaboratively to share practice, discuss their students and promote reflective practice.

Teachers actively engage with innovation in their profession such as integrating ICT and new approaches in teaching and learning.

Teachers engage in professional development in line with their practice and personal needs.


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COLLEGE PRIORITIES

Priority Area 1: Success for All Students

Target - NAPLAN

The progress achieved by the stable cohort from Year 7 to Year 9 will equal like schools in each test area. In Year 9, the percentage of students who are above the National Minimum Standard will equal like schools in each test area. The grade correlation between NAPLAN and school courses will be within the DOE acceptable limits. DATA

Percentage of student’s C grade or Higher against NAPLAN performance:

NAPLAN

Year Math English Science HASS Numeracy Writing Reading No of sts

7 70 54 49 62 64 45 65 150

8 62 63 60 53 72 56 63 143

9 34 36 25 48 66 40 60 113

The percentage of students that achieved a C grade or higher is compared against the NAPLAN expectations for students from years 7, 8 and 9. Mathematics shows a trend of decline that reflects the increased difficulty of the WA Curriculum. The Year 9 data is disappointing, as it is well below the suggested percentage from the Year 9 NAPLAN data. English achievement sits between the writing and reading achievement levels.

Again, the achievement levels of the Year 9 cohort are lower than expected. The Science results closely follow the writing NAPLAN results. The strong performance of the Year 8 class is contrasted with the lower performance of students in Year 9. The HASS results are also closest to the writing NAPLAN data. There is a steady decline in performance through the years but this is a stronger area for most students.


Year Number of sts Total number sts Percentage

7 77 151 51

8 60 144 42

9 29 118 25

10 32 99 32

Overall 198 512 39

Percentage of students that achieved at least

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In our first year of operation, it was pleasing to have just over 50% of our Year 7 students achieve at least one A grade. Special note should go to our students who achieved a Deputy Principal award (A and B grades and only one C grade) and the three stu-dents that achieved a Principal’s award of only A and B grades with more A grades than B grades.

Principal’s Award: 1 Year 7, 1 Year 9 and 1 Year 11

Deputy Principal’s Award: 9 Year 7’s

8 Year 8’s

4 Year 9’s

4 Year 10’s

1 Year 11


NAPLAN Performance: Percentage of student in the top 20%, middle 60% and bottom 20% of the state and ‘like schools’ Percentage of students at or above National Minimum Standard (NMS)

Year 7 Year 9

YSC Like Schools YSC Like Schools

Numeracy Top 20% 6 13 2 11

Middle 60% 57 62 62 62

Bottom 20% 37 25 36 27

At or above NMS 95 97 98 96

Below NMS 5 3 2 4

Reading Top 20% 9 14 8 14

Middle 60% 65 66 61 65

Bottom 20% 26 20 31 21


Below NMS 6 7 6 6

Writing Top 20% 17 19 10 16

Middle 60% 56 59 63 57

Bottom 20% 27 22 27 27


Below NMS 15 15 27 27

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It is important to examine our NAPLAN performance against schools which are considered to be similar to us. The Depart-ment of Education (DOE) groups schools which have a similar ICSEA.

Numeracy

A common pattern for the numeracy test is that we have less students in the top 20% than we would expect. This issue has been identified by the Mathematics department and a plan to improve the performance of our more talented students has been developed. Our percentage of students at or above the National Minimum Standard (NMS) is slightly lower for Year 7 students and slightly higher for Year 9 students. It is pleasing to see it in the high 90% range.

Literacy

A common pattern for the reading test is that we have less stu-dents in the top 20% than we would expect. This issue has been identified by the English department and a plan to improve the performance of our more talented students has been developed. Our percentage of students at or above the National Minimum Standard (NMS) is in line with our like schools which is very pleasing.

For the writing test, our Year 7 performance is close to our like schools but for our Year 9 cohort we have less students in the top 20% than we would expect. Our percentage of students at or above the National Minimum Standard (NMS) is in line with our like schools which is very pleasing.


Target- OLNA

By the end of Year 12, the percentage of students who have achieved the Literacy and Numeracy standard through pre-

qualification or Category 3 in the OLNA will equal or exceed like schools. Increase the percentage of students that pre-qualify for the WACE standards before the end of Year 10.

The three tables help us to track the students as they progress through Years 10, 11 and 12. Overall, our pre-qualification rate is disappointing and improve-ment in this area will be a focus for 2019. The data also shows that students are making steady progress in achieving the stand-ard.

Percentage of students achieving OLNA by graduating class: Will be in Year 12 in 2019

74 students Pre-qualified

(Yr 9 NAPLAN) Year 10 Year 11 Year 12

Numeracy 21.6% 37.8% (59.4%) 17.5% (76.9%)

Writing 17.5% 45.9% (63.4) 6.7% (70.1%)

Reading 25.6% 51% (76.6%) 6.7% (83.3%)

All 3 5.4% 41.8% (47.2%) 9.5% (56.7%)

Will be in Year 12 in 2020

Pre-qualified


Numeracy 21.5% 34.5% (56%)

Writing 19.6% 39% (58.6%)

Reading 28% 40% (68%)

All 3 10% 27% (27%)

Will be in Year 12 in 2021

Pre-qualified


Numeracy 22.4%

Writing 24%

Reading 23.2%

All 3 6.9%

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Y7 Y8 Y9 Y10 Y11 Y12 Attendance Category

School WA Public Schools






Regular 46% 72% 42% 63% 43% 61% 25% 57% 37% 61%

At Risk—Indicated

31% 17% 22% 20% 22% 20% 28% 21% 29% 19%

At Risk—Moderate

18% 8% 27% 10% 23% 10% 21% 12% 20% 11%

At Risk—Severe

5% 4% 9% 7% 13% 8% 25% 10% 15% 9%

Attendance Category

Regular

At Risk

Indicated Moderate Severe

2018 39.3% 26.5% 21.8% 12.5%

Like Schools 2018

59.1% 22.1% 11.9% 6.8%

WA Public Schools 2018

62.0% 20.0% 11.0% 7.0%

Y7 Y8 Y9 Y10 Y11 Y12

2018 86% 82% 82% 73% 81%

WA Public Schools 2018

91% 88% 87% 85% 87%

Non-Aboriginal Aboriginal Total

School Like Schools WA Public Schools

School Like Schools

WA Public Schools

School Like Schools WA Public Schools

2018 81.8% 88.4% 89.6% 72.3% 72.9% 66.0% 81.1% 87.4% 87.6%

Target - ATTENDANCE

The whole school attendance average will equal the state school average.

The school attendance data shows that student attendance is be-low the state average. This has a significant impact on student achievement. Our Aboriginal attendance data is more positive, compared to the state average but is below the school average. The key indicator is that the number of students who are catego-rised as regular attendees is well below the state average.

The data on attendance by year group shows that the Year 10 students had the most attendance issues. Attendance will contin-ue to be a priority at the college with a focus on: Engaging teaching

Engaging extra-curricular activities

Individual attendance plans

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Suspension data for 2018:

Suspension data by Year Group

Year Gender No of students Total number of days

7 F 8 28

7 M 25 164

8 F 14 47

8 M 17 176

9 F 14 57

9 M 23 129

10 F 5 13

10 M 18 94

11 F 1 1

11 M 11 38.5

Total 136 747.5

Although the need to suspend students is disappointing, suspen-sion is a key behaviour management sanction that the school utilises. The reasons for students being suspended are varied but the two main areas in 2018 were Physical aggression toward students and Abuse, threats, harassment or intimidation of staff. Of the students that are suspended, 60% do not get suspended again. Of the students that are suspended more than once, it is important to note that the five most suspended students were suspended for a total of 141 days. A key process that suspension triggers is the return from suspen-sion process where the student and a parent / guardian attend a meeting with College staff to discuss the issue that resulted in

their suspension and what the student, family and school can do to ensure that the behaviour is not repeated. Students that are repeatedly suspended will be put onto a Behaviour Management Plan (BMP). This plan sets out the consequences of further poor behaviour. Where the behaviour does not modify, the school may consider going to an Exclusion process. If a child is Exclud-ed, this means that they are not able to attend the College for a set duration. The exclusion panel is external to the school and their report is signed off by the Director General for Education. The College undertook one exclusion in 2018 which was success-ful.

Total no. of students

Total no. of students suspended

Total no. of suspensions

Total no. of days of suspension

No. of students with 1 suspension

No. of students with more than 1

Avg. no. of suspensions for those suspended

600 136 (22.6%) 291 747.5 81 (13.5%) 55 (9.2%) 2

Number of Aboriginal students suspended

Suspensions involving Aboriginal students

No. of days Aboriginal students were suspended for

8 22 33

Reason for most suspensions: Physical aggression towards students

2nd reason for suspensions: Abuse, threats, harassment or intimidation of staff

Reason for most Aboriginal student suspensions: Physical aggression towards students

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Year Group TAFE Employment

10 18 0

11 17 9

Destination Data – students gone to employment, TAFE

Year Group Number of placements Number completing logbook and/or skills journal 9 4 -

10 4 -

11 12 6

Work Placements:

Target - WACE

The WACE achievement rate for Year 12 will equal or exceed like schools. ATAR participation rate will match the capability rate from Year 9 NAPLAN achievement data. Year 12 median ATAR will equal that of like schools. Median ATAR (Predicted) – 79.25 (based on the students who started 2019 in the ATAR program). The highest predicted ATAR was 97.8 and the lowest was 68.60.

From the data in the table below, the predicted WACE achieve-ment rate is at 91%. We do not have any like schools’ data to compare this to at this stage. The achievement standard is disappointing. This shows the per-centage of students that are passing 4 of their courses. It does not take into account certificate attainment for General students. The highest predicted ATAR and the median ATAR are very pleas-ing and no doubt benefit from the small number of students in the ATAR program.

Enrolment Met OLNA Achievement Standard Achievement Rate

Program Number % Number % Number % Number %

ATAR 12 18 12 100 5 42 12 100

General 55 82 30 55 22 40 49 89

Total 67 100 42 63 27 40 61 91

Year 11’s – 2018

VET Data:

Name of Certificate Enrolment number (start)

Enrolment number (end)

Number of students meeting all units of competency

BSB20115 Certificate II in Business 29 26 25

CUA20715 Certificate II in Visual Arts - Wood 26 18 11

SIS20115 Certificate II in Sport and Recreation 24 19 19

FSK10213 Certificate I in Skills for Vocational Pathways

12 5 5

VET Data: The performance of the students in the Year 11 Certificate II pro-grams was very pleasing, especially the success rate in Sport and Recreation and Business. The retention rate for the Certificate programs was good, except for the Certificate I in Skills for Vocational Pathways.

The work placement program worked well and it is expected to double the number of work placements in 2019. Our destination data is showing a significant enrolment into TAFE and 9 of our Year 11’s finding full time employment.

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Overall score of 3.9 – This is very pleasing for our first year of operation. The very low percentage of students that disagree or strongly disagree is very low. Of the three questions, this is the one that most students either responded positively or negatively to.

Overall score of 3.3 – This is not at the target level of 3.8. More students were non-committal in this question with just over 10% strongly disa-greeing.

Priority Area: 2 Effective Teaching and Leadership

Target - The Teaching and Learning Philosophy is implemented in all classes. The Yanchep Approach to Classroom Practice was developed to describe our practice. It is divided into 7 parts to cover the whole time from arriving at class to leaving the class. It describes the observable behaviours expected of the students and the teachers. A copy of the Yanchep approach is displayed in all teaching rooms and offices and on the College website. Through communication with parents we make them aware of the Yanchep Approach so they understand how our classes work.

We have surveyed staff on the implementation of the Yanchep Approach in their classrooms. They report that they are working towards ensuring that the approach is well understood with their students and that they are following it.

The Yanchep Approach to Classroom Practice will form the basis of the classroom observation proforma that staff will receive feed-back upon through the Performance Management processes in the College.

All Learning Areas will design and implement appropriate assess-ment outlines, programs and assessment tasks. This process was managed by the Heads of Learning Areas and the Deputy Principals. All courses and assessment outlines were checked against the SCSA requirements before being approved. These were then loaded onto Reporting to Parents. All Learning Areas undertook internal moderation processes to ensure con-sistency between classes. They also established partnerships with other Senior High Schools to ensure comparability across schools. We also completed the SCSA year 11 course validation process which ensured that we were following the SCSA requirements for Senior School.

National Schools Survey indicates student satisfaction as 3.8 or above for: ‘My teachers motivate me to learn’ ‘My teachers expect me to do my best’ ‘My teachers provide me with useful feedback about my school work’.

In August, we completed the online National Schools Survey pro-cess. All students were given the opportunity to complete the survey through GEM time. 358 students completed the survey, with the year 7 students being the largest group (176 responses).

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Name Course Qualification

Rebecca Genner Cert IV Training and Assessment TAE40116

Dana Morse Cert IV Training and Assessment TAE40116

Lauren Morrell Cert IV Training and Assessment TAE40116

William Allan Cert IV Training and Assessment TAE40116

Michael Clanton Cert IV Training and Assessment TAE40116

Aviva Leahy Cert IV Training and Assessment TAE40116

Janelle Slattery Cert IV Training and Assessment TAE40110 + TAELLN411

Helen McCarthy Cert IV Training and Assessment TAE40110 + TAEASS502

Leigh Hoey Cert IV Training and Assessment TAE40110 + TAEASS502

Lisa Greenwood Cert IV Training and Assessment TAE40116

Robyn Barone Cert IV Training and Assessment TAE40116

Completed

In progress

The following teaching staff completed a Certificate IV qualification in 2018.

All staff will commit to improving the quality of teaching and learning through the college’s reflective practice model in order to achieve consistent improvement within the proficiency stag-es of the AITSL Australian Professional Standards for Teachers. The College’s model of reflective practice, The Yanchep Ap-proach to Classroom Practice, has been strongly embraced by the teaching staff. This model has been embedded into the Per-formance Management process in the school. It has also been embedded into the Learning Area plans where each Learning Area has committed to ensure that it is well understood by

teachers, students and parents and is a key tool in determining teaching and learning strategies implemented.

Professional Learning was provided to staff to firstly negotiate and build the model for reflective practice and subsequently to support its implementation into the teachers practice in the classroom. Time was spent on each of the School development days as well as regularly reviewed in the Wednesday morning staff meetings.

Overall score of 3.2 – This question received the highest level of negative responses and the lowest percentage to strongly agree. This has identified an area of improvement for the school for 2019.

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Overall score of 2.9 – This question received a very high level of negative responses and a low percentage to strongly agree. This was disappointing given the work of the student council throughout the year. This group of students was elected by the students to rep-resent them and met regularly. They ran a number of fund raising activities and were effective in advocating for things that the stu-dents wanted. Students were also engaged in the establishment of the school factions and the naming and logo design of the café. The student council have established a plan for 2019 and we would expect to see a survey result more in line with the target in the next survey.

The college Senior Leadership will demonstrate increasing profi-ciency of the Professional Practices within the AITSL Australian Professional Standards for Principals. During 2018, a Leadership Plan for the College was developed. Key aspects included a survey of staff to identify aspirants, a ne-gotiation of a career pathway and a professional development plan.

The key development plan involved engaging all staff in promo-tional positions in the DiSC Management program and the two Deputy Principals to enrol into the Accredited Coaching Course. The Principal will explore Leadership Development opportunities through the Life Styles Inventory (LSI) tool.

The Leadership Strategy of the DOE is embedded into the Leader-ship plan with links to key programs offered through the Leader-ship Centre.

In 2018, the Senior Management engaged in the DOE Program – Leading School Improvement which was delivered by the Leader-ship Centre. This program focussed on whole school planning,

development and review and is based on best practice examples and School Improvement Research.

Consistent and accountable Performance Management process-es are embedded in every Learning Area, and aligned with the AITSL Standards. During Term 1 2018, the Performance Management Process was established in the College. The Process began in Term 2 with staff establishing their 2018 Agreement. This included a component of Peer Classroom Observation. A process of information sharing and professional learning was undertaken to ensure that the pro-cess was understood by all College staff and adequately re-sourced.

Processes and structures will be put in place to support the de-velopment of student leadership and voice, and student satis-faction of 3.8 or above will be indicated on the National Schools Survey ‘My school takes students’ opinions seriously.

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Yanchep Bush Rangers

2018 saw the Yanchep Bush Rangers found a new home at Yanchep Secondary College. A core of 10 to 15 rangers met on a Thursday afternoon under the guidance of Tim Shaw and assis-tance from Dougal Patullo and Libby Brown. The Rangers contin-ued working with the Wanneroo council and planted hundreds of plants in two locations on the beach and continued with their restoration work around Oldham Oval.

Other activities undertaken during the year were cleaning up the beach and parks, photographing many of the unique plants found in the local area and numerous bush walks. The bush walks in-cluded historical sites around Wanneroo, such as the old brick kilns and The Light horse trail and in and around the Yanchep National Park. The Rangers not only learnt about the local native plants and wildlife but gained a sense of community while spend-ing time with friends in the outdoors.

Yanchep Secondary College Cheer Team

The Yanchep Secondary College Cheer Team has rehearsed each week for 2018. The team has developed a strong collaborative bond between each of the years from 7-10 and has progressed with their technique in skills of Jazz dance, tumbling, stunts and

Acrobatics. The team has entered two community events for 2018 including: The Yanchep and Two Rocks Community Christmas Carols event The Yanchep Secondary College P &C fundraising event.

Yanchep Secondary College Dance Troupe

The Yanchep Secondary College Dance Troupe has rehearsed each week for 2018. The troupe has developed a strong collaborative bond between each of the years from 7-10 and has progressed with their technique in skills of Jazz, Hip Hop, Story dance, Con-temporary and Acrobatics. The troupe has entered many festivals and competitions for 2018 including: Achper Dance Festival,

Wakakirri where Yanchep Secondary College was awarded the State winners for WA along with best choreography, best team-work and best set design, and YOH Fest, winning the team work award. Students also performed at the Yanchep and Two Rocks Community Christmas Carols event and the Yanchep Secondary College P &C fundraising event.

Target - Develop a range of after school activities for students.

A wide range of after school activities were developed and offered to students in 2018. These included: Dance

Cheer Leading

Chess Club

STEM Club

Photography Club

Bush Rangers Unit

Various Homework Clubs

Team Sports: AFL, Basketball, Soccer

Priority Area 3: Building a unique school

Chess Club The Chess Club started off with 16 registered students. As the year progressed, some students opted to attend other activities (eg Bush Rangers or Cheer Leading) at different times and other students began to attend the Chess Club on an ad hoc basis. There were approximately 8 very dedicated, regular players. The format was extremely relaxed and students came and went ac-cording to their own needs. Each session comprised of a little bit of theory and learning some specific skills, such as special moves or openings. Students then played against each other and to-wards the end of the year, a competition was held. Tom Fisher was able to win most of his games and even beat the teacher!

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Photography club was held in the second Semester of 2018 and proved to be very popular with the students. All year groups were invited to attend, so it was fantastic to have a mix of co-horts learning new skills and working together. The club had a two-part focus of capturing photographs on a DSLR camera and

then editing the images using Adobe Photoshop in the computer labs. One of the most popular session taught the students how to use colour to enhance an image. This involved manipulating their photographs to black and white then 'adding a splash of colour'.

After School Sports

In 2018 Yanchep Secondary College began laying the foundation for Interschool and After School Sports through our commit-ments in a range of sports offered by School Sports WA. Yanchep entered Inter School Sporting competitions such as swimming, X-

country and athletics, and although being a small school due to it being our first year as a college, we were able to compete against much bigger established schools in and around the Perth metro-politan area. We finished mid table in our Inter School sporting competitions and hope to build on what we achieved in our foun-dation year, through hard-work, commitment and dedication to these sports.

As well as Inter School sports, Yanchep Secondary College en-tered teams in After-School sporting competitions such as junior football, junior soccer, senior basketball and netball. The experi-ence gained by the students will be important as we move for-ward as a school as they were able to compete against schools that have been in the competitions since they began. The team-work was to a high standard and all teams were able to compete to the best of their ability with some impressive results. We hope to build on these results through our participation in After School sports and Zone Carnivals in 2019.

Develop ‘GEM – Gratitude, Empathy, Mindfulness’ as a planned time to promote the vision for the school. When establishing the timetable, it was identified that to pro-mote this agenda with the students, it needs teaching time. 110 minutes each week was available. This was divided over the week to be 20minutes at the start of the day on Mondays, Tuesdays, Thursdays and Fridays and 30 minutes on Wednesdays. This equates to 0.1FTE for teaching time. It was decided to incorpo-rate this into the teaching time to ensure that all teaching staff prepared for GEM time.

The Level 3 Program Co-ordinators and the Year Leaders worked together to develop a range of activities in GEM. A key focus be-came Mindfulness and the concept of Mindful Monday was devel-oped with students and staff. To support this agenda, Maggie Dent visited the school twice in 2018. The first time was to work with staff on developing resili-ence in our students. In her second visit, the focus was for par-ents to raise resilient children.

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Develop a sporting focus for the College. A 4 tier system has been set up to monitor student participation. Tier 1 relates to the Physical Education program in the school. Students are expected to participate in all class activities and be wearing the sports uniform. Tiers 2-4 relate to the extra-curricular opportunities for students at Yanchep Secondary College. Tier 2 enables students to represent the college at Inter-school swimming, cross country and athletics. The College entered all three events in 2018 with students performing well.

Tier 3 relates to After-School sport and Zone Carnivals. In 2018, the school registered for a range of after school sports and partic-ipated in AFL, Basketball and Soccer. We networked with the other senior high schools and have negotiated to be part of the zone carnivals for 2019. Tier 4 relates to extra sporting opportunities that will be made available to students. An examples of this would be supporting students to represent the state. 2018 was a year to develop the plan and to encourage students to participate. In 2019, the focus will be to encourage student per-formance in line with the Good Standing policy of the school.

Develop the curriculum focus for the College: Marine and Environmental Sciences

The Science department took the lead in developing the Marine focus in the school. Courses were developed and offered as an optional course in years 9 and 10. Marine proved to be popular with students and 2 classes ran in both year 9 and 10 in both semesters. The program has continued to grow with General and ATAR Marine Studies offered for students in year 11 in 2019. In terms of staff recruitment, it became a priority to choose a new staff member to work with Ms Hordacre to grow the Marine Studies program. This program will continue to grow in 2019.

STEAM

The learning areas have begun work in STEAM. The Digital Tech-nologies staff ran a STEM club with a focus on using technology to build and control objects. They then competed at competitions with great success. The Science department have begun planning for STEAM through the whole school. They spent the year researching programs in other schools with a view of developing a STEAM pathway. In 2019, this planning will continue with the aim of offering a STEAM pathway for Year 7’s in 2020.

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We surveyed parents and students on the facilities. The parent result was 4.3, the student result was 3.0


Deliver and maintain excellent facilities and grounds to meet the needs of the learning community. As the school is new, 2018 operated under the builder and De-partment of Housing and Works. A comprehensive ‘hand over’ was conducted in December. The school support staff have had

a large role to play in managing the site and ensuring faults man-agement and the planned program of works. Stage 2 of the building program will deliver an Arts teaching area. This work will commence in Semester 2 2019 and is due for completion during 2021.

Develop partnerships with primary schools that will increase the number of students transitioning to Yanchep Secondary College. During 2018, the school appointed Ms Bev Heesters as the Year 6 to 7 Transition coordinator. She started this role at the start of semester 2. Ms Heesters contacted the Year 6 teachers at our feeder primary schools and established a network which met

regularly. They spoke about the Year 6 and 7 courses and ran moderation activities. A committee was established to organise the enrolment process for the Year 6 students. This was led by Mr Anthony Johnson and included Ms Heesters and Ms Cogger (Enrolment School officer). For 2019, YSC students will be invited to work with the Year 6 students at the primary schools to further develop relationships.

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The relationship with the Yanchep Institute, which is part of the Yanchep Beach Joint Venture, has been strengthened through the year. We will continue to explore further opportunities in VET including a relationship with the North Metropolitan TAFE.

Provider Arrangement (Fee for service, auspice, profile)

Qualification Delivery arrangements

YMCA Auspice SIS20115 Certificate II in Sport and Recreation

2 Years

Skills Strategies International Auspice BSB20115 Certificate II in Business 2 Years

VETiS Consulting Services Auspice CUA20715 Certificate II in Visual Arts - Wood

2 Years

Yanchep Institute Fee for Service FSK10213 Certificate I in Skills for Vo-cational Pathways

1 Year

Promote opportunities for students through a range of effective corporate, industry and community partnerships. Through the development of the VET programs in the College, the school has been able to establish relationships with a number of corporate and industry organisations. These are summarised in the table below.

At the first meeting of the Board, on Friday March 9, 2018, Mr Liam Day was elected as Chair of the Board. The focus of the Board for 2018 was on the effective running of the school which included updates of College Finances, Curriculum, Staffing and Events within the school.

Principal James Kent

Deputy Principal (Executive officer) Sharon Taylor

YSC staff member Mauveen Titlestad

YSC staff member Adam Lewis

Community Rep - YSC P&C Michelle English

Community Rep - YBPS Board Member Liam Day (Chair) Community Rep - Local politician Sabine Winton

Community Rep - Wanneroo Council Linda Aitken

Community Rep - City of Wanneroo Dr Ian Martinus

Edith Cowan University Andrew Jones

North Metro TAFE To be confirmed

Student (1) David Shave

Student (2) Abi Gould

The composition of the Board for 2018 was:

Establish a strong and effective College Board that contributes positively to the outcomes of the college

In the consultation stage for the new school in Yanchep, a group of interested parents and community members met at regular intervals with the Principal to help establish the school.

At the end of 2017, the College moved towards the establish-ment of the College Board once approval to be an Independent Public School (IPS) was received. A constitution and code of conduct was developed from DOE resources.

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College Finances

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Endorsed by the College Board

Chair: _______________________________ Dated: ___________________________

Principal: _____________________________ Dated: ___________________________

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Yanchep Secondary College

21 Ravensbourne Street WA 6035

08 9562 8000

www.yanchepsc.wa.edu.au

[email protected]

Date post:	19-Aug-2020
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ANNUAL REPORT 2018 - Yanchep Secondary College · 2018 has been a great first year and leaves the...

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