2016 Tomaree High School Annual Report - Amazon S3 · Tomaree High School Annual Report 2016 8502...

Tomaree High SchoolAnnual Report

2016

8502

Printed on: 24 March, 2017 of 17 Tomaree High School 8502 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Tomaree High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Tomaree High has continued its proud tradition of excellent academic, cultural and sporting achievements. As acomprehensive public high school, we pride ourselves on making a difference to the lives of many young people in thiscommunity. This year saw the development of a new way of learning in the establishment of a Big Picture Academy,which has its first full time classes in 2017. Our academic results were very strong in the Higher School Certificate withtwo students being placed in the top 10 in the State for Community and Family Studies (2nd and 7th). As a school wealso received 30 Band 6 results across 14 different subjects which is an excellent achievement. Our Mathematics resultswere the strongest we have seen in over 12 years.

Throughout the year we continued to consolidate our Positive Behaviour for Learning (PBL) program. A 'silent disco' sawthe relaunch of our renewed expectations of Respect, Responsibility and Success. New signage was installed across theschool and the PBL team have been working hard on a series of short films depicting our expectations and how theyshould be implemented.

The school underwent External Validation. During this process the school community examined in detail the StrategicPlan and other programs running across the school. We were able to provide comprehensive evidence to evaluate ourpractices against the School Excellence Framework. The entire process was a worthwhile exercise and enabled us toreflect upon a wide range of programs and recommend improvements.

Additionally the school was nominated to be part of the new Bump It Up Strategy. This strategy targets students who areon the cusp of achieving in the top bands for NAPLAN in Year 9. A school team has been formed and the initial focushas been on teacher professional learning. The team evaluated the data we have available and were able todetermine the areas of weakness across the school, identifying in particular students not understanding inference. As aresult a targeted professional learning program is being rolled out to equip staff with the tools to teach students thespecific skills they appear to be lacking. This program is projected to run over at least three years.

We have continued to do well in sporting and cultural activities with students representing at state and national levels intouch football, sailing, rugby union, rugby league, swimming, surfing and athletics. Students work has also beenselected again for Art Express and they performed in both dance and drama items at Star Struck.

I look forward to 2017 being another productive year for both students and staff of Tomaree High.

Sue Xenos

Principal

School contact details

Tomaree High SchoolSalamander WaySalamander Bay, 2317www.tomaree-h.schools.nsw.edu.automaree-h.school@det.nsw.edu.au4981 1444


School background

School vision statement

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

These words reflect our educational goals, concerns and purpose.

SCHOOL MOTTO 'Forward Together'

CORE VALUES / EXPECTATIONS

Respect

Responsibility

Success

School context

Tomaree High School has an enrolment of 1200 students, including 83 Aboriginal students and provides acomprehensive education to the youth of the Tomaree Peninsula. The school is situated at Salamander Bay and is proudto be a comprehensive high school as part of Tomaree Education Centre, incorporating primary and TAFE campuses onone site. Tomaree High School has a proud tradition of catering for individual student needs through a variety ofacademic, sporting, cultural and vocational programs. Tomaree High School is a Positive Behaviour for Learning (PBL)School with our three expectations of respect, responsibility and success. We constantly reward students for meeting ourexpectations and our rules are expected behaviours for everyone, everywhere, all the time.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

As a result of rigorous self-assessment by Tomaree High School there have been some areas identified as needingrefinement or requiring additional work to ensure they are embedded into school practice.

Within the Learning elements, Wellbeing and Student Performance indicators show a need for further support.TomareeHigh has identified that our results through NAPLAN and HSC reports have plateaued and to move into the higher bandson a consistent basis will require additional professional learning and creating opportunities for students to connect,succeed and thrive. We will be reviewing teaching and learning programs to ensure areas such as Literacy andNumeracy strategies are embedded and connect with the content being delivered. We will ensure QT elements areincluded and 8 ways pedagogy is being used as per our Strategic Plan. Through the external validation process we werevalidated as Sustaining and Growing in this area with strengths in our support of student wellbeing and ability to utiliseperformance measures to drive improvement.

When reviewing the Teaching elements the areas of Data Skills and Use, Learning & Development and ProfessionalStandards have been identified as areas for further work. We acknowledge that engaging with the school community willassist in the meaningful use of data and we will continue to strengthen our professional learning program, especially inthe area of teachers moving beyond their classrooms and working across the school. Assessment for Learning is a focusfor using data to affect student growth. Our validation process identifies our progress at Sustaining and Growing withparticular strengths identified in the use of collaborative practices to support teachers professional learning.


Under the Leading elements additional support in the areas of Leadership and School Planning, Implementation andReporting is required. While many processes are currently being established, there has not been the time to embed theminto expected practice. In particular we have identified the need to establish timelines and milestones in order to directour activities to the school needs as identified in the Strategic Plan. To move forward as a school we also need to ensurewe have a process in place to receive feedback on our performance and ensure we strengthen and build uponrelationships outside the school. Strengthening business links is an area of investigation. Overall our validation indicatedwe are Sustaining and Growing across most domains with a particular strength in the management of school resources.

Our self-assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about-the-department/our-reforms/school-excellence-framework


Strategic Direction 1

ENHANCED LITERACY & NUMERACY

Purpose

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

Overall summary of progress

Teachers have been able to consolidate the explicit teaching of writing skills and strategies which have been evident instudent performance and achievement. We have further scope to improve reflecting this performance and achievementagainst the literacy continuum to inform planning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Assessments, programs andteaching resources addressidentified critical aspect ofLiteracy.

Several of the literacy multi modal tools were ableto be implemented and reviewed by staff throughoutthe year that enabled thorough evaluation of thetools that best fit our learning context. This informsthe planning for supporting students needs in 2017.

Purchase of literacy multi-modal tools - licensing fees.

iPads to host and use tools.

All teachers can utilise theavailable data (Eg. NAPLAN,PAT, HSC) to effectively plan forproduce quality differentiatedteaching and learning programs.

Evidence of differentiation demonstrated throughoutteaching and learning programs. Teachers are ableto identify student achievement in literacy withrespect to the elements and clusters, withconsistent teacher judgment, however there is stillopportunity to further develop staff understanding ofthe PLAN software as it relates to the literacycontinuum.

Teacher relief to coordinatefor consistent teacherjudgement.

TEEEC used as an across KLAparagraph structure approach toliteracy development to improveevery student in writing.

All teachers in the school demonstrating the use ofTEEEC in their teaching and learning. Studentacademic results in the top bands in the HSC reflectan improvement in structured student writing.

TPL Workshops

Next Steps

As Tomaree High School has been selected for the Bump It Up initiative to assist in addressing the Premiers Priorities forliteracy and numeracy there will be some amendments to the strategic direction to incorporate the additional focus andpriority. We will progress from the consolidating work achieved in writing strategies to a focus on reading, and inparticular on the element of inference.



FOSTERING A POSITIVE SCHOOL CULTURE

Purpose

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

To develop a planned approach to supporting cognitive, emotional, social ,physical and spiritual well being of allstudents.


As a school community we are coming together under the banner of Positive Behaviour for Learning (PBL). We havereviewed and refined our core values as well as collaboratively defined our universally desired behaviours. The schoolrelaunched PBL to the Tomaree community via our Facebook page with a staff & student created video that reachedover 20,000 people. The new signage and posters around the school not only ensure a visual presence but also promptthe language of our values and desired behaviours.

The Wellbeing and Discipline policy has been reviewed and redeveloped by the Wellbeing team, endorsed by theLeadership Team and adopted school wide. Whole school practices have been aligned with department guidelines. PBLdata team meets regularly and has developed systems to monitor student wellbeing, learning and engagement. Thisallows for early intervention to take place through our support channels.

In 2016 we employed a Community Liaison Officer (CLO) which allowed us to engage with the community on a numberof fronts. As a school we sort public feedback on student uniform, the school newsletter and our specialist classes. Wegained valuable insights which helped to inform our strategic planning.




Student, staff and communityincreased awareness of ourPositive Behaviour for Learningcore values and desiredbehaviours.

As a school we have collaboratively rebuilt thefoundations of our Positive Behaviour for Learning(PBL) framework. We have clarified our three corevalues, redefined our universally expectedbehaviours and drafted a lesson scope andsequence for the systematic and explicit teaching oftimetabled PBL lessons. New signage has beenplaced throughout the school to create a visiblePBL presence while additionally prompting ourexpected behaviours and language. In summary,2016 has seen a rebirth of PBL at Tomaree HighSchool which has been well received by students,staff and the community.

Strategic Direction 3funding for signage andPBL relaunch.

Wellbeing policy reviewed andadopted by school.

All staff had an opportunity to be involved with thereview process. Students and parents via the P&Cwere also involved in the development of the newpolicy.

The main resources usedrelate to professionallearning time to allow theteam leader to consult witha range of people acrossthe school community. • Socio-economicbackground ($2000.00)

Increased communityengagement through a range ofavailable channels.

2016 saw Tomaree High School launch ourFacebook page which has been hugely successful.We continue to welcome the regular positivefeedback from our 1000+ followers. We were ableto capitialise on our online presence when

Community Liaison Officerfunding $27 000





Increased communityengagement through a range ofavailable channels.

communicating our Positive Behaviour for Learningvalues and expectations to the public at large.Additionally we have sought community feedbackregarding our school newsletter which is still seenas a valuable source of communication and justifieda renewed focus on a traditional means ofcommunication. We employed a Community LiaisonOfficer to help boost our public profile and workedalong side our partner primary school principals todevelop stronger links and support the transitionprocess from Year 6 to 7.

Community Liaison Officerfunding $27 000

Next Steps

2017 will provide numerous opportunities to further grow our positive school culture at Tomaree High School. We will doso by:

1. Introducing timetabled PBL lessons across the school on a weekly basis. This explicit and systematic teaching willunite staff and students by focusing in what we expect from each other.

2. Engaging the student body when reviewing our rewards/recognition systems.3. Regularly sharing our positive data with the community via Facebook and our school newsletters.



EFFECTIVE TEACHING & INSPIRED LEARNING

Purpose

To build teacher capacity to develop and refine teaching practices to improve student learning outcomes. Teachers arecommitted to identifying, understanding and implementing the most effective teaching methods, with a high priority givento evidence based teaching strategies. Encouragement of professional dialogue, support and mentoring to sustain qualityteaching practice. Student data is used school wide to identify student achievement and progress and to providestudents with feed forward regarding assessment for learning. Teachers gain an understanding of Aboriginal culture andpedagogy and its application in the classroom and wider school community.


2016 has been an excellent year for this strategic direction. The work across Key Learning Areas observing one anotherteach and coding lessons has been invaluable professional learning. The opportunity to share excellent practice hasbeen appreciated by all those involved. High quality professional development delivered in house has enabled us tofocus on assessment for, as and of learning.

The Aboriginal Education team is a group that meets fortnightly and is driving the work being done in this area of ourschool. There have been many achievements throughout the year, from the establishment of a regular GathangLanguage and Culture group to the designing and making of an 'Growing Together Indigenous Garden'.

Each member of the teaching staff had a Professional Development Plan in 2016. This was used to set professionalindividual goals, monitor progress, collect evidence and record observations carried out.




Teachers articulate the use of QTin their teaching & learningprograms and 18% of staffinvolved in Quality Teachingrounds each year (5 teachers perround, 4 rounds per year).

Staff participated in cross KLA ProfessionalLearning Community Teams to observe and codeand one another's lessons. The experience andskills developed were then shared at Facultymeetings. A committee for this strategic directionwas established and met termly. It was also aregular standing agenda item at the twice termlystaff meetings to share information and strategies.

$10,000 for teacherprofessional learning

Increased engagement ofstudents in lessons, evidencedthrough a reduction on classbased referrals and teachersusing appropriate T&L strategies

The data committee produced each term datatriangles using the PBL model of incidents.Incidents across the school and suspensions weredown from the previous year.

Time to meet and analysedata

100% of Staff develop aPerformance Development plan

All staff had a PDP and the process for theirimplementation was followed. This was fine tunedas we became familiar with the requirements.

All staff are familiar with MyPL DET made changes to MyPL towards the end of2016, so it becomes the place for all things relatedto staff PDPs.

Next Steps

Assessment for, of and as Learning will be a focus of the Lead Teacher working with Headteachers to plan what eachFaculty needs to work on in 2017. The 3Is strategy is making use of data to improve our students' skills in identifiedareas. A small team of staff are leading on this, starting with the Staff Development Day Term 1.

MyPL is now live and all staff will be using it in 2017. The HT T & L has aligned our internal PL application process tocompliment this. Professional Learning has already occurred to teach staff how to use MyPL.


Mgoals is being introduced to replace Personalised Learning Plans for our Aboriginal students. This is a state wideinitiative. Our Aboriginal Education and Engagement Officer has been setting up the system, inducting students andmatching mentor staff, so we are starting in 2017. We will be hosting an information evening for parents to induct theminto Mgoals. We will also be employing an SLSO for 4 days a week in 2017 to provide in class support for AboriginalStudents. The Junior AECG has become a formalised group and will electing their leaders at the start of 2017. TheGathang Language and Culture class will run weekly.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Aboriginal Education Engagement Officer wasemployed 3 days a week and was successfulin establishing links with the parent bodythrough strengthening of the PLP process.

Students were able toaccess resources such asMurrook Cultural Centre(Language Lesson).Connection made withYouth Express Aboriginalprogram. Employment ofNorta Norta Norta Tutor. • Aboriginal backgroundloading ($47 000.00)

English language proficiency During the year three students receivedspecific targeted support. The teacher workedwith them on a range of activities, developingtheir proficiency in the use of Englishlanguage. Students responded well to theadditional support.

A range of resources werepurchased to supportstudents. These includedlibrary books, a computertablet loaded withtranslation software.

• English languageproficiency ($9 000.00)

Low level adjustment for disability A wide range of students were supported as aresult of this additional funding. It enabled theschool to employ additional School LearningSupport Officers (SLSO) as well as additionalLearning and Support Teacher time. Thisadditional staff gave greater support to theclassroom teacher to modify and adjustprograms to meet the needs of a wider rangeof students.

This initiative was targetedat providing in class supportor students andprofessional learningopportunities for teachers. • Low level adjustment fordisability ($102 464.00)

Socio-economic background The third Deputy prosition was evaluated withall staff during the year. It was found to be animportant addition in terms of enablingproactive support for staff, students andfamilies. A wide range of additional well-beingbased groups and workshops proved to bewell received by students. A payment to alocal organisation (Real Futures) for theemployment of a case worker providedvaluable support for the most disengagedstudents.

Funding was primarily usedto provide additional staff tosupport the wide range ofprograms across theschool. • Socio-economicbackground ($106 768.00)

Support for beginning teachers Four staff members are on track to completetheir Accreditation in early 2017. All fundingtracked against the appropriate staff memberto ensure efficient use of available funds.

Funding provided has beenthe most significantresource allocated tobeginning teachers. Forcasual staff member's, timehas been allocated throughthe Head Teacher Teaching& Learning to providesupport and guidance.

• Support for beginningteachers ($73 414.00)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 640 630 641 647

Girls 663 627 586 569

Student attendance profile

School

Year 2013 2014 2015 2016

7 89.1 90.6 92.3 91.6

8 87.8 89.1 89.8 90.3

9 85.7 86 86.5 85.6

10 83.3 84 86.6 83.2

11 80.6 82 86.9 84.1

12 86.4 83.7 89.7 87.3

All Years 85.5 86.1 88.5 86.9

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

In 2016 the school undertook a review of ourAttendance Policy to bring it in line with theDepartment's revised Attendance Procedures. This sawthe introduction of letters home once a week forunexplained absences, strengthening of period byperiod marking and the establishment of a SchoolAttendance Team (SAT) to follow up on students ofconcern. The processes have improved our recordkeeping and tracking of students with poor attendance.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

2 15 15

Employment 1 18 40

TAFE entry 2 11 9

University Entry 0 0 28

Other 0 0 1

Unknown 0 0 21

The post schools destinations data is representative of58% of the 2016 HSC cohort. The majority of students(54%) have moved into employment and one fifthstated that their employment was either part time orcasual. Apprenticeship opportunities are again limitedwith only 8% of employed students finding employmentin the trades sector. One student stated they wereofficially seeking employment but 4% of students wereinvolved in transition programs such as Green Army orNew Step. 3% of respondents were taking a gap yearwith most stating they were taking the opportunity totravel overseas. Tertiary education is a prominentpathway with 33% of the cohort enrolled at a Universityand further 5% were studying at TAFE or a privatecollege.

Year 12 students undertaking vocational or tradetraining

Sixty three Year 12 students (40%) undertook one ormore courses in Vocational Education or trade training.School-delivered vocational courses accounted for 32%of the 2016 student enrolments; TAFE-deliveredvocational courses accounted for 8% of enrolments and1% of students were enrolled in vocational coursesdelivered by private providers.

The enrolments in SVET [school based delivery]courses included Construction, Hospitality, Metals andEngineering, Primary Industries, Retail Services andSport’s Coaching; TVET[TAFE delivered] coursesincluded Community Services Introduction,Electrotechnology, Hairdressing, Sport, Fitness andRecreation and Tourism; other VET courses deliveredby private providers included Toursim.

Year 12 students attaining HSC or equivalentvocational education qualification

Sixty seven percent (67%) of students obtained theirHigher School Certificate qualifications. Of that cohort31% were eligible for an ATAR rank. This is a lowernumber than in previous years and an additionalinvestigation has been held to ascertain the cause.


Many students report multiple other options available tothem such as commencing University through NewStart programs which do not require an ATAR.

Of those students eligible to access an optional HSCexamination for their selected VET course forty ninepercent (49%) of students who enrolled in SVETcourses and fifty percent enrolled in TVET courseselected to complete the corresponding optional HSCVET examination and hence obtained a dualaccreditation for these courses.

Most of our school-delivered VET courses recorded animprovement in the 2016 HSC Examination results withHospitality, Primary Industries and Metals andEngineering courses achieving an average examinationmark exceeding the state average for each respectivecourse.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 14

Classroom Teacher(s) 62.9

Learning and Support Teacher(s) 2.2

Teacher Librarian 1.2

School Counsellor 1.8

School Administration & SupportStaff

20.37

Other Positions 4.4

*Full Time Equivalent

Tomaree High School has in 2016, four (4) Aboriginalstaff members. Two are classroom teachers, one aDeputy Principal and one School Learning SupportOfficer.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 15

Professional learning and teacher accreditation

In 2016 Tomaree High School had 5 beginningteachers with first year funds and 2 beginning teacherswith second year funds. The beginning teachers weresupported with a mentor, reduced load, accreditationsupport, resources brought for the beginning teacherand professional learning courses.

In 2016 Tomaree High school spent $76000 on teacherprofessional learning. This included training staff on BigPicture, Project Based Learning, CPR and anaphylaxis,classroom behaviour management, Quality TeachingRounds, KLA based TPL and STEM. Tomaree alsoparticipated in a faculty review process starting in 2016with the Science faculty.

All staff had 3 professional learning goals and workedon them to provide evidence of achievement ofcompleting their goals by the end of 2016. Accreditationsupport has been provided for Proficient, HighlyAccomplished and Lead. 4 casual teachers throughsupport from supervisors and HT T&L gainedproficiency in 2016.


Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30th November, 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 1 197 145.00

Global funds 943 263.00

Tied funds 844 004.00

School & community sources 544 490.00

Interest 27 476.00

Trust receipts 82 131.00

Canteen 411 428.00

Total income 4 049 940.00

Expenditure

Teaching & learning

Key learning areas 167 776.00

Excursions 167 207.00

Extracurricular dissections 171 165.00

Library 12 065.00

Training & development 26 178.00

Tied funds 967 110.00

Short term relief 312 641.00

Administration & office 325 701.00

School-operated canteen 315 103.00

Utilities 121 618.00

Maintenance 88 530.00

Trust accounts 64 725.00

Capital programs 24 184.00

Total expenditure 2 764 008.00

Balance carried forward 1 285 932.00

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

School performance


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data..


Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).

Across the range of subjects in the HSC Tomaree Highis consistent with the trends exhibited in State results.Areas showing significant improvement have been inMathematics subjects and PDHPE.


Parent/caregiver, student, teachersatisfaction

In 2016 the school received additional funds as part ofa Community Consultation grant. These funds wereutilised to employ a Community Liaison Officer (CLO).We also worked with a dedicated community consultantthrough the Department of Education. The schoollooked firstly at its image in the community through faceto face and telephone surveys and consultation with ourpartner primary schools. This gave us valuableinformation about the way forward to promote a positiveschool image across the community. Therecommendations will be implemented over 2017.

The CLO conducted two parent surveys throughout2016. The first related to uniform and sought parentopinions on our uniform and any changes they wouldlike to see. The majority of parents were satisfied withthe current uniform and supported the idea of a smallchange be implemented in the future to accommodatethe inclusion of an image to acknowledge the Worimipeople. The second survey related to the structure ofour Stage 4 classes, with a particular focus on ourSpecialist classes. The CLO conducted a combinationof 'clipboard' interviews at the partner primary,telephone and face to face interviews with parents andstudents at the school. There was overwhelmingsupport for the maintenance of a Specialist classprogram. The next step involved teacher consultationrelating to this area and in 2017 a revised Specialistclass policy will be implemented.

Policy requirements

Aboriginal education

There has been continued growth in the area ofAboriginal Education in the school, all to the benefit ofstudents and their outcomes. Our Aboriginal Educationand Engagement Officer, Lisa Martin, has beenstrengthening the links between home and school.Professional Learning for staff has enabled them toincrease their own knowledge of Aboriginal culture toinform practice in the classroom. This has beensupported by professional learning on 8 Wayspedagogy, Stronger Smarter training and Connecting toCountry. Students have been active in a number ofareas including the weekly Gathang Language andCulture class, developing the Aboriginal Garden, taking

part in excursions and the Junior AECG. Mgoals wereset up to replace PLPs for students. An introduction toMgoals for parents is organised for term 1 2017.

A Senior Norta Norta Tutor was employed for threedays per week to supports students in Years 11 and12 . At the end of 2016 there were eight Year 12students who all successfully completed their HSCstudies. Four of these students have indicated theywish to go onto further studies, two have securedapprenticeships and the other two students havesecured paid work. A Junior Norta Norta tutor providedin class support for two days a week in Years 7 -10.

Multicultural and anti-racism education

In 2016 Tomaree High continued to promote culturaldiversity. Significant achievements included: • There were 46 students enrolled with a language

background other than English. There are 25languages other than English spoken at home.

• Students took part in the NAIDOC weekcelebrations in the school holiday.

• Harmony Day and United Nations Day wereexplained and discussed in pastoral care.

• Art students made tiles for the Aboriginal ComingTogether Garden

• Year 10 Food Technology students have beenexploring the food habits and cuisines of culturesfrom around the world.

• We hosted three foreign exchange students fromItaly, Belgium and the USA.


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