2017 Tuggerah Lakes Secondary College Tumbi …...through the campus celebrations and presentations....

Tuggerah Lakes Secondary College TumbiUmbi CampusAnnual Report

2017

8274

Printed on: 11 June, 2018 of 23 Tuggerah Lakes Secondary College Tumbi Umbi Campus 8274 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Tuggerah Lakes Secondary College Tumbi UmbiCampus 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 forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Shayne Player

Principal

School contact details

Tuggerah Lakes Secondary College Tumbi Umbi CampusBellevue RdTumbi Umbi, 2261www.tumbiumbi-h.schools.nsw.edu.autumbiumbi-h.school@det.nsw.edu.au4385 6802

Message from the Principal

2017 was another highly successful year for TLSC Tumbi Umbi Campus with highlights being drawn from all aspects ofthe educational experience offered by the campus. Participation in the external validation processes was a strongaffirmation for campus structures, processes, action and culture as pursued through our School Plan 2015–17. Theprocess recognised the highly dedicated, enthusiastic and caring staff who were commended for their commitment toproviding an inclusive learning environment that inspires students to achieve their personal best and staff to aspire forexcellence.

The campus is driven by our motto,“Standing Tall”, and defined in our values of Respect, Rsponsbility, Integrity,Fairness. Our challenge is to answer the real education question of "How is this child smart?" to ensure that everystudent has the opportunity to explore their strengths and maximize their potential. Students learn in a positive, safe,supportive environment which is characterised by respectful and productive relationships. Interestingly, our state adnnational winning Wakikkirri theme focused on education being more than standardised testing na more on the wholechild. An amazing commentary designed and explored by our students!

The students, teaching and administrative staff and P&C are recognised and celebrated for the committed, intelligent anddeterminated teamwork that delivers so many opportunities and successes for all. Our unswerving focus on astrengths–based approach to being "A community of creative, curious, confident, connected learners shaping our world"sees us achieve strength in teaching and learning quality, learning culture, wellbeing and leadership. The campus enjoysoutstanding community support as evidenced in demand for enrolments and consistent and continual communityfeedback.

A breadth of curricula and non–curricula opportunities provide a firm foundation from which students can explore theirinterests and teachers can share their passion for learning. Achievement is celebrated with students, staff andcommunity. We are proud of the achievements of our students and staff and are pursuing means to best share thoseachievements with the local and broader community.

I thank our parents, carers and community for their unswerving confidence in, and support of this campus and itsdirections. It is an honour to continue to serve our community and work within the Tuggerah Lakes Learning Communityas together we provide young people from Pre–school to Year 12 and beyond with opportunities to experience a life fullof hope and opportunity unbounded by limitations afforded previous generations.

I certify that the information provided in this report is the result of a rigorous campus self–assessment and reviewprocess undertaken with staff, parents and student leaders and provides a balanced and genuine account of thecampus’s achievements and areas for development.

Shayne Player


Principal

Message from the school community

This year has been a very successful year for our P&C. We have been able to provide support to the campus to replacea major piece of equipment in the TAS Faculty area and also secure a community grant to landscape a playground area.P&C has continued to operate our canteen for the benefit of students through the persistent hard work of our canteensupervisor and assistants and the support of student volunteers. Special mention is made of Maya Crossfield and herdedicated and regular service to the canteen as a student leader.

We have been a part of the selection of staff, the review of processes and programs and the recognition of successthrough the campus celebrations and presentations.

It has been a pleasure to work with the 2017 P&C members who have all shown clear support for the campus, itsstudents, staff and community.

2017 will be my final year of involvement with the P&C and as such it has been rewarding to look back on theachievements at the campus over the past 20 years. There is so much we can be so very proud of achieving. I wish thecampus every success in the coming years and look forward to seeing the P&C continue to play a signficant role incampus life.

Eloise Plummer

P&C President

Message from the students

We have been proud to represent the students of TLSC Tumbi Umbi Campus in 2017 . Students have a strong voice atour campus and we are asked for our opinions and ideas in many different ways.

This year we continued to extend the idea of portfolios for all members of the Student LeadershipCouncil. They havebeen very successful because they give us a clear role. We have been very active in the following portfolios: The Arts;Sport; Reconciliation; Community and Environment; Promotions; Health and Wellbeing and Planning.

One highlight of our year has been the highly successful fundraising events that occur to support causes close tochildren and young people. We are enthusiastic in our work and enjoy the challenge of making sure our ideas happensuccessfully.

Another highlight was being able to support our Wakakkirri Team to take our campus story to the state and nationthrough their performance of "Define Smart". We were awarded the winner of the Health Story for 2017.

We encourage students to become involved in the many leadership opportunities at our campus ,not just theopportunities available through our council. Our voice is always taken seriously, we work with our principal Mrs Playerand many changes come from our ideas.

Student Leadership Council 2017


School background

School vision statement

TLSC Tumbi Umbi Campus is an award winning, dynamic and inclusive middle years campus of Tuggerah LakesSecondary College. It has worked tirelessly with nine partner schools to collaboratively build the highly respectedTuggerah Lakes Learning Community through the provision of education from Pre–school to Year 12 and beyond.

TLSC Tumbi Umbi Campus strives to answer the real educational question of “How is this child smart?”. This ensuresthe underlying principles of individual and collective intelligence mesh with our focus on developing:

Tools for learning (Strategic Direction 1);

Ways of learning and thinking (Strategic Direction 2);

Ways of living (Strategic Direction 3) and inform decision–making needed to prepare learners to make a meaningfulcontribution in this globalised world.

The campus motto – “Standing Tall” and the four campus values of “Respect ,Responsibility, Integrity, Fairness” providethe platform for teaching, learning and wellbeing.

TLSC Tumbi Umbi Campus enacts its vision of “A community of creative, curious, confident, connected learners shapingour world” by maintaining a connection to tradition while ensuring that forward thinking builds a sense of certainty,stability and wellbeing in a rapidly changing world.

School context

TLSC Tumbi Umbi Campus serves a diverse community from Wamberal to The Entrance North and Bateau Bay toKillarney Vale on the Central Coast of New South Wales. The campus is recognised and awarded for consistentlyproviding an inclusive environment where adolescent students achieve their personal best in academic, cultural, social,artistic, creative, performance, leadership, sporting, environment and community arenas at local, state, national andinternational levels. Enrolments remain at capacity, reflecting the high level of community satisfaction and a culture ofsuccess.

A strong sense of belonging permeates the campus, shaping relationships and driving evaluation, decision making,planning and action in this picturesque school of 1105 students (113 Aboriginal and Torres Strait Islanders students, 34students enrolled in the Support Program and representative of 36 ethnic groups) across Years 7 to 10.

TLSC Tumbi Umbi Campus is known for its innovative programs, where all learners are offered inclusion and co–curricula activities are characterised by a breadth and depth of opportunities. Learning experiences are delivered inmodern, well–equipped, facilities within a safe setting. Varieties of learning environments are used and are beingexpanded to suit this century.

A robust focus on professional learning ensures teachers are highly qualified and innovative in pedagogical practice withthe majority seeking or maintaining accreditation using the national standards. Each staff member engages in at least 50hours of professional learning each year. The principal has been recognised as Australian Secondary Principal of theYear against the Australian Professional Standards for Principals.

The campus’s wellbeing focus is based on clear, consistent and fair boundaries, high expectations and personalrecognition for students and staff. The campus has been exploring mindfulness to better support all learners to thrive in aglobal environment with a 24/7 cycle, 365 days a year.

Campus operational processes are highly personalised and suited to effective financial and resource management asthe DoE reforms every aspect of its operations.

Parents and carers are respected partners in their child's education. They are kept up–to–date on their child’s readinessto accept personal responsibility for being independent and interdependent learners though a formal review of studentprogress prepared by every teacher, twice a term, every year.

Regular feedback from parents and community attests to the dedication of an enthusiastic and caring staff in all roles.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The Executive Summary synthesises the annotated information provided in the body of evidence to the panel. Thefollowing internal judgements were upheld by the external validators.

The results in this process indicated that in the School Excellence Framework domain of Learning, the Self–AssessmentTeam reached the judgement of Excelling in the elements of Learning Culture and Wellbeing. The Learning Culture isof ongoing significance to the campus driving a strong sense of collective responsibility. This has created a positivelearning culture characterised by aspirations and the push to achieve aspirations through meaningful collaborations,many outlined in the Partnership and Support for Achievement and Belonging Evidence Sets. Strong commitment isembedded within the campus and its community to strengthen and deliver on learning priorities. Students are takinggreater responsibility for their learning as shown by submission of assessment tasks, a lessening of the number ofwarning letters, improved quality of work and attendance at the Homework Centre. Learning Culture is a strong threadthrough all evidence sets and is the foundation of all other actions. Behavioural expectations are taught in many differentways and reinforced through campus routines and actions. It reflects a strengths–based learning environment created bythe inputs of

• Positive asset–based relationships within and beyond the classroom

• Physical learning environment that is conducive to learning and gives opportunities for different ways of learning andworking

• Predictable routines that support and nurture strength and give a sense of safety and security

• Student voice being a feature of life on the campus and ways of connecting with students

These inputs and the focus on a strengths–based approach is a firm foundation for providing engaging learningexperiences for students living with trauma, violence and chronic stress. The approach flows into the campus’s wellrespected approach to Wellbeing where positive relationships and a comprehensive range of programs and options tosupport students development and growth in the following domains

• Cognitive • Emotional • Social • Physical • Spiritual (belonging)

Wellbeing serves as the tool to support students to access the curriculum and achieve personal best regardless ofbackground or needs. A comprehensive Support for Learning and Engagement Framework represents the coordinated,inclusive and effective use of existing resources within the campus to educate the whole child. Evidence of this is seen inthe Longitudinal Case Studies in Support for Belonging Evidence set. The establishment of the Learning andEngagement Faculty has linked all specialist services together whereby individual learning is supported by effective useof existing and emerging expertise. Students are self–aware, build positive relationships and actively contribute to thecampus, community and wider society and clearly display upstander behaviour while being within a complex community.This students who are challenged by self–regulation receive specific instruction related to their needs. Mandatory trainingfor staff gives them a working space for many student’s life experience. This will be built upon in the next planning cycle.The campus is a "respectful, inclusive, safe school with outstanding processes, programs and procedures."

The Self–Assessment Team has reached the judgement of Sustaining and Growing in the elements of Curriculumand Learning and Assessment and Reporting. We maintain an integrated approach to quality teaching, curriculumplanning and delivery and assessment that promotes learning engagement, learning excellence and is responsive tostudent need. The work in Support for Achievement, Support for Belonging and Futures Focussed Practices outlines thefirm stance taken on working towards personalising learning so that it reflects the individual and moves beyond a onesize fits all. These three areas show how the campus is moving beyond the considered approaches to differentiation thattraditionally informs practice. Collaborative partnerships see us working collaboratively for continuity of leaning is seen asstrong in transition processes, AVID and WICOR and our partnerships to build cultural awareness for our Aboriginal and


Torres Strait Islander students and their families. Extra–curricular activities are broad and readily accessed as studentsstrive to find out "How is this child smart?" The curriculum structure reflects evaluations that pointed to three electives inStage 5 based on an aspirational line and interest lines. There has been a marked increase in demand for academicallychallenging and future focused courses. The campus has risen to this demand.

Students and their parents/carers receive ten formal sets of feedback every year. Two are focused on the traditionalapproach to reporting based on A–E. Eight sets of feedback relate directly to readiness to learn and self–regulation in theclassroom for a successful learning experience for self and peers. Parents/carers deeply respect this form of feedback asevidenced in Communication Survey results in the Partnerships Evidence set. Community receives information about thecampus’s performance through newsletters, parent/carer sessions and P&C as shown in Partnerships.

The Self–Assessment Team has reached the judgement of Delivering in the element of Student PerformanceMeasures despite the SCOUT Report which states Moving towards Delivering. The constant disruption to the learningdynamic due to students moving in and out of the campus as their families transition across the state and nationallycannot be ignored, nor can the input that their many diverse and high needs bring to the learning environment. NAPLANshows strong growth in key target programs including ACE, Quicksmart and AVID. The focus on growth from personalbenchmarks is more meaningful than the simplified approach of cohort achievement alone. Interestingly, there has beena noticeable shift in the numbers of students achieving Band 8 since the announcement around the HSC, speculationexists as the reasons and the links to the lack a community credible exit credential for the middle years.

There are incredibly strong pockets of achievement arising from the work commenced prior to and during this planningcycle using evidence–based practices associated with WICOR, AVID and Quicksmart. We are moving into the nextphase of their implementation – whole campus and deep within practice for every classroom, every student. A greaterinclusion of student voice in understanding and responding to personal performance measures is expected to result inhigher achievement as is occurring in target, pilot groups. Attempts to migrate data to PLAN has been disappointing withthe next iteration of progressions eagerly awaited. Structures and processes are in place to support this shift in practiceas is the professional learning and in–class support from instructional leaders to minimise between classroom differencesfor like groups.

The results of this process indicated that in the School Excellence Framework domain of Teaching:

The Self–Assessment Team reached the judgement of Sustaining and Growing in the elements of EffectiveClassroom Practice and Data Skills and Use. All teachers are committed to identifying, understanding andimplementation of the most effective teaching methods and classroom practice focuses on the effective and consistentimplementation of evidence–based practices tied to the campus plan. Similarly for each teacher’s PerformanceDevelopment Plan and all ongoing professional learning opportunities and events. All professional learning, most ofwhich is delivered by practising educators, models evidence–based practices and collaboration and is put in place tosupport the achievement of the campus plan. 4MAT programming and evidence–based practices are visible at all levelsof classroom practices and professional learning thereby, linking change in practice to translation of professional learninginto the classroom. The drive to minimise between classroom difference in student achievement for like groups is theaspirational product for all. The leadership team and the vast majority of teachers excel in demonstrating instructionalleadership and promoting and modelling effective evidence–based practices. The lens of Thomas Guskey’s thermometeris used to assess the impact on learning outcomes as seen the Teaching and Learning Evidence set as is the visibility ofobservations and reflective practice in the Teaching and Learning Evidence set.

The campus continues to use internal and external data to identify achievement and progress in learning and readinessto learn. A three phase process has been implemented across this planning cycle in preparation for the introduction oflearning progressions. Phase 1 best use of 6 to 7 data which informs many decisions for every incoming studentresulting in successful transitions by even the most vulnerable. Phase 2 has been the development of Faces–to–Datawhich, although it has stalled due to matters beyond the campus, has seen strong progress made on data analysis andclassroom responses around accommodations and adjustments. This has informed effective classroom practice andcollaborative actions by staff. Phase 3 will be the full implementation of learning progressions. Data for the whole childinforms campus planning and decision–making. Communication is strong with parents/carers with congratulation lettersacknowledging those students who have achieved their first step in the HSC by earning a Band 8 in Year 9 NAPLAN inall or any of the following reading, writing, numeracy.

The Self–Assessment Team reached the judgement of Excelling in Collaborative Practice, Learning andDevelopment and Professional Standards. Explicit systems for collaboration and feedback sustain, develop and buildquality teaching practice and the professional approach that teachers take to their own development. Teacherscollaborate within and across faculties on the campus and across the college and learning community at local, regionand national levels for key programs. With the effective support for the implementation of evidence–based practice, therehas been a holistic lift in teaching practice with the use of 4MAT programming, an increasing diversity in assessmentpractices and a growth for all three forms of assessment coupled with explicit, regular feedback to students. Theexistence of two staffrooms, strong induction programs and a culture of teamwork and collegial support underpin all threeelements. Over 50% of the staff are accredited with a group moving to highly levels of accreditation in 2018–2020.Evaluations support the lift in teaching practices as does the ready acceptance by teachers for maintaining and


developing their professional standards, participating in classroom observations, giving demonstration lessons,reflections on practice and the uptake rate on innovations and prototyping. Engagement in corporate markingopportunities with the other campuses, NAPLAN and VALID marking with exposure to highly experienced educatorsbuilds a strengthening contemporary skill base.

The results of this process indicated that in the School Excellence Framework domain of Leading:

The Self–Assessment Team reached the judgement of Excelling in the elements of Leadership, School Planning,Implementation and Reporting, School Resources and Management Practices and Processes. Strong, strategic,inclusive, purposeful leadership is the tipping point in the journey to achieve school excellence where roles are based onprofessional expertise and an unswerving commitment to achieving the campus’s vision through the strategic directions.Leadership practices build professional expertise and leadership capacity across the campus in a variety of waysincluding

• Distributed leadership ensuring capacity building and sustainability of approaches and programs • Transformative leadership where the status quo is challenged through the pursuit of innovation • Instructional leadership where the focus is on lifting student achievement and ensuring classroom practice is

excelling while drawing in all other forms of leadershipStrong leadership and management processes, clear policies, procedures and expectations model sound, ethicalpractice for aspiring executive, all staff and students. Effective and time efficient accountability practices are consistentlyapplied to ensure compliance with legislative, DoE and NESA expectations. Productive external partnerships withbusiness, industry, government, non–government, tertiary and externally based educators see campus leaders, studentsand staff form dynamic relationships beyond the campus for the betterment of all. Deliberate, strategic use is made ofpartnerships and relationships to access resources and programs for improving learning outcomes and expandinglearning experiences for all.

Effective partnerships are forged with parents/carers, students and partner schools to enable all stakeholders tocontribute meaningfully to their campus and build community capacity to continue to lift aspirations and expectations forfutures through education. Student voice is a feature of campus life, planning and review. Student voice has led to manypositive and meaningful changes on the campus as seen in the Partnership Evidence set. Parent/carer voice is bestheard in conversation since this is the preferred mode of community engagement

Evidence–based strategic and innovative thinking drives the design of and for the campus and is realised throughsensible, planned, strategic use of RAM funding by a campus that strives to answer the real question of "How is this childsmart?" and acknowledges and celebrates its diversity and achievements for all. Staffing has been reshaped to meetlocal needs including the establishment of additional executive positions, year advisors positions, community linksmanager position, groundsman and TAS workshop assistant. All positions are designed to enable an increased focus onteaching and learning. Administrative practices are responsive to need, DoE reforms and ongoing improvement.Management practices have been reshaped in response to the 229 Pilot with an immediate review of SASS workpractices and focus areas, lifting the professional standing of SASS within the campus. Staff are supported throughadministrative changes by a concept specific team of champions such as SENTRAL Champions. School facilities inexcellent condition and are well cared for (SCOUT). They are used by hirers, shaped to meet to best meet the needs ofstudents and the local community with spaces used for clubs, Homework Centre, Workout Wednesday, tutorial spaces,Quicksmart, Smartlit, IT Pods, Peace Park, Fitness Lab, band practice, flexible learning spaces, uniform store, interviewroom, outdoor learning spaces, innovation centre, gallery walk and media space.

Streamlined, flexible processes support parent/carers through clear and immediate communication including Facebook,Twitter, Skoolbag and SMS as we prepare to implement a parent portal. These actions are all based on parent/carerfeedback.

Leadership is recognised as responsive and excellent and is sought out by others for voice, programs, advice anddevelopment on many levels. Learning and Teaching cannot operate in isolation to Leading and for that reason theembedded nature of the impact of leadership cannot be underestimated nor can its reach.

External Validation Report

The external validation process is an important component of a system–wide approach to school excellence. Schoolsregularly self–assess their improvement efforts using evidence to support their reflections and an external validationpanel considers the school’s evidence, providing assurance to the school and the system that the progress being madeeither through the school plan or as part of their ongoing school focus areas, aligns with the standards articulated in theSchool Excellence Framework.

Domain Validation panel comments

Learning In the domain of Learning the school’s self–assessment is consistent with the evidence presented and isvalidated using the School Excellence Framework.


Teaching In the domain of Teaching the school’s self–assessment is consistent with the evidence presented and isvalidated using the School Excellence Framework.

Leading In the domain of Leading the school’s self–assessment is consistent with the evidence presented and isvalidated using the School Excellence Framework.Printed on: 26 October, 2017

School determined next steps in the self–assessment process

• participate and deliver training in the new school excellence framework and the implications for planning

• establish clear systems, structures and processes for the ongoing collection of evidence for the new framework andplan

• align the systems, structures and processes to the new campus plan 2018–2020

• extend the new learning of school excellence and the implementation processes well beyond the executive

• update SASS and community on how the new learning works and how it has evolved from what is their current

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Enhancing and extending tools for learning for all learners

Purpose

All learners select and apply appropriate literacy, numeracy, questioning and technology skills across learningexperiences and learning environments.

Overall summary of progress

Progress on this strategic direction has been pleasing with significant action occurring across all focus areas but inparticular in the areas of data analysis, faces to data ,effective use of evidence–based programs, programming process,assessment practices and students as co–educators.

A Validation Team has the responsibility to work with the Principal to conduct campus based evaluation and triangulateevidence Guskey type measures with work samples, surveys, campus documentation, campus monitoring processesand internal and external data sets. their work for this plan culminated int he External Validation process in October2017.

Analysis of data as the basis for campus decision making and planning continues. Teachers has a degree of proficiencyaround data from transition 6 to 7 and the NCCD. We await the introduction of the trial on learning progressions forliteracy and numeracy to launch into a more effective use of data to evidence progress. The house system was put inplace in preparation for the implementation of the progressions in 2018–2019.

Work has been carried out on the findings of the executive mapping of all existing assessment in planning for the2018–2020 plan. This coupled with the work of the Future Schools Team, has resulted in a rethinking of assessment andseen a shift in the variety of tasks, validity in purpose and product and the increased incorporation of assessment for, asand of learning in pockets across the campus as teachers extend their judgment and include students in the processes.This work will continue well into the next planning period.

Students in Year 9 at TLSC Tumbi Umbi Campus continue to show growth in writing, reading, grammar and punctuationand spelling. The quality of work across the campus continues to lift to meet student aspirations. Our challenge is todevelop assessment practices that extend the information provided by external assessments such as NAPLAN and theHSC. Such assessment practices have not been developed in any arena yet and will be explored int he next planningcycle.

Students continue to show progress in being able to articulate the purpose of their learning and their progress throughthe use of essential questions at the start of a lesson, the writing of summaries in Cornell notes and the use of learninglogs and assessment rubrics. Their ability to articulate their learning is commented upon by every visitor or researcherwho attends the campus. This is a credit to the work of teachers and the persistence of students.

Students are co–educators through student voice in AVID, WICOR, thePLP process and the Schools of the Future pilot.They provide clear direction and strong suggestions that add to the learning process and learning experiences.Supervision continues to be developmental and supportive of processes and practices being embedded in everyclassroom. Products continued to be achieved and consolidated throughout 2017.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

An increased percentage ofstudents are attaining expectedgrowth in reading and numeracy

Implementation ofevidenced based programsoccurs to progress students • WICOR • Writer’s Workshop • Here Hidden Head • QuickSmartWriting feedback is givenusing Praise, Question,Polish

An increased percentage of middle band studentsare showing expected growth as are the lowerperformers. While many top performers showgrowth, not enough are showing growth at asuitable trajectory.






Every student can access thecurriculum at their point of entrybased on the knowledge, skillsand understanding learned fromthe evidenced based programsas demonstrated in – • achievement of studentoutcomes, • quality of work samples • teaching and learningprograms, • assessment practices and • through student voice

WICOR is embedded inclassroom practice anddelivered through Modelled,Guided and Independentpractices matched tostudents’ learning needsand speed of learning

Teachers are applying their professional learningeffectively to their classroom practice as shown instudent work samples and Walls that Teach

Benchmark programs are developed using 4MATand refined to meet the learning needs of classes

Teaching programs are adjusted to ensurecurriculum access by students, reflect,accommodate and progress students from theirpersonal benchmark

Next Steps

• Continue to work with assessment practices to extend the types of tasks being set for both assessment of andassessment for learning

• Continue to build expertise in all uses of assessment to ensure coverage of assessment for, of and by learning • Prepare for trialling the literacy and numeracy learning progressions with action research pieces to build

champions who will mentor colleagues • Continue to expand the opportunities for students to be co–educators especially around the use of progressions • Expand the use of explicit success criteria • Extend a pilot program in point of instructonal need teaching that uses personal goal setting and increased

responsibility by students • Continue to foster the team of instructional champions to support the achievement of campus directions in every

classroom



Fostering and enriching ways of thinking and ways of learning for all learners

Purpose

All learners are challenged to be active learners who accept responsibility for their learning and apply their learning


The progress in achieving this strategic direction has been significant and sustained given that most of the products andpractices associated with this direction are either embedded or growing in strength and impact.

Exciting is the only term to define the impact of action in this strategic direction in 2015 as student voice becomes moreobvious in driving decision making.

Our collaborations across and beyond the campus have had significant impact on the learning opportunities for students,the professional development of staff and community partnerships including those with universities. AVID continues toexpand with networking tied directly to explicit, inclusive teaching and powerful learning for all. The impact of the AVIDapproach is visible and is strongly evidenced by the professional learning AVID students are delivering to teachers withinand beyond the campus. It is the voice of students that continues to drive AVID forward and inform pedagogical practicesfor many. Parents/carers are readily engaged in their child's learning as an equal partner where their child has a voice.

A WICOR Hub operates across all TLLC schools and meets at this campus each term. Several staff members have beenidentified as leaders in professional learning. All are exceptional instructional leaders and as such are drivingpedagogical change that is impacting on the performance of colleagues and students.

A successful application to the Fairfax Foundation for a Fair Schools Grant has resulted in deeper explorations ofassessment practices and evidence collection based on internal measures. This space is an exciting space with multipleopportunties to inform practice beyond the learning community and in support of low SES communities and theirpartners.

As the drive to increase student responsibility for their learning gains momentum on the back of AVID and WICOR,students are stepping up to the challenge and actively seeking extension of their learning in many different areas.Students know that by taking responsibility for their learning and working towards their goals, they are partners in theirlearning. This has been facilitated by the long–held campus driver question of “How is this child smart?” This question isalso the basis for the campus’s approach to talent development. Our students excel in many extra curricula events whichin turn impact on our wellbeing measures and enrolments.

Our successful participation in the state–wide Science Technology Engineering Mathematics(STEM) Project hascontinued in 2017 with several showcases being conducted. Our partnership with the University of Technology Sydney,Sydney University and University of Newcastle continues to grow as does the partnership with University of Newcastle.





Trend data shows minimisation ofthe dip for proficient students

Community continue tosupport the approach beingtaken to transitiona ndcontinuity of learning

TLSC Tumbi Umbi Campuscontinues to extend the useof focused teaching aroundscholarly language inbuilding aspirations withstudents

Work continues to show progress in this area. Anextension of work with all partner primary schoolsparticipating is essential for students to see alessening of the impact of movement into thesecondary setting. Currently three of the fourpartner schools work at this level with TLSC TumbUmbi Campus and as such students show clearbenefit

Students can articulate a clearlearning intent and demonstrateunderstanding of explicit criteriafor learning experiences and

A scope and sequence ofprofessional learning isdeveloped andimplemented using campus

Writing to learn focuses on Cornell notes,TXXXC,Quickwrites and Powerwrites utilising aspect ofWriter’s Workshop






assessment practices structures to facilitateteachers’ capacity toeffectively implement theWICOR approach topedagogical practice and acontinuity of learning fromStage 3 to Stage 6

Connections betweencampus and its partners areobvious, maintained andfocused on teaching andlearning

Coaching supports thedevelopment ofprofessionalexpertise and pedagogy asdoes the work of the AVIDHub at the TLLC level

·Inquiry focused on Here HiddenHead questioningskills, the Socratic Seminar process and Inquiryscaffold

Staff and students readily engage with WICORstrategies through teaching and learning

WICOR is obvious in student work samples andstudent evaluations

Shared understandings and practicescharacterisethe work of MYAR and TLLC

Students can articulate what theyneed to do to improve their levelof achievement

Students increasinglyunderstand that by takingresponsibility for theirlearning and workingtowards their set goals,working as partners in theirlearning

WICOR is obvious in student work samples andstudent evaluations

Shared understandings and practices characterisethe work of MYAR and TLLC

An increased percentage ofstudents demonstrate an averageof 8 or above in Standing Taller

The work of the PBL teamand the association ofstudent voice in reviewingthe Standing Taller criteriacontinue to keep thisprocess fresha ndresponsive to changingneeds and cohort profiles

A consistent percentage of students achieve anaverage of 8 and above, evidencing the settlednature of the learning environment and the andunderstanding of the expectations of a qualitylearning environment

Next Steps

• Continue with the actions associated with this direction and in particular those where WICOR is being used toensure that practice is clearly linked to learning intentions

• Provide regular time for teachers to expand their understanding of technology and its uses in the classroom and foradministration

• Extend the approach to talent development through the creation of Expert Teams for whole campus initiatives andDoE mandatory actions

• Use student voice to review policies for clarity • Monitor work samples for use of WICOR elementsin teaching and learning across the campus • Implement WICOR Trackers to scaffold reflective practice associated the the first point • Ensure that the products and practices in this direction are firm



Embedding ways of living for all learners, for the benefit of all

Purpose

All learners display appropriate personal and interpersonal skills as ethical global citizens who collaborate to build safe,socially cohesive and sustainable communities.


This strategic direction continues to describe how we operate as an interdependent collective to create and sustainrelationships and ensure that a strong sense of belonging permeates the campus. The philosophy of "How is this childsmart?" is used to engage learners and re–engage those who are have previously disengaged because of issuesbeyond learning yet impacting on their readiness to learn.

Students continue to indicate that they can and do connect meaningfully with peers and teachers. This is reinforcedthrough regular discussions with parents and carers, although a change int he nature of how our younger studentspresent is being noticed and investigated for links to social media nad its influence.

Quality teachers are integral to the campus's ability to make a difference for young people. TLSC Tumbi Umbi Campustakes every opportunity to ensure that quality teachers are being developed and supported through campus practices,processes, policies and systems.

Systems have been reviewed and refined to best support the campus adminstration practices, policies and procedures.Ongoing evaluations lead to timely adjustments that benefit all.

Growth Coaching continues to underpin the implementation of PDPs and other campus initiatives. PDPs are developedcollectively and collaboratively to ensure that due regard is given to the achievemtn of campus strategic directions andthe development of the individual teacher and SASS member. The cornerstone of coaching is respectful,non–judgmental relationships.

Existing, successful wellbeing programs and practices continue and have been extended with increased funding;however, they still all link wellbeing with programs to enable access to the curriculum and effective learning. TLSC TumbiUmbi Campus has a unique approach to this link in the form of its learning structures. The learning structure clearly linkswith mandatory DoE policies and practices while it clearly articulates programs, processes and approaches available toall students and to vulnerable students. The learning structure is organised into five elements with additional programsthat run across all elements for allstudents and vulnerable students. The learning structure clearly articulates possibleanswers to “How is this child smart?” as well as clearly linking to the campus vision.

Cultural awareness plays a large part in the campus’s collaborative approach to Aboriginal education and our wholecampus commitment to raising the life outcomes for Aboriginal and Torres Strait Islander students.

Cultural programs contiue to go from strength to strength with a positive impact of student attendance for those activelyengaged in the programs. Most cultural awareness programs are conducted in the spirit of reconciliation. Strongcommitment to cultural awareness exists across staff as is evidenced by the number of individual Acknowledgements ofCountry that open every meeting and every assembly.

Standing Taller continues as a cornerstone of regular feedback to parents and carers who along with students value theprocess and the time taken to provide it.

Standing Taller and the work undertaken to establish and embed that process has provided a strong platform for thesuccessful move into PBL in a low key, manageable manner. the much anticipated School–wide Evaluation Tool (SET)report of at least 85% at our 2017 evaluation was exceeded and on a day with multiple casual staff present.

The implementation of a House Structure has been successful in increasing the knoweldge of all staff about theirstudents. The existance of smaller groups of students in a team situation has been an excellent move in a large schoolas we continueour work to know every student well. Teams of teachers have been assigned to the houses with a view tohouses developing as the sites of teaching and learning expertise for those students and faculties being the sites ofcurriculum expertise

Programs that challenged the traditonal perceptions of masculinity have been successful in opening conversations withmale students around their wellbeing and mental health. This will be continued and similar options explored for female


students.





Evaluations show growth instudents’ wellbeing andachievement based on their pointof entry

Wellbeing actions aredrawn from internal datasources to inform bothproactive and reactiveactions

Evaluations are collected inthe same manner and assuch show the strength ofrelationships in campussafety and certainty

Learners and leaders aredeveloped to contribute tothe cohesion and socialcapital of the broadercommunity as shown infeedback from stakeholders

Transition processes support students,teachers andparents/carers between Stage 3 and 6

Staff embody and model the qualities andskillsnecessary to build safe, socially cohesive andsustainable communities

Teachers differentiate and make accommodationsand adjustments based on NCCD data andcampusinclusiveness processes

All aspects of the campus vision,“A community of creative,curious, confident, connectedlearners shaping our world.” Arevisible in the campus programs,processes and celebrations

Student leadershipportfolios provide a vehiclefor student voice withincampus processes andinitiatives as does feedbackfrom community, staff andparents/carers

Learning spaces are utilised and incorporated toextend learning experiences and collaboration

Partnerships continue to flourish, intensifying thelearning experiences of all learners

Work continues on exploring and extending theswifty changing focus and interest of young peoplein a highly global and digitised world

External Validation provided the evidence for theeffectiveness of all actions within a complex context

Curricula and co–curriculaopportunities reflect thephilosophy of “How is this childsmart?”

Schools of the Future haveadded tot he catayltic effectof this approach

Student voice through theaward winning Wakikkirri2017 shows the strength ofsupport for this approach bystudents, staff andcommunity

The depth and breadth of opportunity remainsstrong with changes occurring as a direct result ofresponses to changes in cohort

Next Steps

• Persist with the house system in direct response to the increased wellbeing and mental health needs of youngpeople in the years beyond their formal education

• Continue to build collective understanding of the importance of evidence of impact of all actions that affect studentlearning and achievement

• Extend the skill and knoweldge base of all staff in working with students with autism and displaying ASD typebehaviours

• Extend the skill and knowledge base of all staff working with students exposed to trauma • Explore the impact of understanding of trauma informed practice on student and staff wellbeing • Explore different options for addressing attendance rates from 70–85% • Ensure that the products and practices in this direction are firm


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency $22,092 TLSC Tumbi Umbi Campus supportedidentified students through targeted supportprograms focused on extended proficiency inspeaking, listening, reading and writing. Allstudents were actively engaged in learningand provided with individual support tocomplete tasks. Strong results have beenachieved in assessments and baselinemeasures matched to excellent attendance.

A teacher was employed for 0.2 to deliverdirect instruction and support.

Low level adjustment for disability $432,599 TLSC Tumbi Umbi Campus has a largenumber of students in this category of needand as such continues to case manageidentified students through the LearningSupport Team and the Learning andEngagement Faculty using the campuslearning structures and targeted support tiedto the needs of each student and individualplans.

Additional teaching staff were employed towork with students with high levels ofeducation and mental health needs to assistin lifting their levels of engagement andconnection to education, peers and significantadults.

Additional School Learning Support Officers(SLSOs) have been employed to supportin–class programs for Adjusted Curriculumclasses in Years 7 to 10 and to implementprograms focused on developing fundamentalskills and knowledge. TLSC Tumbi UmbiCampus operates an off–site alternateprogram at the Bateau Bay PCYC incollaboration with the local PCYC.

Up–to–date training occurred for all membersof the Learning Support Team in AccessRequest processes and procedures with100% success rate with applications andclass placement requests.

Socio–economic background $680,215 TLSC Tumbi Umbi Campus has continued toextend several existing evidence basedprograms beyond the previous pilot groups tobecome inclusive of other students across thecampus. It has also increased funding toprograms for a large number of students withlow level adjustment needs through theirexplicit exposure to teaching practicesdeveloped through professional learningfunded by socio–economic funding. Thisensures their education focuses on the wholechild as it does for all other students at thecampus.

Close work with partner schools includesprograms to best support actions to redressthe longstanding national dip in achievementfor students in the middle years.


Socio–economic background $680,215 AVID has been a success in this area withgrowth for AVID students consistently aboveDoE schools and all state, particularly in allareas assessed by NAPLAN. In 2017students continued to deliver professionallearning to teachers on how they learn best,using the skills and strategies central to AVID.

AVID has been extended to all Year 7 classeswith a focus on the key elements of AVIDnamely, Writing, Inquiry, Collaboration,Organisation, Reading (WICOR). Initialresults have been outstanding as measuredby levels of student engagement, attendance,independence in organisational skills andquality of work.

The use of Cornell notes across the campushas been deepened with the expectation thatall teachers wil lbe using Cornell notes withevery class. Ongoing formal and informalprofessional learning supports thisexpectation. Student work samples supportthis expectation. Professional learning hasmoved to coaching in the classrooms todeepen the use of Cornell notes and relatedthinking and learning strategies.

Programs for highly vulnerable students havefocused on teaching, learning and wellbeing.A history of differentiating has expandedthrough the NCCD process, associatedprofessional learning and mandatorydocumentation. The programs arepersonalised and very specific to theindividual needs of target students to supportthem to access formal learning. The campushas been successful in either re–engagingstudents with formal education or securingaccess to highly specialised programs beyondthe campus. This reflects the campus’sdetermination to provide every student with apersonally appropriate education for theirneeds and aspirations.

Socio–economic funding has also beeninvested in trialling various approaches toexplore the developmentof talents in studentsacross the years and in specific areas oflearning as identified in our real question of“How is this child smart?” Over 20% ofstudents continue to engage with Wakikirriwhere the team was awarded the title of NSWwinner and in the top 4 schools nationally forthis event

Students excelled as mathematicians,historians, writers, artists, photographers andtechnology and sports enthusiasts with astrong skillsets ready for Stage 6 and theworld beyond.

The campus continues to show exceptionalscores in the evaluation of Positive Behaviourfor Learning. We continue to be invited toshare practice with other Central Coastschools to demonstrate how to integrate thePBL approach in a measured way with


Socio–economic background $680,215 existing structures and processes.

Funding also supplements professionallearning, additional positions to supportclassroom practice and student wellbeing,enhancement of the learning environmentincluding the redevelopment of learningspaces and seed funding to new curriculumareas including STEM and associatedprograms.

Aborignal Background Funding

This key initiative does not appear in theproforma for this report. The following istended as information as to the campus'sactions.

$91,881

The position of Community Links Managerwas extended to ensure regular contact withstudents and community. A strong culturalprogram has been driven by student choiceas has active participation in many programsthrough partnerships with local Aboriginalservices and the Newcastle University.

The campus has increased high levels ofidentification, strong enrolments andperformance. Students have access tosupport programs for learning, leadership andwellbeing both within and beyond thecampus.

Addiional support is also accessed throughQuickSmart, AVID, WICOR, optional andmandatory wellbeing programs and multipleextra curricula activities.

The campus operates on the basis ofaffirmative action in all areas and celebrationsof achievement.

Support for beginning teachers $48,404 TLSC Tumbi Umbi Campus supported bothpermanent and temporary beginning teachersat three levels:

1. Mentor

2. Head Teacher

3. Collegially

All beginning teachers have accessed anegotiated program of support includingtimetable concessions, induction, time for andmentoring in programming, planning,assessment ,clarification of campusdirections, mastery of key campus strategiesand accreditation.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 528 579 559 563

Girls 517 503 498 527

Enrolments continue to be strong with demand forout–of–zone places outstripping availability. Thecampus experiences a large number of studentmovements as families come and leave the CentralCoast area, often moving interstate. Fluctuations ingender balance reflect the student populations inpartner primary schools partnered to our campus.

Student attendance profile

School

Year 2014 2015 2016 2017

7 90 91.1 88.3 91

8 87.7 86.9 88.1 87.6

9 88.1 84.6 83.9 86.6

10 86.3 84.4 79.6 83.5

All Years 88.1 86.8 85.1 87.3

State DoE

Year 2014 2015 2016 2017

7 93.3 92.7 92.8 92.7

8 91.1 90.6 90.5 90.5

9 89.7 89.3 89.1 89.1

10 88.1 87.7 87.6 87.3

All Years 90.5 90 90 89.9

Management of non-attendance

Close monitoring of attendance is central to ourcampus child protection measures. TLSC Tumbi UmbiCampus’s Attendance Team includes Year Advisors,Deputy Principals, Head Teacher Wellbeing, HeadTeacher Learning and Engagement and Principal.

Vertical roll call groups are organised in SportingHouses and operate each morning, showing anincrease in punctuality throughout 2017. Specialist rollcalls operate for students requiring additional supportand talent development. Online roll marking occurs forboth roll call and period by period marking.

Parents and carers receive personalised attendancefeedback for their children twice each term as a part ofour Standing Taller program. Attendance rate refers to

the percentage of time the child has attended lessonsfrom the beginning of the campus year or theirenrolment date for that year. A baseline of above 85%has been set with recognition for those studentsachieving above 95%.

A percentage of highly transient enrolments andstudents with poor attendance history in the first sevenyears of their schooling actively lower the attendancerate for the campus. Every effort is taken to engagethese students with education to ensure their safetyand that their quality of life outcomes are high. Studentsat–risk are referred to the Learning Support team wherespecific, targetted processes and programs areenacted.

SMS messaging of absences directly to parents andcarers occurs on a daily basis. This complements ourexisting daily PIPS program and SkoolBagAp and hasresulted in an increase in explained absences. Allaspects of the department's attendance policy are fullyutilised to ensure that access to education and childprotection are actioned in a timely and supportive way.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 0

Employment 0 0 0

TAFE entry 0 0 0

University Entry 0 0 0

Other 0 0 0

Unknown 0 0 0

Students who complete Stage 5 at TLSC Tumbi UmbiCampus graduate to TLSC The Entrance Campus tocomplete their schooling. Data for all students fromTLSC Tumbi Umbi Campus at HSC level is reported byTLSC The Entrance Campus. Data strongly supportsthe impact of the AVID program as an increasingnumber of students identified for that program in themiddle years have continued through to completion andon to accept multiple university placement offers.

Year 12 students undertaking vocational or tradetraining

While data for Year 12 is reported by The EntranceCampus, it is notable that TLSC Tumbi Umbi Campusoffers the most Stage 5 VET courses to its students inthe Macquarie Park Operational Directorate. We areproud to be able to provide a curriculum structure thatbetter fits our students' interests and aspirations.


Year 12 students attaining HSC or equivalentvocational education qualification

Students who complete Stage 5 at TLSC Tumbi UmbiCampus graduate to TLSC The Entrance Campus tocomplete their schooling. Data for all students fromTLSC Tumbi Umbi Campus at HSC level is reported byTLSC The Entrance Campus. Data strongly supportsthe impact of the AVID program as an increasingnumber of students identified for that program in themiddle years have continued through to completion andon to accept multiple university placement offers.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 1

Head Teacher(s) 14

Classroom Teacher(s) 49.26

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 2.7

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 2

School Administration & SupportStaff

15.57

Other Positions 1

*Full Time Equivalent

TLSC Tumbi Umbi Campus has a staff comprised ofnew scheme and experienced teachers who are wellsupported by strong leadership, a skilled and dedicatedadministration team, School Learning Support Officers,Community Links Manager, general assistant, TASworkshop assistance and groundsman. The campushas employed an additional Deputy Principal, HeadTeacher Access, Head Teacher Coach, and twoadditional Year Advisors to meet local needs. Alladditional positions are targetted at removing someadmnistrative tasks from classroom teachers

TLSC Tumbi Umbi Campus has four staff memberswho have proudly identified as having Aboriginalheritage. Several other staff members are investigatingtheir heritage.

Workforce retention

Several retirements and entitlement leave has seen

some changes in teaching and administrative staff in2017. This has provided opportunities for staff to relievein positions and further build their professionalexpertise. We are well served by qualified, experiencedtemporary staff who provide continuity of learning andare fully engaged in all aspect of the campus and itseducational provision.

Teachers appointed as new to the profession have awide range of processes and programs to ensure theirsuccessful development and that of their studentsduring their early years of teaching.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 20

Professional learning and teacher accreditation

All staff at TLSC Tumbi Umbi Campus have aPerformance Development Plan designedcollaboratively to ensure that everyone is continuing toextend their skill base and undertake renewal of skillsand knowledge.

All teachers are accredited,with many investigatinghigher levels of accreditation after those teacherstrained prior to 2004 move to accreditation in 2018.

Teachers see themselves as learners and continuingtheir development in a planned way that reflects bothcampus and personal areas of learning. All professionallearning is designed to ensure that teachers areequipped with the skills, knowledge and expertise torespond to students’ learning needs. As such learningopportunities take many forms including workshops,professional reading, face–to–face training,observations and feedback, demonstration lessons,online sessions and visits to other schools.

At any time, almost 10% of staff are pursuing furthertraining through a postgraduate course in their owntime.

Campus development days are always effective andfocused on extending and embeddingprofessionalpractice for both teaching and administration staff. Staffmeetings are used as extensions of development dayswhere learning is shared amongst colleagues.

Central Coast network days are supported for all staffwith several staff members acting as organisers forthose networks and thereby contributing to the strengthof public education at a local and state level.


Professional learning funds and additional funds fromthe Resource Allocation Model (RAM) are used toensure that staff are current in their expertise and areequipped to meet students' needs and implement thecampus plan.

Ongoing professional learning has resulted in expertlevels in whole campus directions. Deep knowledgeand understanding of whole campus directions areembedded as the platform for our learning culture.Other schools regularly seek advice on how to emulatethis campus’s learning culture.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 397,492

Revenue 11,985,935

Appropriation 11,316,643

Sale of Goods and Services 50

Grants and Contributions 575,459

Gain and Loss 0

Other Revenue 89,405

Investment Income 4,377

Expenses -12,117,636

Recurrent Expenses -11,950,808

Employee Related -10,594,730

Operating Expenses -1,356,078

Capital Expenses -166,828

Employee Related 0

Operating Expenses -166,828

SURPLUS / DEFICIT FOR THEYEAR

-131,701

Balance Carried Forward 265,791

TLSC Tumbi Umbi Campus Finance Team reviewsexpenditure to reflect the campus plan and makeadjustments as required. Financial management for2017 continues to be complicated by reforms tobusiness operations and inadequate software enactedfor all schools resulting, in fluctuations of notifications ofthe balances of available funds. The campus errs onthe side of caution and as such funds will be used in2018 to complete those programs that have beenhindered through such interruptions as caused through

reforms and storm damage back in 2015 and 2016.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 8,238,687

Base Per Capita 165,875

Base Location 0

Other Base 8,072,813

Equity Total 1,226,788

Equity Aboriginal 91,881

Equity Socio economic 680,215

Equity Language 22,092

Equity Disability 432,599

Targeted Total 729,011

Other Total 847,929

Grand Total 11,042,415

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

Percentage in Bands:Year 7 - Grammar & Punctuation

Band 4 5 6 7 8 9

Percentage of students 9.2 15.1 31.7 33.6 8.1 2.2

School avg 2015-2017 9.6 19.1 30.1 25.2 11.6 4.4


Percentage in Bands:Year 7 - Reading

Band 4 5 6 7 8 9


School avg 2015-2017 4.5 20.8 31.2 28.3 11.2 4.2

Percentage in Bands:Year 7 - Spelling

Band 4 5 6 7 8 9


School avg 2015-2017 7.5 13.2 26.0 30.4 18.6 4.2

Percentage in Bands:Year 7 - Writing

Band 4 5 6 7 8 9


School avg 2015-2017 13.5 31.8 30.1 17.0 6.1 1.5

Percentage in Bands:Year 9 - Grammar & Punctuation

Band 5 6 7 8 9 10


School avg 2015-2017 13.5 27.2 29.7 19.4 6.8 3.4

Percentage in Bands:Year 9 - Reading

Band 5 6 7 8 9 10


School avg 2015-2017 8.3 23.2 29.9 27.7 8.9 2.0

Percentage in Bands:Year 9 - Spelling

Band 5 6 7 8 9 10


School avg 2015-2017 10.6 18.0 29.3 25.7 12.6 3.9

Percentage in Bands:Year 9 - Writing

Band 5 6 7 8 9 10


School avg 2015-2017 25.4 26.3 23.4 17.5 4.2 3.2

Percentage in Bands:Year 7 - Numeracy

Band 4 5 6 7 8 9


School avg 2015-2017 3.4 20.6 32.6 27.8 13.3 2.4

Percentage in Bands:Year 9 - Numeracy

Band 5 6 7 8 9 10


School avg 2015-2017 2.9 26.1 40.6 22.7 6.7 1.0

Parent/caregiver, student, teachersatisfaction

Each year TLSC Tumbi Umbi Campus seeks theopinions of parents, students and teachers about thecampus. We are pleased with the feedback, takingsuggestions as the basis for further investigation andaction: • New communication options are strongly

supported including the daily use of social mediato communicate daily notices;

• Parents and carers strongly support theopportunities available to them to interact with thecampus at all levels;

• Parents and carers feel supported by the campuswhen their child needs additional support forwellbeing and learning;

• Students and staff support the organisationalstrategies implemented through the PositiveBehaviour for Learning program and articulatedas non–negotiables;

• Parents, carers, students and staff can articulateand actively support the alignment of campusmotto and values with rewards and consequencesand are supportive of the environment created bythis alignment;

• Parents and carers keenly seek enrolment at thecampus because of the outstanding opportunities,care shown and programs offered by TLSC TumbiUmbi Campus;

• Parents, carers, students and staff unequivocallysupport Standing Taller as a key aspect of ourhome/campus partnership;

• Students can articulate the Standing Tallerprocess and the flow on actions andconsequences;

• Student can articulate the expectations of thelearning environment;

• Campus improvements have been based onstudent suggestions;

• Our Aboriginal and Torres Strait Islander familiessupport the directions of the campus and seek


enrolment with us; • Students are driving the focus on culture for

Aboriginal and non–Aboriginal students; • Students clearly articulate the purpose of AVID

and WICOR and the impact of both on theirlearning and aspirations;

• Campus celebrations of success, both formal andinformal, are supported and respected by parents,carers, students and staff;

• Health and Safety practices are acknowledged asoutstanding as are our Health Care practices andengagement of students with additional learningneeds;

• Partner schools can clearly articulate the campuspractices and support those practices throughmutual alignment of practices to best managetransition points;

• Staff express satisfaction with theworkplace,learning environments and processes.They have a clear role in collaborative decision

• The results of the People Matter Survey 2017were outstanding for our campus, showing astrong sense of connection, purpose andsatisfaction by those working at TLSC TumbiUmbi Campus.

Policy requirements

Aboriginal education

TLSC Tumbi Umbi Campus continues to be proud ofthe achievement in all areas of Aboriginal education ashighlighted through our productive relationships andactions focused on Reconciliation and recognition.

With a student population of over 10% personalisedAcknowledgment of Country is a vital example of ourcolleactive commitment to closing the gap for allAboriginal and Torres Strait Islander students.

The campus is proud of the outcomes for all studentsresulting from its actions to deliver meaningful learningand cultural awareness which culminates annually inGulangFest, a cultural celebration in partnership withKuriwa AECG and our campus commemorations of keyevents and happenings on the national calendar.

Students, staff and community were recognised fortheir dedication and contribution to Aboriginal educationat GulangFest. Prior to GulangFest many differentevents occur to support cultural awareness andachievement. All are carried out in the spirit ofReconciliation. A cultural group run during Sport.Artifacts workshops are conducted with clapsticks beinga part of all gifts to guests at the campus. Indigeniousgames are a feature of PDHPE and our talentedathletes excel in many sports.

All students celebrate National Reconciliation Weekand NAIDOC Week through student driven activities.These assemblies and celebrations are key to ourongoing learning of Aboriginal Australia and the firstpeoples of this nation.

An annual successful Careers Day structure now

extends to include other Central Coast schools. OurYarning Circle is regularly used by many. Our CultureHub goes from strength to strength with studentsadding to the hub with artwork and artefacts. Talentedartists have the confidence and skill to explore theirown interpretation of their culture with excellent results.The bush tucker gardenis flourishing at the front of thecampus and is ready for the next stage ofthe project in2018.

Students’ aspirations continue grow and are exploredthrough the iBelieve Program in partnership withWollatuka Institute at the Universityof Newcastle. Visitsto Sydney University and the University of Newcastlehave added to the planning by students and theirfamilies.

The annual Outback Adventure to Central Australiacontinues to build cultural understanding andstrengthen the campus's relationship with the LillaCommunity in the Northern Territory. This excursion ishighly valued by all, changing relationships and buildingnew understanding.

We are pleased to be able to support the Young Men'sProgram with Family Wellbeing Central Coast PrimaryCares. This program has had a huge impact because ofits welcoming and practical nature, often connectingstudents new to the region with services beyond thecampus and community.

Students actively engaged in cultural awarenessprograms have shown an increase in attendance andengagement. Personalised Learning Plans arecollaboratively developed with each Aboriginal andTorres Strait Islander student to support their academicand personal growth. Quicksmart operates to improvemathematical concepts and skills. The effect size ofstudent achievement rangesfrom 0.49 to 1.2.

Learning outcomesfor Aboriginal and Torres StraitIslander students are consistently strong. Extensionworkshops including Maths Days are well attended withstudents excelling with peers from across otherschools.

Visitors regularly attest to the cultural appropriatenessof the learning opportunities and the student leadershipbeing developed.. This is part of the journey ofself–determination.

Opportunities and outcomes continue to grow out of thepartnership between Kuriwa AECG, our families andthe campus fired by the passion of many and theenthusiasm and commitment of our Community LinksManager. All are outstanding role models of effectivechange that is sure to be emulated by our TLLC JuniorAECG.

Aboriginal education goes from strength to strength atour campus because of the united commitment thatpermeates the culture of the campus. Take a momentto view the story of one proud young Aboriginal womanwho is a successful graduate of our campus in TumbiTalks Episode 2 on our Facebook page.

Multicultural and anti-racism educationPrinted on: 11 June, 2018 of 23 Tuggerah Lakes Secondary College Tumbi Umbi Campus 8274 (2017)

TLSC Tumbi Umbi Campus continues to extend strongconnections to, and acceptance of cultural diversitythrough its programs, practices, partnerships andcelebrations. Celebrations of NAIDOC, ReconciliationWeek, Harmony Day and sister school relationshipswith Sampit, Kashima High School, Lilla Communityand AVID events, extend our students’ understandingand subsequent acceptance and understanding ofdiversity as global citizens. Teaching and learningprograms and the student developed and deliveredTravel Expo are complementary to faculty and campusactions.

The population of the campus represents over 40different cultural backgrounds, reflecting gradual andfar–reaching change in our local community andbringing the global community to the local level.

Several affirmative actions make new enrolments fromnew cultural backgrounds an active part of campus life.Students with English as a second language learningneeds are provided with additional opportunities torefine their understanding and use of English in all itsforms through class placements and access toadditional practice time and instruction where needed.Outcomes for these students are commensurate withtheir cohort.

Japanese continues to have strong enrolment numbersin Stage 5. The relationships formed between studentsand our sister school have continued to betransformational on both sides of the relationship.

TLSC Tumbi Umbi Campus provides wellbeing andteaching and learning programs that support ourstudents to realise the depth of cultural diversity withinour nation and the richness that brings to allcommunities.

An Anti–racism Contact Officer position exists tomediate culturally based issues. It is extremely rare forthis position to be enacted.

Other school programs

A broad range of co–curricula programs offer studentsa depth of experience to explore “how they are smart”.Special mention is made of students who haveachieved Sydney North Blues, Sydney North medalsand national and international recognition in varioussports including but not limited to: golf; swimming;hockey; cross country; triathlon; ice hockey; surfing;rugby league; gymnastics; drill marching and archery atregional, state, national and international levels.It is apleasure to support young people as they develop theirtalents and achieve excellence in a broad range ofco–curricula areas including but not limited to the • Student Leadership; • Schools of the Future; • FrightFest; • Gallery Walk Exhibitions; • Central Vision Exhibition; • Performance and Production; • Artists in Residence;

• Photography in Residence; • Premier’s Reading Challenge; • Premier’s Debating Challenge; • French Club; • Art Club; • Artefacts Workshop; • Technology; • Creative Arts • Extension Mathematics; • Extension History; • Homework Centre; • Writers’ Club; • Café Platinum; • VET Certification –Manufacturing and

Construction, IT and Hospitality; • Premier’s Debating Challenge; • Science Technology Engineering Mathematics

STEM • Science and Engineering Challenge; • Collabor8te; • Illuminate; • Tumbi Panics; • Theatre Sports; • Dance Ensemble; • Dance Troupe; • Nhangara; • Speakoff; • Outdoor Education; • Duke of Edinburgh; • Premier’s Sporting Challenge; • Performing Arts; • Debating; • Public Speaking; • Youth Frontiers; • Wakikirri; • Tumbi Rocks; • Open Mic; • Didg Group; • iTrack; • Youth Forums; • Year 8 and Year 10 Performance Interviews; • Student initiated Travel Expo; • Student initiated Careers Expo; • Community Commemorations; • Family and Community Programs; • Designing Community Facilities; • Take 3 and Environmental Sustainability; • Love Bites; • Sport both team and individual; • Campus, College and Combined High Schools

(CHS) Sport; • Sporting Carnivals; • Year and Program Camps; • Be Strong Be In Control; • Peace Park; • Peace Park Active; • Hikes; • Chess Club; • MasterChef Challenge

You never know “How this child is smart" if you do notprovide opportunities for them or their teachers toexplore learning, interests and passions.


2017 Tuggerah Lakes Secondary College Tumbi …...through the campus celebrations and presentations....

Documents

Transcript of 2017 Tuggerah Lakes Secondary College Tumbi …...through the campus celebrations and presentations....