NSW Department of Education & Training

8418

2010 Annual School Report

Warilla High School

NSW Public Schools – Leading the way

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Our school at a glance

Students

Warilla High School is a thriving and highly

successful secondary school located in the

Shellharbour School Education area. Over the

past 5 years, enrolments have steadily increased

and in 2010 we had 1184 students comprising

613 males and 571 females. The school has a

strong, positive reputation in the broader

community and hence attracts a high level of ‘Out

Of Area’ students. To reduce the impact of the

school becoming too large a tight cap has been

placed on non local placements. We have strong

enrolment numbers from our partner Primary

Schools at Shellharbour, Shell Cove, Flinders,

Warilla and Barrack Heights. The school operates

a full Support Unit with 5 classes to support

students with special needs. These include an ED

class, an Autism class, 2 IM classes and a multi

categorical class.

The majority of our HSC student graduates

continue their education either at TAFE,

University or other tertiary institutions.

Approximately 35% of our students join the

workforce or undertake traineeships and

apprenticeships.

Staff

In 2010 our full-time teaching staff was 82. In

addition there were approximately 19.8 non-

teaching staffs including School Administrative

Support Staff (SASS), Aboriginal Educational

Officer and Worker and School Learning support

Officers (SLSO’s).

The staff is highly experienced, motivated,

innovative and dedicated to improving the

learning and lives of our students.

All teaching staff meet the professional

requirements for teaching in NSW public schools.

Significant programs and initiatives • A Positive Behaviour for Success Program

(PBS) focussing on improving behaviour and

school tone.

• Broad Vocational Educational & Training (VET)

options for senior students

• Extension activities for Gifted & Talented

students.

• Careers and Education Transition programs in

both junior and senior years.

• Student leadership initiatives and a pro-active

SRC.

• A ‘Girls in Sport’ program that focuses on

improving participation of females in physical

activities.

• A strong Student Volunteering Program.

• Youth Worker in Schools Program supported

by Shellharbour Council.

• Anti-bullying, stress management, and

resilience workshops for students in Years 7 to

12.

• A strong partnership with the St Vincent de

Paul Society incorporating student

volunteering, workplace learning

opportunities, mentoring programs and a

Breakfast Club.

• A ‘Leo Club’ affiliated with the Lions

Community Service organisation which

undertakes charitable and volunteer work.

• Peer Support Program

• Peer Mediation Program

• A sporting and academic partnership with

Warilla Bowling Club.

• A partnership with the Education Faculty at

Wollongong University’s ‘AIME’ program to

mentor and support learning of Indigenous

students.

• Aboriginal Homework Centre

• Professional Experience Program - student

teachers.

• Yr 8 Numeracy Elective class

• Yr 8 Leadership Camp

• Yr 11 ‘Crossroads’ and Personal Development

Camp

• Yr 12 Student Mentoring Program

• A Study Skills Seminar for Years 7 to 12.

• A Literacy Improvement Program working

collaboratively with partner primary schools.

Student achievement in 2010

NAPLAN Highlights

This year demonstrated that the school’s ongoing

commitment to improving our performance in

literacy and numeracy are beginning to have an

impact. The main highlights of our results this

year were:

• Numeracy results in both Years 7 and 9 were

outstanding. In Year 7 the average growth of

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students improved from 55.2 marks to 60

marks. In Year 9 Numeracy the improvement

was 18.9 marks, from 25.1 in 2009 to 44 marks

this year.

• Year 7 writing results were outstanding. In

2009 the school average growth was 27.5

marks. This improved to an average growth of

41 marks in 2010. The result went from 5

marks below state average growth to 4 marks

above state average growth.

• Writing results for Year 9 girls were also

outstanding. Average growth for this group of

students was 10 marks above state average.

This has improved by 14.2 marks over the

2009 results.

• Year 9 results in grammar and punctuation

were one mark above state average for this

year. This is an enormous achievement as

traditionally our school underperforms the

state in grammar and punctuation.

These improved results reflect the hard work of

the school literacy team in analysing our NAPLAN

results and implementing strategies to address

identified areas of underperformance. It also

reflects the hard work of staff in implementing

the agreed literacy strategies within their

classrooms.

School Certificate

In the 2010 School Certificate our results

indicated that we obtained results that were

similar to those in 2009.

In English, 74% of students obtained marks in the

top 3 bands and in Science it was 59%.

It was disappointing that we did not obtain as

many Band 6 and Band 5 results as previously,

but it was pleasing to see that there were no

Band 1 results in English, Mathematics or Science.

In Computing Skills, 29% of students were

assessed as highly competent and 67% as

competent.

COMPARATIVE PERFORMANCE

2009-10 SCHOOL CERTIFICATE

BAND ENGLISH MATHEMATICS SCIENCE

2009 2010 2009 2010 2009 2010

6 2 2 4 4 6 1

5 57 37 21 10 47 31

2 3 6 29 45 10 19

1 0 0 2 0 1 0

COMPARATIVE PERFORMANCE

2009-10 SCHOOL CERTIFICATE Cont.

BAND GEOGRAPHY/CIVICS HISTORY/CITIZENSHIP

2009 2010 2009 2010

6 1 0 0 0

5 31 13 22 3

2 24 3 29 55

1 1 8 3 4

Higher School Certificate

In 2010 our students sat for 29 subjects

examinable by HSC exams.

Students also undertook 7 HSC subjects that did

not involve formal exams and studied over 9

different Certificate Courses at TAFE ranging from

Animal Care to Journalism.

Our results indicated we obtained:

− 6 Band 6 results Top

− 47 Band 5 results 3

− 182 Band 4 results Bands

− 26 Band 1 results (lowest Band)

It is pleasing to note that the majority of subjects

had students achieving results in the top 3 Bands.

Messages

Principal’s message

Warilla High School is an outstanding

Comprehensive educational institution that

services the growing Shellharbour and Warilla

communities. Students are provided with a huge

range of opportunities to succeed in academic,

sporting, cultural, artistic and community service

activities.

Of critical importance is our focus on developing

positive, civic minded students who are skilled

and confident to face the future. Our efforts

have been acknowledged in this area by being

awarded the 2010 COHESIVE SCHOOL

COMMUNITY AWARD – an award open to public

and private schools. It acknowledges the

excellent relationships and work by a wide range

of community groups, organisations and the

school to improve learning and opportunities for

our students.

The school excels in a wide range of individual

and team sports including surfing, lawn bowls,

rugby league, golf, rugby union, soccer, AFL and

cricket. This is due to the enthusiasm and

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professional support of both the teaching staff

and community sporting groups and clubs.

Hence Warilla has been the champion school in

the Shellharbour District for the past 6 years and

holds regional awards in soccer, cricket and rugby

league.

The school strives for academic excellence and

faculties have undertaken a rigorous

commitment to improve learning outcomes for

all students. Our focus on ‘writing’ in 2010 saw

significant improvements in results for students

in Year 9. Our Science students were also highly

successful in a Statewide Engineering

Competition, being among the state’s best. Many

students were successful in obtaining distinctions

and credits in a range of state and national

competitions for Mathematics and Science.

In 2010 Warilla High School had students named

as Regional ‘Volunteer of the Year’ and Regional

‘Indigenous VET Student of the Year’. One of

these students was also acknowledged as one of

only eight students statewide to be awarded the

‘Marie Bashir’ (State Governor) Peace Award for

her work in volunteering and community service.

We have continued our strong work in improving

outcomes for our Indigenous students. It is

supported by a highly effective Homework Centre

on Wednesday afternoons which is staffed by

teachers and volunteer mentors from

Wollongong University as part of the AIME

Program. This is a positive mentoring initiative

which is supplemented by outstanding work by

our AEO. Hence, our NAPLAN results reflected

very positive results for our Indigenous students.

The school has a very positive and active P&C

that provides strong financial support to the

school and assists our students. The P&C donates

diaries to all students in the junior school, Years 7

to 10.

A highly visible, proactive SRC provides a voice for

the students and promotes a wide range of

activities to support students and community

groups.

The school has an exceptional tone and ethos. It

is reflected in comments made by visitors and in

feedback from students in surveys undertaken.

Students enjoy attending Warilla High School,

teachers enjoy teaching at Warilla High School

and are proud to be a part of this great learning

community.

I certify that the information in this report is the

result of a rigorous school self evaluation process

and is a balanced and genuine account of the

school’s achievements and areas for

development.

Glenn Isemonger

P & C

Warilla High School P&C is run by a dedicated

group of parents and citizens.

Our aim is to provide positive ways to support

our students and to assist the school by providing

financial support for important initiatives.

This year we have been able to provide $17233

for book packs, diaries and covers, honour roll

replacement board and student outdoor settings.

Most of our money is raised by our canteen

which is run by 3 supervisors and a band of

volunteers. Without them this would not be

possible.

A music trivia night was held this year for the first

time with the money raised going towards the

outdoor settings.

Our meetings are always well attended, very

informative and often attended by Head Teachers

from different faculties who address parents on a

range of programs and initiatives operating at the

school.

Our P&C executive committee is:

President Jill Boothman

Vice Presidents Julie Holloway, Nikki Gallagher

Treasurer Richard Sharp

Secretary Maree Lewry

All are welcome to attend our meetings to help

support the school and our students.

Jill Boothman

President

Student representative’s message

The SRC had a very productive year making it one

of the busiest on record. Throughout the year,

the SRC undertook many activities to promote

the great attitude and image of Warilla High

School. The year started with a Valentines Day

anonymous flower and card service. This was an

innovative idea put forward by the SRC to raise

money for our sponsor child, Charo Unda, from

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Kenya. Students also organised a Mufti Day to

raise awareness of the plight of children in third

world countries and to gain an appreciation of

the standard of education we receive at our

school in comparison.

Students also raised money for a number of

charities that support good causes. These

included Jeans for Genes, Daffodil Day, Pakistan

Flood Victims Relief, Unicef Day, Shades for Aids,

Legacy Day, Anglicare - Toys and Tucker and

raising money for the homeless. The SRC also

organised a successful Year 12 BBQ in Term 3.

Additionally, students ran a drive to collect

clothes on behalf of the Salvo’s to aid their winter

appeal, providing clothes for many needy people

during the colder months.

SRC students collecting for Legacy at Warilla Grove

The SRC also organised and participated in the

‘World’s Greatest Shave – Shave for a Cure’ day.

Over $500 was raised for this worthy cause to

help fund research into Leukaemia. It was very

well supported by both staff and student

There was also a significant change to the

structure of the senior SRC. In previous years only

4 Year 12 representatives were elected. However

this year it was decided by staff and students that

there would be 6 Year 12 representatives. Along

with 4 representatives from all the other year

groups, it allows for an expanded SRC to meet the

growing number of activities it undertakes.

As well as charity work, the SRC were involved in

leadership development by organising, attending

or assisting in the following:

• Year 7 ‘Welcome to Warilla High School’

Afternoon Tea for parents and students

• Gilmore Youth Leadership Forum

• Elevate Young Leader’s Day

• Formal assemblies and presentations

• SRC Induction Ceremony

• Year 12 Farewell Graduation

• School Discos

• ANZAC and Remembrance Day ceremonies

The SRC is a very important facet of the school

and works hard to enhance Warilla High’s

reputation as one of the best schools in this area.

Kelly Avnell and Stephen Hawkins

SRC Co-ordinators

School context

Student information

It is a requirement that the reporting of

information for all students must be consistent

with privacy and personal information policies.

Student enrolment profile

Student Enrolment 2006 2007 2008 2009 2010 Male 543 572 581 583 613 Female 504 527 533 568 571

There has been consistent growth in student

numbers for the past 5 years.

Changes in the Primary school drawing areas are

being reviewed to stabilise our size.

In 2010, our total enrolment was 1184 students,

plus 50 students in the Support Unit.

Student attendance profile

The table below shows that the attendance rates

are above regional levels and close to par with

the state average. Our attendance pattern is

consistent with both region and state in that the

junior years have a higher rate of attendance

than senior years.

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School Attendance Year 2007 2008 2009 2010 School 7 91.8 91.8 8 90.4 89.5 9 88.6 88.8 10 89.0 89.1 11 88.1 90.8 12 89.3 88.1 Total 89.2 94.5 89.3 89.7 Region 7 91.8 91.7 8 89.7 89.5 9 88.4 88.1 10 88.1 87.4 11 89.3 87.9 12 88.2 88.0 Total 89.2 89.1 89.2 88.8 State 7 92.3 92.6 8 90.0 90.5 9 88.8 89.1 10 88.7 88.3 11 89.4 89.1 12 89.4 89.8 Total 89.9 89.9 89.7 89.9

Management of non-attendance

Warilla High School places a high value on school

attendance. The school has an Attendance Policy

that reflects the DET Attendance Policy. From this

policy the school has developed the Warilla High

School Attendance Plan. This plan addresses

specific attendance objectives identified by the

school. The Attendance Plan is monitored by the

Head Teacher Student Administration in

conjunction with the teaching staff.

Additional SASS staff members are employed to

support the Attendance Plan through a weekly

‘phone home’ program. This program maintains a

positive communication with parents regarding

unexplained absences and truancy issues. The

program is a highly effective intervention

providing weekly feedback to parents regarding

attendance issues. It is also a valuable tool in

identifying underlying issues relating to non-

attendance.

The school utilises a number of other supporting

strategies that are identified in the Attendance

Plan including whole school awareness of

attendance procedures. There is specific

attendance monitoring for identified students by

the school Welfare Head Teacher and the

Welfare Team, including Year Advisors. Warilla

High School monitors and follows up on sport

absences and partial absences during the school

day. The school values a close working

relationship with the Home School Liaison Officer

(HSLO) as an added support strategy to address

non-attendance issues.

Retention to Year 12

The vast majority of students who complete the

HSC continue on with further education,

undertake apprenticeships and traineeships or

obtain full time work.

With the increased leaving age now 17 years,

98% of students return into Year 11 after

completing the School Certificate.

Planning was undertaken in 2010 to develop an

alternative education pathway for students who

did not want a HSC but needed to be engaged in

school until they turned 17 years of age.

The graph above indicates that our retention

rates are higher than the district but lower than

State average.

It should be noted that approximately 25% of

students who commence school in Year 11 will

leave before the HSC and go to other tertiary

education, traineeship, or employment.

Post-school destinations

Students who completed Year 12 in 2010 have

chosen the following post school destinations.

The majority of university placements were to

University of Wollongong.

Destination %

University Offer

TAFE and Apprenticeships

Australian Defence Force

Working Full Time

Working Part Time

Not Working / Unknown

30

22

5

17

5

21

6

Year 12 students undertaking vocational or

trade training

The opportunity to undertake courses which

directly link to work opportunities is an option

that once again has been chosen by a number of

Year 12 students. This enables the students to

gain real work experiences and the opportunity

to continue improving their skills and knowledge

in relation to a specific vocational path.

33 students (approximately 27%) commenced

courses in either Vocational Education and/or

TAFE.

Year 12 students attaining HSC or equivalent

vocational educational qualification

Students who complete a vocational or TAFE

course are awarded a second credential which

indicates exactly the competencies which they

have achieved. This can be used either for

advance standing into further associated

education, or to transfer straight to the

workforce. 29 students (approximately 24%)

completed the course which they had

commenced.

Staff information

It is a requirement that the reporting of

information for all staff must be consistent with

privacy and personal information policies.

Throughout 2010 there have been substantial

staff changes at Warilla High School. Mr Ashby,

Deputy Principal, announced his retirement and

his position is to be filled n 2011. In HSIE, Barry

Jones and Ben Spooner were appointed to

positions vacated by Vince Breen and Cathy

Buzik, who have both retired. Jade Hollis was

appointed to the English Faculty and Dian

Masters was promoted to Head Teacher English

on the retirement of Sue Zingel. Lin Anderson

also retired in 2010 and Stephen Henderson was

appointed to her position in the Mathematics

Faculty. Caroline Gibson replaced Jan Vasic who

retired from the Science Faculty. Denise Clune

was a new appointment to PDHPE. 2010 also saw

the retirement of Caz Jervis, Head Teacher

Creative Arts and Veronica Carroll was appointed

to commence in this position at the beginning of

2011. Changes to our SASS staff were the

appointment of Jacqueline Brown as a SAO

(School Administration Officer) and the

appointment of Michelle Cruickshank as a

permanent SLSO (School Learning Support

Officer), replacing Robyn Bayliss who also retired.

The end of 2010 saw the appointment of Leonie

Dixon who replaced Tim Carwright as School

Counsellor. Tim transferred to Kiama Public

School. Leonie will also be based at Warilla High

in 2011 as District Guidance Officer, replacing

Will Worthington in this position.

Staff establishment

Warilla High School has a highly professional staff

who have proven themselves to be outstanding

educators. We have 3 new scheme teachers who

are in the initial stages of their education career.

During 2010 Lorelei Wray has taken up the

position of Aboriginal Education Officer for

Sharon Maher who is on leave. She has done an

excellent job mentoring our Indigenous students

and developing their Personal Learning Plans

(PLPs).

Kellie Marsh from St Vincent De Paul and Louise

Hakkenbrock from Shellharbour Council, spend

considerable time in our school mentoring,

counseling and supporting our students.

Position Number

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) N/A

Head Teachers 13

Classroom Teachers 59.6

Teacher of Emotional Disabilities 1

Teacher of Mild Intellectual Disabilities 3

Teacher of Reading Recovery N/A

Support Teacher Learning Assistance 1.2

Teacher Librarian 1

Teacher of ESL N/A

Counsellor 1

School Administrative & Support Staff 19.772

Total 102.572

The school employs several Indigenous members

of staff. In 2010 we appointed Jacqueline Brown

to our SASS team at Warilla High School using

DET policy ‘Recommendation 55’. This policy

promotes Indigenous employment.

Additional to this, the school employs an

Aboriginal Education Officer and an Aboriginal

Education Worker. These employees work closely

with Indigenous students and their families to

develop a positive relationship with the school

and to support the development of the students’

PLPs (Personal Learning Plans). The school also

encourages members of our Indigenous

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community to work as volunteers (usually in

School Learning Support Officers’ roles) at the

school.

Teacher qualifications

All teaching staff meet the professional

requirements for teaching in NSW public schools.

Qualifications % of staff

Degree or Diploma 100

Postgraduate 26

Financial summary

This summary covers funds for operating costs

and does not involve expenditure areas such as

permanent salaries, building and major

maintenance.

Date of financial summary: 30/11/2010

Income $

Balance brought forward 503 077.71

Global funds 600 084.05

Tied funds 431 725.69

School & community sources 381 484.73

Interest 24 747.51

Trust receipts 99 256.05

Canteen 0.00

Total income 2 040 375.74

Expenditure

Teaching & learning

Key learning areas 204 150.47

Excursions 152 016.56

Extracurricular dissections 126 044.43

Library 18 342.21

Training & development 15 036.13

Tied funds 360 329.50

Casual relief teachers 180 654.14

Administration & office 197 926.91

School-operated canteen 0.00

Utilities 82 882.63

Maintenance 49 467.39

Trust accounts 208 110.98

Capital programs 19 884.34

Total expenditure 1 614 845.69

Balance carried forward 425 530.05

A full copy of the school’s 2010 financial

statement is tabled at the annual general

meetings of the parent body. Further details

concerning the statement can be obtained by

contacting the school.

School performance 2010

Warilla High School has had an exceptional year

in many aspects. The positive, enthusiastic

culture of the school has not only led to success

in many competitions and projects, but also

reflects the breadth of opportunities that are

offered to our students.

Achievements

Arts

The Creative and Performing Arts faculty offers

study in the areas of visual arts, visual design,

photography and digital media, music and dance.

Much of this is delivered in curriculum

programmes within the classroom. Opportunities

outside the classroom exist for students to

develop skills and promote participation in other

learning experiences such as art competitions,

excursions, and involvement in regional arts

groups.

Students participate in ever increasing numbers

in the various subjects offered in this Key

Learning Area, with elective classes continuing to

be strong and popular amongst the students as a

path of study. The expertise imparted by staff is

presented in a supportive environment, ensuring

students are able to perform and exhibit their

talents on stage and in exhibition spaces.

Highlights of 2010

Extra Curricular

ISER: Natalie Brown of Year 10 was in the ISER

Performing Ensemble as a dancer. She

participated in Workshops, Tars and Southern

Stars as a featured dancer.

Dance Troupe: Participated in Southern Stars

2010, in the section ‘Fashion’. Ms Neden, Mrs

Masters and Miss Hollis took the students to

dance rehearsals and to the performances.

School Band: A small but dedicated group of

students met each Wednesday at 3.00 pm to

enhance their musical skills and rehearse as an

ensemble.

Art Camp: Talented art students Caitlin George,

Matthew Hanly, Ethan Kane, Vanessa Necovski

and Kirsty Johannes spent three days at the

Regional Arts Camp in Canberra, working in

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drawing, painting, printmaking and ceramics.

They achieved a high standard.

Creative Arts Evening: Stage 6 Music and Drama

students presented public performances of their

HSC programs while Visual Art and Visual Design

students displayed works.

SCG Mural: Thank you to the Year 8 and Year 12

students who worked together to beautify the

SCG (School Centre for Games) wall, first sanding

and then painting the mural.

Achievements

Ride2School: Over 9500 entries were received in

the Bicycle NSW School’s Program initiative that

aimed to increase awareness of the importance

of helmet use. Katherine Minns from Warilla High

was selected as winner of the Illawarra Region in

the Bicycle NSW Helmet Design Competition!

Katherine was presented with a brand new Fluid

Mountain Bike and helmet. Brooke Wightman

was awarded second place and Zoe Roche came

third.

Packaging Design Challenge: Year 9 Visual Design

students entered the Annual Packaging Design

Challenge achieving great success in this

Australia-wide competition. The team of Melissa

Cleary and Tammy Kennedy were selected in the

top 10 and Holly Kane was awarded a Highly

Commended, in recognition of their designs for

products with an Australian theme and using

environmentally sustainable materials.

Excursions

Digital Storytelling: Year 9 PDM (Photography

and Digital Media) class and students from

several English classes attended the three day

Digital Storytelling workshop.

NSW Art Gallery: Year 11 Visual Arts students a

writing workshop.

Art Express: Students from Year 11 and Year 12

Visual Arts classes visited the Wollongong City

Gallery to view Art Express - works of the State’s

top HSC students.

Lake Illawarra Excursion: Year 8 Visual Arts

students, as part of their unit of work on

landscapes, went on a field trip to Lake Illawarra.

Wicked Excursion: 50 students from Years 9, 11

and 12 Music classes attended the musical

‘Wicked’ in Sydney.

Rock Music Concert: Year 11 Music students

attended a Rock Music Concert at the Australian

Institute of of Music.

West Wollongong TAFE Visual Arts Excursion:

Visual Arts students from Year 10 and Year 11

attended West Wollongong TAFE to experience a

day as a Visual Arts student.

A

Cappella Workshop: 15 students from Years 7 to

10 travelled to Canberra to attend an A Cappella

Workshop with a top New Zealand barbershop

quartet, the Musical Island Boys.

Katherine’s

winning entry

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Southern Stars: 8 students from Years 7, 8 and 9

joined the 700 strong mass choir for Southern

Stars 2010.

SSO: Year 7 students attended an interactive

concert by the Sydney Sinfonia Orchestra held in

the ABC Centre at Ultimo Sydney.

Sport

Warilla High School has a long history of

outstanding sporting success which continued in

2010. In Terms 1 and 4 students participated in

over 20 recreational sports, at both school and

community facilities. In Term 2 and 3 students

competed in Southern Illawarra Zone Grade

Sport. Once again our school was crowned the

Southern Illawarra Combined Sporting

Association’s Champion School for the 6th time in

7 years. This result was achieved through our

superior performance overall in grade sport and

the swimming, cross country and athletics

carnivals of our zone. The following table lists our

position in these competitions:

Zone Swimming 2nd

Zone Cross Country 1st

Zone Athletics 2nd

Zone Sport 1st

Overall Zone Champion School 1st

Other Sporting Achievements

• Jye Brooker (Year 7) was selected in the NSW

Little Athletic team to compete in the

Australian Little A’s Championship in Brisbane

in the 80m Hurdles and Triple Jump.

• Laura Nealon (Year 11) and Kate McKinley

(Year 12) were selected in the South Coast

Open Girls Hockey Team to compete in the

NSW CHS Championships at Grafton.

• Joshua Bray (Year 9) won the South Coast

Under 15 Tennis Championships and

represented South Coast at the CHS Tennis

Championships.

• Kerrod White and Nathan McAndrew were

selected in the South Coast Open Cricket

Team for the NSW CHS Cricket championships.

Kerrod captained the team and both boys

performed at a high level. Kerrod made it into

CHS 1sts and was the second most valuable

player at the carnival. Kerrod went on to

represent NSW in the All Schools Cricket

championships and they won the carnival,

scoring over 1,000 runs in 5 games.

Kerrod White and Nathan McAndrew

• Taryn King, Rachel Potter and Kayla Hill-Smith

were selected in the Shellharbour Area Open

Girls Soccer to trial for the South Coast Team.

Rachel was selected in the South Coast Team

and Taryn and Kayla were selected as shadow

players.

• Paige Kumeroa (Year 12) was selected in the

NSW Open Mixed Touch Football Team. Paige

was the youngest player selected.

• Jordan Field was selected in the South Coast

Under 16 Touch Football team to compete at

the NSW CHS Touch Championships.

• Corey Belsito and Tom Riley were selected in

the Under 16 South Coast Touch Team to

compete in the NSW CHS Touch

Championships.

• Blake James placed 3rd in the 2 Klm Beach Run

for Under 17 Boys at the Australian SLSC.

Blake also finished 3rd in 2009.

• Blake Holz won the 2010 Prime 90 Golf

Championships.

• Kyle Johannes, Aaron

Spears and Wilson

Patuwai won the CHS

NSW Lawn Bowls

Triples title. Kyle

Johannes was named

bowler of the carnival.

Kyle Johannes

• Kyle Johannes, Aaaron Spears and Stephanie

Hili were in the NSW Lawn Bowls Team and

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won the Quad Series against South Australia,

Western Australia and Victoria.

• South Coast Bowls Team selections - Kyle

Johannes, Wilson Patuwai, Aaron Spears and

Stephanie Hili.

• NSW State Lawn Bowls Team selections - Kyle

Johannes, Wilson Patuwai, Aaron Spears,

Stephanie Hili and Justine Walsh.

• South Coast Lawn Bowls Singles and Pairs

Championships - Kyle Johannes won the Open

Boys Singles; Justine Walsh won the Open

Girls Singles; Jessica Hili won the Under 15

Girls Singles; Tiana-Lee Elphick teamed with a

student from Bomaderry High to win the

Mixed Open Pairs and Cody Boothman and

Joshua Balmer won the Under 15 Mixed Pairs.

• Tegan James, Allison Stone, Cassandra

Naydovska and Rhianna Drake won Silver in

the 13/14 Years Girls Relay at the NSW CHS

Swimming.

• Sasha Robertson went to Korea for the World

Tae-Kwon-Do Championships.

• Zoe Elkerton (Year 11) was

the recipient of the

prestigious Pierre De

Coubertin Award for

Excellence in Sport.

At the National Swimming

Championships Zoe was

placed 1st - 100m Freestyle;

2nd - 200m Individual

Medley; 2nd - 400m

Freestyle, 4x100m Freestyle Relay, 4x50m

Individual Medley Relay and 3rd - 4x50m

Freestyle.

At the NSW CHS Swimming she won Gold -

200m Individual Medley, 100m Butterfly,

100m Freestyle, 200m Freestyle; Silver - 50m

Freestyle, 400m Individual Medley, 100m

Backstroke, 200m Freestyle Relay with Erin

Stone, Jaimi Catterall and Lauren Doughton.

• Regional Athletics: Jye Brooker achieved eight

1st Places, two 2nd Places and broke 3 records;

Rhianna Drake 1st in the 200m and 400m

Sprint; Under 14 Girls Relay 1st Place – Kirsten

Nash, Lara Roche, Rhianna Drake and Mikayla

Kostovski; Under 13 Boys Relay 1st Place – Kurt

Bedford, Jye Brooker, Reece McIntosh and

Luke Watts.

• Zone Athletics Champions

13 Years Boys Jye Brooker

17 Years Boys Blake James

14 Years Girls Rhianna Drake

17 Years Girls Karra-Lee Nolan

46 of our athletes were selected to represent

Zone at Regional Athletics.

• Under 14 Rugby League – our team were the

South Coast Champions for the Buckley Shield

and were in the final 8 in NSW. They were

narrowly beaten by Bass High School who

went on to win the competition. This team

also won the Steelers Shield.

• School Cross Country Age Champions

Age Girls Boys

12 Jessica Watson Aaron Hunter

13 Lacara Tungai Kurt Bedford

14 Zoe Pantanlon Blake Edgar

15 Tarquinne Clements Josh Bray

16 Jaimi Catterall Daniel Toskovski

17 Amanda East Robert Spears

• School Athletics Age Champions

Age Girls Boys

12 Brooke Coleman Alex Neloski

13 Ellie Fowler Jye Brooker

14 Stephanie Vowles Kurt Field

15 Jordan Field/

Ashley Hemres Josh Ansons

16 Michelle Vowles Simon Dunstan

17 Karra-Lee Nolan Blake James

• School Swimming Carnival – Due to inclement

weather the carnival was not held in 2010.

Other

2010 Australian Mathematics Competition

The Mathematics Competition is held each

year with approximately 500,000 participants

in the Australian Pacific region.

The competition is divided into 3 age groups:

11

Junior Years 7 and 8

Intermediate Years 9 and 10

Senior Years 11 and 12

Congratulations to Stephanie Vowles from

Year 8 who received a Distinction and

Matthew Roche who received a Credit.

The Australian National Chemistry Quiz

Only the very best Chemistry students enter

this competition Australia wide. Once again

we had students producing outstanding

results with 2 distinctions being awarded to

Tyson Arapali, Year 12 and Alysa Carter, Year

11 and 4 credits were also awarded.

Tyson Arapali and Alysa Carter

The Australian Science and Engineering

Challenge

For the first time we entered the Australia

wide Science and Engineering Challenge.

Remarkably, we won the regional final and

ultimately placed third in the state final. This

was an outstanding achievement and

congratulations to students in 9-1, 10-1 and

10-2 Science classes.

Academic

In the National Assessment Program, the results

across the Years 7 and 9 literacy and numeracy

assessments are reported on a scale from Band 1

to Band 10.

The achievement scale represents increasing

levels of skills and understandings demonstrated

in these assessments.

Yr 7: from Band 4 (lowest) to Band 9 (highest for

Year 7)

Yr 9: from Band 5 (lowest) to Band 10 (highest for

Year 9)

And in the School Certificate the performance of

students is reported in performance bands

ranging from Performance Band 1 (lowest) to

Performance Band 6 (highest).

Literacy – NAPLAN Year 7

Average growth in Year 7 literacy results was very

pleasing. In writing, expected growth at State

level was 30 points. Average growth of our

students in writing was 41 points, while the

growth at State level was 37 points. This is an

outstanding achievement and reflects efforts of

both Warilla High and our partner primary

schools in targeting writing as a priority area for

improvement. Two years ago our results

underperformed the State by 7.3 points. In

reading, our average growth was 50 points, which

is the expected growth rate across the State. In

spelling we also achieved State average growth.

Our grammar and punctuation results reflect

State growth, but are slightly below expected

growth. Overall, we are making excellent

progress. We need to keep working on improving

grammar and punctuation results in 2011.

12

Numeracy – NAPLAN Year 7

This year there has been a significant

improvement in Year 7 Numeracy results. In

2009 our results were of great concern. We were

13.3 points below State average growth. This

year the improvement has been remarkable.

State expected growth was 50 points and our

school growth in 2010 was 60 points. Girls did

particularly well, achieving an average growth

rate of 63 points. Performance by our Indigenous

students was an impressive 70 point average

growth. This improvement is in mainly due to the

efforts of the Mathematics faculty, who have

engaged in a serious program of self reflection

and analysis. Changes have been made to the

curriculum and to programming. The

Mathematics faculty have also implemented a

strategy of promoting best practice in teaching

aspects of the course. In addition, students are

now better prepared for the NAPLAN tests

through the introduction of a structured revision

and practice testing program which is

implemented by all teachers.

Literacy – NAPLAN Year 9

For our Year 9 cohort there has been a very

pleasing performance in several aspects of the

NAPLAN tests. There has been a pleasing

improvement in writing results. Our students

achieved average growth of 34 points, compared

to state average growth of 29 points. Girls were

largely responsible for this improvement, while

the performance of boys was below expected.

Grammar and punctuation results were also

surprisingly strong. School growth of 46 points

was above both expected growth and State

growth for both boys and girls and also

Indigenous students. The weaker areas of 2010

were reading, where school results were 4 points

below State average growth and spelling, which

was 3 points below State average growth. Year 9

girls underperformed in spelling.

13

Numeracy – NAPLAN Year 9

Numeracy results in Year 9 were very strong

across the board. Expected growth was 40 points

for Year 9. Our students achieved average

growth of 44 points which was comfortably

above expected growth and also above the State

average growth of 39 points. The solid growth

occurred in all categories. Girls and Indigenous

students performed very solidly in numeracy.

Reasons for this strong performance are similar

to those outlined above under Year 7 numeracy.

Progress in literacy

Considerable effort has been put into literacy in

2010 and further information is discussed in

more detail later in this report. Once again we are

particularly pleased with continued

improvements in writing which is largely due to

our school wide focus on narrative writing.

Progress in numeracy

Our progress has been slow in this area and while

there have been some exceptional individual

results, we have not reached our anticipated

targets. We will re assess our strategies to focus

on areas of highest need for improvement in

2011.

School Certificate

Our School Certificate results in 2010 indicate

that student marks were consistent with “Same

School Groups’ (SSGs) in all subjects. In

comparison to the State average, we were

marginally less in all subjects. All faculties tested

for the School Certificate have been asked to

submit a plan that aims to improve these results

for 2011. This aspiration is also reflected in one of

our main targets which is discussed in more detail

later in this report.

14

English Average Mark 2010

School SSG State

73.8 72.7 75.1

Performance band distribution Performance

band 1 2 3 4 5 6

Number in

band 2010 0.0 6 43 121 38 2

Percentage in

band 2010 0.0 2.9 20.5 57.6 18.1 1.0

School average

2006-2010 1.0 4.2 17.9 47.1 20.7 1.0

SSG average

2010 0.8 5.1 24.8 50.7 17.1 1.4

State average

2010 0.4 3.9 19.4 4.1 4.1 4.1

Mathematics Average Mark 2010

School SSG State

66.0 66.4 70.2

Performance band distribution Performance

band 1 2 3 4 5 6

Number in

band 2010 0 47 99 47 11 4

Percentage in

band 2010 0.0 22.6 47.6 22.6 5.3 1.9

School average

2006-2010 2.2 25.7 40.7 22.2 7.5 1.8

SSG average

2010 0.6 26.6 39.3 21.9 9.5 2.1

State average

2010 0.5 19.9 33.6 22.8 15.1 8.1

Science Average Mark 2010

School SSG State

71.8 72.0 74.6

Performance band distribution Performance

band 1 2 3 4 5 6

Number in

band 2010 0 19 61 97 32 1

Percentage in

band 2010 0.0 9.1 29.1 46.2 15.2 0.5

School average

2006-2010 0.6 11.7 28.8 39.6 14.9 1.8

SSG average

2010 0.8 10.6 29.8 35.0 20.8 3.0

State average

2010 0.5 8.4 24.2 32.7 26.7 7.5

Australian Geography, Civics & Citizenship Average Mark 2010

School SSG State

66.7 66.8 69.9

Performance band distribution Performance

band 1 2 3 4 5 6

Number in

band 2010 3 42 82 67 13 0

Percentage in

band 2010 1.5 20.3 39.6 32.4 6.3 0.0

School average

2006-2010 0.7 12.9 32.5 37.4 14.9 1.7

SSG average

2010 3.4 21.8 36.1 28.1 9.5 1.1

State average

2010 2.5 16.4 30.5 30.3 16.6 3.8

Computer Skills Average Mark 2010

School SSG State

73.9 74.7 77.4

Performance band distribution

Performance

band

Competency

Not

Demonstrated

Competent Highly

Competent

Number in

band 2010 1 145 63

Percentage in

band 2010 0.5 69.4 30.1

School average

2006-2010 0.8 60.7 38.6

SSG average

2010 0.3 61.8 37.9

State average

2010 0.2 51.7 48.1

Australian History, Civics & Citizenship Average Mark 2010

School SSG State

64.3 64.5 67.9

Performance band distribution Performance

band 1 2 3 4 5 6

Number in

band 2010 4 56 93 51 3 0

Percentage in

band 2010 1.9 27.1 44.9 24.6 1.5 0.0

School average

2006-2010 3.3 21.7 36.3 31.4 6.9 0.3

SSG average

2010 4.6 29.2 34.0 25.6 5.4 1.2

State average

2010 3.3 21.2 31.2 29.4 10.5 b4.3

15

School Certificate relative performance

comparison to Year 5 (value-adding)

The value added data showing value added at the

School Certificate level from Year 5 indicates that

we are marginally below state average and

generally on par with SSG average. English

showed significant value added and was above

state average indicating very strong

improvement.

Course School

2010

School Average

2006-2010

SSG Average

2010 English 0.4 -0.4 -0.7 Mathematics -1.2 -0.7 -1.1

Science -0.6 -0.5 -0.5 Australian History, Civics and Citizenship

-1.4 -1.3 -1.2

Australian Geography, Civics and Citizenship

-1.1 0.4 -1.0

Computer Skills -1.3 -1.8 -0.6

Note: By definition, the State average relative performance is zero

Higher School Certificate

While there was a limited number of Band 6 (top

band) results, the majority of students obtained

marks in the top 3 Bands in many subjects. In

examining these graphs you will note that our

results are consistent with both ‘Similar School

Groups (SSGs) and State averages. It is also

pleasing to note that the 2010 results were on

par, and in many cases, above our school average

for 2006-2010, indicating improved performance.

In Aboriginal Studies, Music, Community and

Family Studies and Hospitality, students

performed above or close to State average. Our

aim is to further improve on these HSC results.

This is reflected in our 2011 targets which are

discussed later in this report.

16

Higher School Certificate relative

performance comparison to School

Certificate (value-adding)

The average HSC performance relative to Year 10

indicates that we were slightly below State

average in value adding. However, these statistics

have improved in comparison with 2009 results

and compared to the 2006-2010 averages.

Data table

Performance band

Low Middle High

School 2010 -3.7 -4.9 -4.6

School Average 2006 - 2010

-4.0 -4.6 -5.7

SSG average 2010

-3.2 -2.5 -3.8

Minimum standards

The Commonwealth Government sets minimum

standards for reading, writing, grammar and

punctuation, spelling and numeracy for Years 7

and 9.

The performance of the students in our school in

the National Assessment Program – Literacy and

Numeracy is compared to these minimum

standards. The percentages of our students

achieving at or above these standards are

reported below.

Percentage of Year 7 students in our school

achieving at or above the minimum standard in

2010

Percentage of Year 7 students achieving at or above minimum standard

Reading 88.8 Writing 86.0 Spelling 86.0 Punctuation and grammar 82.7 Numeracy 91.2

Percentage of Year 9 students in our school

achieving at or above the minimum standard in

2010

Percentage of Year 9 students achieving at or above minimum standard

Reading 89.4 Writing 85.5 Spelling 87.3 Punctuation and grammar 89.5 Numeracy 92.5

Significant programs and initiatives

Technology

• Major Server upgrade – new servers and

backup systems were implemented,

expanding the storage capacity of the network

to cater for the schools’ growing

administrative and curriculum storage needs.

• Year 9 Digital Education Revolution (DER)

Laptops were successfully issued and students

have been using them in many lessons to

complete work and store text reference

materials.

• The final stage of the DER wireless

infrastructure was completed to provide

wireless access to all blocks and teaching

spaces. Now all areas of the school, except the

hall have access to the wireless network

provided by the federal grant.

• The PDHPE faculty was chosen to create and

implement a unit of work that specifically

targets the use of the DER laptops and the

17

software they contain. The unit chosen

integrated the use of Glogster (interactive

poster software), OneNote and other DER

software to deliver and assess a Mental Health

Unit.

• Year 10 completed two online tests for their

School Certificate this year.

All of Year 10 sat the CSA10 School Certificate

Computer Skills test online without issue. The

test requires that the students respond to 100

randomly ordered multiple choice questions in

5 areas that tested their knowledge and skills

in the use of computers.

In addition, the school was chosen to conduct

the pilot of the English School Certificate

online test. For the first time, a volunteer

group of 38 Year 10 students typed their

extended responses to the English School

Certificate exam on computer. The completed

tests were sent over the Internet to the BOS

for marking. A representative from the BOS

attended to observe the process, which

proceeded with the minimum of fuss. All

students expressed a positive response to the

experience.

• Data projectors and speakers were mounted

to 20 rooms around the school preparing

them for use with the DER laptops. Hardware

was provided for teaching staff to present

more technology-based lessons.

• A Moodle server was installed to provide a

new way for the teaching staff to deliver

content to students over the school network.

This learning management software allows

staff to create online coursework, deliver

learning resources and tasks, and assess

students.

Student Welfare

The Student Welfare Team of Warilla High School

is committed to providing opportunities for all

students to reach their full potential regardless of

life circumstances. The guiding philosophy of the

Student Welfare Team is to provide opportunities

for all students to shine and be recognised and

rewarded for their efforts and achievements. We

see education as a partnership between the

school, home and the community.

This creed is reinforced on a daily basis with the

following 2010 summary testimony to the impact

that the Student Welfare Team of the school is

having on the lives of our students.

• A comprehensive Peer Support Program for

Year 7 was implemented in 2010. 51 Year 10

students assisted Year 7 in their transition to

high school via a number of successful

structured programs throughout the year

which included a ‘Bonding Day’ at Seaspray

Function Centre. Another 54 Year 9 students

participated in a training and development

day organised by ‘Rising Generations’ in

November where they were in-serviced on the

roles and responsibilities of being a Peer

Support Leader. Mr Hawkins and Miss Hollis in

their roles as Peer Support Co-ordinators,

have planned several new initiatives for 2011

in order to utilise the leadership qualities of

these students.

• The Peer Mediation Program continued in

2010. One strategy that can address a

resolution of conflict in the school

environment involves the practice of

mediation. Mediation is the process where a

neutral third party works with the disputants

and together they find a solution to the

conflict. During 2010, 14 trained Year 11 Peer

Mediators successfully resolved disputes and

conflicts which took place within the school

environment.

• 29 Year 7 students participated in a NSW/ACT

School AFL Program. This program was carried

out by qualified AFL staff in a safe and friendly

environment. Coaches conducted skill

sessions, teaching the students skills they can

use in AFL and in many other sports. A key

component of this program is centred on

social skilling and the importance of building

relationships with peers.

18

• 286 Year 10, Year 11 and Year 12 students

participated in a study skills seminar which

was presented by ‘Enhanced Learning’. This

seminar focused on assisting students to

unlock the power of their minds in order to

improve their study skills and enable greater

success at school and in life.

• The Youth Worker in Schools Program,

originally developed and piloted in

partnership between Warilla High School and

Shellharbour City Council, is now in its fifth

year. Louise Hakkenbrock, Shellharbour City

Council Youth Worker, coordinated a series of

programs and workshops throughout the year

which focused on goal setting, motivation,

image and identity, health and lifestyle, drugs

and alcohol education, sex education and a

‘Girl Savvy’ program.

• 27 students from Years 8, 9, 10 11 and 12

were involved in both the Youth Connections

and the Disability Employment Services

Program which are Australian Government

initiatives. These programs were presented at

Warilla High School by ‘Access Community

Group’. Each student received personal one-

on-one assistance to help identify strengths,

goals and barriers. A transition plan was

created in conjunction with each student and

mentoring was provided on a fortnightly basis

at school.

• Our Police School Liaison Officer conducted a

number of workshops dealing with issues such

as, bullying, cyber bullying, drug and alcohol

education, citizenship, life values and making

the right choices. This service has been an

invaluable asset to the staff, students and

wider school community.

• Individual Learning Programs were created for

students who receive funding support in Years

7 to 12. Grant Neill, Support Teacher Learning

Assistance, conducted an interview with each

student and relevant staff members. As a

result a comprehensive plan was developed

for each student which will continue to be

utilised and modified as required throughout

2011.

• A community partnership was consolidated in

2010 with the St George Illawarra Dragons.

They have provided the school with two

accredited Teachers Aides who have primarily

been working with students who receive

funding support in the classroom. The two

aides also run a comprehensive sporting

program during break times at the school

which cater for a range of students from Year

7 to Year 12. They also act as mentors for

several of the boys at school and participated

in the ‘Rock & Water’ Anti Bullying Program

run by our school counsellor. The aides who

are members of the Toyota Cup Under 20

team at the Dragons also assisted the PE

Department in the coaching and training of

our various Rugby League teams.

• The Anger Management/Social Skilling

Program initiative continued in 2010. This

program is facilitated by a former Primary

School Principal and targets students from

Years 7 to 11 by providing them with

strategies to assist them in controlling their

anger.

• Two students from the University of

Wollongong were again employed by the

school in 2010 to assist students in completing

assignments and consolidating their school

work. This tutoring service was provided free

of charge to the students.

• ‘MindMatters’ was launched in 2010 with a

series of workshops focusing on mental

health. ‘MindMatters’ is a National Mental

Health initiative for Secondary Schools funded

by the Australian Government Department of

Health and Ageing. The program has been

embedded in the School Welfare Plan for the

next six years and key areas for each year

group will continue to concentrate on

resilience, transition to high school, bullying

and harassment, drug education, stress

management, leadership and motivation. A

total of 22 workshops were conducted in

2010, with an extremely high percentage of

student participation.

• Teacher mentors have been assigned to every

Year 12 student for 2011. The teacher

mentors will provide an extra support

mechanism for each student and also assist

our Year 12 students in preparing for the HSC.

• Students and staff made blood donations to

the Australian Red Cross Blood Bank. 30 Year

11 students volunteered their time for this

worthy cause. Lauren Marskell and Anita

19

Vasilevska were appointed as Australian Red

Cross Club Red Youth Ambassadors in 2010.

• Five students were nominated for the Wests

Illawarra Youth Achievement Awards in 2010.

Zoe Elkerton of Year 11 was successful in

winning a Sports Achievement Award and

Maddison Silk of Year 9 was awarded an

Achievement in the Arts Award. The following

Year 12 students were also nominated for

awards: Danielle Mangos, Lewis Taylor and

Alice Beasley.

• 84 Gold Merit Certificates were awarded to

students at the end of each Semester at a

Formal Gold Merit Award Assembly where

parents and carers were invited to celebrate

their child’s achievement. A scrumptious

morning tea catered for by our Senior

Hospitality students was provided after the

assembly in the School Library. These

assemblies were extremely well supported

with over 100 parents and family members

attending.

• In addition Tyson Arapali of Year 12 and

Amanda East of Year 11 received a Platinum

Certificate. This is awarded after a student has

received 3 Gold Merit Certificates. (Equivalent

to 120 Class Merit Certificates).

• 228 Silver Merit Certificates were presented

to students in 2010. Students also receive a

Sanity Voucher with their Silver Certificate.

• Formal assemblies throughout 2010 have seen

a countless number of certificates being

presented to students and staff as part of a

wonderful celebration of student and staff

success and achievement in a variety of areas

including academic studies, leadership,

volunteering, community service, sport,

citizenship, creative and performing arts and

public speaking.

• Ros Shiaxiates and the Learning Support Team

provided excellent support for our students

throughout 2010. Numerous referrals,

submissions, reviews, meetings and case

managements were undertaken and acted on.

• 106 Year 8 students attended a 3 day camp at

the Sydney Academy of Sport and Recreation

based in Narrabeen. Qualified instructors

gauged our students in a range of activities

which included abseiling, canoeing, challenge

ropes, archery and initiatives. Each student

successfully completed the ‘Equipped for Life’

Personal Leadership Program.

• At the end of Term 1, 180 Year 7 students,

Year 10 Peer Support Leaders and Year 8

Gifted and Talented students attended a

‘Good Students/Reward’ Excursion to The

Royal Easter Show at Homebush. Each Year 7

student who attended had to have earned 5

Class Merit Certificates by the time of the

excursion and not have been issued with a

disciplinary ticket. This excursion provided

another ideal opportunity for our Year 10 Peer

Support Leaders to forge a strong relationship

with Year 7.

130 Years 10 and 11 students attended the

RYDA Road Safety Education Program,

conducted in partnership with the Rotary Club

at Croome Road Albion Park. This program is

aimed at equipping young people with the

knowledge to stay safe on Australian roads. It

involved interactive sessions presented by

road safety professionals including driving

instructors.

• Year 11 students took part in the Extreme

Calm Relaxation Program. The program was

conducted over a six week period and run by

Catherine Wotherspoon who is an accredited

counsellor. Extreme Calm is a relaxation

program designed to assist senior students to

manage stress as they prepare for the Higher

School Certificate.

• The inaugural Warilla High School ‘Academic

Blue’ Award assembly was held in Term 1. The

purpose of this assembly is to recognise each

Year 12 student who achieved either a Band 6

or E4 in any of their subjects in the HSC. These

academic achievers kept their audience, made

up of Year 10, 11 and 12 students, captivated

as they recounted their experiences during

the course of their HSC studies. The following

students received an ‘Academic Blue’ for their

outstanding achievement in the 2009 HSC:

Alice Beasley, Hayley Barber, Jaimee-Lee

Cotter, Jay Larder, Joseph Angwin, Kane Craig,

Tiana Hakkenbrock, Liam Thomas, Mitchell

Green and Laura Worthy.

20

Positive behavior for success program

2010 saw the PBS program enter the next phase

at Warilla High School. This involved all staff

members meeting to formulate 4 simple positive

classroom rules to be implemented across the

school. This has resulted in many reports of

enhanced classroom management and student

engagement. Speakers on weekly assembly

regularly refer to and promote our 4 core school

values:

• Care for Your Environment

• Embrace Honesty

• Respect Others and Value Yourself and

• Seek Knowledge

Girls in Sport Research and Intervention

Program

Warilla High School was one of 12 schools in the

state that were involved in this world first

project. The aim was to address the 20% decline

in Moderate to Vigorous Physical Activity (MVPA)

of girls from Year 8 to Year 10. Our PDHPE faculty

trialled a range of strategies aimed at engaging

girls and developing skills necessary for lifelong

physical activity. These included single sex PE

classes and sports groups, active only sports,

greater uniform options, revitalising of traditional

units of work, female role models and a hugely

successful Sports Taster Day.

Initial results from data collected by Wollongong

University are promising. The quantitative data

indicates the drop off of MVPA was only 10%

(control schools results continued to reflect

existing trends of 20%). Final results will result in

recommendations being made to all NSW schools

and will be included in a presentation to the

International Women In Sport Symposium.

Volunteering

Warilla High continues to encourage students to

embrace all the opportunities which are made

available to them through our school in both

academics and sports, as well as in the

community. As part of our involvement in the

community we encourage students to offer time

and support to others less fortunate. This culture

of assisting others is well established at Warilla

High and part of the ethos of the school for

students, staff and community. The opportunity

to participate in the NSW Premiers Student

Volunteering Program for the second year saw

more of the students, from all years, seeking

means to volunteer in some area. Although, in

2010, the overall percentage of Year 9 and Year

10 students who achieved a volunteering award

(for 20 or more hours of volunteering) decreased,

the number of students who participated actually

increased. Additionally more students sought out

their own volunteering opportunities and the

types of host organisations were more varied.

The school was awarded the 2010 Cohesive

Community Award for NSW for its involvement in

the community, especially the work to ensure

that the local community groups were well

utilised and worked together for the good of the

students and the local community. It is with

pride that we receive this honour knowing that

our school embraces the spirit and opportunities

of volunteering. We look forward to more

involvement in the years ahead.

Breakfast Club

The St Vincent De Paul continued to operate the

breakfast club at Warilla High School in 2010.

Approximately 60 students on a Monday and 120

students on a Wednesday take advantage of this

generous service. Throughout the year

approximately 7020 breakfasts have been served

from a choice of eggs, muffins, toast, milo, milk

and juice. This is also a great opportunity for

some of our students who volunteer as helpers.

Professional experience program

2010 was a busy year with a number of frantic

phone calls from local Tertiary Institutions trying

to place a large number of Professional

Experience Students (trainee teachers) into

schools for the practical components of their

various courses.

Throughout the year Warilla High School’s

involvement has included:

• 7 out of 9 faculties supported the professional

experiences. They were CAPA, English, HSIE,

Industrial Arts, Maths, PE and Science

• 23 staff members from these faculties

volunteered to be supervising teachers

• 427 school days were devoted to Professional

Experience

• 4 Tertiary Institutions used our school for

Professional Experience. They were The

University of Wollongong, University of New

21

England, Loftus (UOW) and The Australian

College of Physical Education.

Thank you to all Head Teachers and supervising

staff who devoted their time, energy and

resources to training our teachers of the future.

Aboriginal education

The Aboriginal Education Committee at Warilla

High School is committed to the philosophy that

‘Aboriginal Education is everyones’ business’. To

ensure this the Warilla High School Aboriginal

Education Committee meets regularly to co-

ordinate events.

Aims: The Department of Education and Training

is committed to improving academic outcomes,

attendance, engagement, retention and

leadership skills of Aboriginal students from the

early years of schooling through to Year 12.

Warilla High School’s targets in Aboriginal

Education are:

1. Koori students are provided with positive

school experiences.

2. A functioning PLP and effective teaching and

learning practices.

3. Koori attendance is improved by 5% each

year.

4. Cultural awareness training for 100% of school

staff is completed.

5. Aboriginal culture is acknowledged and

valued.

6. Aboriginal parents are engaged as active

participants in the education of their children.

The key component of Aboriginal Education at

Warilla High School is to ensure that all staff and

students have a thorough understanding of

Indigenous issues and that Aboriginal students

are working at levels comparable to – or better

than – their school and State cohort.

Mrs Sharon Maher and Ms Lorelei Wray, our

Aboriginal Education Officers (AEOs) are to be

commended for their efforts.

Warilla High School Activities in 2010:

Some of the Aboriginal education activities are:

• NAIDOC Week Assembly with ‘Welcome to

Country’, speeches and student performances.

One of the highlights of this week is the

fantastic interaction between the Warilla High

School Koori students and the Koori students

from the local Primary Schools who

participate in these celebrations.

• Participation in the AIME (Australian

Indigenous Mentoring Experience) Program,

which matches Warilla High School’s Koori

students with volunteer University of

Wollongong student mentors. The goal is to

support and encourage the Koori students so

that they reach their full potential.

• Planning and development of ‘Personal

Learning Programs’ for all Koori students. This

ensures that the school knows who our Koori

students are and what their background is,

who the Elders are and what the issues are in

our local Koori community.

• Koori Homework / Study Centre that operates

in the school Library once a week. Afternoon

tea and transport home are provided. This is

organised in conjunction with SACYA

(Shellharbour Aboriginal Community Youth

Association). Warilla High School has a

Memorandum of Understanding with SACYA.

• In Class Tuition to assist Aboriginal students

who were below the bench marks in the Basic

Skills Tests and NAPLAN – Literacy and

Numeracy.

• Employment of local Aboriginal artists to work

with Koori students on selected projects

around the School.

• Aboriginal Awards Day ceremony and lunch.

• Year 11 and 12 Aboriginal Studies class

activities.

• Creation of an Aboriginal Studies Resource

room.

22

• Year 6 into Year 7 Aboriginal student

Orientation Day.

• Norta Norta funding is available for after

school tutors for Koori students in the senior

years.

Multicultural education

All aspects of the curriculum at Warilla High

contain appropriate multicultural perspectives.

The school has an elected Anti Racism Contact

Officer (ARCO). This person is the first link in

support of students and staff experiencing

difficulties of a racial nature. Conflict resolution

measures such as mediation and counseling are

used to resolve issues when they occur. The

school is investigating ways to use the Student

Representative Council as a means of being a

student voice for multicultural students.

Respect and responsibility

Warilla High School continues to develop its

Positive Behaviour for Success (PBS) initiative.

Our ‘Core Values’ have been established and are

prominently promoted through signage around

the school.

The role of a student, behaviour expectation and

school values are taught by Student Advisors in

Year 7 and Year 8. These are also strongly

supported by our proactive welfare initiative

implemented by the welfare team led by the

Head Teacher of Welfare Mr Michael Stanizzo.

Regular workshops are held to address bullying

and harassment issues. These are supplemented

by seminars and workshops in developing

resilience, respect, self esteem and coping skills.

Also a scripture teacher at school operates

lessons in the junior school based on ethics and

values.

The school strongly promotes student

involvement in community service and projects.

The school has a strong volunteering program,

and a ‘Leo’s Club’ (sponsored by the Lions club)

that actively support fund raising and charity

work. We have a vibrant partnership with St

Vincent De Paul Society where students are

encouraged and organised to participate and

assist with community events and in fund raising

for community causes.

Warilla High School has a high priority for

developing a sense of civic responsibility.

Connected learning

The State and Federal Governments have

invested considerable time and resources into

developing the ‘Digital Education Revolution’

over the last 3 years. Currently students in Year 9

and Year 10 have been issued with personal

laptops. To promote their use in class and to

access other digital learning technologies, we

have expanded the number of rooms in the

school with data projectors and ensured that the

whole school is covered by wireless technology.

We have also expanded the number of

computers across the school and we have

focused considerable professional development

in up-skilling staff technology skills. Our

aspirations in this area are reflected in our 2011

targets which are discussed in more detail later in

this report.

Other programs

Vocational Education and Training

Warilla High embraces the opportunities which

are available for students who undertake courses

which assist them in being more prepared and

skilled for entry into the world of work.

Vocational Industry framework courses are

offered on site to Year 11 and Year 12 students in

Business Services, Construction, Hospitality,

Information Technology, Metal Engineering,

Retail and Sport Coaching. This is, of course,

additional to the Vocational courses which are

available from TAFE and private providers.

Warilla High students have varied opportunities

offered to them with simulated work

environments and practical tasks made available

at school. The Hospitality students have

opportunities in many practical catering tasks as

well as operating the ‘Sprouts Cafe’named after

our late Head Teacher Industrial Arts, Mr John

Sprouster. Sport Coaching students took major

roles in school sporting events including the

swimming, cross country and athletics carnivals.

They also worked with local primary schools and

gained many certificates in both first aid and

coaching/refereeing. Construction students have

many opportunities to practise their skills around

the school including such things as constructing

seating, improving the school grounds and laying

concrete for parking bays for teachers.

23

Learning, and practising, the entry level skills

needed in the studied courses have often opened

up the opportunity for either casual or part time

employment whilst the students are at school. In

some instances the students quickly determine

that they do want to pursue a job in the industry,

successfully gaining earlier entry into

employment due to the knowledge and skills

which they have gained while at high school.

Fortunately, previous students have set a high

standard and the reputation of Warilla High

students makes job opportunities more readily

available in some of the framework areas.

The newest Vocational course, commencing in

2010, was Sport Coaching. Due to the interest in

the area of PE and fitness this was a natural and

popular choice to add to our school subject

choices. Students undertaking the course have

found the skills gained and practical applications

very useful and we look forward to more

students undertaking this course, as well as the

other VET courses in 2011.

Leo Club

The Warilla High School Leo Club is a community

service club that has operated at this school since

2008. Its aim is to provide students with the

opportunity to co-operate in community

initiatives such as charity fundraising and provide

an opportunity for the development of leadership

skills.

Over the last twelve months the club has been

involved in a number of activities. Club members

have built a community garden at Peterborough

Special School and have continued the

association at Peterborough through a weekly

peer tutoring program. The club has raised and

donated money to the Kidz Wish Foundation and

sold Lions Club Christmas cakes in support of

Lions Club charities.

Our Leo Club also participated in the Oak Flats

Lions BBQ at the ‘Wings over Illawarra’

community day and would like to thank Oak Flats

Lions Club for their continued support over the

last year.

Careers Education

Strengthening Student Outcomes through School

to Work

Throughout 2010 Careers Education continued to

involve lessons for all students in Years 7 – 10.

Parents were invited to take a more proactive

role as Career partners. Our Indigenous students

were invited to attend the Shoalhaven

Indigenous Careers Expo and also had the

opportunity to meet the liaison officer with the

Australian National University. The St Vincent de

Paul Society youth worker, Kellie Marsh, provided

invaluable support to the students and staff at

the school. In particular Kellie provided a ‘hands

on’ opportunity for students in the R3 class to

host many fundraising events. Year 12 students

were invited to attend the University of

Wollongong’s Discovery Day and were kept up to

date with Careers information via Careers News.

The lessons for students in Years 7 and 8 focused

mainly on students understanding the value of

the school report and developing an

understanding of employers’ expectations.

Students in Year 9 were offered Work Experience

as part of the Careers Education program and

were also offered opportunities to attend

workshops which focused on resume writing and

interview skills.

Year 10 is viewed as the transitioning year group

and therefore many programs were offered to

these students. Lessons concentrated on career

investigations, understanding what tertiary

options are available and subject selection.

Strategies employed to provide information to

students about their options included their

attendance at the Illawarra Careers Expo and also

to the Careers Options Day at school. Work

Experience and industry visits are but a few other

successful strategies used to strengthen students

transition from school to work.

Careers Events 2010

A total of 566 students attended Careers related

events in 2010. They included:

• Work Experience - 102 students from Years 9

to 12 have been involved in Work Experience

this year. Various industries include Retail,

Police Force, Teaching, Metal Fabrication,

Environmental Science, Heavy Vehicle,

Motorbike Mechanic, Chef and Photographer

to name a few.

24

• Work Ready Special Events e.g. Polish, Lunch

with the Girls, State Conference, International

Women’s Day - 48 Years 9, 10 and 11 students

were involved in these workshops to assist

with work readiness.

• Careers Expos - 356 students from Years 10,

11 and 12 attended Careers Expos held at

School and the Illawarra region.

• Industry Visits - 40 Students in Year 10 visited

BlueScope Steel to investigate career options

and 20 students in Year 10 visited SKM to

investigate careers in Engineering.

Beacon foundation

Warilla High School embraced the philosophy of

the Beacon Foundation again in 2010. The result

was enthusiastic attendance by students in Years

9 and 10 to many worthwhile workshops and one

off events. Such examples are the very popular

Polish Program which is a whole day event that

takes 40 students through a rigorous interview

skills program.

Lunch with the Girls is another Beacon event

which again aims to enhance students’

understanding of employers’ expectations and

workshops their interview techniques. The ‘one

on one’ approach with the guest mentors was a

unique feature of this day.

Faculty Reports

English

2010 has been a year of transition – new Head

Teacher, new staff members and a renewed

vision for a brighter future for the English Faculty.

We have worked extremely hard to create a

positive atmosphere of co-operation and quality

teaching. Some of the highlights of 2010 include:

• improved NAPLAN writing results. Feeder

school co-operation on creating a Persuasive

Writing unit for 2011.

• creation of two top classes in English for 2011

anticipating value added to our NAPLAN,

School Certificate and HSC results.

• excellent School Certificate English results saw

a high number of students in the top bands

and showed significant improvement to

previous years.

• implementing and running the Vinnie’s

Spelling Challenge – spelling has become a

major focal point for the school - culminating

in the inaugural Vinnie’s Spelling Challenge for

Year 7 in 2010.

This was a positive initiative which was well

received by our School. We received first and

third place in this challenge against

Kanahooka High School.

Science

Mrs Cobbin filled in as Head Teacher Science

whilst Mr Anderson was on long service leave for

first term. She did a fantastic job. The Senior

Biology and Earth and Environmental Science

Field Trips were a spectacular success with our

participating students being included in a

promotional video for the nationwide promotion

of Killalea Environmental Studies Centre. For the

first time students from 9-1, 10-1 and 10-2

Science classes entered in the nationwide Science

and Engineering Challenge.

We won the final of the Illawarra and South-East

Region event and subsequently came third in the

State final held at Macquarie University. This was

an outstanding achievement considering the

other placegetters had been competing in the

event for many years. In the Australian

Chemistry Quiz, which is only entered by very

dedicated and capable Chemistry students, Tyson

Arapali in Year 12 and Alysa Carter in Year 11

25

achieved Distinctions. This places them in the top

10% of a field of very elite entrants. Mrs Cobbin

has developed and implemented excellent

Science programs for Gifted and Talented

students and to assist students with areas of

weakness in literacy. Science faculty members,

Mrs Nelson and Mr Hawkins did an outstanding

job guiding our SRC throughout the year. Our

Science Enrichment Days at Wollongong

University for Year 11 Science students, saw

many of them returning to class with renewed

vigour and a desire to pursue Science at

University level.

HSIE Faculty

2010 was a year of some change. Two new

appointments, Mr Jones and Mr Spooner have

been welcomed to Warilla High School, replacing

Mr Breen and Mrs Buzik who have retired. Miss

Mills left midway through Term 4 to take up a

permanent appointment at another school,

having done a sterling job with all her classes.

Mr Regan has made great progress with the Year

9 Elective History course, exposing his students to

a world of new topics and generating real

enthusiasm amongst his students.

Mr Raftery did a wonderful job with the HSC

History Extension class. The results for his

students consistently placed this course as one of

the most worthwhile of all their classes.

Self-select classes continue to be a popular

feature of Years 9 and 10, allowing students the

chance to excel without distraction.

HSIE students on an excursion to Canberra

Support Unit

2010 was an extremely busy and productive year

for the Support Unit. Our Year 7 intake was

considerably larger than in previous years,

resulting in a dynamic student body with new

challenges. Highlights of 2010 included the

incorporation of ICT into classrooms enabling

enhancement of teaching and learning

opportunities. Many of our students were

included in specific programmes that developed

them both academically and socially. These

included:

• accessing art programs through the Museum

of Contemporary Art for students with Autism

and Aspergers.

• visits to the Egyptian Art exhibition at the

Wollongong Gallery.

• participation of some of our Koori students in

the AIME programme at Wollongong

University.

• a large group of students visiting the Royal

Easter Show as part of HSIE.

• access to the Youth Connect Art Program at

Wollongong Youth Centre.

Added to this a number of our students were

given the opportunity to go to Stewart House at

Curl Curl to develop social skills.

Our Year 10 and Year 11 students attended a

Driver’s Education Course at Albion Park.

Many of the students were involved in TVET and

School Vet courses with much success. A number

of them were given the opportunity to access

work experience with some excellent outcomes

including the offer of part-time work and the

possibility of apprenticeships.

A record number of students in Years 7 -10 were

given the opportunity to attend mainstream

electives with some very positive outcomes.

Jorden Bowater, one of our Year 10 students,

entered the Regional Apex Public Speaking

Competition with much success. His

determination to succeed ensured a great

speech.

Finally, we wish our 2010 Year 12 students every

success with their future and I would like to thank

our very dedicated staff that have ensured a

positive learning environment for all our

students.

26

Progress on 2010 targets

School planning has centred on the analysis of

data to inform our school directions. All data

from external sources such as the HSC, School

Certificate and NAPLAN have been thoroughly

analysed in the setting of our targets.

Target 1

To improve and enhance the spelling and

grammar skills in literacy for students in Years 7-

10

Our achievements include:

• during Term 1 the school literacy team

focused on catering for the literacy needs of

girls, with designated ‘girls only’ days in the

school library. Alicia Hand also developed and

administered a survey focusing on ‘Girls and

Literacy’. Literacy and numeracy puzzles were

also introduced into the school newsletter in

order to promote these initiatives to the

broader school community.

• to support the NAPLAN assessment program,

the literacy team in conjunction with the

English faculty introduced a narrative

competition involving entries from students in

Years 7-10. The competition was judged by

members of the school literacy team and

prizes and certificates awarded to winners.

Faculties were also encouraged to give

students practise in narrative writing as part

of their faculty assessment program. Folders

of sample tasks were also compiled and

delivered to all head teachers for distribution

to their faculty members. The library also

purchased resources to assist teachers in

planning lessons on narrative writing. A

professional development session was

presented to all staff by Jodie Fallo-Cranney

and Roslyn Gaynor, using resources from

previous NAPLAN tests.

• at the Term 2 School Development Day, two

teachers from Warilla Public school presented

a professional learning activity for Warilla High

staff on how primary schools approach the

teaching of narrative to Stage 3 students.

• teachers were provided with lesson

suggestions and guides to assist them in

teaching visual literacy to their classes.

• in second semester, period 3 every Thursday

was designated as a ‘reading period’ and all

staff were requested to do reading activities

with their classes during this period. The

literacy team also purchased a ‘red box’ of

reading activities to be kept in the school

library and to be used by staff to develop

students’ reading skills. This complements the

‘green and ‘yellow boxes’ which have already

been purchased.

• to promote reading, staff and student reading

profiles were included in each parent

newsletter throughout the semester.

• a document outlining spelling strategies for

use in the classroom was distributed to all

staff. Presentations were held regularly and

staff were encouraged to focus on spelling

initiatives in their classroom. These initiatives

included the explicit teaching of topical and

technical words to students and the regular

testing of spelling in their classrooms.

• a ‘Word of the Week’ strategy was introduced

to promote spelling across the school. Each

week a word was given to students on the

school assembly. Students researched the

meaning and spelling of the word and a

weekly prize winner was announced on

assembly.

• our NAPLAN results were carefully analysed

and used to develop a school literacy plan,

which was subsequently presented to staff for

implementation. Presentations of NAPLAN

results were made at our local Community of

Schools meetings to Primary Principals, to our

whole staff at staff meetings and to Stage 3

teachers at our persuasive writing day held in

November.

• a persuasive writing day was held for Stage 3

teachers from our local primary schools and

some high school staff. At this day

implementation of a cross school persuasive

writing activity was planned and guidelines

prepared. As a result the cross school writing

strategy will be implemented in Term 1 2011.

27

Target 2

To improve the learning outcomes for aboriginal

students in Years 7–12

Our achievements include:

• the development of PLPs for Indigenous

students across the school that have been

negotiated with students, families and the

AEO (Aboriginal Education Officer).

• the establishment of teacher mentors for

Indigenous students in Years 7 and 8 to assist

and support learning.

Both of these have resulted in:

- limited improvement in attendance rates

for Indigenous students.

- Improved NAPLAN results for Indigenous

students (see details following).

- A Year 12 student, Tyrone Ball named

ISER VET Student of the Year.

- Corey Belsito receiving an ISER Award for

outstanding achievement in NAPLAN.

• Aboriginal Studies was the best performing

HSC subject in 2010.

• improved attendance at the Indigenous

Homework Centre with excellent support of

the AIME mentors from Wollongong

University.

• Indigenous perspectives embedded in all KLA

(Key Learning Area) programs.

• The whole staff being addressed at a staff

meeting by the Warilla High School Aboriginal

Education Committee. Issues such as the

Homework Centre, AIME, NAIDOC Week, the

importance of ‘Welcome to Country’, Dare to

Lead initiatives and ‘Learn-Earn-Legend’

Indigenous Rugby League All Stars were

discussed.

2010 NAPLAN

NAPLAN results for ATSI students were pleasing

in Writing, Spelling and Numeracy and we look

forward to improved results in Reading, Grammar

and Punctuation.

Year 7 ATSI students performed above the State

average in Writing, Spelling and Numeracy and

above SSG in Writing.

Year 9 ATSI students also performed above the

State average in Writing, Spelling and Numeracy

and above SSG in Numeracy.

The cultural awareness training did not take place

in 2010 due to ongoing discussions between the

AECG and the DET. As part of our commitment to

improve our relationship with the Indigenous

community we held a formal signing of the

AECG/DET charter. We await progress and advice

on this in 2011.

Target 3

To consolidate and improve the numeracy skills

of students in Years 7-10

This year there has been a significant

improvement in numeracy results in both Year 7

and Year 9. In Year 7 our school average growth

was 60 points compared to the expected growth

of 50 points. Year 7 girls did particularly well,

achieving average growth rate of 63 points.

Performance by our Indigenous students was

outstanding with average growth of 70 points.

Numeracy results in Year 9 were also very strong

across the board. Expected growth for Year 9

numeracy was 40 points. Our students achieved

average growth of 44 points which was

comfortably above expected growth and also

above the State average growth of 39 points. The

solid growth occurred in all categories. Girls and

indigenous students performed very solidly in

numeracy. Reasons for this strong performance

include:

• efforts of the Mathematics faculty, who have

engaged in a serious program of self reflection

and analysis. Changes have been made to

curriculum issues and programming. The

faculty has also implemented a strategy of

promoting best practice in teaching aspects of

the course.

• students are now better prepared for the

NAPLAN tests through the introduction of a

structured revision and practise testing

program.

• remedial classes in numeracy in each of the

junior years which are able to focus on

catering for the individual learning needs of

each student and to modify the curriculum to

suit student needs. A wide variety of

resources (including an emphasis on

technology) is employed to cater for the

28

individual learning styles of each student. The

Numeracy elective class in Year 8 is also very

effective in providing strong foundations for

students experiencing difficulty in numeracy.

• careful analysis of NAPLAN data by the

Mathematics faculty to identify areas in need

of improvement and use of the ‘suggested

learning strategies’ features of the program

to better target lessons to address areas of

student need.

• raising staff awareness of the importance of a

cross school approach to improving student

numeracy skills in all KLAs.

Key evaluations

It is a requirement for all NSW public schools to

conduct at least two annual evaluations – one

related to educational and management practice

and the other related to curriculum. In 2010 our

school carried out evaluations of the TAS faculty

and our school uniform.

Educational and management practice

Non curriculum

Uniform

Background

Warilla High School for many years had a uniform

code that encompassed the whole school. There

was no distinction between senior and junior

students. Many senior students had begun to

express a desire to dress in a more appropriate

manner which would allow them to become a

unique identity in the school, as well as show a

more mature look in the community.

Methodology

Staff, students and parents were invited to take

part in a general survey early in 2010 to ascertain

the school communities’ attitude towards the

current uniform. As a result a uniform committee

was established and proposed a number of

uniform changes and updates. A second more

comprehensive survey was conducted in Terms 2

and 3. Data was collected through surveys that

were published online on the school’s website.

Findings and Conclusion

There were over 700 responses from students,

staff and parents. The main focus of the survey

was to make changes to the senior uniform. The

results from the survey overwhelmingly

supported a change in colour for the senior shirt,

a school tracksuit and a new senior skirt. The

uniform changes were implemented for all Year

11 students in 2011, with Year 12 students having

the option to wear the new uniform.

Future Directions

There has been an overwhelming positive

response to the new senior uniform, with many

Year 12 students purchasing the new shirt, even

though it is optional for them. All Year 11

students are wearing the uniform; they are easily

distinguishable in the playground and look smart

when attending outside activities.

Future directions will include reviewing the

current junior uniform and a review of school

shoes.

Curriculum

Stage 4 Technology (Home Economics and

Industrial Arts Department)

Background

The Home Economics and Industrial Arts

department agreed to evaluate the Stage 4

Technology (mandatory) curriculum. The review

involved investigating the topics taught across

the KLA as well as whether the current process of

rotating classes is best practice.

Methodology

Staff participated in and students will participate

in satisfaction surveys of the KLA. As well, visits to

other schools to look at alternative curriculum

setup and best practice are being conducted.

Findings and Conclusion

The evaluation has not concluded due to a variety

of issues. However the KLA will continue to be

reviewed and evaluated into 2011.

Future Directions

It is hoped that the evaluation will be completed

by the end of Term 3 2011, with any subsequent

proposals put forward to the senior executive by

then for implementation in 2012.

29

Parent, student, and teacher

satisfaction

We gauge the school community’s satisfaction

with work in several ways.

The P&C is a positive and thriving group of

parents who have endorsed the school’s plan and

are constantly informed of the programs,

initiatives and directions at the school.

A pro-active SRC involve the student body in the

decision making process and are pro-active in

supporting the broader community.

Regular staff meetings and team meetings

provide opportunities for our staff to gain

information and obtain feedback.

They strongly support the school’s direction to

focus on engagement of students through quality

teaching and positive relationships.

We also obtain feedback from the community

through surveys distributed via our fortnightly

newsletter and our website.

In 2010 an extensive survey of ‘students’

attitudes to school’ was conducted by Mr

Stannizzo (Head Teacher Welfare) and Mr Morris

(Head Teacher PDHPE). What was very pleasing

was that the survey evidence overwhelmingly

indicated that students enjoyed school, felt safe

and valued. This is reflected in the overall school

tone.

Each year we evaluate a curriculum and non

curriculum area of the school that obtains

feedback from all stakeholders.

The school enjoys very strong community support

and has a positive image in the community which

is reflected in its increasing population growth.

This indicates a high level of satisfaction with the

school.

Professional learning

Funds for professional learning were provided as

a tied grant from the Department of Education

and Training (DET) as well as from the school’s

global budget. Allocation of funds was based on

DET priorities, including Quality Teaching and

Learning and Support for the implementation of

programs targeting improved outcomes in

literacy and numeracy. School priorities as

established by our six key teams were identified

as areas of need.

A total of $38523 was spent on professional

learning in 2010. Major professional learning

expenditure occurred in the following areas:

DET priority areas

Name of Area $ amount expended

Beginning Teachers $ 1834

Use of ICT for Teaching Learning $ 1280

Quality Teaching $ 12226

Literacy and Numeracy $ 834

Syllabus Implementation $ 7663

Leadership and Career

Development $ 10067

Welfare and Equity $ 3640

Other $ 979

School development 2009 – 2011

The 2009-2011 School Plan has been developed

in consultation with our school community and

broadly reflects the priorities established in State

and Regional (ISER) Plans.

Our key focus areas are Literacy, Numeracy,

Student Engagement and Retention, Aboriginal

Education, Quality Teaching and Connected

Learning (Technology).

In Term 3 each year the school executive

evaluates its progress on school plan targets and

makes amendments where necessary.

In 2011 substantial planning will be undertaken in

Semester 2 towards developing our next 3 year

plan.

Targets for 2011

Target 1

To raise the performance of students across the

school in spelling, grammar and punctuation, to

prepare students for the NAPLAN persuasive

writing task and to consolidate gains in

numeracy

Strategies to achieve this target include:

• continuation of the literacy focus approach to

the teaching of literacy skills.

30

• implementation of a cross school writing task

in conjunction with partner primary schools

which aims to expose students to the

persuasive writing text type in preparation for

2011 NAPLAN tests. Students will also have

responsibility for using marking criteria and

will learn the skills of successful persuasive

writing.

• spelling, grammar and punctuation will be

nominated as a literacy focus area for at least

one term during the year.

• junior Mathematics classes will concentrate

on teaching the basics including times tables.

• use of analysis of SMART data to adjust and

inform the teaching of numeracy skills and to

prepare students for NAPLAN testing.

• introducing a cross KLA approach to teaching

the upper and lower ability students.

Our success will be measured by:

• results of 2011 NAPLAN tests.

• engagement of students in classroom

learning.

• participation of staff and students in school

literacy activities..

Target 2

To improve the value added by students in Stage

5 and Stage 6 (Year 10 to Year 12)

Strategies to achieve this target include:

• the development of action plans by faculties

to address low Band 6 achievements and to

reduce Band 1 and Band 2 results in both the

HSC and School Certificate.

• the implementation of the ‘E3’ (‘Everyone

Expecting Excellence’ Philosophy) in which

faculties focus on ensuring assessment and

teaching aligns with specific ‘dot’ points.

• faculty analysis of School Certificate and HSC

data to target areas of weakness and strength

in students’ results. This will allow teachers to

‘target’ specific areas of concern.

• targeted professional development and time

for faculties to review programs and practices,

analyse data and develop action plans.

Our successes will be measured by:

• a reduction in lower band results in the School

Certificate and HSC.

• improved value added data for students

between Year 10 and Year 12.

Target 3

To improve the usage and skills of staff and

students in Technology and improve access

across the school

Strategies to achieve this target include:

• the development of a plan to ensure every

teaching building (block) has access to

Interactive Whiteboard (IWB) technology.

• the comprehensive training of staff in the use

of school intranet, moodle, blog education,

one note and use of lap top technology.

• the education of students in Year 9 on how to

use lap tops and software technology.

• providing ongoing training and support of staff

throughout the year.

Our successes will be measured by:

• successful installation of hardware and

software throughout the school.

• increased usage of technology (hardware and

software) applications by both staff and

students in learning assessment and

communication.

• increased confidence and usage of

internet/web based programs (eg moodle) in

daily practice.

31

About this report

In preparing this report, the self-evaluation

committee has gathered information from

evaluations conducted during the year and

analysed other information about the school's

practices and student learning outcomes. The

self-evaluation committee and school planning

committee have determined targets for the

school's future development.

Glenn Isemonger Principal

Alan McInnes Deputy Principal

Robert Ashby Deputy Principal

Jodie Fallo-Cranney Acting Deputy Principal

Kerri Condon SAO

Jill Boothman P&C President

School contact information

Warilla High School

Keross Avenue Barrack Heights NSW 2528

Ph: 02 4296 3055

Fax: 02 4297 8217

Email: Warilla-h.school@det.nsw.edu.au

Web: www.warillahs.nsw.edu.au

School Code: 8418

Parents can find out more information about

Annual School Reports, how to interpret

information in the reports and have the

opportunity to provide feedback about these

reports at: http://www.schools.nsw.edu.au/asr