Annual School Report 2008 - Millennium Schools

NSW Department of Education & Training

8566

2009 Annual School Report Melville High School

NSW Public Schools – Leading the way

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Messages

Principal's message Melville High is a comprehensive co-educational school which enjoys very positive links with its community, and has a well earned record of high academic, sporting and cultural achievements. Melville caters for public education high school students located on the southern side of the Macleay River, including the seaside villages of Crescent Head, Hat Head and South West Rocks. Smithtown is also included as it adjoins Gladstone directly across the river. Fifteen buses transport students to and from the school each day. Melville is situated in South Kempsey which is a socio-economically depressed area, much of the housing being public housing. The school is twenty seven years old and the setting is modern, with many large eucalyptus trees on the grounds. There is a teaching staff of approximately seventy and an administrative staff of fifteen. The school grounds are 4½ hectares and distinguishing features of the school are the hall complex, the Skills Centre and Hospitality room which are shared with the community.

In the junior years students follow a prescribed pattern of study and as they progress through their schooling a large range of traditional, non-traditional and vocational courses become available. Melville offers the most extensive range of courses of any high school in the Macleay Valley, and all are taught by experienced and qualified teachers.

Over the years many Melville students have demonstrated high levels of achievement and improvement in the state wide literacy and numeracy programs, and results in the SC and HSC which are comparable and often superior to those achieved by other schools, with student cohorts from similar backgrounds.

Student support structures emphasise effective learning, student welfare and discipline, and student success is widely recognised and publicly celebrated.

In 2009 Melville was in its second year of the four year cycle Priority School Funding Program. The school qualified for this program based on a survey carried out in 2007 which indicated a high proportion of Melville students were from low socio-economic backgrounds. In order to help remediate the associated educational disadvantage, the PSP program provides additional resource funding to the school.

Federal Government funding this year has provided a number of windfalls for the school. $200,000 was provided through the Building Education Revolution which was used to recarpet ten rooms including new vinyl entry ways.

The exterior fascias, including steel posts of buildings fronting Nicholson Street i.e. Science, Administration and the Hall complex were all repainted. Several sections of replacement paving were completed and after 27 years there were finally some improvements to the school oval. The oval was top dressed and reseeded, and a tiered seating area with steps was constructed on the western side.

Melville has been targeted as a Low SES School Communities National Program school from 2010 to 2013.

Participation in this national Partnership will give Melville’s school community opportunities to transform the ways that schooling takes place and address the complex and interconnected challenges facing students in disadvantaged communities.

Strategies which will need to be identified include ways to better support Aboriginal students, teachers and school leaders and strengthen sustainable partnership between schools and their local Aboriginal communities. (Preliminary information package to schools page 4.)

The Low SES School Communities National Partnership mandates reforms drawn from the Teacher Quality National Partnership.

Two mandatory elements of the reforms include:

actions to improve the availability of high quality teaching; and

professional development for school executives and teachers to help them use and analyse data to cater to student needs.

The school undertook a comprehensive situational analysis which involved assessment of the school’s quantitative and qualitative data.

The assessment of data and information collected through the analysis has been used to inform planning for the school’s management plan.

This report will be used to support the school to determine the most appropriate strategies to significantly improve learning outcomes, teaching and leadership practices and community partnerships.

An annual school report can only provide a snapshot of all that has happened in the course of a school year so if there are any enquiries regarding this report’s content, please contact the school.

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.

Mr Robert Bourke

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P&C message Melville’s P & C Association meets on the second Monday of the month at 6.30pm in the school’s Stan Johnson Library.

Meetings are not well attended for a school of Melville’s size, however, those parents/carers involved are keen to participate in the discussion of school priorities, targets and the allocation of resources.

A key focus of the P & C is to provide a forum at which parents can discuss their needs and aspirations for their children and make a contribution towards the school.

The P & C Association is regularly informed about Melville’s financial management and the school’s priorities.

P & C members are consulted about relevant school and wider systemic matters and have an opportunity to express their views in order to advance the best interests of the school.

Office bearers for Melville’s P & C are duly elected at the associations March meeting. The elected office bearers for 2009 were: President Darelle Lovenfosse, Vice President Margaret Killmore, Secretary Linda Smith, Treasurer Leanne May and Publicity Officer Tracie Townsend. Several P & C members have been trained in merit selection procedures and play an important role in this process, as necessary.

The P & C are responsible for the operation of the school canteen which is the association’s major source of fundraising.

In previous years P & C funds have contributed to a range of projects to support student learning and to improve playground facilities.

2009 saw the implementation of the new school uniform which had involved members actively participating in the school’s uniform committee in the previous year. One major change was the introduction of an optional woollen jumper which involves purchase and re-sale by the P & C.

The school uniform review was quite a complicated process which necessitated the holding of two public meetings, staff, parent/carer and teacher surveys; and negotiation meetings with suppliers.

At the March P & C meeting the committee allocated $10,000 to the library for the purchase of books and other resources.

Mrs Darelle Lovenfosse

Student representative's message The 2009 year was a great one for the SRC having contributed to many great charities, conducting successful fundraising opportunities and holding lots of fun days to raise money for important causes.

The SRC donated to various charities thanks to the generous people in our school. Some of the fundraisers included: • Jeans for Genes Day was a great success;

raising a lot of money for cancer support and research with many students wearing their favourite pair of jeans to school.

• Bandana Day was also a lot of fun and it saw a lot of pupils wearing colourful bandanas to school with the SRC selling some in RATS, all money went towards cancer research.

• Crazy Hair Day was another fund raiser for the Cancer Council; plus some of these funds are to go towards school improvements.

• Melville’s Most Marvellous Talent Quest was a

fun day, with Melville’s most talented showing off their skills. All money went towards school SRC funds.

• Arnette sunglasses and an MP4 player guessing competition raised money for Stewart House.

• Valentine’s Day Roses is an event we hold every year. It brings out the love in Melville’s students and staff, with all profits going towards the Victorian bushfire appeal.

The SRC held end of term movies and have also organised the red sulo style bins in the playground to help improve rubbish collection systems in the school and the yellow recycling ones are still to come.

There were some great achievements by the SRC overall and the students and staff of Melville High School.

Arie Davis, Connor Tolman and Darcy Small

School context

Student enrolment profile The school enrolment for 2009 was 927 students, including 456 male and 471 female students, which was an increase on the previous year.

A support unit with thirty-nine students with disabilities catered for students, some of whom were integrated into mainstream classes at various times.

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Prior to 2009 there had been a gradual decline of mainstream students over the last four years which was expected based on demographic analysis. This had occurred because of lower student numbers in Melville’s partner primary schools and the recent establishment of two local private schools.

As Melville was originally constructed for a student population of approximately 800 students the slight decline in numbers reduced some playground crowding which proved to be beneficial.

2009 has shown a change in this sequence due to a larger influx of Year 7 students than for the last few years.

Student attendance profile The student attendance rates were as follows for 2009: Year 7 88%, Year 8 85.8%, Year 9 83.8%, Year 10 85.3%, Year 11 85.9% and Year 12 87.7%. While the Year 12 figure is marginally better than the North Coast Regional attendance rate, all other Melville rates are lower than the Regional rates and all Melville rates are lower than State rates. It should be noted the need to improve student attendance has been an ongoing school target.

Management of non-attendance A team of teachers follow-up aspects of student attendance, including fractional truancy, led by the Head Teachers Administration and Welfare. The reward system has been extended to reinforce good attendance. A shared accountability has been developed so that all staff encourage positive attendance. Aboriginal Education Workers were employed whose duties included mentoring Year 7 students to encourage attendance and to liaise with families in relation to attendance. There was an increase in the use of telephone and mail communication in 2009 with families regarding the follow-up of unexplained student absences. The Home School Liaison Officer also worked with families to support identified students.

Retention to Year 12 Almost 49% of the 2007 Year 10 cohort completed Year 12 in 2009. This percentage figure does not include the additional students who enrol in the senior school. This retention rate is slightly lower than that of comparable schools or the school education group (SEG). The retention rate varies quite considerably from year to year because no two groupings of students are the same and due to the economic climate at the time and the consequent availability of vocational opportunities.

Post-school destinations In 2009 the cohort of 97 students pursued a wide diversity of post school options.

Nine supported students have successfully transitioned to work with the aide of the school and various agencies i.e. Centacare, Key Employment and Macleay Options.

0100200300400500600700800900

1000

2005 2006 2007 2008 2009

Stud

ents

School Enrolments

Male Female

828384858687888990919293

2006 2007 2008 2009

School Attendance Yr 7-12

School Region State

010203040506070

SC03-HSC05

SC04-HSC06

SC05-HSC07

SC06-HSC08

SC07 -HSC09

Proportion Staying On (SC to HSC)

School SEG State

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Forty-five students received offers of tertiary admission in NSW and the ACT. While Southern Cross University and Newcastle University accounted for the majority of students, Melville students enrolled further afield including the University of Canberra, Charles Sturt University (Wagga Wagga and Bathurst), the University of New England, the University of Wollongong, University of Technology (Sydney) and University of New South Wales.

Approximately 30% of all students entered university with Nursing and Primary School teaching proving the most popular courses.

There was a marked increase in the number of students who availed themselves of the opportunity for Early Entry. There were over 65 students who completed applications for Canberra, Wollongong, Southern Cross, New England and Charles Stuart Universities.

The Gap year was not as popular in 2009 probably due to the uncertainty of youth allowance

Year 12 students undertaking vocational or trade training 16% of Melville’s HSC graduates have undertaken vocational or trade training. These include business administration, carpentary, music (guitar), hospitality (2), multimedia (diploma), Defence Forces (2), building equipment, TAFE and job (2), Police and a hairdressing apprenticeship.

Year 12 students attaining HSC or equivalent vocational educational qualification All of the Year 12 cohort 2009 entered for the Higher School Certificate successfully attained their HSCs, including in many cases vocational education qualifications dependent on their patterns of study.

Staff information There are two Deputy Principal positions at Melville which involve each person sharing a variety of administrative and educational roles, including Welfare and Discipline. The ‘odd’ Deputy has overall supervision responsibilities for Years 7, 9 and 11 and the ‘even’ Deputy Years 8, 10 and 12.

Melville has twelve Head Teachers for the following Key Learning Areas or roles: English, Mathematics, Science, Social Sciences, History and Languages, Visual Arts and Music, PDHPE, Technology and Applied Sciences, the Support Unit, Administration and Welfare. The Head Teacher for the Macleay Valley suspension Centre is also attached to Melville.

The majority of staff are very experienced having been teaching for ten years or more and are well supported by a very competent group of support staff.

Staff establishment Position Number Principal 1 Deputy Principal(s) 2 Assistant Principal(s) Head Teachers 12 Classroom Teachers 46.4 Teacher of Emotional Disabilities 1 Teacher of Mild Intellectual Disabilities 4 Career Adviser 1 Support Teacher Learning Assistance 1.3 Teacher Librarian 1 Teacher of ESL Counsellor 1 School Administrative & Support Staff (SASS) 15

Total 85.7

The Indigenous composition of the school workforce included an Aboriginal Education Officer, and three temporary and/or part time Aboriginal Education Workers who were employed in School Learning Support Officer roles.

Staff retention Staff retention at Melville is relatively stable. Total number of staff was 86 of which 71 were teachers and 15 were assistant staff. By the end of 2009 four teaching staff left the school. Three through retirement and one as a medical retirement.

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

Enter text here

Qualifications % of staff Degree or Diploma 100 Postgraduate 50

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Year 8 students preparing for the Tournament of

the Minds

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: 30/11/2009Income $

Balance brought forward 600 035.68Global funds 632 484.37Tied funds 609 643.23School & community sources 266 849.23Interest 26 460.50Trust receipts 67 522.80CanteenTotal income 2 202 995.81

ExpenditureTeaching & learning Key learning areas 128 884.59 Excursions 123 295.33 Extracurricular dissections 59 277.00Library 8 867.63Training & development 3 278.66Tied funds 596 977.18Casual relief teachers 235 879.37Administration & office 108 539.48School-operated canteenUtilities 109 766.91Maintenance 47 716.91Trust accounts 58 398.70Capital programs 44 872.86Total expenditure 1 525 754.62Balance carried forward 677 241.19

The school’s finances are managed by the Finance Committee which meets on the second Monday of each month from 3.30 – 4.30pm and prior to the P & C Meeting. The Principal is

responsible for the day to day management of school financial matters.

A full copy of the school's 2009 financial statement is tabled at the annual general meeting of the Parents & Citizens Association. Further details concerning the statement can be obtained by contacting the school.

School performance 2009 Arts

All areas of the creative arts were very active during 2009.

In Music, students successfully completed the Talent Identification Program (TIP) where they were trained in skills of vocal projection and stage presentation. Angus Hardy, Ariana Margetts and Max Marks graduated from this program and presented their work at a public recital in Port Macquarie. 2009 also saw a return to involvement in the state-wide “Schools Spectacular”, with students travelling to Sydney to participate as members of the massed choir in the Entertainment Centre. Opportunities for participation were also taken up at a local level, with successful involvement in the Macleay Music Festival, the Kempsey Eisteddfod, and Macleay Idol. School concerts offered additional chances for students to perform.

In the Visual Arts, three students – Olivia Pratley, Rose Thiering, and Kayla Tucker – successfully completed the HSC Intensive Studio Practice Course at the National Art School in Sydney. All Year 12 students exhibited their HSC bodies of work at the Macleay Valley Community Art Gallery, and the school continues to be a successful exhibitor in the nationwide Ilford Photographic Competition. Community mural projects were also completed during the year by groups of Elective Visual Arts students.

Dance and dance choreography remained a strong focus at Melville High School, with dance also being offered as a sport option for students. Students participated in the Port Macquarie Dance Festival and also represented the school in community projects.

Drama students participated widely in 2009, achieving many successes in the Port Macquarie Drama Festival and in the Kempsey Eisteddfod. Students also worked as mentors with students from feeder primary schools in the district.

A school production, entitled “The Beach” was staged in Term 2. Written by the students, it involved dramatic, musical, and dance performances as well as a series of backdrops painted by Year 8 Visual Arts students.

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Sport Weekly sport is conducted in a traditional format with students in year 7-10 participating in activities on the same sports afternoon. Year 8-10 students enjoy a large number of sporting and recreational pursuits. Year 7 students are in a separate program involving water safety, athletics, and team sports. This supports transition education as well as equipping students with basic movement skills.

Successful whole school carnivals in athletics and swimming allowed students to participate in non competitive and competitive events.

Talented students were able to further their sporting endeavours through representation in School, Lower North Coast Zone, North Coast and Combined High Schools teams.

Seventy five students officiated at Macleay Zone PSSA sporting events assisting with refereeing, umpiring and other carnival duties. This also supports the year 6 into Year 7 transition program.

Year 10 elective sports science classes worked with South Kempsey primary students coaching them in basic skills in various sports. This further supports the transition program.

The outstanding sporting achievements included:-

Braden Farrawell - NSW CHS Baseball team, NSW All Schools Baseball team, Reserve Australian All Schools Baseball team and North Coast Sporting Blue.

Eddie Burrett - NSW CHS Rugby Union team and North Coast sports recognition Award.

Whitney McEvoy - CHS Athletics carnival 1st 12-15 yrs AWD long jump, 2nd 12-15 yrs AWD javelin, 3rd 12-15 yrs AWD 200m.

Nate Welsh - CHS Athletics carnival 3rd 12 yrs. shot put.

Twenty six North Coast sport representatives in cricket, softball, baseball, basketball, swimming, rugby union, touch, netball, cross country, athletics and water polo.

Open Boys softball joint North Coast champions and 10th in State wide NSW CHS softball KO competition.

15 years girls netball North Coast finalists.

Melville High hosted the North Coast Secondary Schools Swimming Carnival.

Twenty seven teams represented the school in various CHS competitions.

There were one hundred and twenty Lower North Coast representatives in cricket, basketball, touch, swimming, baseball, softball, netball, cross

country, athletics, rugby league, rugby union, soccer, water polo and squash.

In excess of three hundred students represented the school in sporting teams and as individuals.

The performance of all our sports representatives on the playing field and in officiating roles were pleasing aspects of the school year.

2009 At A Glance Congratulations to all the scholarship winners from Year 12 2008. Nadine McElwaine has been awarded the Kempsey Shire Council medical scholarship to study at Charles Sturt University to become a paramedic. Emma Russell and Janita Smith have both been awarded teaching scholarships and are looking forward to commencing university in 2009. Melville’s two top achievers at the HSC in 2008: Samuel Wetzler and Lachlan Conn have deferred their university studies in 2009 and have world airfare tickets to study the globe this year! The boys commenced their travels in South America and our best wishes went with them.

In February Year 12 students attended a workshop called “Hip Pocket”. They were given financial advice about superannuation, budgeting, savings, analysing the “fine” print on contracts, etc and were consequently more informed on how to avoid financial difficulties as they approach adulthood.

ATSI students ventured to Kempsey Showground on Friday 13 February to enjoy a forum called “Healthy Way Forward”. The AEO, Ms Jacqui Welsh and Ms Liz Heath STL, went with the students and reported that the forum was not only informative and engaging but that students enjoyed the educational experience and caught up with other ATSI students from neighbouring schools.

In February the Uniform Committee had a meeting with local suppliers to conclude arrangements about the new uniform and its availability. This was extremely successful and both Barsby’s and the Uniform Shop were thanked for their support and cooperation.

Cody Cambourn Year 12 was presented with a certificate by Carla Smith from the NSW Department of Housing. Cody applied for and received a grant for $2,000 to help with his studies.

In March an interactive white board and video conferencing facility were established in room 8. Six staff received training in the use of this equipment. A further $17,000 was set aside from Professional Learning funds to undertake further training of staff over the remainder of the year. The school also purchased an additional six

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interactive white boards from Priority Schools Program funding. These will be used across all faculties and will assist in bringing quality teaching and learning to students. Teachers are reporting a huge increase in student engagement where the boards are being used.

Angus Hardy Yr 12, Max Marks Yr 12, Minnie Marks Yr 10 and Ariana Margetts Yr 11 were selected to participate in the North Coast Talent Identification Program (TIP) at the Players Theatre in Port Macquarie. The TIP program selects some of the best up and coming singers/songwriters from Taree to Tweed Heads public schools, engaging students in a three-day workshop. Students studied performance, vocal pedagogy and songwriting.

Amelia Ballangarry and Mrs. Olzomer attended the secondary choir workshop conducted by Brett Weymark (Musical and Artistic Director, Sydney Philiharmonia Choirs at Lewisham Performing Arts Unit). It was a marvellous day of song and getting together with some of Sydney’s best young choristers.

In March fifty students from our elective music classes attended the Samba percussion workshop where all the students were taught Latin American rhythms using many different drums and percussion.

Oscar Murphy Year 10 and Angus Hardy Year 12 were placed first and second in the inaugural Macleay Idol 2009 which was held at Melville High School on Wednesday 25 March. Oscar was the last of twenty-nine students to perform on the evening where his piano rendition of Prelude No. 1 by Gershwin was positively brilliant. Interestingly in the long list of Idol performers Angus was first to perform vocally while accompanying himself on guitar with an excellent original composition called El Diabolo. Melville had a total of ten performers on the evening who all performed with distinction. Other Melville performers included singers Megan Witchard Year 11, Minnie Marks Year 10, Amy Southwell Year 11, James Jeffrey Year 7, Campbell Waters Year 11 and Ariana Margetts Year 11 and dancers Grace Jeffrey Year 8, and Gemma Dickinson Year 10.

Students represented Melville High School at the various local ANZAC Day services held in the Macleay during the holidays. The Captains Ellie Fuller and Angus Hardy and Vice Captains Samantha Bunt and Matt Lewis attended the Kempsey Town ceremony.

Ellie Sneddon, Jorja Cashman and Annabelle Sneddon participated, including marching, at the Crescent Head Service. Julie Brandt-Richards and Luke Trotter attended the South West Rocks Service. The students laid a wreath on behalf of the school at each venue.

On 5 May students and staff were involved in a ‘Go Green Day’ special assembly to highlight the importance of recycling both at school and home. A large number of students dressed in green for the day, with a fashion parade and musical performances by students and staff. Mr Owen Moon, Waste Coordinator, Kempsey Shire Council addressed students on the importance and cost of waste management/recycling for our community. Overall the assembly was very positive and thanks were given to the Student Representative Council and Mrs Mary Brown who were responsible for the organisation.

Several school murals were refurbished by art students under the direction of Mrs Katrina Martin late in 2008. It was pleasing to see that they were restored to their former glory and were reinstalled during the April school vacation 2009. The students and Mrs Martin are to be congratulated for their wonderful work on this project which has helped to improve the appearance of the school playground.

Amazingly and in spite of wet weather during the school holidays O’Donnell and Hanlon were able to remove two support demountables which have now been replaced with a new purpose built demountable to house high support students and support staff. Students, parents and staff are very appreciative of this improvement.

On the first of April students and teachers of different ages and skill levels participated in Meville High School’s Juggle-A-Thon to raise money for a juggling chainsaw priced at $895. Participants juggled a variety of objects including balls, plates, scarves, clubs, knives and firesticks. They managed to raise $1,337.10. The extra money left over went towards buying more juggling equipment for the new juggling club which started in Term 2.

Trudie Clarke of Year 11 participated in the prestigious Sydney Morning Herald Public Speaking competition held at Nambucca on 12 May. Students from Coffs Harbour to Port Macquarie presented eight minute prepared speeches on a huge range of topics, such as war, trash culture, the economic recession and racism. Trudi chose the topic of ‘Courage’ and spoke fluently and confidently throughout. Trudi did a terrific job with the adjudicator providing many positive comments about her performance. She represented Melville High with distinction.

Melville High School was one of 807 schools who entered students in the Australian Geography Competition. A total of 87000 students attempted the examination. Congratulations to the following students who attained credits: Danielle Bird, Laura Cagnacci, Kiera Carroll, Brad Croad, Sandi Davis, Brad Lewis, Kanika Maclean and Jake Sutherland; Distinctions: Jed Clarke and Nicholas

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Seam; and one High Distinction : Alex Miller. Alex ranked in the top 7% in the competition which is an excellent effort

On Tuesday 2 June a meeting was held for Year 6 parents whose students are coming to Melville High School in 2010. Over 40 people came to listen and discuss the Year 6 transition process. Mr Kim Beaumont, Year 7 Adviser for 2010 informed parents/carers about his role and provided information on the importance of supporting students with their goals. Parent feedback was very positive and planning is underway for another meeting in Term 3.

On Wednesday June 3 the first workshop with Year 7 parents/carers took place. The series of workshops were designed to prepare parents to support their student/s with the demands of high school. The Year 7 Adviser Mrs Alexa Barr and Deputy Principal Mr Peter Hull attended the workshop organised by the Transition Team.

Mrs Bourke Year 6 into Year 7 Coordinator travelled to partner primary schools with Year 7 students to talk to Year 6 about the “ups and downs” of High School throughout June. This was a fantastic opportunity for Year 6 students to hear from their peers and ask lots of questions about what it is like when they leave Primary School.

Due to the flood in Week 5 it was necessary to cancel the Education Week activities at the school, although the open day was still held in the new high support room with parents and carers who were very complimentary about the new facility.

Melville High students were the 2009 District Champions of the Science and Engineering Challenge. Fifteen high schools from Bellingen to Camden Haven participated in the Challenge which involved hands-on activities such as building airships, bridges, catapults and other amazing activities. Melville had a relatively small team as the Challenge was on at the same time as the school’s annual production, ‘The Beach’. However, the enthusiasm and talent of the students shone through with some outstanding results on the day. As a result of the win the team was selected to go to Newcastle on 25 August to compete in the Super challenge.

Year 11 students attended an Industry Showcase held at Port Macquarie Racecourse on 19 May. This event was sponsored by the Mid Coast Youth Career Services and the day was hailed a success by those who attended.

Year 12 had two career excursions in July with the first to Newcastle University on Thursday 9 July. The day consisted of a varied program of lectures and tours as students tackled the challenges of navigating a large campus and attending lectures

on time. The second excursion was to the Camden Haven Future Options Expo. Gathered together in the school hall were up to 70 representatives from various universities, TAFE, private colleges and defence forces. The students were able to gather information and speak to people about their career choices. Both excursions were well attended by Year 12 students.

Melville students competed in round one of the statewide Jeopardy competition for stage 4 students. Our team consisted of Callum Burnett, Finnian Murphy, Brydie Allen, Matilda Murphy and Darcy Small. Our heat involved high schools from Terrigal, Ulladulla and Albion Park. The convenor of the competition, Mr Stu Hasic, located each school on Google Maps before inviting the schools to introduce themselves, then the game began. The game was expected to last 15 minutes, but eventually took an hour to complete with Melville High coming out clear winners and progressing to the next round. Congratulations went to the panel of five students and to Mrs Yvonne Emmelhainz who organized the whole event from our end. ‘Jeopardy’ made use of our Connected Classroom and involved both a video conference and the use of Bridgit software which enabled schools to link with the convenor at Maroubra.

Nicholas Seam from Year 11 was awarded a Technical Scholarship by the Defence Force Academy. He received $2,000.To qualify Nicholas had to be studying a Vocational Education and Training course (VET) and also undertaking Mathematics 2 Unit. It is envisaged that after completing Year 12 he will join the Australian Defence Forces as a technician.

All Year 7, Year 8 and Year 9 students participated in the Macleay Educational Community of Public Schools Human Sign Project on Tuesday 16 June when a helicopter hovered over the oval taking photos of our very large and environmental friendly ‘water drop’. Everyone was very patient as the helicopter was 50 minutes late. Thankyous went to the SRC organisers and teachers Mrs Debbie Henry and Mr John Kassel, SRC Advisers, who were in-charge of Melville’s response. It was a great effort by everyone involved.

Melville High School choir took out first place in the Kempsey Eisteddfod Secondary Choral Section. The choir sang “Zamina” a traditional song from Ghana with Joanne Henderson taking the solo calls and “Beach Boys Blast” (a medley of Beach Boys songs) superbly accompanied on piano by Oscar Murphy.

Melville High again performed with Distinction at the Southern Network Dance Festival. Over the two days students presented their Beach items

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and our festival numbers. Four shows with two performances for each girl was a large workload and the students involved passed with flying colours.

Melville’s Dance family has grown to over 80 students with the student choreographers coming into their own. These girls gave up countless lunchtimes to prepare groups for performances. There were some bumps along the way and a few floods thrown in for good measure, however, they came up with the goods and everyone was very proud of their efforts. They showed great leadership and perseverance as working with one’s peers and many personalities is not always an easy task.

The dancers continued to grow in skill, confidence

and dedication and made every performance an experience to remember.

The student choreographers for this year were

Senior: Beach - (Ellie Fuller) & Festival – (Sheree Ellis) Year 9: Beach – (Holly Brambly & Martika Booth) & Festiva l – (Bronwyn Thomas) Year 8: Beach – (Gemma Dickinson) Festival – (Breanna Denaro & Hayley Willis) Year 7: Beach – (Grace Jeffery & Matilda Murphy) Festival – (Anya Kerrigan & Chelsea Marsh)

Parents and carers who supported their students with preparations, encouragement and last minute costume details were also a great help.

This year’s Debutante Ball was another great success for participants. All students involved with the ball were congratulated for their efforts over the eleven dance lessons. On the night they presented themselves beautifully and really enjoyed themselves! With assistance from the Matron of Honour, Year Adviser Ms Bernadette Neilson, they were presented to the Patron of Honour, Mr Harold Smith, the Citizen of the Year for Kempsey shire. Congratulations were extended to Mrs Jo Lee for all of her hard work in organising a successful 2009 Melville Debutante Ball.

On Friday 31 July, 2009 (Week 1 of Term 3) Year 12 students had the opportunity to revise the HSC English course. The study day was held at Port Macquarie and students attended four sessions covering different HSC English topics. Speakers included poets John Foulcher and Peter Skrzynecki, the author Marele Day, university lecturers and experienced teachers from Sydney as well as our regional schools. Many of the speakers also had HSC marking experience.

The students in roll call voted for a student representative to participate in a half day workshop on Positive Behaviour for Learning (PBL) which was held at the Kempsey PCYC on Tuesday 23 June. The school is reviewing the

Welfare and Discipline policy and welcomed the input from students. Information gained at the workshop and the views expressed by the students are being used in this process. The following students were involved:Vanessa Atkinson, Breanna Denaro, Manny Ellison, Bradley Lewis, Matthew Lovenfosse, Simone McElwaine, Laura Meehan, Jacob Mozeley, Ellie Robinson, Gabrielle Rouse, Jarrod Wayland, Jorja Cashman, Alyce Simmonds, Rose Thiering, Nandar Tun, Joyana Bourke, Kurt Gale, Kyle Hoskins, Dennis Moran, Finnian Murphy, Amy South, Jordan Webb-Smyth, Kade Burns, Madeline Dornan, Joseph Gardiner, Matilda Murphy, Alexander Stubley, Connor Tolman, Taylor Bradley, Rodney Daley, Abigail Paix, Demi Sutherland, Kanika MacLean, Nicole Batchelor, Abby Partridge and Mahlee Cooper. The students worked in small groups on the day and developed a simple set of values to assist in guiding student behaviour.

In early July twenty eight staff received their laptop computers as the first step in the rollout of laptops to all students in Year 9. This gave staff the opportunity to explore the potential of these machines over the school holidays. On the School Development Day Term 3 staff planned the implementation process at Melville. The information about the laptop program was placed on the school website. Two additional interactive whiteboards were installed in early July which took our total number to 9. Also an additional twenty teachers were trained in the use of this technology on the School Development Day. The whiteboards are an outstanding teaching resource and provide staff with the tools for engaging students through the presentation of exciting lessons.

On Wednesday 12 August parents of Year 10 students attended a meeting to discuss the subject selection process for Years 11 and 12. Students were taken through a counselling process and were helped by teacher mentors. Parents and students were also invited to participate in 3 way interviews with mentors in Week 4 of Term 3.

During Week 1 of Term 3 students in Year 8 received a booklet and a subject selection form to allow them to make choices of elective subjects for Years 9 and 10.

The chess team travelled north on 30 June to play Nambucca Heads High School in the State Chess Knockout and were victorious 4 nil. Congratulations went to the team of Nick Halliday, Tim Ting, Dylan Barnett and Oscar Murphy.

Congratulations were extended to the parents who completed the series of Year 7 Parent workshops. They were held under challenging circumstances with the State of Origin being

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played on two of the nights, the Dance Festival on another and incredible deluges of rain. Those who participated showed great enthusiasm in learning how to support their students with assessment tasks and high school in general. Support for the workshops were given by Mr Peter Hull (Deputy Principal) who assisted with computer research skills, Mrs Wendy Mulholland (STLA) with a presentation on NAPLAN, Year 12 student Angus Hardy who performed his HSC Drama monologue and Mrs Lesley Langer (Deputy Principal). Feedback comments from the workshop included: ‘the workshops have really helped me understand how to help my son approach assessment tasks’; ‘the parent workshops were friendly, informative and empowering’; and ‘it has helped me understand more about time management.’

The Melville High dance group was invited to attend the Daligur Preschool for their NAIDOC week celebrations. The Year 7, 8 and 9 dance group performed three items and then invited the preschool children to join them in learning a dance. Led by Year 10 student Holly Brambly and assisted by Sam Bradley the Melville girls chose a partner and proceeded to trip the light fantastic. Much enjoyment and laughter was had and the preschool students were reluctant to let the Melville students leave. There were shouts of one more as students packed up and headed to the bus.

On July 4, Megan Witchard Year 11 went to Port Macquarie to compete in the Mid North Coast Hairdressing and Beauty Competition for fantasy make-up. The process of actually applying the make-up took three hours and then the costume and hair took another hour. There were fifteen entries in Megan’s division, with all other contestants qualified with Diplomas and Certificate 3 or 4 for Beauty. After the judging Megan was awarded 3rd place which was a fantastic effort considering the standard of competition. Knowing that she had not finished her course in Certificate 2 Beauty meant that this was a huge achievement for her to gain a place.

School representatives Jacinta Lee, Year 9 and Maddie McKechnie, Year 8, spoke fluently and with confidence in both their prepared and impromptu speeches at the Legacy Junior Public Speaking Award. Jacinta spoke about ‘Gossip’ and Maddie spoke about ‘Pop Culture’. The impromptu topic was ‘A piece of cake’ and both had very interesting interpretations of this topic. The girls had to speak for five minutes in the prepared section and two minutes in the impromptu section with only five minutes to prepare. A very difficult component of the competition. Both did an excellent job and were wonderful representatives of Melville High.

Jacinta came close to winning this competition and Maddie wasn’t far behind. This was a great

result for the girls and both were presented with Certificates from representatives of the ladies of Legacy.

On Tuesday 18 August the dedicated Agriculture teachers took fifty students to Ag Quip at Gunnedah. They left before 4am and returned late that evening to minimize time away from school. The students had the opportunity to experience first hand, agriculture in the real world. They also got to sit in and see large scale machinery and supplies that may only be viewed in magazines or the internet. The opportunity to meet and learn from primary producers first hand is invaluable. Thanks go to Mr Russell Lobb, Mr Ivan Denyer and Ms Jane Walker for their support to run this excursion.

The Macleay Educational Community of Schools Spring Into Art Festival was on again this year. Art works from students K – 12 were on presentation at the Macleay Valley Community Gallery at Gladstone from Thursday 27 August to Sunday 30 August with the venue being open to the public. The opening night was on the Wednesday evening 26 August commencing at 5.30 – 7.00pm. At this occassion the Macleay Educational Community of Schools recognized teachers and staff who have made valuable contributions to their schools and community. Melville recognized Mr Michael Ryan, a recently retired Mathematics teacher and Mrs Sandra Robinson, Head Teacher Social Sciences. Both teachers were acknowledged for their working lives in Public Education and the significant positive difference they have made for so many students, both at Melville and in other schools, over the years.

A seminar was held in August for Year 12 to help them navigate the UAC system. The students spent the time to research their courses and ensure that their preferences were in order. Some courses included extra criteria such as a portfolio, audition or interview and the students were made aware that the universities have different entry criteria.

There was a great amount of interest in Tournament of the Minds this year. Approximately sixty students from Years 7 to 10 enjoyed participating in a Training Day during Week 1 of Term 3. They were involved in activities such as higher order thinking skills, problem-solving and strategies, creative thinking, team building, communication and basic stagecraft skills. As a result of this, Melville High entered two teams in the Regional Final this year.

Team members once entered worked hard on solving their challenges. The Language Literature team worked on telling a story in an imaginary world where there are no longer any books while the Maths Engineering Team worked on a system

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that sends a message over two obstacles. The teams only had a short time to solve their challenges and work on their presentations.

In August Year 10 sports science classes started their assessment task on coaching. The task involves coaching younger students in the skills of particular sports. Preparation activities were undertaken in the classroom as well as practice sessions during practical lessons. Mrs. Thomas’ class visited South Kempsey Primary where the Sports Science students worked with Year 2, Year 3 and Year 4 students. Skills were taught for soccer, netball, AFL and touch. The assessment task involves three sessions at South Kempsey Primary. Mr. Hoy’s class were also involved in this project, however, they worked with Year 5 and 6 students and taught them skills in touch, soccer and netball.

Georgia Boschke Year 11 received a scholarship

from the school and SRC to attend the Rising Generations Leadership Camp at Collaroy Beach for four days last holidays. It was attended by two hundred students from eight hundred and sixteen schools around Australia. She met many lovely people and many inspiring Australian icons such as David Koch, Robyn Moore (the voice of Blinky Bill) and Shelley Oates-Wilding (sportswoman).

Georgia found the variety of activities very challenging and her focus was learning resilience. At the camp she realized the importance of having a vision, developing values and most importantly serving others.

Georgia was thankful to the school and the SRC for providing her with such a wonderful opportunity and hopes that more students can be involved in 2010.

In week three of term three some students completed work placements in the Macleay Shire. Students in Year 11 studying Automotive, Business Services, Construction, Information Technology, Hospitality, Metals & Engineering, Primary Industries and Retail are all required to complete a mandatory placement with an industry as part of their HSC requirement.

Amanda Adams completed her placement at Cedar Place Aged Care Facility in the vocation area of Hospitality – Commercial Cookery. Amanda made caramel tarts for the resident’s lunch. Kristy Smith-Ritchie did her Retail placement at Kempsey Newsagency. Part of Kristy’s responsibility was to ensure that the cards on display were neat and orderly and to assist customers as required.

Work placement enables students to enhance the skills they are developing and achieving at school and it is also an opportunity for the students to make decisions about the types of establishments

that they might like to work in or learn more about in the future.

Student roll call representatives once again participated in a half day workshop on Positive Behaviour for Learning (PBL) held at the PCYC on Tuesday 15 September. This is a continuing process where students are participating in the schools review of the Welfare and Discipline Policy. Information from the workshop about student views is being used in the policies update.

A wonderful group of Year 8 students travelled to the Pindari Outdoor Adventure Campus near Ashford on the New England tablelands. As if six hours on the bus was not enough, on arrival at the camp everyone was involved in a flurry of initial meetings, group forming, lunch making and then they were off to the first activity. The day was then finished off with setting up swags, setting fires, learning how to operate bush showers, cooking dinner and washing up. Wow, what a day! Over the next three days the students learnt how to use handheld GPS units, compasses and contour maps, how to drive a dune buggy, how to operate a motor boat and even how to rock climb. Every staff member and student climbed up and over the 60m tall bluff. This was an outstanding effort. Perhaps the most pleasing aspect of the camp, though, was the resilience and independence shown by the students as they attacked the challenging tasks set them by the Pindari group leaders. A direct result of this teamwork was the new friendships that the students formed. A great educational experience and a wonderful time was had by staff and students alike.

The School received letters of thanks addressed to Melville students, staff and parents for our fundraising donations to Marysville Primary School, Strathewen Primary School and Whittlesea Secondary College.

These Victorian schools were destroyed by fire on the 7 February 2009. Jane Hayward, Principal of Marysville wrote: ‘Importantly, the empathy and compassion shown by you is a great lesson to our children in how to respond to people in need. Once again we sincerely thank you for your generous and thoughtful support’. The schools are currently rebuilding and the donations will be used to provide much needed student resources.

Melville students performed creditably in the Southern North Coast Region Mathematics Olympiad finishing 2nd to Port Macquarie High School and were selected to compete in the Regional Final at Coffs Harbor on 29 September 2009. Congratulations to the Year 8 students: David Cagnacci, Matilda Murphy, Jasmine Smith and Zac Arnott.

On Wednesday 30 September at 6.00pm at the Macleay RSL the Macleay Education Community

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of Schools launched the Human Sign DVD which our students participated in earlier in the year.

Melville students formed a ‘water drop’ on the school oval and this was filmed from a helicopter above. Our water drop represented how precious every single water drop is in a climate such as ours and the importance of conserving water.

On the day of the filming the helicopter began with the small up river schools, eventually working its way to the mouth of the Macleay and South West Rocks Public School.

Samantha Bunt, Vice Captain, was the MC for the evening. Special guests on the evening were Mr. Andrew Stoner MP, Mayor John Bowell, Mr. Mark Youngblutt, School Education Director and representatives from the sponsors.

A combined schools choir performed on the evening and there were examples of recent environmental artworks displayed from the schools.The evening was well attended and was an excellent promotion for public education.

On Monday 20 October Melville’s Technology Support Officer Mr Rene Miles commenced work at the school. Mr Miles will provide maintenance and support with the implementation and day to day delivery of the Digital Education Revolution at Melville. Consequently he will be involved with handing out further laptops, troubleshooting problems, storage of devices, management of the wireless network and repairs.

On Wednesday of Week 2 Term 4 Worimi elder, Les Ridgeway, came to school to donate to the library a copy of his book ‘The Rainbow Man: The life and times of Les Ridgeway, Worimi Elder’. Les is a wonderful gentleman who entertained us for hours with stories of his life, his family and his hopes for the future. His book is a wonderful read and is available for loan. We look forward to receiving his next book where he chronicles marriages between white settlers and Aboriginal women. It promises to be an enlightening read.

The Gold and Silver excursion was on Friday December 11. The excursion was to Raleigh Raceway and Waterpark and was subsidized by the school.

The selection process for the Peer Leaders for 2010 was held in November. 99 students nominated but unfortunately there was only positions for 44 students. The training took place on 18 and 19 of November and the students involved had an illuminating two days.

Ms Gear’s Year 10 Textiles class produced a wonderful collection of ‘soft furnishings for the home’ that were displayed in the library. The students in the course worked diligently and with great enthusiasm to produce items that include soft toys and embroidered pillows, quilts and bean

bags. The class was very excited about their work and visitors to the library were amazed by the concepts created and the quality of work on display.

Year 10 student Laura Cagnacci helped set up the

display for her class’s beautiful work

Mr Beaumont Librarian organized students to bring in old readers and storybooks they no longer needed, along with pens, pencils and paper for the Hope World Wide Foundation. These resources were collected to send to Papua New Guinea schools.

The celebration of Year 12’s Graduation fell on Wednesday 18 November. Mrs Brown and the formal committee did a monumental job organising everything and making sure the function went smoothly. It was a lovely night at the Kempsey RSL and our Year 12 students looked stunning as they entered the auditorium. At first sight they were hard to recognise in their formal attire and they all went to extra ordinary lengths to look their best for their final farewell from Melville. It was a pleasure to attend the culmination of their secondary schooling. A highlight of the evening was the presentation of the Melville Year 12 Dux and the Kath Lyttle Scholarship of $1,000 which is awarded by the Kempsey Macleay RSL Club. This year the award was shared by two outstanding students Lisa Killmore and Angus Hardy.

Mrs Bourke and Mrs Langer with the help of other staff and ex students ran the Captains Leadership Training for two days. This program prepares the Captains from Melville, Kempsey and Macksville High Schools in their role as leaders of their respective schools. The training takes place at Brindabella Function Centre and the Captains learnt new skills and gained confidence to perform their roles as leaders for 2010.

Following a successful workshop in debating on Wednesday 11 November a group of Year 7 and Year 8 students joined students from St. Paul’s

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High School and Kempsey High School for a day’s debating.

Kempsey High provided the venue and superb organisation for the day. The topics were appropriate and therefore accessible to the students.

Our students performed exceedingly well with Year 7 winning 6 from 8 debates and Year 8 winning 5 from 8. All enjoyed the day and it was a pleasure to accompany talented students who demonstrated school spirit.

Congratulations to the following:

Joanne Henderson, Caitlin Gunst, Cassidi Griffin, Rachel Minnican, Eleanor Smith, Jasmine Smith, Brydie Allen, Matilda Murphy, Connor Tolman, Darcy Small, Emma Sutherland, Naomi Steinhour, Alcye Smith, Karlee Southwell, Maddie McKechnie, Miriam Worthing, Jessica Casey, Finnian Murphy, Cassie Kesby, Jasmin Saleh-Young, Daniel Ting, Riley Staden, Rowen Thomas, Isaac Brambley, Nina Allen, Heidi Bell and Alexandrea Walder.

Students from Mrs Drinan’s Yr10 Food Technology class enjoyed a two day excursion to Sydney on November 23 and 24. The excursion complemented their learning in class over the past two years. Their food experiences included Yum Cha in China Town, a Lebanese feast seated in a pillow room hung with carpets and a Japanese Sushi train. Some of the other highlights from the trip included catching the Monorail, sleeping through the 12.30am fire alarm in the hotel as well as learning how to catch buses around the city.

Sandi Davis, Jarrod Barnett, Corey Muldoon and Simone McElwaine enjoying themselves at the

Debutante Ball

Student Achievement in 2009

Academic In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in the 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)

Please note that the term Like School Group LSG is used throughout the academic school performance report. The Like School Group is determined by the DET Educational Measurement and School Accountability directorate and refers to a group of public secondary schools with similar student and comparable socio-economic characteristics as Melville High School.

Literacy – NAPLAN Year 7

The average NAPLAN reading mark was 517.2 the Like School Group LSG was 505.2, while the state average was 535. In reading 7 students achieved Band 9, 20 Band 8, 44 Band 7, 61 Band 6, 17 Band 5 and 25 Band 4. 84.2% of Year 7

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Percentage of students in bands: Year 7 reading

Percentage in band 2009 School average 2007 - 2009

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students achieved above the minimum standard for reading set by the Commonwealth.

The average NAPLAN writing mark was 494.3, the LSG was 496.6 and the State mean 520.9. Two students achieved Band 9, 16 Band 8, 39 Band 7, 59 Band 6, 34 Band 5 and 24 Band 4. 84.8% of students achieved above the minimum standard for writing set by the Commonwealth.

The average NAPLAN spelling mark was 524.6 the LSG was 519.5 and the State average was 543.6. Fifteen students achieved Band 9, 25 Band 8, 45 Band 7, 50 Band 6, 20 Band 5 and 18 Band 4. 88.1% of students achieved above the minimum standard for spelling set by the Commonwealth.

The average NAPLAN grammar and punctuation mark for Year 7 students was 506.7, the LSG was 497.3 and the State average was 530.4. Fourteen students achieved Band 9, 9 Band 8, 42 Band 7, 47 Band 6, 35 Band 5 and 26 Band 4. 83.5% students achieved above the minimum standard for grammar and punctuation set by the Commonwealth.

Rachael Lees and Kayla Miles looking after Lacey

“the talking dog” at the show

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Percentage of students in bands: Year 7 spelling

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Lisa Killmore Year 12 enjoying herself at the

Athletics Carnival

Numeracy – NAPLAN Year 7

The average NAPLAN numeracy mark for Year 7 students was 521.5, the LSG was 507.5 and the State average was 541.2. Eight students achieved Band 9, 27 Band 8, 38 Band 7, 52 Band 6, 34 Band 5 and 13 Band 4. 91.4% of students achieved above the minimum standard for numeracy set by the Commonwealth.

Tahma Collopy, Jacinta Lee, Anya Kerrigan, Jake Hall and Mahalia Williams rehearsing for the

production of “The Beach”

Literacy – NAPLAN Year 9

The average NAPLAN reading mark for Year 9 was 555.1 which was higher than the LSG of 547.2 and below the State figure of 575.4. In reading nine students achieved Band 10, 19 Band 9, 36 Band 8, 55 Band 7, 32 Band 6 and 26 Band 5. 85.3% of Year 9 students achieved above the minimum standard for reading set by the commonwealth.

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Percentage of students in bands: Year 7 numeracy


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Percentage of students in bands: Year 9 reading


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The average NAPLAN writing mark was 537.3 which was slightly higher that the LSG figure of 523.8 and below the State average of 553.7. In writing five students achieved Band 10, 13 Band 9, 45 band 8, 31 Band 7, 45 Band 6 and 34 Band 5. Consequently 80.4% of Year 9 students achieved above the minimum standard for writing set by the Commonwealth.

The average Year 9 NAPLAN spelling mark was 547.2, the LSG figure was 549.9 and the State

average 577.4. In spelling six students achieved Band 10, 11 students Band 9, 40 students Band 8, 63 students Band 7, 27 students Band 6 and 26 students Band 5. 85% of Year 9 students achieved above the minimum standard for spelling set by the Commonwealth.

The average NAPLAN grammar and punctuation mark was 551.5, while it was 537.9 for the LSG and 565.9 for the State. In grammar and punctuation ten students achieved Band 10, 8 students Band 9, 38 students Band 8, 60 students Band 7, 27 students Band 6 and 30 students Band 5. 82.7% of Year 9 students achieved above the minimum standard for grammar and punctuation set by the commonwealth.

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Percentage of students in bands: Year 9 writing


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Numeracy – NAPLAN Year 9

The average NAPLAN numeracy mark was 565.7 which was slightly higher than the LSG mark of 556.8, while the State average was 589.3. In numeracy three students achieved Band 10, 17 Band 9, 56 Band 8, 50 Band 7, 30 Band 6 and 14 Band 5. 91.8% of Year 9 students achieved above the minimum standard for numeracy set by the Commonwealth.

Minimum standards The Commonwealth Government sets minimum standards for reading, writing, grammar and punctuation, spelling and numeracy for years 3, 5, 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 2009

Percentage of Year 9 students in our school achieving at or above the minimum standard in 2009

School Certificate

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

Year 10 students sat for formal School Certificate examinations in English-Literacy, Mathematics, Science, Australian History Civics and Citizenship, Australian Geography Civics and Citizenship and computer Skills in November 2009.

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Reading 84.2Writing 84.8Spelling 88.1Punctuation and grammar 83.5Numeracy 91.4

Percentage of Year 7 students achieving at and above minimum standard

Reading 85.3Writing 80.4Spelling 85.0Punctuation and grammar 82.7Numeracy 91.8

Percentage of Year 9 students achieving at and above minimum standard

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Percentage of students in performance bands:

School Certificate English-literacy


School Average 2005 - 2009

LSG average 2009

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English-literacy: 111 of 146 students were placed in Bands 4, 5 or 6 which was slightly lower than the State wide proportion of candidates achieving these bands. Two students achieved Band 6, 30 students Band 5 and 79 students Band 4. The school average mark for students was 74.9, the LSG average was 72.1 and the state average was 75.9.

Mathematics: 45 of 148 students placed in Bands 4, 5 or 6 which was below the State proportion of students achieving these Bands. Four students achieved Band 6, 9 students achieved Band 5 and 32 students Band 4. Melville students averaged 65.4 while the LSG mean was 63.9 and the State average was 69.0

. Dance choreographers with costume materials for “The Beach” and the Dance Festival

Science: 95 of 146 students were placed in Bands 4, 5 or 6 which was slightly higher than the State proportion of students achieving these Bands. Three students achieved Band 6, 36 students Band 5 and 56 students Band 4. Melville students averaged 72.9, the LSG average was marginally lower at 68.5 and the State mean was 73.3.

Australian History, Civics and Citizenship: 80 of 147 students were placed in Bands 4, 5 or 6 which was greater than the State proportion of

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School Certificate Mathematics



LSG average 2009

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candidates achieving these Bands. One student achieved Band 6, 11 students Band 5 and 68 students Band 4. Melville students averaged 69 marks, the LSG average was 64.6 and the State mean 69.5.

Australian Geography, Civics and Citizenship: 78 of 147 students were placed in either Bands 4, 5 or 6 which was slightly higher than the State proportion of students achieving these Bands. Four students achieved Band 6, 21 students Band 5 and 53 students Band 4. The Melville student average mark was 69.6, the LSG average was 65.8 and the State average was 70.3.

Computer Skills: the Band process does not apply as it does for the other School Certificate examinations. Students who achieved 80 or more marks are designated ‘Highly Competent’ and students who achieve from 50 to 79 marks are graded ‘Competent’. Eighty-six students achieved Highly Competent while 60 students were determined Competent after sitting for the online computer Skills.

David Cagnacci and Zac Arnott preparing for the

Maths Olympiad

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School Certificate relative performance comparison to Year 5 (value-adding)

Please note the state relative performance is zero and that students’ results in all School Certificate courses have been compared with students’ previous performances in the Year 5 BST in Literacy and Numeracy. Value added is the extent to which a student’s performance is greater than would be predicted from their prior performance.

The results in Science (0.9), Australian History Civics and Citizenship (0.9) Australian Geography Civics and Citizenship (0.5) and Computer Skills 0.8 indicated that the school added value in each area. The results in all of these subjects was pleasing showing positive value adding by the school. Students’ results in English (-0.2) and Mathematics (-1.5) did not indicate value adding and are areas for future remediation.

Higher School Certificate

The Melville Dux at the Higher School Certificate was Olivia Smith who achieved an Australian Tertiary Assessment Rank of 94.55. In second position was Nicole Runck with an ATAR of 93.9.

Students are allocated Band 1 to 6 results in the HSC. Scores 1-49= Band 1, 50-59= Band 2, 60-69= Band 3, 70-79= Band 4, 80-89=Band 5 and 90-100= Band 6. For this report numbers of students achieving Bands 4, 5 & 6 will be identified.

There were twelve Band 6 results with these distinguished achievers scoring between 90 and 100 marks: Edward Burrett (PDHPE), Dylan

Cameron (Industrial Technology), Angus Hardy (Drama), Julian Jones (Earth and Environmental Science), Nicole Runck (Busines Studies, Legal Studies, Senior Science and Hospitality Examination), Olivia Smith (Business Studies, Geography and Hospitality Examination) and Sam Stanfield (Hospitality Examination).

Ninety one students sat for their HSC examination in twenty nine courses and the results from the wide range of subjects proved variable as were individual outcomes. The results in twenty courses were comparable or better than the State mean for these courses.

The following courses had results which were significantly greater than the State means: Business Studies, Drama, English, Food Technology, Industrial Technology, Legal Studies, Music, Senior Science, Hospitality Examination, Primary Industries Examination and Information Technology Examination.

There were eighty four Band 5 results which range from 80-89 marks and 170 Band 4 results which are between 70 and 79 marks.

Forty four students attempted English (Standard) with one achieving Band 5 and 16 Band 4. Thirty seven students attempted English (Advanced) with 8 achieving Band 5 and 24 achieving Band 4. Eight students attempted English Extension 1 with three achieving Band E3 and five achieving Band E2. One student sat for English Extension 2 and achieved a Band E3.

There were 55 students who attempted General Mathematics with seven achieving Band 5 and 22 achieving Band 4. In Mathematics three students achieved Band 5 and five Band 4. Six students attempted Mathematics Extension 1 with two achieving Band E2.

Twenty two students attempted the Biology paper with two achieving Band 5 and six Band 4. Thirteen students sat for Chemistry with five achieving Band 4. Eight students attempted Earth and Environmental Sciences and there was one Band 6, one Band 5 and five Band 4s. Eleven students attempted Physics five achieved Band 4s There were eight students who attempted the Senior Science course with one achieving Band 6, three achieved Band 5 and three Band 4 results. Thirteen students sat Ancient History with four achieving Band 5 and five students Band 4. In Modern History there were thirteen candidates and two students achieved band 5 and eight students Band 4. Two students sat for History Extension and both achieved Band E3s. In Legal Studies with seventeen candidates one achieved Band 6, eight students Band 5 and five students Band 4.

Ten students attempted Business Studies with two students gaining Band 6, two students Band 5

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School Certificate: Relative growth from Year 5 (value-added)

School 2009


LSG Average 2009

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and four students Band 4. Fourteen candidates sat for the Geography paper with one achieving Band 6, three Band 5 and six Band 4.

There were fifteen students who attempted Drama with one achieving Band 6, eight Band 5s, and five band 4s.

Twelve students completed the Agriculture examination with one achieving Band 5 and five Band 4. In the Primary Industries examination there were five students who elected to sit the paper with one achieving Band 5 and four Band 4.

Eight students sat for Food Technology with four achieving a Band 5 and three achieving a Band 4. Seven candidates attempted Industrial Technology with one achieving Band 6, two Band 5 and two Band 4. An individual student completed Textiles and Design achieving a Band 4. Four students attempted the Construction Examination with one achieving Band 5 and 3 Band 4. Three students attempted the Metal and Engineering Examination with one achieving Band 5 and two Band 4. Thirteen students completed the Hospitality examination with three achieving Band 6, six Band 5 and three Band 4. Fourteen students sat for the Information Technology examination with five achieving Band 5 and four Band 4. One student sat the Automotive examination and achieved a Band 4. Two students attempted the Electrotechnology examination both achieving Band 4s.

Seven candidates sat for Music 1 with five achieving Band 5s and two Band 4s. Seven students completed Visual Arts with one achieving Band 5 and six Band 4 results.

Twenty three students attempted the Personal Development, Health and Physical Education paper with one achieving a Band 6, four achieved Band 5 and six Band 4s.

One student sat for the Software Design and Development examination achieving a Band 5.

Two students attempted French Beginners through external study with one achieving a Band 4.

Please note that the data and graphs are provided for courses with ten or more candidates only i.e. where the number of students is less than 10 data can be strongly influenced by just one or two students.

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Higher School Certificate relative performance comparison to School Certificate (value-adding)

HSC Relative Performance rankings are based on student’s performance in the School Certificate external tests and indicate that student performances overall in the HSC 2009 were statistically commensurate with their previous results in the School Certificate two years ago. Both Low and High results overall indicated slight comparative improvements to previous cohort results and Like School Group averages.

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Significant programs and initiatives

Priority Schools Program (PSP) This program focussed on improving student literacy and numeracy outcomes as well as improving student participation. Since joining the PSP in 2005 Melville staff have implemented a considerable range of successful projects and this year was no exception.

The three main projects were: • engagement through the introduction of

electronic whiteboards;

• deconstructing NAPLAN in order to implement NAPLAN style literacy tasks and assessments in all KLAs; and

• continuation of the successful Year 6 into Year 7 transition program.

The PSP staffing supplement was used to increase STLA availability for targeted students as well as teaming with other teachers in order to develop skills and strategies to further enhance student literacy and numeracy development.

The supplement also provided staff release from face to face for: planning meetings, development and writing of quality teaching and learning programs, reviewing, lesson observations, evaluation, visits to primary schools, management of PSP projects, training staff to use the SMART Data software, development of common tests and tasks, and training and development of staff.

Staff have continued to be trained in and practised decoding literacy and numeracy skills/compounds assessed in NAPLAN, For the last two years the emphasis has broadened from Stage 4 to include Stage 5.

The strengths of the program continue to include: • teachers are teaching lessons which combine

subject content with literacy and numeracy skills development;

• a range of approaches are being used to explicitly teach literacy and numeracy;

• teaching and learning tasks have been developed which require students to demonstrate the use of metalanguage;

• teachers are providing students with clear directions about the quality of work expected;

• staff have increased their understanding of the diagnostic capacity of NAPLAN through their use of the SMART data software program and consequently are better informed to support individual students;

• there has been improved dialogue by staff regarding literacy and numeracy teaching practices, including the development in all KLAs of teaching and learning programs specifically incorporating a wide range of literacy and numeracy development practices;

• head teachers being responsible to lead the training and development of their staff so that faculty practices are consistent and sustainable; and

• there have been small numbers of parents (up to fifteen) in attendance at Year 7 information workshops.

A weakness of the program has been the unavailability of casual teachers which has directly, on numerous occasions, interfered with planned staff workshops. As for last year parents were targeted to be involved in workshops to develop their ability to better support their students in aspects of literacy/numeracy and homework, however, participation was limited.

Future directions include a continued focus on electronic whiteboards to increase student access to literacy and numeracy engagement opportunities through embedding interactive technologies in teaching programs. Improving professional exchange with partner primary schools will continue to be an important focus area. There will also be an emphasis of KLA’s investigating the SMART data curriculum support materials for implementation into programs.

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LSG average 2009

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Aboriginal Education Melville was successful in applying for funds to continue projects which have been run previously in the school. The In Class Tuition (ICT) support program enabled Penny Hughes and Carolyn Brambly to give extra support to Aboriginal students in the classroom with their literacy and numeracy needs.

These Aboriginal Education Workers (AEWs) have made a worthwhile contribution to the education and wellbeing of Aboriginal students as they supported individual students and assisted the Aboriginal Education Officer (AEO) with other duties. In order to support the literacy and numeracy needs of students, the AEWs participated in a variety of developmental experiences including training to support literacy and numeracy, reading and spelling, reading/recovery and literacy/numeracy scaffolding. Aboriginal programs which successfully involved the AEO, AEWs plus other members of staff included Links to Learning, the girls’ group, and the senior study group.

The Aboriginal girls’ group continued to run in 2009 under the guidance of the Head Teacher Welfare and the Aboriginal Education Officer, in liaison with community health and a school counsellor. Students from Years 8 and 9 have participated in workshops with a future focus aimed at encouraging students to continue through to Year 12 and beyond. The girls’ attendance was excellent and the feedback very positive.

NAIDOC day was celebrated with the community as it fell on the school calendar. Students were rewarded for their various academic and sporting accomplishments. The day started with the community March on the Monday and ended with a sports day.

The school held another successful Remembrance Day Ceremony at our Remembrance Garden site which honours all of those who fought and served in war, but particularly lists the names of local Koori servicemen.

Six Koori students completed their HSC, with many doing traineeships with building companies. A very successful combined dinner with the Kempsey High School graduates at Brindabella was held after the HSC to celebrate the reaching of this milestone.

Hopefully this dinner will become an annual event for Melville and Kempsey High Koori students.

Multicultural education All key learning areas ensure there is a multicultural perspective in teaching and learning

programs. Human society and its environment (HSIC) staff provide opportunities to develop a wider understanding and knowledge of other cultures through Geography, Asian Social Studies and Aboriginal Studies courses. Multicultural perspectives are also integrated into specific units of work in History, German, Visual Arts and Personal Development Health and Physical Education (PDHPE).

In Stage 4 Asian Studies and Stage 5 Cultural Understanding courses students engage in ideas, beliefs and practices across a wide range of cultures, with an emphasis on the cultures of Asia and the Pacific, due to Australia’s geographical proximity to these places, the increasing percentage of Australians with Asia-Pacific backgrounds, the economic growth of India and China, Australia’s growing trade and exchanges with the countries of Asia and Australia’s emerging security and humanitarian interests in the Pacific. Through these courses students develop skills to conceptualise and perceive interrelationships between themselves and local, national and global communities. They have opportunities to understand difference, to value inclusion and to respect the rights of others.

Significant programs and initiatives

Junior Jeopardy Success

Melville High School recently entered this exciting competition which involved the use of the interactive classroom. For the first time, 32 high schools from across the state were competing against each other in a challenging battle of wits and speed, without even leaving the classroom. Each school’s Interactive Classroom, equipped with a computer, interactive whiteboard, TV screen, video camera and a microphone, allowed teams to see and hear each other as well as the Jeopardy question board and host of the game. Students used the space bar on the keyboard as the buzzer.

The Melville High team of five Year 7 and 8 students: Brydie Allen, Callum Burnett, Finnian Murphy, Matilda Murphy and Darcy Small, competed extremely well. After the first round of heats, Melville High were able to enter the Finals Series ranked first in the state. They then went on undefeated in the preliminary finals to gain a place in the qualifying round and a chance to compete in the grand final.

During the games Melville High students were able to showcase our region, mentioning the beauty of the Macleay Valley and some of the famous people who have attended the school such as surfer, Samantha Cornish, superbike champion, Andrew Pitt and actress, Jolene Anderson. They also impressed the host of the

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tournament with the way in which they entered into the spirit of the competition, when they wore iconic Akubra hats in the qualifying final.

The qualifying final proved to be the tightest match in the Jeopardy Competition and, although the Melville High team were in it with a chance right down to the wire, they just missed out on a place in the grand final when they answered the final jeopardy question incorrectly.

The four teams who made it to the grand final were Sydney Girls, Riverside Girls, St. Ives and Albury High schools. We were up against some tough competition and the Melville High team should be proud of their brilliant efforts and the teamwork they put into this tournament.

Term 3 School Development Day

On Monday 27 July all staff were involved in training and development associated with many of the great changes that are currently taking place in education.

The school has recently invested heavily in interactive whiteboards and twenty staff members were trained in the use of these boards. Students will be presented with interesting and engaging lessons as a result of the introduction of this exciting new technology into our classrooms.

Staff also attended an introductory workshop which provided information about the introduction of laptop computers in Year 9. Teachers examined the opportunities the computers will provide and reviewed some of the challenges faced in ensuring the introduction of the laptops is effective and problem free.

The school is currently reviewing the welfare and discipline policy. Staff used the remainder of the day reviewing and providing input into the suggestions made by students. They discussed school values and looked at how the review committee will translate these values into a new set of school rules and a new welfare and discipline policy.

Regional Director’s Visit:

On Tuesday 28 July we had the pleasure of the North Coast Regional Director, Mr Peter Haigh, visiting Melville with Mr Mark Youngblutt the Port Macquarie School Education Director. They walked through the hustle and bustle of the playground with Melville students excited about seeing their friends on the first day of Term 3. The atmosphere was extremely positive and there was a buzz in the playground.

Ms Julie Olzomer, presented a demonstration music class utilizing an interactive whiteboard. The 7P/7J class were actively engaged in Garage Band and then worked on computers to create

their own musical scene for the video provided. It was fantastic.

Both Mr Haigh and Mr Youngblutt were amazed by the engagement of the students. It was good to see Ms Olzomer and the Year 7 students volunteering to demonstrate just some of the quality learning that occurs at Melville.

Mr Haigh and Mr Youngblutt then went to the site of the new Skills Centre which will start construction behind the TAS block in 2010. Mrs Adams, Head Teacher TAS, and Mr Kassel TAS teacher explained the size and function of this building and the benefits for students studying VET courses in the future.

Unfortunately time ran out and the visitors had to move on to other schools before they could speak with more staff and students about Melville. They intend to return in the future and we look forward to their next visit.

Mr Haigh left praising the staff and students saying that he was extremely impressed with the enthusiasm and positive environment of Melville High School.

National Tree Day

On Friday 31 July Bronwyn Thomas and Jorja Cashman represented Melville at a National Tree day ceremony. The students went to Riverside Park along with ten other schools from the Macleay region. During National Tree Day we planted twenty-two trees to represent the carbon emissions that were released into our environment when the helicopter flew over the Macleay schools to take the photo for the human sign project. The idea of this was to put back what we had taken from the environment to help support the valley’s climate and natureland and to preserve it for future generations.

During the day students also participated in the filming of a DVD that is about the human sign projects, National Tree Day and students general concerns about climate change and global warming, and the projects that we are participating in to address these concerns. The DVD shows the 2,500 children that were involved in the human sign project. The DVD hopefully will be a great success as it conveys everyone’s involvement and their misgivings about climate change.

Year 10 into Year 11 Transition

On Wednesday evening 12 August the Year 10 to Year 11 Transition meeting with parents and carers took place in the hall. Every faculty had staff present to help students decide their possible courses of study for 2010. Mr Bartlett explained the Board of Studies requirements as well as the new ATAR (Australian Tertiary Admissions

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Ranking) which supersedes the UAI or Universities Admission Index.

It was an excellent night for Year 10 students and parents/carers to begin the subject selection process.

The advice and support provided by teachers were appreciated by students and parents.

The follow up on Tuesday 18 August, during sport time, saw all Year 10 students spend time individually working with teacher mentors who volunteered to advise and support them through the final stages of subject selection. Each student discussed their interests, their successes and their future aspirations and then with guidance, selected subjects and lines of study for 2010 which meet Board of Studies and ATAR requirements.

Philosophy at Melville

As part of the gifted and talented program at Melville High, Mr Mick Hall convened philosophy lessons with 8J and 8P. The students chose a question to debate and used a philosophical method to develop their ideas. This question was “Should we have the right to clone ourselves?”

The method they used was to begin looking at the question critically with a sense of awe and wonder. They then formulated arguments and counter arguments. Each person was listened to with respect. They quickly developed insight into the question and most of the students were brave enough to state an argument or ask questions.

Students quickly realised that clones should have rights and that the person cloning themselves has responsibilities. They decided that cloning should be regulated as to who should be forbidden from cloning themselves. One student was adamant that Paris Hilton should fall into that category!

To look at the world with a critical eye and a sense of awe and wonder is a powerful life skill. To quote William Blake :

“The eye altering alters all,

And the flat earth becomes a ball”.

If we can encourage students to ask questions and skilfully develop arguments, it may be truly life changing.

At the end of the lessons the students indicated that they would like more opportunities to develop their philosophical skills. Parents have also expressed enthusiasm with this project and staff are currently exploring opportunities to develop this further.

Youth Leadership Challenge To Walk To Kokoda Accepted by Olivia Pratley Year 11

In June 2009 Olivia Pratley came across an article in the Argus by local member Andrew Stoner MP, encouraging interested young people in the community to apply for the Youth Leadership Challenge to walk the Kokoda Trail through ClubsNSW. Trekking the Kokoda has been a goal, one which Olivia had planned to accomplish with her mother, in memory of her great grandfather. After researching what was involved and could be achieved through this experience she decided to apply.

The application form consisted of two questions; 1. Tell us a little about yourself, and 2. Why do you want to go to Kokoda? In answer to the first question, she wrote about who she is, what she represents and her aspirations. In response to the second question, she wrote about her great grandfathers passing, stories from his experience in WWII and her ambition to experience the Kokoda.

A few weeks passed, and she received a phone call from her mother, explaining that she had been one of nine chosen for an interview. There had been over 500 written applications for NSW out of which only five would be chosen to participate in the Youth Leadership Challenge. She had 3 day’s preparation prior to the interview. Olivia emailed Andrew Stoner to tell him the good news along with a draft of what she planned to say in her interview. She also asked if he had any further advice for her, which he did. Olivia then researched information on ClubsNSW, and the significance of the Kokoda Trail in the context of WWII.

The interview was in Sydney at the ClubsNSW building. Olivia spent the first few hours of the day with a friend who helped her to remain calm. The interview went for about 45 minutes, and she was asked many questions and provided opportunities to ask questions. The questions varied from: Why did she apply? Does she consider herself a leader in her community? What/who is her inspiration and why does she desire to be a leader? Have there been any obstacles/personal difficulties in life that she has had to overcome? To the very last question which was: Why should we pick you? While these questions, regardless of her preparation, were difficult to answer she managed to get through the interview successfully leaving a good enough impression to be selected for the challenge.

Olivia had six weeks to prepare for this life changing experience. She began an intense personal training regime, involving extreme physical, mental and emotional challenges: strict diet, six days a week strength, fitness and endurance program at the gym and keeping up

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with her existing day to day routines (school, work and home life).

She left on September 28 and returned on October 9 successfully completing the Kokoda Track and realising a dream.

Gardens for Learning

The Support Unit was successful in applying for a Coles Junior Landcare Grant this year. $1100 was received for the creation and maintenance of a Gardens for Learning project.

All the students in the Support Unit were involved in the creation of a “chill zone” next to the Resource Centre. The space was levelled by installing a retaining wall and a blackboard on the brick wall. A picnic table was built by the students who attend the Kempsey Men’s Shed on Fridays. Native plants were established in the space. The creek bed was pebbled and maintained to allow storm water to flow down into the lower garden next to the goanna pond and into the drain. The totem poles the students made were cemented into the ground as an art installation and soil filled around them to condition the area for better plant growth.

A second space outside the new High Support room is to be made into a “Bali style” garden with a wooden deck, pot plants and statues.

The High Support teachers and teacher aides will be working on this part of the project.

As well as these two areas students will be planting vegetable gardens in the agriculture plots below room 1 and also maintaining the gardens adjacent to the grassy lunch area the Support students use.

This project will continue for the remainder of 2009 and then into 2010.

Tournament of The Minds Challenge Regional Final 2009 On Sunday August 30 two teams from Melville High School participated in the Regional Final of the Tournament of the Minds Challenge. This was the culmination of five weeks of work for Year 7 to 10 students which commenced with a Training Day involving them in team building activities, basic stagecraft skills, problem solving activities and higher order thinking skills. Over the last few weeks prior to the final, students worked very hard to complete their challenge solutions.

Students in the Language Literature Challenge were Brydie Allen, Mahlee Cooper, Lateesha Gilchrist, Maddison O’Leary, Elysha Pascoe, Gabrielle Rouse and Ellouise Spring. These students worked on telling a story in a post-apocalyptic world where books no longer exist. The Maths Engineering team consisted of Callum

Burnett, Arie Davis, Francis Ivin-Smith, Darcy Small, Riley Staden, Rowan Thomas and Jarrah Wyatt. This team built an apparatus from mostly recyclable materials which could send a message over two obstacles. Two ping pong balls, some paper mache and one hairdryer later, the masterpiece was complete and a very important message, that the best surf since the 1950’s was up, could be sent.

Each of the students who participated in the challenge should be proud of their efforts. They accumulated some great memories, learnt new skills and gained a strong sense of achievement. In the Regional Final on Sunday the Melville High teams competed in a challenging and exciting environment in front of judges and a supportive audience for one of five places through to the State Finals which were held at New South Wales University in September. Participating in the day were 52 teams from 27 different Primary and Secondary schools in the Mid North Coast Region.

Although our teams were not selected to compete in the State Final, students enjoyed their open-ended challenges, learnt a lot, gained a great deal of confidence in themselves and participated in a valuable exercise in cooperative learning.

Laptops Have Landed

Year nine students were provided with their laptops as part of the Federal Government’s Digital Education Revolution prior to the October school holidays. The program is called the Laptops 4 Learning Program and there were regular reports during Term 3 in Melville Matters to keep students and parents informed.

Mr Hull Deputy Principal and Mrs. Adams, Head Teacher TAS, ran very successful workshops at school on Wednesday 16 September both in the morning and evening for students and parents about the program.

Over 100 parents/carers attended the meetings which provided information about the user policy agreement, managing the laptops in the school and at home, and hardware and software specifications.

Each laptop has installed Microsoft Windows Seven which was not available to the general public at the time of distribution.

The laptop program will open up learning opportunities for both Yr 9 students and teachers through promoting an engaging and interactive style of learning which will take students in new educational directions.

Students will still be required to practise handwriting tasks in preparation for written examinations so that written work will remain an essential part of classroom learning.

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Computers are to be charged outside of school hours so that they can be used successfully during the day by pupils.

Environmental Awareness

The school is becoming increasingly involved in activities which are designed to raise environmental awareness. In November a student initiated program of recycling in the school was launched which saw the purchase of red and yellow topped sulo bins. This move is to encourage all students to come on board with recycling. It will cut waste costs and does our bit to reduce land fill.

School Captains Bronwyn Thomas and Jarrah

Edwards doing the right thing.

The school has also been included in the National Solar Schools program and has received $50,000 from the Federal Government to install a range of technologies which will cut energy and water costs. At present contractors are quoting for work which will involve installation of solar panels, low energy lighting and rain water tanks.

The program will be designed so that Science classes can monitor improvements and savings and use the data in teaching and learning programs.

If all goes according to plan installation will occur in 2010.

After the School Certificate

The School Certificate was held in Week 4 Term 4 from the 9 - 11 of November.

In the weeks after the School Certificate there has been a trend for some Year 10 students to believe that school for them has finished. Over recent years we have established a comprehensive program of activities to suit a wide range of needs for Year 10 students. In 2009 the following activities took place:

• Crossroads which is a compulsory personal development and health course for senior students in all government schools in NSW. Students who do not complete the course in Term 4 after the School Certificate are required to do the work through assignments in 2010. It is far easier for students to complete the work in 2009 rather than having to carry it into 2010.

• The Board of Studies All Your Own Work covered plagiarism and appropriate research skills and is compulsory for all continuing Year 10 students.

• HSC Preparation in core classes. English, Mathematics and Science students were regrouped into classes according to their needs and study programs in 2010.

• Occupational Health and Safety Training

• First Aid ( Work Cover accredited)

• Work Experience

• Responsible Service of Alcohol Training (sponsored by Kempsey Shire Council)

• Coffee Shop Skills Training

• Rotary Young Driver Awareness Training (sponsored by Kempsey Rotary Club )

• Department of Fair Trading Seminars

Presentation Night Years 7, 8, 9 & 11

A large number of students, parents and carers attended the Presentation Night held on Tuesday 8 December; where students were recognized for their participation, commitment to their learning, excellence and achievement. The key note address was provided by former student Mr Jeremy Tarbox who was the Dux of Melville High School in 1996. Jeremy is a chemical engineer who has worked at a steel works in Wollongong and an oil refinery in Melbourne. He speaks fluent Spanish and is completing a second degree in International Studies, while recently returning from four volunteer projects in South America. These included ecotourism in Mexico, sustainable agricultural practices in Cuba, election observation in El Salvador and organic farming in Guatemala. Jeremy’s work has been with indigenous communities in all of these places, and recently he was selected as a Rotary World Peace Fellow and in 2010 and 2011 he will complete a Masters Degree in International Development. The focus of Jeremy’s talk was that by contributing to their communities or other communities, students also benefit and are rewarded as they gain a broader view of the world and their place in it. It was also pleasing that Mrs Fran and Mr Steve Tarbox, long time Melville teachers and now retired, came back from a trip to

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Vietnam to attend the evening and support Jeremy.

Many staff were involved in the evening and particular thanks were extended to Mrs Jenny Thomas the evening’s organizer and the school administration staff for their input on what was a very successful evening.

A special mention was made of the excellent and diverse musical performances by students, including the choir, under the direction of Ms Julie Olzomer and Mr Andrew Lavers, Music teachers.

Year 6 into 7 Orientation Day Melville’s Year 6 into 7 Transition program culminated in a most successful Orientation Day on Thursday, Dec 3.

The day started with an assembly where the students and parents had the chance to meet staff members as well as the new school leaders, who ran the assembly most competently. They were entertained by musical items from the choir and Year 7, educated about uniform by a “fashion parade” and made aware of PE and sport’s policy and procedures at the school.

A highlight of the assembly for many was a surprise visit from Sydney Swans representatives Taylor Gilchrist and Adam Goodes who encouraged the Year 6 students to be proud of their school, to attend school religiously and to use their schooling as a foundation for a successful future.

The students then met with their Year 9 peer leaders and were involved in introductory activities as well as a tour of the school.

After recess the Year 6 students were taken to classrooms where they met staff members of the different faculties and were exposed to lessons ‘high school style’. At the lunch break they were fed sausage and salad rolls by the Year 11 food technology class and then they had the chance to experience a lunch break at busy Melville High School.

After lunch the Year 6 students met their peer leaders again and were taken to their final lesson of the day. During period 6 they went to Hall 2 where enrolment booklets were handed out and bus arrangements for travel home were explained.

Thanks were extended to the Transition Coordinator Mrs Lee Bourke for preparing the students so well for life at Melville. Thanks also went to the wonderful staff at Melville who re-organised their school programs to accommodate the special lessons they delivered to the Year 6 students. Praise was also extended to the Year 11 food technology class and their teacher, Mrs Sarah Drinan, for delivering such a wonderful lunchTarget 1

Progress on 2009 targets To increase the proportion of Year 9 students who meet or achieve higher skill bands in literacy and numeracy comparative to previous NAPLAN results in 2008.

It should be noted that it is not possible to directly compare the results of the Year 9 2009 cohort with their Year 7 state literacy (ELLA) and numeracy (SNAP) tests. Direct comparisons between bands from previous state wide tests with those of NAPLAN are unreliable as the test context and numbers of questions are different.

Consequently while the 2009 cohorts results cannot be compared with their own 2007 results, a comparison will be made comparing the two Year 9 cohorts 2008 and 2009. While this is not a legitimate comparison as the two groups are different, an attempt will be made to analyse the Year 9 2009 results through making reference to how the group performed against Like School Groups, State averages and last year’s Year 9 performances.

Our achievements include:

Melville’s Year 9 NAPLAN averages in Reading (+7.9), Writing (+13.5), Grammar and Punctuation (+13.6) and Numeracy (+8.9) were all significantly greater than results for Like School Groups. While the results in spelling were similar.

In Reading and Writing Year 9 students attained a greater number of Band 9 and 10’s than the State average. While the number of Band 9 & 10s in Grammar and Punctuation was equivalent to the State average.

The SMART data analysis provides figures for measuring student growth from Year 7 to Year 9 in Reading, Writing, Numeracy and overall Literacy. See previous comments regarding the unreliability of this comparative process. However, in Reading the average growth rate for Year 9 Melville students is 39.5 which is consistent with the State figure of 40.1. In Writing the Melville figure is 23 while the State average is 26.9. Melvilles Year 9 Numeracy Growth Chart figure of 38.9 was slightly better than the State average of 38.1. The overall average growth literacy figure was Melville 30.8 and the State average was 33.6.

64% of Year 9 students achieved Bands 7-10 which in overall Literacy was similar to last years cohort of students. In numeracy, the 2008 cohort achieved a result where 66% of students were in Bands 7 – 10. While the 2009 group saw 74% of students achieving Bands 7 – 10.

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Target 2 To decrease the number of Year 9 lowest performing students not meeting minimum literacy and numeracy standards.

Year 9 students who achieved below Band 6 are identified as not having satisfied the minimum standard in the National Assessment Program. The table on page 18 identifies the percentage of Year 9 Melville students who did not achieve the minimum standard i.e. Reading 14.6%, Writing 19.6%, Spelling 15%, Punctuation and Grammar 17.3% and Numeracy 8.2%.

It is not possible to make a comparison between the Year 9 NAPLAN results and students ELLA and SNAP results when students were in Year 7 as the testing context, and numer of questions are different.

Target 3 The overall attendance rate will achieve a 1% improvement on the 2008 level.

In 2009 there were two floods in the Macleay Valley which meant that this target was never going to be achievable due to the overall number of student absences associated with these two periods. For 2008 the attendance rate for Year 11 and 12 students was 87% which was a significant improvement on the previous year’s figure. In spite of the floods, the attendance rate for senior students was 86.8% which was pleasing under the circumstances.

Melville’s student attendance levels have been an issue over a period of years now and are also a focus of the school’s involvement in the Low SES School Communities National Program. Consequently improving school attendance will remain a focus for 2010.

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 2009 the school carried out evaluations of Special Education and Aboriginal Education.

Curriculum Special Education Programs

Background The support program at Melville High School exists to cater for the wide ranging needs of a group of students with a range of disabilities. Thirty nine students were enrolled in Support classes in 2009. There are five classes established and their focus is as follows: there is

one class for students with mild intellectual disabilities, three classes for students with moderate disabilities or severe intellectual disabilities and a class for students with classified mental health disabilities.

Access to these classes is via a selection panel of regional education officers. Parents, teachers and school counsellors team together to establish the support needs of a particular student, then develop and deliver an individualised plan of learning, matched to the abilities and aspirations of a particular student.

Case management of this plan then rests with staff of the Special Education Faculty. Where it is in the best interests of the child’s development, referral to and liaison with other community services provides specialist occupational, physiotherapy, speech therapy and counselling supports.

Students with a support class placement attend either Junior (Year 7 and 8) or Senior (Years 9-12) support classes. A Resource Centre Program supports students to access either a mainstream or life skills program and with the exception of the High Support program, all students participate in some mainstream classes. Mainstream class participation is highly valued as an inclusive educational experience which validates the student as a member of the total school cohort.

The NSW Board of Studies curriculum for students with an intellectual disability is known as the Life Skills Syllabus. In years 7-10, this parallels the mainstream curriculum and is able to support the learning of students both in mainstream classes and support settings, in a manner closely aligned with mainstream content and activities, whilst maintaining adequate support for individuals to achieve and experience successful learning activities

An important ingredient for this success is the teaming of Support staff and school learning support officers with mainstream teachers, to provide adjustments and accommodations to support individual differences. In years 7 and 8, students from support classes access mainstream classes in: Art, Music, PDHPE, Science, Technology and Aboriginal Studies.

During Years 9 and 10, in addition to the core Life Skills pattern of study, PDHPE, Science and a choice of electives are usually taken. In years 11 and 12, in addition to Life Skills subjects, students may elect to take school based VET (Vocational Education and Training) Framework Courses such as Construction, Primary Industries, Hospitality, Information Technology or TAFE based VET courses such as Metal, Automotive, Beauty Therapy and Retail.

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There is a strong emphasis on providing a practical education resulting in successful placement in work, further training or community based programs. Melville’s Support Program has a history of very successful placement of students into work experience programs with a significant number transitioning to paid employment beyond school. In 2009, eight students successfully completed their HSC and of these, five were placed into employment and three entered training programs.

Links with the community offer valuable mentoring opportunities for students through programs such as The Men’s Shed, a woodworking program, which provides training for male students, and a horticulture and outdoor art program in partnership with the South Kempsey Family and Community Centre

The part time employment of a Job Coach to source and support work opportunities for students with a disability also contributes significantly to the development of work skills.

The holistic development of each student is a primary focus of educational activities in programs emphasising appropriate social developments, selecting quality leisure activities, developing physical fitness and good nutritional practices. Programs such as work experience, leisure activities and the annual Support Camp, all foster growth and independence. Support staff work closely with parents as partners in their children’s education believing that these partnerships result in strong advocacy for and delivery of a quality education program.

Findings and conclusions A review of the Support Program was conducted in November 2009 with a view to highlighting both strengths and weaknesses of the current program and prioritising strategies for future improvement. A representative sample of parents (50%) were interviewed via a phone survey. The responses were overwhelmingly supportive of the present program with 100% indicating satisfaction with the overall directions. Parents indicated that they appreciated the strong emphasis on socialisation, the practical nature of the studies and tolerance and patience of staff members. Those with students completing their schooling appreciated the encouragement and support to achieve and reach their personal goals.

Some parents reflected the difficulties that their child experienced in keeping up with the academic program as students progressed to the higher grades. One parent noted that more resources and facilities would better support their child and stressed that they could always do with more help.

Others mentioned that while communication was adequate, this could be improved with more teacher initiated discussion with parents. This was especially pertinent where a student was unable to initiate conversation independently.

Several other comments by parents indicated that the school community as a whole could be better informed about the nature of various disabilities and that more acceptance and inclusion could result. They felt there was room for improvement in this vital aspect of school life.

Student surveys were conducted across the cohort with every student able to, completing the Student School Life Survey, The Quality Learning Environment Survey and the Intellectual Quality and Significance Survey. Important trends were noted from these surveys including the following observations. Most Support students were motivated to succeed, happy at school and keen to do their best but were not always able to keep up. There was a level of self doubt about their ability to keep up with the learning they were exposed to. Most hesitation was expressed in the Intellectual Quality Survey, the whole cohort admitting to struggling with more complex learning and to having trouble explaining concepts which they were exposed to. They were not always confident that teachers explained things adequately to them and did not feel in any real sense in control of their learning. 20 % indicated they had little or no input into the learning they engaged in. There is a fundamental need on the teacher’s part to continue to forcefully make the links between school learning, real life and future employment.

Another weakness highlighted by the surveys was that only 40 % of the students always felt safe at school and 20% never felt safe. This included a perception that respect for school property was low, only 35% indicated that they thought that students cared adequately for school property. This highlights the group as somewhat marginalised and vulnerable and points to a need to address discrimination, harassment and respect issues in a proactive way and on an ongoing basis.

On a more positive note Support students responded with pride in their identity as students of Melville High School (40% always and 60% mostly) and believed that their teachers had high expectations for them (100%) and were working diligently to support their learning ( 90%). There was also an indication that the preferred learning style was to work alone on individualised programs and that there is room to include more cooperative learning activities in which students learn to team together and support each other.

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Future Directions Staff met together to review these results and plan for successful future programs. Several important themes emerged.

The first was that there needs to be a continuing strengthened influence on teaming with parents and students to successfully engage each student in meaningful programs that they have input into. Formal communication through regular planning meetings and quality informal discussion on an ongoing basis for all staff will be a goal.

Secondly, Support staff need to be more proactive in disseminating quality information to the larger school body on ramifications of living with a disability and to engender in both students and staff a greater willingness to include them in both learning and social activities.

Thirdly, Support staff recognise that the technological revolution that is sweeping through mainstream education is also important for engagement and skill building in students with disabilities through the use of both generic and specialised technology. They have committed themselves to the ongoing training required and have positive aspirations of working together to develop new and engaging learning activities that can be successfully implemented in the classroom.

Educational and management practice

Aboriginal Education Review

Background

Dare to Lead is a project run by Principals Australia Incorporated and funded by the Commonwealth Department of Education, Employment and Workplace Relations. The project provides support for Principals endeavouring to improve learning outcomes for Aboriginal and Torres Strait Islander students and to improve the curriculum across all schools about traditional and contemporary history and culture.

Dare to Lead was invited to complete an external, independent ‘snapshot’ review of Indigenous Education at Melville High School.

The review of Indigenous education included interviews with staff, Indigenous and non-Indigenous students, Aboriginal parents, Indigenous employees and school executive. A brief school data review was also completed.

The question sets were recommended by Dare to Lead staff and have been used successfully in other settings.

Interviews were conducted on 17th and 18th November 2009 at the school.

The review team acknowledged the support given by all staff and students, the hospitality and professional environment that the review was conducted within. Particular thanks were extended to Principal Robert Bourke, Deputy Principal Lesley Langer and Head Teacher Social Sciences Sandra Robinson for their assistance and hospitality over the two days.

It was acknowledged that the findings, commendations and recommendations were based on the limited datasets outlined. The full report is available from the school.

The review team consisted of:

Mr. Lance Coffey, retired Principal and Dare to Lead Consultant, NSW; and

Mr. Steve Stuart, retired Principal and Dare to Lead Consultant, NSW.

The school arranged invitations for a range of school community members to participate in the interviews. Small samples interviewed included: • Indigenous students

• Non Indigenous students

• Teachers and support staff

• Indigenous employees

• Indigenous Community Members and /or parents

• Non Indigenous Community Members and /or parents

• School senior executive members

Findings and conclusions

The suggestions from the various samples interviewed are based on the perceptions of those involved and consequently there are some very different opinions, which is to be expected.

Suggestions from ATSI students interviewed included:

Have an Aboriginal roll call

Get an elder in regularly

The Principal should come into class to ask kids how things are

Have more Aboriginal teachers

Everyone should learn about Aboriginal culture and make it compulsory

There should be more learning in Aboriginal areas particularly Aboriginal studies

We need more programs to increase literacy and numeracy.

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Not to ignore racism

Viewpoints of Non Indigenous students were:

Renew the oval

More sporting activities at breaks

There is nice grass and we can’t use it, we should be allowed to throw a ball on the grass

Treat lower classes the same as higher classes

A senior study area with technology should be provided

Have more covered areas for poor weather

Spice up some of the classrooms with student work displayed

Comments by teachers and support staff were:

Go out into the community to inform parents, take the drama group (circus skills)

Display student’s work in the town

Change the stage system

Make change to the shame attitude

Meet with Elders to advise on the introduction of acknowledgement and /or welcome to country by Aboriginal students at regular school assemblies

More Aboriginal workers should be employed

Make the day start positively for Aboriginal students.

Focus more on team building e.g. camps etc.

Include Aboriginal students in as many activities as possible ( find reasons for some not wishing to participate)

Implement programs to improve self esteem and to improve attendance

Indigenous employees believed:

Target different groups of students in rotation at the homework centre

Reinforce the tutorial system across all classes

Provide uniforms at the start of day for students out of uniform

Establish two way partnerships to involve the community

Further extend the mentoring programs

Provide opportunities for staff development in Aboriginal culture and awareness

Whole school lessons on racism would be beneficialThe stage system for behaviour does not work for Aboriginal students

Indigenous Community Members and /or parents indicated:

More Aboriginal faces in the school, with specific roles

Professional development is needed for teachers to understand the culture as well as how Aboriginal kids learn. Some teachers are not flexible and some are confronting

Staff should gain cultural knowledge so that excursions etc do not go to places where they shouldn’t

Part time teachers pick up small initiatives in Aboriginal education.

We should be asked for our opinion on how the funding should be spent

Non Indigenous Community Members and /or parents identified:

Smaller class sizes, more one to one instruction

Instruction needs to be tailored so that if the child misses something it is easy to go back a step at a time

Future directions

While the recommendations from the Dare To Lead Snapshot Review are listed below, discussions and planning regarding future directions, including the implementation of the Aboriginal Education and Training Policy, will be planned by Melville’s Aboriginal Education Focus Group in 2010. An important aspect of future planning around teaching learning programs for Aboriginal students will be the State Plan targets of reducing the literacy and numeracy achievement gap between Aboriginal students and all students.

RECOMMENDATIONS:

PRODUCTIVE RELATIONSHIPS

It is important that clear roles and responsibilities for the AEO and AEWs be negotiated and publicised to all staff and community members. Further the role of the AEO currently involves participation in the disciplinary processes which may not encourage positive community relationships.

That, in consultation with the local community, a cultural awareness program is introduced for all staff both teaching and non-teaching. This cultural awareness program could be extended to all students in a modified form. The local community could be involved in the development and delivery of this training. Aboriginal education officers from Region could be used to deliver this professional development.

It is suggested that a professional learning program for front office staff would be beneficial in breaking down some barriers and assuring a welcoming atmosphere for all visitors to the

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school. Furthermore consideration could be given to the employment of an Indigenous worker in the front office.

To develop authentic community involvement the staff needs to meet with and make connections and develop relationships with Aboriginal community members. The PLP development process can be an ideal starting point for this relationship

COMMUNITY ENGAGEMENT

The Principal and AEO are encouraged to meet with Elders to advise on the introduction of acknowledgement and /or welcome to country by Aboriginal students at regular school assemblies.

Parents need to be active participants in the process of developing PLPs.

Meeting parents in neutral locations may be a key to obtaining their committed involvement in the initial stages of information gathering. It is anticipated that positive relationships will develop with the school and within the PLP teams.

It is recommended that the school form an Aboriginal education team. The team should consist of Aboriginal staff, teachers, principal and parents/community members. The team should be involved in decision making regarding all matters relating to Aboriginal education. The team needs to have a clear statement of responsibilities, which provides a more strategic framework for improving the outcomes for Aboriginal students. It would be appropriate to provide the team with a budget.

Stronger links need to be formed with local community organisations to support one another in improving outcomes for Aboriginal students.

An attempt to overcome the negative associations that the name of the school has with the Aboriginal community may be seen by the community as productive. It is suggested that the school may consider adding “Welcome to Dunghutti Land” (or similar concession) to its signage and correspondence.

EFFECTIVE ONGOING LEARNING

The school could review transition programs for all students from the partner primary schools so that current strengths can be identified and ineffective areas improved or eliminated. Reflection on and refinement of the greater use of student role models, collaboration with primary PLPs and academic and welfare data transfer would be beneficial.

Although specific targets in the strategic plan are set for student improvement in attendance and retention as well as academic performance, procedures need to be developed such as faculty and team targets and strategies that are linked to the school plan. Monitoring processes are

therefore necessary to ensure these teams are effective and supported. Further to this, faculty plans need to be aligned to the school strategic priorities.

The school investigates successful programs for Aboriginal students that will assist improvement of outcomes in both literacy and numeracy. Some commonly used programs include Accelerated Literacy, Counting On and Quicksmart.

Head teachers need to ensure the embedding of perspectives across all KLA’s and year levels. Processes need to be developed to ensure these perspectives are reviewed and added to regularly. The sharing of classroom outcomes in this vital aspect of school reporting could be displayed during NAIDOC week for observation by parents. A curriculum mapping exercise will provide staff with an awareness of the depth of learning programs across the school. The WADET APAC site is recommended as a valuable source.

Personal Learning Plans for students need to be embedded in the culture of practice and be used regularly by staff to encourage student performance and raise expectations. The personal conversation with the parent or an important kin is essential to further the relationship and partnership with the school.

The school could broaden the acceptance and use of PLPs by assigning interested teachers to one or two Aboriginal students for the development of the student PLP. By spreading the load, the school could benefit by increasing staff awareness of the importance of the PLP in the individual teaching learning process as well as making the review process less onerous. The mentor teacher will be a vital link in developing solid relationships with Aboriginal students. A review of current practice is recommended.

Aboriginal students should be encouraged to find out their own identity including family history, home country and totems. This could be included as a part of the PLP process.

It is recommended that the school undertakes a major review on a whole school basis of the extent of racism in its community. Sound procedures for dealing appropriately with incidents of racial issues are seen as a priority by groups within the school. The position of the ARCO should be clearly understood by all students and staff.

The School needs to review its welfare and student management procedures in light of the high number of suspensions for Aboriginal students. Consequently the school is encouraged to research positive behaviour programs which will assist staff to apply proactive approaches to behaviour management. The early morning roll call and uniform check are seen as inhibitors to a

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positive start to the day for many Aboriginal students.

Parent, student, and teacher satisfaction In 2009 the school sought the opinions of parents, students and teachers about the school.

Their responses are presented below.

This process was completed as part of the Situational Analysis which was required for the Federally funded Partnership Project for schools from low socio-economic communities.

The finished report is available at the school. The process involved the collection of data including: student enrolment, student attendance, student retention, student literacy/numeracy performance, staff profile, student engagement, parents/community views and a Dare to Lead collegial review of indigenous education.

The analysis of data involved scanning the data, drawing conclusions, validating the conclusions and explaining the significance of the conclusions.

A sample of 99 students from Years 7-11 completed a Quality Learning Environment Secondary Survey. 104 students completed Student School Life Surveys and 69 students Intellectual Quality and Significance surveys.

Some of the findings included: 90-95% students indicated they enjoyed learning new things and that they wanted to do their best in class. 80% of students recognised that they would be rewarded for hard work and indicated the importance of trying, even if they were having difficulties. 95% of students indicated their teachers had high expectations of them. Nearly 80% of responses identified the work they were given was challenging. Over 90% of students indicated they wanted to achieve good results at school. 70% indicated their teachers cared if they were not doing as well as they should. Over 80% indicated they were responsible and followed class and school rules. 83% of students felt they got on well with classmates and slightly under 80% felt they were accepted. 80% indicated there are group work opportunities in class.

Concerns included only 30% of students believed doing homework was important, over 70% felt they could learn more if other students behaved better, and 35% indicated learning was regularly fun, with less than 20% indicating they get excited about their schoolwork.

Parent interviews and surveys were completed with a random sample of 60 non-Aboriginal parents and twenty Aboriginal parents. Areas of parent satisfaction included the school is identified as a safe place, is well resourced with good facilities, the majority of teachers have high expectations and encourage students, the

teachers are caring, the HSC tutoring program is a strength, the communication systems are good, there are a broad range of subject options, the work experience programs are a strength and bullying issues are followed-up. The support provided by the AEO and Aboriginal Education Workers is worthwhile, and the school encourages pride which has a positive effect on students.

Concerns by parents included anti-bullying programs should be better followed up, the school is too strict regarding the uniform policy and processes, there should be more emphasis on the basics including handwriting, would like to see more vocational training for students after the School Certificate, lots of merits in Year 7 and then the system seems to stop, support students should be involved in more mainstream activities, and some teacher’s attitudes to particular students need to be more encouraging.

Sixty four teachers completed the National Partnerships Agreement Secondary Teacher Library Survey, Numeracy survey, a School Map survey about learning, and the Leading My Faculty DET ICT and Curriculum survey. Sixty teachers and SASS were also interviewed regarding areas which needed to be addressed to build capacity as part of the Low SES School Communities National Partnerships Program.

More than 90% of staff believed they provide learning opportunities within a stimulating and secure environment. 85% indicated they used a wide range of appropriate resources to assist students with their learning. Over 70% of staff indicated their teaching practice is supported by critical reflection and an understanding of effective practice and current research. 60% of teachers indicated they provide a balance of independent and group learning activities.

Less than 50% indicated the school community has high expectations of students. Just under 30% of teachers believed students take responsibility for their learning.

Ideas supported by staff included the need to improve links with parents, look at ways to facilitate team teaching opportunities for staff in order to encourage effective and diverse learning pedagogy, the provision of a log book to staff to record training and development and look at ways to better develop ICT, literacy and numeracy extension activities.

Professional learning Teacher professional learning funds are available to enable staff to maintain and develop their teaching skills. In 2009 the school spent a total of $62,712 supporting the training and development of teachers. Funds were distributed by the

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Professional Learning Committee according to the requests submitted by faculty head teachers and other program managers.

Spending reflects the major school priorities in professional learning for 2009. Staff continue to implement the Board of Studies courses especially in the junior school. Technology, quality teaching, literacy and numeracy also remain high priorities. While spending in literacy numeracy and technology appear low this is not the case as a large amount of time was devoted to training in these areas using Priority Schools Funding.

Below is a graph showing the proportion of funds spent in priority areas.

Good learning takes place in a safe, ordered environment. In order to maintain such an environment at Melville High School, we have instituted a Positive Behaviour for Learning Program. After consultation with staff, students and the community, the school has established a set of principles governing behaviours which are based around “doing it RIGHT”. This program applies the ideas of Respect, Industriousness, Personal Growth, Good Health and Teamwork to various school settings. In 2009 a set of playground expectations were established and all students and staff were trained in PBL in the playground setting. The success of this program will be judged in semester 2, 2010.

School development 2010 – 2013 Short term targets are those which the school has set for the twelve month school year 2010 as opposed to Melville’s Management Plan which indicates priorities over the four year period 2010 – 2013.

Targets for 2010

Target 1 To increase the proportion of Year 9 students, comparative to their Year 7 NAPLAN results, meeting or exceeding literacy and numeracy average growth to the state measure or better by 30%.

Strategies to achieve this target include: • Ensuring all teachers are able to identify and

articulate the curriculum literacies and numeracies of their KLAs.

• Using PSP and Partnership funding to increase staff capacity to deconstruct the literacy and numeracy components assessed in NAPLAN.

• Teachers will plan quality programs of learning which will enable students to progress in both KLA content and the literacy and numeracy demands of the subject so that skills will be developed in the context in which they will be used.

• All staff will increase their skills and understanding of the diagnostic capacity of NAPLAN to better enable focussed and individualised student assessment.

• Regular literacy and numeracy information will be provided to parents/carers through Melville Matters and parent information sheets to encourage involvement in supporting the developmental progress. Both the Head Teacher Learning and Support and the Community Engagement Officer will play key roles in this process.

• The Quicksmart Numeracy Program will be implemented targeting up to thirty students.

• The Accelerated Literacy Program will be introduced, including the training of staff.

• Training and developmental opportunities will be provided for parents and carers in aspects of literacy and numeracy support for their children. This will include workshops focussing on learning, study, homework, laptop use and family literacy/numeracy.

Our success will be measured by: • an increase in the proportion of Year 9

students meeting or exceeding literacy and numeracy average growth in comparison to the state measure or better by 30%;

• the successful implementation of Quicksmart and Accelerated Literacy programs;

• an increased confidence by staff in the development and implementation of appropriate NAPLAN literacy and numeracy

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based teaching and learning strategies across all key learning areas; and

• the number of parents/carers becoming involved in improving family literacy and numeracy workshops.

Target 2 To decrease the number of Year 9 lower performing students, comparative to their Year 7 NAPLAN results, not meeting the minimal standard bands in literacy and numeracy by 30%.

Strategies to achieve this target include: • The Support Teachers Learning Assistance

led by the Head Teacher Learning and Support will develop programs of individualised literacy and numeracy support targeting common and explicit outcomes in literacy and numeracy.

• This target is supported by Target 1 which requires all staff to successfully incorporate literacy and numeracy demands within the context of their KLA.

• Targetted students will be re-tested at the beginning of Term 4 to assess individual levels of improvement since the NAPLAN in May.

• The school will employ four additional classroom Learning Support Officers, two for Aboriginal students, and two Norta Norta in-class tutors to better support targeted students and to assist with the introduction of the Quicksmart numeracy and Accelerated Literacy programs.

• A series of workshops will be organised for the parents and carers of targeted students in order to increase the capacity for home support.

• 70% of Aboriginal students will have personalised learning plans developed with the active engagement of parents by the end of 2010.

Our successes will be measured by: • a decrease in the number of Year 9 lowest

performing students who do not meet the minimum Commonwealth literacy and numeracy standards as tested by NAPLAN;

• school-based assessment of identified and numeracy outcomes for the lowest performing students show improvement; and

• students’ results improve in comparison to school baseline data.

Target 3 To improve the overall attendance rate by 1% on the 2009 level.

Strategies to include the target include: • The Welfare Team i.e. Head Teachers

Administration and Welfare, Year Advisers and the Community Engagement Officer will regularly follow up aspects of student attendance, including fractional truancy.

• Extending the reward system to reinforce aspects of good attendance.

• Developing a shared accountability for all staff to encourage positive attendance.

• The employment of a Community Engagement Officer to liaise with families over aspects of students’ attendance, including creating improved relationships between the community and school to enable a better shared understanding of responsibilities and processes.

• Targetting Year 7 Aboriginal students by providing Aboriginal mentors to encourage improved attendance and to liaise with families as necessary.

• Contacting parents by telephone and post regarding student absences.

Our successes will be measured by: • a 1% improvement in student attendance in

comparison to the 2009 levels:

• an improvement in partial attendance figures; and

• targeted students with high absenteeism records will demonstrate improvement.

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.

Darelle Lovenfosse, P & C President

Tracie Townsend, P & C Publicity Officer

Debbie Portelli, P & C Member

Alan Guihot Head Teacher Visual Arts

Dave Thomas Head Teacher PDHPE

Chris Heise Head Teacher Support

Peter Hull, Deputy Principal

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Lesley Langer, Deputy Principal

Robert Bourke Principal

School contact information Melville High School

Nicholson Street, Kempsey NSW 2440

Ph: 65 627511

Fax: 65627405

Email: [email protected]

Web: www.melville-h.schools.nsw.edu.au

School Code: 8566

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

mailto:[email protected]�

http://www.melville-h.schools.nsw.edu.au/�

Documents

Annual School Report 2008 - Millennium Schools