Tomaree High School Annual Report

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Introduction The Annual Report for 2015 is provided to the community of Tomaree High School as

an account of the school’s operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high

quality educational opportunities for all students, as set out in the school plan. It

outlines the findings from self-assessment that reflect the impact of key school

strategies for improved learning and the benefit to all students from the expenditure

of resources, including equity funding.

Susan Xenos (Principal)

School contact details:

Tomaree High School

Salamander Way

Salamander Bay, 2317

tomaree-h.school@det.nsw.edu.au 02 49811444

Message from the Principal

2015 for Tomaree High was a successful year. With the first year of my Principal appointment I found the teachers committed to their ongoing professional learning and the vast majority of students committed to their learning.

In the first year of a new plan, there was an opportunity to embed a number of activities and pedagogies within school practice. Highlights of the year include the success of Quality Teaching Rounds as a means of strengthening teachers’ professional learning, the implementation of 8 Ways of Learning for Aboriginal education and the embedding of the schools focus on Positive Behaviour for Learning (PBL).

School background School vision statement

'Tomaree High School will be a caring community school seeking excellence through a commitment to

relevant education’. These words reflect our educational goals, concerns and purpose.

SCHOOL MOTTO 'Forward Together'

CORE VALUES / BELIEFS Respect Responsibility Striving for Excellence

School context

Tomaree High School has an enrolment of 1250 students, including 83 Aboriginal students and provides a comprehensive

education to the youth of the Tomaree Peninsula. The school is situated at Salamander Bay and is proud to be a comprehensive high school as part of Tomaree Education

Centre, incorporating primary and TAFE campuses on one site. Tomaree High School has a proud tradition of catering for individual student needs through a variety of academic,

sporting, cultural and vocational programs. Tomaree High School is a Positive Behaviour for Learning (PBL) School with

our three expectations of respect, responsibility and striving for excellence. We constantly reward students for meeting our expectations and our rules are expected behaviours for everyone,

everywhere, all the time.

Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our staff at Tomaree High School have discussed the School Excellence Framework and its implications for informing, monitoring and validating our journey of excellence. Time was dedicated at our Leadership Team meeting and Faculty meetings to examine the school plan to determine the elements of the School Excellence Framework that the plan most strongly addressed. Teams for each Strategic Direction also reflected on progress and use these reflections to assist in evaluating of milestones and setting of 2016 milestones.

In the domain of Learning, our focus has been on Wellbeing and Student Performance measures with these areas being evaluated at Sustaining and Growing. It was recognised in the initial planning stages of our current Strategic Management Plan that student behaviour, high expectations and the development of quality teaching practices were essential to the continued development of both staff and students. A highlight is the continued value-added results achieved across the school and of particular note is the performance of Aboriginal students in Year 9 NAPLAN where achievement exceeded both government school and similar schools. The school has continued to build upon our understanding and knowledge of Aboriginal Education with a team attending Stronger Smarter training and the employment of an Aboriginal Education and Engagement Officer.

In the domain of Teaching there was a major focus on Learning and Development and Collaborative Practice. This has enabled the ongoing professional development of teachers with an active program called Quality Teaching Rounds which targeted specific areas of teaching and enabled collegial, productive discussion about teaching methods. Teachers have been involved in planning, delivering and evaluating lessons to be observed by their peers. Feedback from staff indicate this has been a valuable experience and one that will continue in 2016.

In the domain of Leading, our priorities have been to embed practices surrounding School Planning, Implementation and Resources with a focus particularly on continuous improvement efforts. Additionally we have focussed on the development of Leadership practices in order to build a strong foundation of leadership capacity across the school. This has been achieved through open communication and discussions around what defines leadership and how leadership can be nurtured and developed.

The new approach to school planning, supported by the new funding model to schools, is making a major difference to our progress as a school. The achievements and identification of next steps are outlined in the following pages of this report. Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students. The leadership team has been successful in leading the initiatives outlined in this report, building the capabilities of staff to create a dynamic school learning culture.

Strategic Direction 1

Enhanced Literacy

Purpose

To build staff capacity and confidence in embedding explicit, systematic, balanced and integrated literacy-based teaching and learning strategies in their programs and classroom delivery which enable students to effectively express their knowledge and understanding of curriculum. To enable students to develop their own knowledge and understanding and respect for the subject specific nature of literacy and the significance of this to achieving their best, supported by teacher professional learning. Students take responsibility for their ongoing learning.

Overall summary of progress

In 2015 Tomaree High planned to embed Literacy strategies into everyday teaching by implementing a program of professional learning across a number of areas including PLAN software, use of the Literacy Continuum and other applications such as Google Apps.

The planned impact in the area of professional learning was not as great in the implementation of PLAN software, though a high level of teacher take up and students understanding in the use of specific writing strategies such as TEEEC proved valuable.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year $9600

Assessments, programs and teaching resources address identified critical aspect of Literacy

All Key Learning Areas have addressed the critical aspects of Literacy, evidenced through their programs and assessments and included extensive work on differentiation and scaffolding to increase student understanding.

$5000

TEEEC used as an across KLA paragraph structure to improve student writing

Training for teachers has occurred throughout the year via the Literacy Rounds. The TEEC process was modelled and implementation commenced in Term 4.

$600

Posters

100% of teachers can utilise the available data (Eg. NAPLAN, PLAN) to produce differentiated teaching programs.

NAPLAN data was accessed by teachers as required. The data was used to assist teachers to differentiate work for students, improving outcomes.

The implementation of PLAN is delayed until 2016, pending further professional learning for all teachers.

$4000

Next steps

The Strategic Plan was modified through 2015 to reflect a shift in direction surrounding the implementation of Literacy strategies. In particular the Critical Aspects of Literacy was identified as a major area of need and therefore was written into the plan. 2016 Directions: Training for the implementation of PLAN software and the ongoing development of teacher understanding of the Literacy Continuum. Continued upskilling of teachers in the use of tools available for analysis of literacy needs- these include SMART, interactive Continuum, digital modal literacy tools, Google Apps, Lexia and Vocab 5. Academic writing workshops developed for Senior students

Strategic Direction 2

Foster a Positive School Culture

Purpose

To sustain a positive culture of learning within the school community based on the principles of Positive Behaviour for Learning (PBL). The positive culture of Tomaree High School is based on the three core values of being respectful, responsible citizens who consistently strive for excellence.

To develop a planned approach to supporting cognitive, emotional, social , physical and spiritual wellbeing of all students

Overall summary of progress

In 2015 Positive Behaviour for Learning was the key program from this Strategic Direction. A Committee met fortnightly throughout the school to plan and implement strategies to support students and encourage positive behaviour in order to reduce suspension and increase awareness of the commendation system.

The committee also commenced a review of the schools Welfare and Discipline Policy and Anti Bullying Plan- these have been carried over to 2016 for community consultation.

There was a high take up by staff of the commendation system, in particular ‘Gotchas’.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year $8 600

Reduction in suspensions by 20% per year over the life of the plan

Review of Welfare and Discipline Policy to develop strategies to support disengaged students. Recommendations to wider community and final decisions to be carried over to Term 1, 2016

$1600

Reduction in referrals at class level by 30%

Development of a whole school ‘Flow Chart’ for managing discipline issues finalised after consultation with staff. Categories of referrals renegotiated and a clear line of management established to support students and staff achieved 19% reduction in referrals.

$2700

Increase Commendations/ Gotchas- 85% of staff participating in rewards program consistently

Review of Rewards system including exploration of online system ‘Vivo’s’. Recommendation to PBL team for implementation in 2016

$4 300

Next steps

The Strategic Plan has been modified to enable a greater focus on whole school positive culture rather than a narrow focus on one program (PBL). In 2016 the school will be working with DoE to evaluate community perception of the school and develop ways of building a positive culture. Additional funds have been allocated to employ a Community Liaison Officer (CLO) to work across the school community.

The use of data to analyse behaviours and community perception will be a focal point in 2016.

Strategic Direction 3

Effective Teaching & Inspired Learning

Purpose

To build teacher capacity to develop and refine teaching practices to improve student learning outcomes. Teachers are committed to identifying, understanding and implementing the most effective teaching methods, with a high priority given to evidence based teaching strategies.

Encouragement of professional dialogue, support and mentoring to sustain quality teaching practice Student data is used school wide to identify student achievement and progress and to provide students with feed- forward analysis regarding assessment for learning.

Teachers gain an understanding of Aboriginal culture and pedagogy and its application in the classroom and wider school community.

Overall summary of progress

In 2015, 16% of the staff participated in 3 Quality Teaching rounds.

A new format and process for developing Personalised Learning Plans (PLPs) with our Aboriginal students was designed and implemented.

8Ways Pedagogy was re-visited in professional development and laminated copies were placed on display in classrooms. Students were involved in designing and painting of a mural based on the 8Ways Pedagogy. This is now on display in the heart of the school.

Four staff members participated in Stronger Smarter professional development and they have set their goal to implement ‘High expectation relationships’ throughout the school community.

Delivery of professional development on Assessment for Learning to the whole staff. Faculties worked collaboratively on developing an Assessment for Learning activity to use term 1 in 2016.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year $28000

Teachers articulate the use of QT in their teaching & learning programs and 18% of staff involved in Quality Teaching rounds each year (5 teachers per round, 4 rounds per year).

3 rounds involving 14 staff (16% of staff) This is building on the number of staff who have participated in rounds in the previous two years. Faculty meetings and staff meetings were used to share elements of the Quality Teaching Framework to familiarise staff with it and give practical suggestions of how it looks when implemented in the classroom. A tip of the month was created to direct a focus for the whole school to work on.

RAM $20000

Increased engagement of students in lessons, evidenced through a reduction on class based referrals and teachers using appropriate T&L strategies

Student engagement has improved as evidenced by a reduction in referrals for classroom behaviour, lack of equipment, work and truancy.

Referrals for the year 2015 were down 19% compared to those for the year 2014.

$1000

100% of Staff develop a Performance Development Plan

All staff have a PDP.

Blue Sky subscribed to, to support staff in retaining information and evidence in one place.

Professional Development on using Blue Sky delivered to all staff.

$7000

Next steps

In 2016 the following steps will be taken

− Condensed Quality teaching rounds taking place.

− Production of “QT Tip Sheets/Posters” which includes explicit links to 8 Ways Pedagogy.

− Use staff PDP to identify requirements for future professional development.

− Training of Performance Development Framework and Blue Sky.

− School TPL schedule provided to staff for goal assistance.

− Accreditation support provided for all four levels.

− Monitoring and Supervision meetings with Leadership Team showing evidence of QT being included in planning and delivery in the classroom.

− Assessment for Learning as part of planned SDD programme for staff 2016.

− Year 7 and 8 students being PAT tested by LASTs. Information shared with class teachers to provide data to inform planning for Assessment for Learning.

− Assessment for Learning PD put into practice in classroom and with assessment tasks.

− Stronger Smarter Team planning and delivering professional learning activities to develop High Expectation Relationships in the school.

− Aboriginal Education and Engagement Officer appointed to develop stronger relationships with families and develop cultural knowledge and activities for the school community.

− School expectations, houses are to have a uniform Aboriginal Totem as the visual to be developed with the Junior AECG.

Next Steps

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding

Students requiring additional support identified and Individual Learning plans developed

School reviews cultural connections across the community

Development of additional training for staff (Stronger, Smarter and 8 Ways)

NAPLAN data indicates growth across the majority of Year 9 Aboriginal students.

Strong representation at each AECG meeting during the year to build relationships with the wider community.

Aboriginal Education Engagement Officer appointed (3 days week), full impact will be evidence in 2016

$45 430

English language proficiency funding

Students requiring additional EAL/D support identified and programs developed

5 students received English as a Second Language withdrawal support. This support is designed to facilitate the comprehension and implementation of the English language both in an educational setting and in the students’ lives beyond school. The ideology of the program is to make the additional assistance redundant as the skill of the student improves. The senior student has moved beyond school into employment.

$24 000

Socio-economic funding

Additional support for teachers and families

Individualised programs of support

Whole school Well-Being initiatives

Implementation of a third Deputy Principal position. This position enabled increased support for students, staff and families.

Implementation of a planned series of well- being support for students enabling individualised support particularly for students at risk

$113 474

Low level adjustment for disability funding

Provision of additional in class support

Provision of an alternate setting for identified students

Additional support through SLSO enabled many students to remain in the classroom

Establishment of an alternate learning classroom targeting students with a range of disabilities, in particular mental health issues. Enabled Individual Education Plans to be developed, in consultation with parents

$97 685

Next Steps

Support for beginning teachers

Beginning teachers identify a supervisor, a mentor and a buddy teacher.

Funding allocated to regular relief time with their mentors, for classroom observations and reflections, team teaching with mentor, period release for beginning teachers to observe other teachers practice and whole day release to work on curriculum programs, assessment and developing appropriate feedback, individually and/or collaboratively with mentor.

In 2015 Tomaree High School had 3 beginning teachers and 6 teachers who received funding in their second year of teaching. These teachers are at different levels of induction and accreditation from teacher’s in their first year of teaching to teachers who have been teaching in temporary and casual positions for a number of years.

The mentors have worked closely with each teacher to provide them with support and advice in their first two years of teaching.

Funding has been used for teachers to participate in a wide range of professional learning. This has included courses that deepen knowledge and skills on classroom pedagogy, developing classroom behaviour management skills, beginning teacher workshops, developing skills and knowledge on student welfare, knowledge on KLA curriculum and relief days for support with Accreditation. All beginning teachers have been provided with a new laptop in 2015 and completed training on Google Apps and 21st Century skills. This has given them skills on how to use the laptop as an effective teaching tool in the classroom.

$66 000

Mandatory and optional reporting requirements

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

Student enrolment profile

Student attendance profile

Retention Year 10 to Year 12

Post-school destinations

Proportion of students moving into post-school education, training or employment

Year 10 %

Year 11 %

Year 12 %

seeking employment

1.0% 12% 13%

employment 1% 14% 39%

TAFE entry 4% 10% 8%

university entry nil 0% 20%

other < 1% 0% 1%

unknown < 1% 1% 19%

Year 12 students undertaking vocational or trade training

Sixty three Year 12 students undertook one or more courses in Vocational Education or trade training. School-delivered vocational courses accounted for 26% of the 2015 student enrolments and TAFE-delivered vocational courses accounted for 14% of enrolments. The Enrolments in SVET [school based delivery] courses included Construction, Hospitality, Metals and Engineering, Primary Industries, Retail Services and Sport’s Coaching; of the students enrolled in these courses 87% [40/46] achieved Certificate I or II and 13% [6/46] achieved Certificates of Achievement in their respective courses. TVET [TAFE delivered] courses included Beauty Therapy, Community Services Introduction, Electrotechnology, Human Services, IDT, Tourism and Visual Arts and Contemporary Craft.

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SC07-HSC09 SC09-HSC11 SC11-HSC13 NAPLAN 12-HSC15

Retention to Year 12 (SC to HSC / Year 9 NAPLAN to HSC)

School State

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1 201

2 201

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5

7 90.5 91.0 90.0 91.6 89.1 90.6 92.3

8 86.8 89.7 88.1 89.3 87.8 89.1 89.8

9 86.1 87.9 87.4 87.2 85.7 86.0 86.5

10 84.7 84.9 83.9 83.2 83.3 84.0 86.6

11 83.6 83.6 81.9 82.6 80.6 82.0 86.9

12 85.0 85.5 84.7 86.0 86.4 83.7 89.7

Total

86.3 87.3 86.3 86.8 85.5 86.1 88.5

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oE

7 92.3 92.6 92.5 92.4 93.2 93.3 92.7

8 90.0 90.5 90.1 90.1 90.9 91.1 90.6

9 88.8 89.1 88.8 88.7 89.4 89.7 89.3

10 88.7 88.3 87.1 87.0 87.7 88.1 87.7

11 89.4 89.1 87.6 87.6 88.3 88.8 88.2

12 89.4 89.8 89.2 89.3 90.1 90.3 89.9

Total

89.7 89.9 89.2 89.1 89.9 90.2 89.7

Year 12 students attaining HSC or equivalent vocational educational qualification

Seventy two [72%] [31/43] percent of students who enrolled in a school-delivered Vocational Education and Training (VET) courses and 90% ]10/11] enrolled in TVET courses elected to complete the corresponding HSC VET examination and hence obtained a dual accreditation for those courses.

All of our School-delivered VET courses recorded 2015 HSC Examination results above the state mean for each respective course.

Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 3

Head Teacher(s) 13

Classroom Teacher(s) 66.5

Learning and Support Teacher(s) 2

Teacher Librarian 1

School Counsellor 1.8

School Administrative & Support Staff 20

Other positions 1.2

Total 109.5

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

In 2015 Tomaree High employed 3 Aboriginal staff members. Two positions were teachers and one position as a Student Support Officer.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 80%

Qualifications % of staff

Postgraduate degree 12%

Professional learning and teacher accreditation

In 2015 Tomaree High School had $91962 in professional learning funds. All staff followed the Performance Development Framework and developed professional learning goals to achieve throughout the year. The funds were allocated to a wide variety of professional learning courses to deepen and develop staff knowledge and skills and help them achieve their goals and schools strategic directions. The TPL funds were allocated for and spent on TPL for the following school TPL needs.

Literacy and Numeracy-$33833

Quality Teaching- $23330

Syllabus Implementation- $7217

Career Development- $29216

Welfare and Equity- $15899 THS has 5 staff working towards and deemed proficient in 2015. 3 of those teachers were casual teachers and provided with support that help them achieved proficient by the end of the year. THS has 26 teachers maintaining accreditation at Proficient. 4 staff completed their first maintenance cycle. In 2015 a Head Teacher -Teaching and Learning was employed to provide support for teachers requiring accreditation and maintaining maintenance working one-on-one and in group sessions to help staff members achieve proficient. Teachers engaged in a range of mandatory online professional learning including Child Protection, WHS, Disability standards and Anaphylaxis training. Staff Development days focused around school strategic direction with information delivered on Assessment for learning, Literacy and TEEC and Technology in the classroom. All head teachers completed training in Nonviolent Crisis Intervention Training. Throughout the year staff also participated in Quality Teaching Rounds and Technology Rounds to strengthen staff knowledge and skills in the classroom.

Financial information Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary 30/11/2015

Income $

Balance brought forward 1321236.85 Global funds 850531.25 Tied funds 727777.73 School & community sources 533982.17 Interest 33298.83 Trust receipts 80480.92 Canteen 388840.12

Total income 3936147.87

Expenditure

Teaching & learning Key learning areas 177125.66 Excursions 140101.32 Extracurricular dissections 168215.50

Library 13635.35 Training & development 29695.83 Tied funds 848726.57 Casual relief teachers 267147.59 Administration & office 386967.22 School-operated canteen 305058.04 Utilities 147072.86 Maintenance 74195.79 Trust accounts 90877.86 Capital programs 90182.38

Total expenditure 2739001.97

Balance carried forward 1197145.90

School performance NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

Higher School Certificate (HSC) In the Higher School Certificate, the performance of students is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).

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Parent/caregiver, student, teacher

satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Parents were asked a series of questions relating to areas such as parent understanding of learning content, how they assist their child in their learning, the effort their child puts into their own learning, support from teachers and communication with the school.

Over 72% of parents indicated they sometimes or frequently help their child understand the content at school and 82% of parents helping their child engage in educational activities outside the home. These results indicate a high degree of commitment from parents to assisting their child gain the best possible educational outcomes, with 84% also indicating they feel confident in helping their child.

When asked if their child enjoyed going to school only 24% indicated that school was enjoyable with the most common response (51%) being they only enjoy school ‘somewhat’. This is an area for further investigation in the coming school year. This may be linked to results that indicated that only 16% of parents considered lessons offered to be quite or extremely motivating with only 44% indicating that lessons were ‘somewhat motivating’. Again this is an area for further exploration.

When parents were asked to comment on communication and feedback in the school a common theme emerged where parents felt they wanted to make better connections with the school, but were unsure of how that was to happen. They also indicated there was a need for more feedback before report time, to give the child time to address the issues. The school will employ a Community Liaison Officer in 2016 with specific responsibility to explore how we better communicate with parents.

Policy requirements

Aboriginal education

Following on from the training of all teaching staff in the ‘8 Ways of Learning’ program, a mural was commissioned to be displayed in the centre of the school. The colourful mural was completed with the help of our school’s Aboriginal students and depicts the journey that learning provides. Students from our very active Junior Aboriginal Education Consultative Group (who meet each Wednesday) were heavily involved in the designing and decoration of the mural. In 2015 Tomaree High School employed a senior and a junior Norta Norta tutor who assisted students in their schooling in the areas of planning, study skills, essay writing, numeracy and literacy, as well as providing direction with assessment tasks. In late 2015, the school committed to employ an Aboriginal Education Engagement Officer to begin in 2016 to assist Aboriginal students with attendance and the reaching of learning outcomes. Four staff members participated in Stronger/Smarter training in term 4. This training aims to develop leadership skills, particularly with dealing with Aboriginal students and focuses on building high expectation relationships between students, students and staff and the school and its community.

Multicultural Education and Anti-racism

In 2015 Tomaree High continued to promote cultural diversity. Significant achievements included:

There were 38 students enrolled with a language background other than English. There are 22 languages other than English spoken at home.

Students took part in the NAIDOC week celebrations in each curriculum area ; eg textiles students learnt about storytelling and completed Aboriginal art on fabric by painting a story on a calico bags

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School 2015School Average 2011-2015

Harmony Day was explained and discussed in pastoral care.

Painted 8Ways Aboriginal pedagogy mural in the heart of the school to complement our delivery in the classroom

We hosted two foreign exchange students one from Italy and one from France.

Other school programs

Creative and Performing Arts Tomaree High School provides an extensive and varied range of artistic pursuits including Visual Arts, Visual Design, Ceramics, Wet and Digital Photography, and Video Editing and Film Production, as well as performance activities such as Dance, Drama and Music, with specialist Creative and Performing Arts classes in year 7 and 8.

Student participation in Star Struck 2015, “Amazing”, was once again a major highlight of the year for many students. Seventeen dancers and sixteen drama students performed, in a range of outstanding items, with beautiful costumes and great choreography. Hayley O’Toole of year 11 was invited to represent Star struck in a Tap Ensemble performing with a group of invited students at the National Rotary Conference in March 2015.

Music students attended the “Reprise” Concert, held at the Newcastle Conservatorium which showcased exemplar Higher School Performances from the region, Cody Allison –Watson of year 12 2014 had been invited to perform.

Music students performed at school assemblies with outstanding performances from vocalists Amy Fredes, Francis Geipmans and the year 10 trio of Jessie Ballard, Shona Walmsley and Sarah Gauci. Students from year 7 continued the tradition of leading the assembly in the National Anthem. Other performers were, Chris Ellul, Sophie Creebert (Piano) and Ellis Bence, Bryce Bamford, George Burgass, Brock Herman and Cameron Crerar

A large group of Dance, Drama and Music students successfully auditioned for the largest production of the musical “Hairspray” ever staged; to be held at the Civic Theatre, Newcastle in July 2016.

Year 9 and 10 dance students performed at various Formal and end of year Presentation Assemblies.

Early Term 4, Drama, Dance and Music students performed in a combined CAPA

showcase, to highlight their creative talents and performance ability to an invited audience of fellow CAPA students.

Senior Photography students exhibited their photographic Body of Work at the year 12 presentation assembly.

Student’s in the Year 7 Creative and Performing Arts Class (CAPA), attended Star Struck, Art Express, and participated in a series of circus workshops, created and then presented their own Circus showcase, “Welcome to the Circus”. This was performed to an audience consisting of students, Tomaree Primary school kindergarten and invited parents and guests. Students also performed at their end of year presentation assembly and a combined CAPA showcase early in Term 4.

Throughout 2015 the year 7, 8 and 12 CAPA students were guests on 100.9 Port Stephens FM Radio This opportunity gave the students a chance to perform and highlighted the talents of these students.

In Term Three, Year 12 Music and Drama

students presented Higher School Certificate

performances and items, while Year 12

Visual Arts students exhibited their final

Body of Work for the 2014 Higher School

Certificate at the Music, Art, Drama (MAD)

evening in the Tomaree High School Multi-

Purpose Centre.

Year 10 and senior students travelled to Sydney to observe the Art Express and the “Pop Art” exhibitions at the Art Gallery of NSW. Both Junior and Senior Visual Art students attended the Art Express exhibition at Maitland Regional Art Gallery and participated in a drawing workshop with artists in residence. Year 8 visited the “Patricia Picinini” exhibition at Newcastle regional Art Gallery and years 9 and 10 Visual Arts students participated in a sculpture workshop held in conjunction with Wollombi Sculpture in the vineyards, an installation exhibition of land art.

Year 10 Visual Arts and Visual Design students held a very successful exhibition of their Semester Two Bodies of Work, parents and friends were invited and were entertained by a group of talented year 10 music students and excellent artworks.

Year 11 Visual Arts students attended an intensive one day workshop held at school with guest tutor Peter Reid.

Year 10 Drama students presented a variety of video performances at a special “White Ribbon “ assembly, students wrote and performed these pieces to raise awareness to the issue of domestic violence.

Students from year 7 CAPA, the year 10 group of Jessica Ballard, Shona Walmsley, and Sarah Gauci as well as Francis Geipmans and Amy Fredes were a hit when they performed at the community hosted “Carols at the Bay” held in December at Fly Point.

Creative and Performing Art students achieved excellent results in the 2015 Higher School Certificate, with results in all three CAPA courses above state average. Band Six results were achieved in Drama and Music; and Visual Arts received two nominations for the prestigious Art Express exhibition. Gaia Ewing’s individual Drama performance was nominated for “Onstage”, the showcase of exemplar Drama Higher School Certificate performances and Hannah Tollis and Ellie Schmakeit’s Bodies of Work were nominated for Art Express, with Hannah’s work to be exhibited at Maitland Regional Art Gallery in 2016.

Environmental Education for Sustainability As part of the Environmental Education at Tomaree High School staff and students are involved in an array of activities, which improve awareness through education and participation. In 2015 our students participated in Clean Up Australia Day with great enthusiasm banding together to combat the problem of dealing with litter within our community. Students cleared the rubbish in and around the local council sporting fields over a two-day period, leaving the area in a pristine condition to be used by all members of the wider community. In recognition of National Tree Day we annually hold a number of tree planting events for students to participate in. There are a number of gardens on the school grounds; these gardens are in constant state of change and in need of some attention. Students have been involved in weeding, pruning, mulching and planting native plants to help maintain and enhance the gardens; improving the aesthetics and enhancing the natural biodiversity on the school site. Year 9 Visual Design students have designed and constructed a garden installation out of terracotta clay which will be installed in the Memorial Garden near the Administration building in 2016.

Along with the Clean Up Australia Day and National Tree Day initiatives, students continue to learn about environmental issues and ways of combating these increasing problems through a range of programs run in a wide range of subjects within our school. These include:

A small scale worm farm run by the Special Education unit for students to fertilize their vegetable garden, teaching students to recycle and reuse waste to create compost along with this, the Special Education Unit students are regularly taken to the Ngioka Centre to learn to care for and propagate plants – these plants are used by the council for rehabilitation within our community.

Indigenous students have been involved in the care of our Aboriginal Garden, making decisions about new species to be included and continuing to develop the space as an outdoor learning area, which can be used by the whole school.

Environmental Education is delivered to students not only in subject areas mentioned above but regularly in Pastoral Care, Newsletter articles and at Formal Assemblies. This is intended to raise awareness and increase student responsibility and community service. Students who show respect, responsibility and striving for excellence in caring for their environment go into a draw for great prizes to congratulate their student-centred actions to improve the school grounds.