Collie Senior High School

Collie Senior High SchoolAn Independent Public School

2018 Annual Report

Successful Students. Successful Community.

Contents3.6. 7.10. 11. 15. 17. 19. 21. 23. 25. 26.27.29.30. 31. 32. 33. 35.37. 39. 41.

IntroductionFinancial SummaryWriting FocusReading ProgramPositive Behaviour Support (PBS)Surveying the School CommunityAboriginal Education - MILA ProgramAttendanceTechnology & EnterpriseInterhouse Swimming CarnivalPBS - ARCH Award WinnersVocational Education and Training2018 School BallInterhouse Athletics CarnivalInterhouse Cross CountryEngineering Trades CourseARCH Activity DayCountry WeekMusic PerformancesYear 12 GraduationYear 11 PresentationYear 7-10 Presentation

Introduction

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Dear Students, Parents and the wider Collie Community,

What another year full of action and first time events, highlighted by our first ever Canberra Tour for Year 9 students led by Mrs Walker. Our strength in The Arts continued with another first, teaming up with The Smith Family for the inaugural ‘smArts’ Program which focused on the design of wearable art. This fitted in perfectly with our Art programs at school and in the community, Bright Sparks. Our School Band moved up into C Division and narrowly missed out on 1st position, they have come such a long way and also enjoyed the Junior Band Camp. For the first time in many years we re-joined the Buchanan Cup Hockey competition and after ten years I made it to Country Week to see some outstanding performances. Mr Varis and his team do some outstanding work during the week-long event, which includes sport and many social activities. Again all students represented CSHS to the highest standard. Another first was that CSHS Year 7 and Year 9 students completed NAPLAN online, with some pleasing results. Thanks to Mrs Hanns and Mr Duff for ensuring this success. Griffin won the Swimming Carnival in Term 1, much to the delight of Mr Davidson but Phoenix reigned again in the Athletics carnival in Term 3. The School Ball was an outstanding Night Under the Stars with a sit down meal from environmentally friendly caterers; a change from the past but very successful. Another terrific job by Ms de Souza, Miss Holden and the Ball Committee. Another first this year was the involvement of Year 7 students in ‘Be Your Own Boss’, a program for aspiring entrepreneurs and part of the Next Operation project. This was also successful as we participated in Science Week forums and excursions in our wonderful local surrounds. Our MILA mob played a huge role in this promoting local indigenous impacts on Science to the world. We also offered events to parents via Youth Focus, ensuring we are having important conversations about youth mental health. As you can see we continue to move forward with many traditional events and many new activities.

In 2018 the student body was led by School Captains Emersen Dewar and Courtney Crowe. Supported by Prefects and Student Councillors they introduced the school to ‘layers of leadership’, a skill they learnt at one of the many leadership events they attended in Bunbury and others in Perth. This saw events like Footy Colours Day, Rainbow Free-Dress Day, R U OK Day and NAIDOC Week all have a greater impact across the school. The Student Council also played its role in our Positive Behaviour Support, with students loving our ARCH Activity Days. Our Anzac Tour students have been busy fundraising and leading the school in town services over the year. We have lots of young student leaders across our school and community. These leaders have taught me how to promote Collie SHS via Facebook, not only to the local community but the world beyond Collie. It is the drive of the School Board that ensured we tried this new initiative too. Thanks to Mr Paul Reuben and Mrs Natalie Cook as our leadership team on the Board and to our P&C that volunteer to run the canteen and uniform shop.

In 2018 our building project commenced with the old transportables leaving site in Term 2. The Home Economics room and Canteen also received an upgrade. Sonia, our Canteen Manager, is very happy with her new canteen. The new seven classroom block commenced construction in November. This is an exciting time for CSHS, however it is with great pride, tinged with sadness that we also farewell some long term staff that have bought much joy to many students over many years, I am speaking of Mr Davidson, Mr Williamson and Mr Fergie. Mr Davo, as he is affectionately known, has led Griffin House for many years and has seen students grow as they enter high school in Year 7 and then leave as young adults in Year 12. Mr Willo, as he is referred to, made sure that students have made the connection to the world of work, being the driving force behind many traineeships and apprenticeships and links to the community. What can I say about Mr Fergie? They have loved him in Science and his love of sport and all things fitness has seen him connect with many students. All three staff are so highly respected and will be missed but we wish then all the best as they start a new chapter in their lives.

The Collie Senior High School (CSHS) Annual Report recognises the progress and achievement of our students linked to the quality work of the staff across the school in the support of the development of students. It highlights the comprehensive nature of CSHS and the breadth and depth of its success but does not shy away from continuous improvement through a rigorous self- reflection regime. This was the second year in the cycle of our 2016 to 2019 Business Plan which focuses on high student achievement for all students, pastoral care and the development of a continued school culture of support. In 2018 staff used data to continually look at ways to improve and value add to all aspects of school life. We are currently developing the next cycle of our School Business Plan.

Commendations• The results produced from NAPLAN online, having completed the online format for the first time via the trial process. This above expected performance continues and also the need to enhance student writing.• ATAR English, Media and Mathematics results continue at high standards out performing like schools and comparable with the state.• Our overall ATAR increased by one standard deviation.• Data analysis via SEQTA as part of the detailed self-review process that drives evidence based decision making.• Positive Behaviour Support(PBS) move from Tier 1 to Tier 2.

Achievement Against Priorities and TargetsIn 2018 CSHS completed the trial for NAPLAN Online which produced great results for yet another year. The value adding by the school highlights that targeted interventions, program development and student performance has improved against “like schools” being high progress and high achievement. Our Year 9 Numeracy trend continues to rise and also supports the pleasing results then achieved in Senior School.Whilst writing trends have improved we continue to focus on a whole school approach in this area and also linking with our Positive Behaviour Support and linking in PEEL Paragraphs.

Targeted Resourcing and Support StructuresATAR Achievements- a highlight in 2018 was the performance of students in Human Biology and Media Practical. ATAR staff continue to support students with targeted homework classes and areas to focus on. The initial data was of concern and analysis shows that two students not attending exams (first time for this but similar across the state) and students who did not attempt the exam hugely impacted the data for the small cohort. Further improvements in 2019 will see the attention turn to student exam techniques to achieve even better results and earlier interventions and case management. This also links in with our writing and reading programs that show improvement and prepare students for OLNA too.

NAPLAN OnlineIn 2018 CSHS participated NAPLAN Online with some very pleasing results. We continue to score at benchmark level but need to look at Writing standards as students look to prepare in Senior School. Below is the percentages of students Above, At, and Below National also Minimum Standard Levels. We also need to look at our NAPLAN data and the correlation to student grade performance. Ongoing moderation of student work by Learning Area Staff will support this process.

PBS - Positive Behaviour SupportIn 2018 CSHS consolidated all its hard work in this area with our School Evaluation Tool (SET) showing some outstanding feedback.

Aboriginal Cultural Standards FrameworkOur focus area withing the Framework is on ‘relationships’ and through the MILA program, curriculum delivery and staff development we continue to develop in this area.

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Writing improvement data 2018

During 2018 we have implemented most of the recommendations from the 2017 review. These included a case management approach, Year 7 Literacy periods, OLNA focus groups and continued staff development. Outlined in this report is detailed information about each strategy, how it worked, data and suggested recommendations for 2019.

Year 7 Literacy period

As part of a more unified approach to literacy, a 4-term literacy planner was developed with the NAPLAN guidelines and key teaching points identified. There were six Year 7 literacy classes happening for 1 period per week. Detailed in the data below, most students achieved either at or above the expected standard in all literacy areas.

2018 Year 7 Achievement Results Grammar Band 3 Band 4 Band 5 Band 6 Band 7 Band 8 Band 9 + 10 3% 5% 27% 21% 24% 15% 5% 2018 Year 7 Achievement Results Spelling Band 2 + 3 Band 4 Band 5 Band 6 Band 7 Band 8 Band 9 + 10 4% 9% 15% 33% 28% 11% Less than 1% 2018 Year 7 Achievement Results Reading Band 3 Band 4 Band 5 Band 6 Band 7 Band 8 Band 9 + 10 3% 13% 23% 29% 22% 9% 1% 2018 Year 7 Achievement Results Writing Band 2 +3 Band 4 Band 5 Band 6 Band 7 Band 8 Band 9 + 10 8% 15% 38% 25% 8% 1% 2%

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Whilst there were 48 of 107 who had made high and very high progress in writing from Year 5, writing remains the area that requires the most intervention as it falls behind the other literacy areas in terms of achievement and progress.

Year 7 Literacy recommendations for 2019

• Literacy period to be moved from a Period 5 (afternoon) timeslot to a Period 1 (morning) timeslot to maximise student engagement.

• Program to be reviewed and modified • Explicit lessons to be developed as in 2018 only a program was provided for teachers to use as they

saw fit • Link the literacy program to English/ HASS learning area and look for cross-curricular opportunities • Stronger focus on explicit writing instruction/ reinforce PEEL paragraph at every opportunity • ICT incorporations for NAPLAN online. Bi-weekly computer SIS booking • After Term 1 look at streaming the literacy periods

Case Managed Focus Groups

The strategy to improve writing during 2018 was focus groups which had an emphasis on cycles of improvement. Students in year 9 attended a focus group once a week for 10 weeks. Each lesson focused on practical writing skills and used a ‘First Steps’ approach to writing improvement.

As well as NAPLAN data used to measure improvement, students completed an on entry and on exit piece of writing which showed improvement from the beginning of the program to the end. An ONLA focus

group was also developed and students had relative success.

There was an improvement from 2017 to 2018 in the style and approach of the focus groups. The way students were selected and the delivery of writing strategies worked successfully and will be continued in 2019.

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Case managed focus groups recommendations for 2019 • Semester 1 target 20, year 9 students ( 4 groups of 5) with the goal of having them prequalify for

OLNA in writing • Semester 2 target 20, year 10 students (4 groups of 5) with the goal of having them pass OLNA

writing • Have the classroom teachers involved in the case management process, including explicit in class

teaching Year 7-9 Progress

As shown in the data above there was good progress made for year 9 writing achievement. The focus on PEEL and paragraph writing in 2017 (when these students were in year 8) is seen to have made an impact on the results.

2016 Year 7 Paragraphing 2018 Year 9 Paragraphing 0 score 1 score 2 score 3 score 0 score 1 score 2 score 3 score 45 students

47 students 4 students 0 students 5 students

23 students 28 students 9 students

The above table shows significant amounts of students were able to use paragraph structure correctly and received improved achievement results for writing because of this. The PEEL focus will continue to be

reinforced in a variety of situations including; Year 7 Literacy, case managed groups and across all learning areas regular classroom practice.

Recommendations for 2019 A renewed approach for whole school writing

• Registration for Bright Path assessment tool for all year 7 and 8 students • Investment in Tactical Teaching Writing professional development workshops for all staff

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This year we attempted to accommodate about 12 students at any one period of time and generally met with these students 3-4 times each week for 20-25 minutes. The majority of students were Year 7 students and these were targeted due to teachers nominating them, NAPLAN results and their grades. Kelly Walker was instrumental in formulating these lists of students with me. The PM Benchmark Reading Assessment Resource was used to test students. This can only level the students up to the age of 12 years. Fast Forward texts and tests were used once the student had been levelled. SRA Testing sheets have been prepared for 2019 use as practice for NAPLAN and OLNA.

Interestingly, a great number of Year 7 students this year tested at appropriate reading age but failed the Re-tell and Comprehension sections due to low motivation or lack of practice in answering the questions fully. Most of these students stayed in the program for a few weeks where we trained them to answer to a satisfactory level. It would seem that they were in the habit of giving the shortest and easiest answer. This of course would be reflected in their writing as well. The students that were not making progress were referred to the School Psychologist for assessment. It was found that in most cases, the student has already been assessed twice previously and was not eligible for further testing. Next year, these students will not be included in the program as it is deemed non pragmatic in these times of dwindling resources. The two Year 9 students had very poor school attendance and failed to progress in their reading. It was found that students generally improved their results when HASS or Science tests were read to these students one on one.

A greater number of Year 7 students were reluctant to attend reading this semester than in previous years. Again this was influenced by class teachers’ attitude or control of the class and the activity at hand. Over the year some students said that they did not want to attend because they were embarrassed to need help with reading. Usually, a phone call home to parents helped, but on occasions, the carer or guardian, through negotiation with us, has agreed for reading support to cease. This will occur if the student’s attitude prevents them from learning.

Progress is shown on the Reading Program Results excel sheet 1. Also indicated, are the many students tested and found to be of the appropriate reading age or temporarily in the program. Sheets 2 and 3 show the Year 8s and 9s involved in the program this year. We also tried to support another student who would not leave the administration area, but his poor attendance and lack of engagement- especially when he came exhausted from game playing all night, were obstacles.

Again, students were timetabled to only come out of HASS or English classes (unless a student was a continuous disruptive element in another class with no chance of passing). It is practice for the class teacher to be asked if it suitable to withdraw the timetabled student. This gives the class teacher the opportunity to withhold the student for assessment or a crucial lesson. It was also the chance to ask for a particular text to be read and explained to the reading student that would otherwise be difficult to engage with in a classroom situation. At times the reading teacher has remained in the class to support a number of students.

Supporting the Year 10 and 11 students for their OLNA was very successful with a 66-74% improvement rate. Selecting the right students to support was very important and Kelly’s knowledge of the students from Category 2 made this possible. One Year 12 student was expected to pass the reading OLNA as she succeeded in the online practice before the final assessment. Another Year 12 student who did not attend often, did not achieve a pass, as expected. Results are shown on the NAPLAN OLNA excel sheet 2 and 3 respectively.

In hindsight, I see that I was too optimistic when I convinced Kelly to allow us to work with some of the more challenging students in Year 9 for NAPLAN support. Only 2 students from the 21 qualified and is not required to do OLNA next year. These students are listed on the NAPLAN OLNA excel sheet 1. It is planned that we would introduce the SRA reading cards for the 2019 Year 9 students in Term 1. Completing NAPLAN reading on computers means that the students’ progress is more visible to their friends and peers and this can influence a student to rush through the reading and not give themselves the chance of passing. It is strongly advised that teachers are aware that the seating plan for these assessments is very important. We will endeavour to talk about this to the students that we support. It would be prudent for the students to have updated OLNA practice questions for the reading provided by SCSA. The same questions have been used since 2014.

Reading Program 2018

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At the end of our fourth year since the introduction of this program we continue to have success and increase the positive interactions between staff and students both in the classroom and around the school. Tier 1 interventions continue to be successfully implemented via the use of house points, positive entries on SEQTA, postcards and merit certificates. In addition, regular attendance and active participation in school activities are recorded. A total of over 71,500 points were awarded to students who followed the expectations of Aspiration, Respect, Commitment and Honesty. (matrix) Our ARCH Activity days continue to be a great success thanks to the concerted efforts of Mrs Ienco and Mr Ireland who organised them and to the staff and students who participated and contributed to them. (attach photos)

Our School Evaluation Tool (SET) and Benchmark of Quality (BoQ) scores for 2018 were again over the 90% mark and show that Tier 1 strategies are well embedded across the school. These will continue to be monitored and evaluated as they are fundamental to the successful implementation of the Tier 2 interventions and the maintenance of a positive classroom environment and focus on reinforcing the expected behaviours of the majority of students. (copy of report)

We began the move to Tier 2 interventions with 5 staff attending training following the establishment of a Tier 2 team. They have now begun devising the methods and strategies to identify appropriate students and provide staff with suitable interventions and assistance to implement in their classes. This will continue to develop and improve over the coming year.

POSITIVE BEHAVIOUR SUPPORTS

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SCHOOL PBS SET Score FEEDBACK

COPY TO BE PRESENTED BY COACH TO SCHOOL TEAM AND PRINCIPAL Page 1

SCHOOL: COACH: DATE: The SET aims to determine how accurately school-wide PBS Universals are being implemented. It consists of a number of evaluation questions that are divided into seven sub-scales. The following information discusses some of the elements in the sub-scales and specifically highlights the strengths of the implementation at the school. This checklist is designed to allow PBS Coaches to review SET Scores and to determine which Universals tasks require further team focus in order for coaches to guide teams towards the completion of Universal systems.

SET FEATURE

UNIVERSALS TASKS

STRENGTHS AND ACHIEVEMENTS

FUTURE FOCUS

Values Defined

Evidence that the school’s Values have been defined clearly and that these are visible across the school

4 expectations, 2 settings: Aspiration, Respect, Commitment and Honesty; specific positively stated behaviours for each expectation under 2 settings: School and Community 10 of 11 staff members surveyed could state the 4 expectations. 8 of 15 students could identify all four expectations and 3 of15 students could name 3 out of 4 expectations, stating Achievement in place of Aspiration, when surveyed. 11 of 15 students had a correct understanding of the expectation – Aspiration. 9 of 10 observed areas had expectations posted. Collie SHS staff and students have maintained a good standard of knowledge and understanding of the school expectations during 2018.

• Embed matrix language in daily lessons • Maintain high profile of expectation posters

and matrix around school site

Collie SHS December 2018Beth Deeley



Behaviour Expectations Taught

Evidence that the school has a system for teaching expectations. This sub-scale includes looking at how your school organises its teaching of social behaviour and staff knowledge of school-wide expectations.

10 of 11 staff surveyed said that they had taught the individual lessons with students this year under the instruction of the PBS team. The other staff member was an Office person so not expected to teach, but they were aware that teachers teach lessons of behaviour skills. The school has a clear lesson delivery schedule and resources available to staff 15 of 15 students surveyed could identify the behaviour for why they had received the ARCH points, with 6 of 15 students stating the expectation as well as the specific behaviour. This is another area showing consolidation of 2017’s improvement.

• Keep stating expectation when acknowledging positive behaviours

On-going reward system for rewarding behaviour expectations

Evidence that the school has a system for rewarding social behaviour and that the staff use this system.

There is clear evidence of the acknowledgement system in place at Collie SHS. 10 of 11 staff surveyed indicated they had given out ARCH points during the last month, even the office ladies. An EA interviewed stated she didn’t give any out 14 of 15 students had received Arch Points in the last month for appropriate behaviours, the other student was a year 8 student.

Continue reviewing acknowledgement system through student and staff feedback



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Collie SHS SET Features and Implementation Scores2017 - 2018

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System for responding to behavioural errors

Evidence that the school’s system for responding to problem behaviour is understood consistently by the staff.

Both administration and staff had a common understanding of: • The major behaviours that are dealt with

by the Front office / Admin and not teaching staff (11 of 11 staff)

• The procedure for a critical incident on the oval at lunchtime; 11 of 11 staff knew to call the office for support and not to intervene physically

7 of 7 observed areas had Evacuation procedures displayed.

Continue reviewing USW form and general processes for staff responding to unproductive behaviours Train some PBS Team members in process of TIPS for sustainability Analyse data and use TIPS process with stakeholders for management strategies and creation of IBP / GBP where needed

Monitoring & decision making

Evidence that data is summarised and reported to staff.

3 of 3 team members indicated that data is used by the team to make decisions. Principal indicated that data is shared with staff on a needs basis – but at least once a term

Component 7 ‘Ongoing Monitoring’ - Continue using data to drive decision making



Management

Evidence that the school leadership has embedded PBS goals into the schools overall goals and operations

Principal indicated that PBS is one of the school’s top three priorities and is evidenced by inclusion of behaviour and social skills as priorities in the School Business Plan 2016 – 2019 under ‘Our Vision, Beliefs and Purpose’.

Continue up-skilling new staff members through PBS Catch Up Training PLs or school induction plan

Regional PBS Coordination

Evidence that the school team connects with regional personnel and allocates funding for school-wide PBS

Principal has declared funding is in budget to continue supporting the implementation of PBS by the school. The school is supported by Regional personnel who are in regular contact with team leader and attend team meetings when possible.

Liz Posthumus, as Regional Coordinator and Beth Deeley, as external coach, will continue to provide support and coaching to Collie SHS.

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School Evaluation Tool (SET) - Features and Scoring Items

Feature Items

A. Expectations Defined 1. Documentation (agreement of 5 or fewer expectations) 2. Expectations publicly posted in 8 out of 10 locations (School site).

B. Behavioural Expectations Taught

1. Documented system for teaching behavioural expectations. 2. 90% of staff has taught behavioural expectations this year. (Sample at least 10) 3. 90% of TEAM members state that the schoolwide program has been reviewed annually.

(Sample all team members) 4. 70% of students state 67% of school rules / expectations (Sample at least 15) 5. 90% or more of staff can state 67% of school rules / expectations. (Sample at least 10)

C. On-going System for Rewarding Behavioural Expectations

1. Documented system for rewarding behaviour. 2. 50% or more students state receiving behaviour in the past 2 months. 3. 90% of staff state they have delivered a behaviour reward in the past 2 months.

D. System for Responding to Behavioural Violations

1. Documented system for dealing with and reporting specific behaviour violations. 2. 90% of staff agree (i.e. have the same understanding of) which behaviours are classroom

managed and which behaviours need to be office/admin managed. 3. Documented crisis plan posted in at least 6 out of 7 locations. 4. 90% of staff agree(i.e. have the same understanding of) with admin on procedure for

handling extreme emergencies.

E. Monitoring and Decision-Making 1. Discipline Referral Form has the following information components:

a). Student b). Grade c). Date d). Time of incident e). Referring Staff f). Problem Behaviour g). Location of incident h). Person/s involved i). Probable Motivation. j). Admin decision.



2. Principal can clearly define a system for collecting and summarising referrals. 3. Principal can report that the team provides discipline data reports to staff at least 3 times a

year. 4. 90% of team members report that discipline data is used for making decisions.

F. Management

1. School Improvement Plan lists improving behaviour support systems as one of the top 3 goals.

2. 90% of staff report that there is a schoolwide team established to address behaviour support systems.

3. Principal reports that the team membership includes representation of all staff. 4. 90% of staff can identify (name) the PBS Team Leader. 5. The principal is an active member of the PBS team. 6. The principal reports that the team meetings occur at least monthly. 7. Principal reports that the team reports progress to the staff at least 4 times a year. 8. The team has an action plan, with specific goals, that is less than a year old..

G. Regional / Branch Support 1. The school budget contains an allocated amount of money for building and maintaining

schoolwide PBS. 2. The principal can identify an out-of-school liaison person in the district or state.

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3 . Please rate the items below

Question overview

Module name National parent questions

Module owner National

Category None

Mandatory Yes

Type Multiple rating (multi row likert)

Answered 24

Not answered 0

Rating Score

Strongly agree 5

Agree 4

Neither agree nor disagree 3

Disagree 2

Strongly disagree 1

N/A Null

Page 4 of 8www.schoolsurvey.edu.au06/08/2018

Collie SHS Parent Survey 2018Surveying the School Community Our School Survey continues to display positive results.

N/A Strongly disagree

Disagree Neither agree nor disagree

Agree Strongly agree

Num % Num % Num % Num % Num % Num %

Teachers at this school expect my child to do his

or her best.- - - - - - - - 13 54% 11 46%

Teachers at this school provide my child with useful feedback about his or her school work.

- - - - - - 4 17% 14 58% 6 25%

Teachers at this school treat students fairly.

- - 1 4% - - 3 13% 16 67% 4 17%

This school is well maintained.

- - - - - - 1 4% 15 63% 8 33%

My child feels safe at this school.

- - - - 1 4% 2 8% 18 75% 3 13%

I can talk to my child’s teachers about my

concerns.- - - - - - 3 13% 11 46% 10 42%

Student behaviour is well managed at this

school.- - 2 8% - - 4 17% 15 63% 3 13%

My child likes being at this school.

- - 1 4% 1 4% 1 4% 9 38% 12 50%

This school looks for ways to improve.

- - - - 1 4% 3 13% 12 50% 8 33%

This school takes parents’ opinions

seriously.- - - - 2 8% 5 21% 13 54% 4 17%

Teachers at this school motivate my child to

learn.- - - - - - 4 17% 11 46% 9 38%


Collie SHS Parent Survey 2018






or her best.- - - - - - - - 13 54% 11 46%


- - - - - - 4 17% 14 58% 6 25%


- - 1 4% - - 3 13% 16 67% 4 17%


- - - - - - 1 4% 15 63% 8 33%


- - - - 1 4% 2 8% 18 75% 3 13%


concerns.- - - - - - 3 13% 11 46% 10 42%


school.- - 2 8% - - 4 17% 15 63% 3 13%


- - 1 4% 1 4% 1 4% 9 38% 12 50%


- - - - 1 4% 3 13% 12 50% 8 33%


seriously.- - - - 2 8% 5 21% 13 54% 4 17%


learn.- - - - - - 4 17% 11 46% 9 38%



My child is making good progress at this school.

- - - - - - 2 8% 13 54% 9 38%

My child's learning needs are being met at

this school.- - - - 1 4% 3 13% 14 58% 6 25%

This school works with me to support my child's

learning.- - - - - - 7 29% 10 42% 7 29%



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or her best.- - - - - - - - 13 54% 11 46%


- - - - - - 4 17% 14 58% 6 25%


- - 1 4% - - 3 13% 16 67% 4 17%


- - - - - - 1 4% 15 63% 8 33%


- - - - 1 4% 2 8% 18 75% 3 13%


concerns.- - - - - - 3 13% 11 46% 10 42%


school.- - 2 8% - - 4 17% 15 63% 3 13%


- - 1 4% 1 4% 1 4% 9 38% 12 50%


- - - - 1 4% 3 13% 12 50% 8 33%


seriously.- - - - 2 8% 5 21% 13 54% 4 17%


learn.- - - - - - 4 17% 11 46% 9 38%



My child is making good progress at this school.

- - - - - - 2 8% 13 54% 9 38%

My child's learning needs are being met at

this school.- - - - 1 4% 3 13% 14 58% 6 25%

This school works with me to support my child's

learning.- - - - - - 7 29% 10 42% 7 29%



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Outputs for 2018

20 sessions will be run each year with a mentor focusing on Culture and language.The MILA Program runs at CSHS every second week on a Friday throughout the term as indicated clearly on the school calendar.The MILA Program was delivered by Julie Hillier, Ashley Chitty and Christina Ugle with an emphasis on cultural immersion (heritage, history, culture, dance and language), leadership (team interaction, conflict resolution and negotiation skills) and careers and further study. As part of the program students attended excursion or immersion day. Some highlights from 2018 below :The Mila students had a great trip to Perth in November 2018. A visit to Curtin University included a yarning circle with Aboriginal staff from Curtin University, a tour of the campus and a visit to Curtin University Centre for Aboriginal Studies. Discussions on further education pathways, roles in the University and new courses were amongst the topics that the students engaged in. Next stop was one of our key supports South32 headquarters, where we met with South32 staff to hear about their operations and their ongoing support to Collie and to the Mila Program.Next stop Yagan Square (the Mila Students have been studying the story of the Warrior Yagan during the Mila sessions this year) and finally a pit stop at Basketball WA to shoot a few hoops before heading back home to Collie. Basketball WA are co-sponsors of the successful Streetball project that had been led by the Mila Foundation in 2018 and kicks off again in 2019.

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National Science Week – Mila Foundation Student VideoThe Mila Students were excited to play their part in the National Science Week where they made a short video sharing their research on our First Peoples contribution to modern science. One of our students, Raymond Ugle, joined his Pop (local Elder Joe Northover) in doing Welcome to Country, a powerful experience watching different generations sharing our rich Aboriginal history, heritage and culture.

An annual cultural immersion visits to the site of Roelands mission.

The 2018 Roelands Mission Trip was held at the end of June. Our Mila girl student did a traditional cook-up and the boys went off and learnt some more traditional dance and culture.

An annual cultural immersion visits to the site of Roelands mission.The 2018 Roelands Mission Trip was held at the end of June. Our Mila girl students did a traditional cook-up and the boys went off and learnt some more traditional dance and culture.

2019 and beyond.This year we had Ashley Chitty who works with South32 join us as a mentor to support the Mila Foundation Aboriginal Youth program. Ashley is a local Collie / Noongar Wilman woman. She is very engaged and the students see her as a great role model. We have also had Zac Farrow who is a Curtin University Graduate help out with funding/grant applications so that we can ensure long term sustainable of the Mila Foundation Aboriginal Youth program. Watch this space in 2019!

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AttendanceAttendance is one of the most important factors in determining academic success and is also one of the greatest challendges for parents and staff. Throughout 2018 we continued to work with parents to address concerns around attendance. Regular phone calls, texts and emails were sent to inform parents when their child was absent.

Regular non-attenders were followed up with formal letter and an invitation to attend the school to discuss and find solutions to any issues identified. Home visits were also conducted and play an important role in trying to assist parents with children who refuse to attend school. The Student Services team continues to provide advice and assitance to parents on ways to support their children to attend school regularly and on time.

As shown in the table below Year 9 and Year 10 studetns had the lowest attendance rates overall and this will be a focus area for 2019. This is an identified problem across the region. In Term 3 the Regional Attendance Team began a strategy to intervene with students earlier in Year 10 to prevent Year 11 disengagement.

TECHNOLOGY & ENTERPRISE

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From Year 7 to Year 12 the students in the Technologies learning area design, created and/or engineered a massive variety of projects. In Woodwork the projects ranged from pencil holders to a giant tic tac toe game to coffee tables to storage unit to stools. In Metalwork students worked on sheet metal signs, tool boxes, wind vanes and bike racks for the school in amongst other exciting projects. Engineering students designed and engineered projects investigating aerodynamics, structural engineering and dam construction to name a few. Food Science students created a variety of tasty dishes across all year levels ranging from the easy – pikelets and fruit kebabs to difficult cordon bleu dishes.

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Int

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ho

us

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wIm

mIn

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Champion Boy & Champion Girl Awards

Archie Boyle Emilea Shepherd

Brady Becker Payton Marley & Brydie Hanns

YEA

R 7

YEA

R 8

YEA

R 9

Daniel Bentley Laura Crowe

YEA

R 10

Hayden Whiteaker Morgan Becker

UPP

ER S

CH

OO

L

Liam Shepherd Courtney Crowe

WINNING HOUSEGRIFFIN

Positive Behaviour Support ARCH AWARD WINNERS

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At Collie Senior High School we have four school wide expectations that help us to establish and maintain an effective school environment.

Aspiration * Respect * Commitment * HonestyOver the year students collected points for demonstrating these expectations.A total of 232 students achieved BRONZE (50 points).A total of 220 students achieved SILVER (150 points).A total of 7 students achieved GOLD (300 points).

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VO

CAT

ION

AL

EDU

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Our annual School Ball was held on Saturday 24th March

-Photographs courtesy of Bylund Photographics. Copies available for viewing and purchase at

Pete’s Menswear Collie

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Interhouse Athletics Carnival

HOUSE POINTS TALLY1st - Phoenix 14342nd - Griffin 13043rd - Wellington 12294th - Muja 1039

-individual award winners-

Year 7 Year 8 Year 9 Year 10 Upper SchoolRunner Up Runner Up Runner Up Runner Up Runner UpOlivia Earnshaw Ruby Fraser Tiara Plummer Jade Hindle Brooklyn NelsonChampion Champion Champion Champion ChampionIsabella Peden Payton Marley Jaide Read-Wallis Belle Ramshaw Grace Sheppard

Runner Up Runner Up Runner Up Runner Up Runner UpJudd Rinder Shadow McLarty Zac Pilatti Jack Rinder Matthew HendersonChampion Champion Champion Champion ChampionEarl Madridenos Sheymus Carter Darcy Stinten Dylan Benton Spencer Stone

FEM

ALE

SM

ALE

S

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On Wednesday the 12th September we had a great day for our Interhouse Athletics Carnival. There were lots of great individual efforts and a lot of fun with the novelty events throughout the day. There were many records broken in different events, however, there

could only be one winner-Well Done Phoenix!

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ENGINEERINGTRADES COURSE

2018

ARCH ACTIVITY DAYAspiration, Commitment, Respect and Honesty

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COUNTRY WEEK

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Music Performances

Year 12 Graduation

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TOP COURSE AWARDS Graduation 2018Top Student Award for ATAR Visual Arts Ashliegh Chapman Top Student Award for General Art Erin MurphyTop Student Award for Certificate II Visual Art Teagan Sewell

Top Student Award for ATAR Media Production and Analysis Tierni Flanagan Award for Excellence in General English Courtney CroweTop Student Award for ATAR English Ben CrespiTop Student Award for Preliminary English Bianca Radomiljac

Award for Excellence in Mathematics Essentials Maddison PaleyAward for Excellence in Mathematics Applications Emersen Dewar Top Student Award for Mathematics Methods Riley KeenTop Student Award for Preliminary Mathematics Bianca Radomiljac

Top Student Award for ATAR Chemistry Benjamin CrespiTop Student Award for ATAR Physics Riley KeenTop Student Award for ATAR Human Biological Science Emersen Dewar

Award for Excellence in General Physical Education Studies Brooklyn NelsonAward for Excellence in ATAR Physical Education Studies Brendan MurphyTop Student Award for Cert II Sport and Recreation Brooklyn Nelson

Top Student Award for Materials, Design and Technology – Wood Courtney CroweTop Student Award for Materials, Design and Technology – Metals Kolbee FleayTop Student Award for Food Science and Technology Charlotte Koval-CartledgeTop Student Award for Preliminary Food Science and Technology Bianca RadomiljacTop Student Award for Certificate II in Digital Media Technology Alex GarrettTop Student Award for Certificate II in Engineering Matthew HendersonTop Student Award for Certificate II in Community Services Layla-Rose HubandTop Student Award for Certificate I in Agrifoods Bianca Radomiljac

Award for Excellence in Career and Enterprise Courtney CroweTop Student Award for Workplace Learning Joel Stinten

John Mumme School Community Service Award Matthew HendersonParents and Citizens Leadership Achievement Award Emersen Dewar The Mick Murray MLA Positive Achievement Award Brodie PipeThe Rick Wilson MP O’Conner Book Award Olivia RobertsCaltex Best All Rounder Emersen DewarAMWU Scholarship Tierni FlanaganCFMEU Scholarship Emersen DewarEliza Davis Memorial Award Juliet Ager-SpavenECU South West Award Ashliegh ChapmanECU Personal Excellence Scholarship Tamsin BlurtonA.R.C.H Award Tilara WhiteakerA.R.C.H Award Teagan SewellADF Leadership and Teamwork Award Courtney CroweCollie Eagles Football Club Sportsperson of the Year Award Spencer Stone Year 12 VET DUX Award Courtney CroweYear 12 Lions Club of Collie Fred Scharf DUX Award Emersen Dewar

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TOP COURSE AWARDS Graduation 2018Top Student Award for ATAR Visual Arts Ashliegh Chapman Top Student Award for General Art Erin MurphyTop Student Award for Certificate II Visual Art Teagan Sewell

Top Student Award for ATAR Media Production and Analysis Tierni Flanagan Award for Excellence in General English Courtney CroweTop Student Award for ATAR English Ben CrespiTop Student Award for Preliminary English Bianca Radomiljac

Award for Excellence in Mathematics Essentials Maddison PaleyAward for Excellence in Mathematics Applications Emersen Dewar Top Student Award for Mathematics Methods Riley KeenTop Student Award for Preliminary Mathematics Bianca Radomiljac

Top Student Award for ATAR Chemistry Benjamin CrespiTop Student Award for ATAR Physics Riley KeenTop Student Award for ATAR Human Biological Science Emersen Dewar

Award for Excellence in General Physical Education Studies Brooklyn NelsonAward for Excellence in ATAR Physical Education Studies Brendan MurphyTop Student Award for Cert II Sport and Recreation Brooklyn Nelson

Top Student Award for Materials, Design and Technology – Wood Courtney CroweTop Student Award for Materials, Design and Technology – Metals Kolbee FleayTop Student Award for Food Science and Technology Charlotte Koval-CartledgeTop Student Award for Preliminary Food Science and Technology Bianca RadomiljacTop Student Award for Certificate II in Digital Media Technology Alex GarrettTop Student Award for Certificate II in Engineering Matthew HendersonTop Student Award for Certificate II in Community Services Layla-Rose HubandTop Student Award for Certificate I in Agrifoods Bianca Radomiljac

Award for Excellence in Career and Enterprise Courtney CroweTop Student Award for Workplace Learning Joel Stinten

John Mumme School Community Service Award Matthew HendersonParents and Citizens Leadership Achievement Award Emersen Dewar The Mick Murray MLA Positive Achievement Award Brodie PipeThe Rick Wilson MP O’Conner Book Award Olivia RobertsCaltex Best All Rounder Emersen DewarAMWU Scholarship Tierni FlanaganCFMEU Scholarship Emersen DewarEliza Davis Memorial Award Juliet Ager-SpavenECU South West Award Ashliegh ChapmanECU Personal Excellence Scholarship Tamsin BlurtonA.R.C.H Award Tilara WhiteakerA.R.C.H Award Teagan SewellADF Leadership and Teamwork Award Courtney CroweCollie Eagles Football Club Sportsperson of the Year Award Spencer Stone Year 12 VET DUX Award Courtney CroweYear 12 Lions Club of Collie Fred Scharf DUX Award Emersen Dewar

TOP STUDENT AWARDS

The Arts AwardsTop Student in Year 11 Certificate II Visual Arts Aimee MatthewsTop Student in Year 11 ATAR Visual Arts Macy RobinsonTop Student in Year 11 General Visual Arts Taylia RyanTop Year 11 Student Preliminary Visual Arts Jake Jorgensen

Career and Vocational Education Awards Top Year 11 Student for Careers and Enterprise Jessica MurphyTop Year 11 Student for Workplace Learning Hollie Pola

Health and Physical Education Learning Area AwardsTop Year 11 Student in ATAR Physical Education Studies Ethan Harrison-BrownTop Year 11 Student in General Physical Education Studies Kieran EscottTop Student in Certificate II Sport & Recreation Melanie Craker

Humanities Learning Area Awards Top Year 11 Student for Preliminary English Jake JorgensenTop Year 11 Student for General English Ebony StanleyTop Year 11 Student for ATAR English Macy RobinsonTop Year 11 Student for ATAR Media Production and Analysis Teegan Biluta

Mathematics Learning Area Awards Top Year 11 Student Preliminary Mathematics Jake JorgensenTop Year 11 Student for Mathematics Methods Ethan Harrison-BrownTop Year 11 Student for Mathematics Applications Sophie WilliamsTop Year 11 Student for Mathematics Essentials Kieran Escott

The Science Learning Area Awards Top Year 11 Student for Chemistry Ethan Harrison-BrownTop Year 11 Student for Human Biology Macy RobinsonTop Year 11 Student for Physics Ethan Harrison-Brown

The Technology and Enterprise Learning Area Awards Top Year 11 Student Certificate I Agrifood Operations Jake JorgensenTop Year 11 Student for Materials Design and Technology – Wood Jessica MurphyTop Year 11 Student for Materials Design and Technology – Metal Hollie PolaTop Year 11 Student for General Food Science and Technology Emma-Lee CrerarTop Year 11 Student for Certificate II Info Digital Media and Technology Aaron Warr-HassallTop Year 11 Student for ASDAN Jake Jorgensen

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SCHOLARSHIPS AND SPECIAL AWARDS

Rotary Positive Image Award Sophie Williams

Watts Award for Positive Change Nikkita Goldsmith

Year 11 Synergy Uni Link Scholarship Ethan Harrison-Brown

AMWU Memorial Scholarship Hollie Pola

Combined Mining Unions Scholarships Liam Shepherd Grace Sheppard

Year 11 Collie Senior High School Citizenship Award Liam Shepherd

Year 11 Positive Achievement Award Taylia Ryan

Edith Cowan Year 11 Citizenship Award Melanie Craker

ARCH Awards Gabrielle Amundsen Jessica Murphy Jake Jorgensen

Top VET Student Award Jessica Murphy

The Scope Business Imaging Scholarship Top ATAR Student Award Macy Robinson

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Year 7 - 10 PresentationYEAR 7 – 10 MAJOR AWARDS 2018

Year 7 CSHS House A.R.C.H AwardGriffin – Lexi PhililpsMuja – David Guppy Phoenix – Ebony Whitney Wellington – Baxter Miller

Year 8 CSHS House A.R.C.H AwardGriffin – Brydie Hanns Muja – Emily Williams Phoenix – Adam Worlley Wellington – Bibi Buckle Year 9 AMWU A.R.C.H AwardShannon Boston Jasyn Roney Lachlan Papalia Jack Rees-Crowe Year 10 CFMEU A.R.C.H AwardTara Read-Wallis Darcy Croft Jade Hindle Nikki Harrington Year 8 Sandra Elias Award Most progress by an Aboriginal StudentJewell Spooner Leadem Stream Ivan Narrier Chevy Ellison Katie Steadman

Year 7 – 10 Collie Police Community Award Brianah Briggs Cassidy Coyne

Year 9 Collie Unity Bank Most Improved Student Kiarhna Wilson

Year 10 Bendigo Bank Most Improved Student Gabby Nitschinsk Year 10 ADF Leadership and Teamwork Award Darcy Croft

Year 7-10 Collie-Cardiff Returned Servicemen’s League ANZAC Spirit Award Seth Scolari Year 10 Christopher Watts Memorial Scholarship Samara Coverley Zane and Noah Moloney

Year 10 AMWU Scholarships Samara Coverley Tara Read-Wallis

Year 10 CFMEU Scholarships Ankia Pelser Olivia Putland

Year 7 Synergy Scholarship Ebony Whitney Year 9 Synergy Scholarship Carson DewarYear 10 Synergy Scholarship Ankia Pelser Samara Coverely

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House Shield Winner Phoenix and Griffin

Top Year 7 White Building Company Scholarship Ebony Whitney Top Year 8 Margaretta Wilson Scholarship Jackson Rabaud Top Year 9 Collie Pioneer Day Lodge Scholarship Carson Dewar

Top Year 10 Collie Rotary Club Herbert Rowe Scholarship Samara Coverley TOP COURSE AWARDS

Year 10English – Samara Coverley Humanities and Social Sciences – Samara CoverleyMathematics – Samara Coverley Science – Samara Coverley Health & Physical Education – Jack Rinder & Morgan Becker Visual Arts – Kade Bergersen Performing Arts – Zoe CarterPhotography – Samara CoverleyMusic – Olivia Putland Media – Tara Read-Wallis Woodwork – Temilee MummeMetalwork – Belle RamshawFood, Science and Technology – Ankia PelserInformation Technology – Brianah Briggs Career Education – Samara Coverley

Year 9English – Quinn Douglas Humanities and Social Sciences – Quinn DouglasMathematics – Jarrad Sloan and Lachlan Papalia Science – Jarrad Sloan Health & Physical Education – Carson Dewar & Laura Crowe Visual Arts – Grace EarnshawDrama – Lachlan Sloan and Jarrad Sloan Photography – Seth Hinsey Classroom Music – Quinn DouglasDance – Laura Crowe Woodwork – Jasyn RoneyMetalwork – Jaide Read-WallisFood, Science and Technology – Mikayla FleayInformation Technology – Jarrad Sloan

Follow the Dream AwardsChevy Ellison Porshia Ellison Lexi Phillips

Completion of the Lower School Instrumental Music Program Brianah Briggs Zoe Carter Alyssa HarroldKyannah Johansen Ankia Pelser Olivia Putland

Year 8English – Jackson Rabaud Humanities and Social Sciences – Jackson RabaudMathematics – Jackson Rabaud Science – Jackson Rabaud and Quinlan Croft Health & Physical Education – Adam Worlley and Jorja DaviesVisual Arts – Brydie HannsPerforming Arts – Jackson Rabaud Photography – Jorja Davies Classroom Music – Shae Digney Engineering – Keeley CollierMaterials – Jorja DaviesFood, Science and Technology – Keely BlurtonInformation Technology – Matthew Ager-Spaven

Year 7English – Ebony Whitney Humanities and Social Sciences – Chance Cocker Mathematics – Chance Cocker Science – Chance Cocker Health & Physical Education – Judd Rinder and Chloe Townsend Visual Arts – Phoebe Stocks Performing Arts – Oscar PernichPhotography – Alyssa Bowden Classroom Music – Ebony Whitney Engineering – Ebony WhitneyMaterials – Oscar PernichFood, Science and Technology – Montana-Cody WhiteInformation Technology – Anahera Taare

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Collie Senior High School

Documents

Transcript of Collie Senior High School