Northern Beaches Secondary College Manly Campus … · Northern Beaches Secondary College Manly Campus Annual Report SCHOOL CODE 8567 2015

Northern Beaches Secondary College Manly Campus Annual Report

SCHOOL CODE

8567

2015

Connor Lambrou and Kristy Bergmark with Department of Education, Deputy Secretary, Greg Prior at the 2015 Secretary for a Day

Program.

Introduction

The Annual Report for 2015 is provided to the community of

Northern Beaches Secondary College, Manly Campus as an account of

the school’s operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to

provide high quality educational opportunities for all students, as set

out in the school plan. It outlines the findings from self-assessment

that reflect the impact of key school strategies for improved learning

and the benefit to all students from the expenditure of resources,

including equity funding.

School contact details:

Northern Beaches Secondary College, Manly Campus

138 Abbott Road,

North Curl Curl 2099

URL: www.nbscmanlys-h.schools.nsw.edu.au email: [email protected] Phone: 9905 3982 Fax: 99057772

Message from the Principal

2015 saw yet another wonderful year at Northern Beaches Secondary College, Manly Campus of which our students, staff and community can be exceptionally proud. Schools are often judged on a range of measures: Higher School Certificate results, NAPLAN and Science VALID results, curriculum enrichment programs and many others. You will see as you read through this report that we are very proud of our students in all of these areas. But what really makes a great school? Our HSC results are outstanding. In 2015, our graduating class performed particularly well. Their results were a credit to themselves, their families and the school. But what is even more pleasing is that, as far as we can determine, every student achieved a result that facilitated a first round offer into their university course of preference. Students had set themselves goals, worked towards those goals and achieved them. Similarly in NAPLAN, data supplied to us from the results of these tests show that Manly Campus performed well above similar school groups from across the nation. However, I am not suggesting for one minute that we can rest on our laurels. We need to continue to improve. Our ‘value added’ data from Year 7 to Year 9 shows that there is room for improvement. The task for us here at Manly Campus, considering our Year 7 students initially test at a very high level, is to ensure that our Year 8 and 9 programs address the skills and abilities for continual improvement. But are these examination and test results truly a measure of a good school? Possibly, but surely there is more to be considered. Our focus is on the development of the ‘whole child’. Our curriculum enrichment programs certainly provide students with a range of challenging experiences that both challenge them and provide opportunities to extend their interests and abilities. Our band programs, debating, public speaking, musicals, sport and dance programs, along with the range of excursions, Year activities and wellbeing programs all further enhance our school’s reputation as a ‘good’ school. Students in each of these groups bring immense credit to the school, for which we are genuinely grateful. Without doubt, from what I have mentioned above, we are a ‘good’ school. But I would like to go further, because I honestly think that we go well beyond being a ‘good’ school; and we go beyond this because of the people who make up our school. Our students are extraordinary. Not only do they make magnificent contributions in areas already mentioned, but they are wonderful young men and women. They care for each other, our community, state, nation and global environments. They are socially and morally aware and care about our society, with active engagement to make positive transformations. Our staff make an outstanding contribution to the opportunities made available to our students and community. Both teaching and ancillary staff play an active role in caring for and working with everybody in our school community to ensure the best outcomes for everybody. From teaching and learning programs, curriculum enrichment activities and caring for the wellbeing of others, our staff are remarkable. Our parents, alumni and the wider community provide vital support of our school. Our magnificent Parents and Citizens Association, Band committee and other parent volunteers, alumni mentors and business and industry supporters, all play dynamic roles in ensuring that authentic learning experiences are available to our students. So many of our programs are attributable to these amazing contributors and the school is much richer because of them. So, in going back to my initial question of what makes a great school. Yes, it certainly is the academic results achieved by students. Yes, it is the curriculum enrichment programs and opportunities that are available to students. But, most importantly, it is the people who make up our school community. I am truly blessed to have the opportunity to work with wonderful people who make phenomenal contributions to our school.

Finally, some of those people have left us in 2015. Mrs Barbara Bannister, our Deputy Principal, resigned from the Department of Education and took up the principalship of a school in the private sector and we wish her well. Our Head Teacher, Technological and Applied Studies, Mr Peter Dawes and Science teacher, Mr Bill Baker both retired after making wonderful contributions for the school for extended periods of time. Mr Dawes, apart from his role in the TAS faculty, was actively involved in many of our band ensembles and was a fervent supporter of these. Mr Baker’s passion for Science, and in particular Physics, spawned the interest of many a young scientist to continue their studies in this area well beyond their years at Manly Campus. We wish them both well for a long and happy retirement. Lastly, P&C President, Mr Bill Hawkins has stood down from that role after leading our parent community with distinction and care for the last five years. Mr Hawkins has been a wonderful advocate for the parents and students of the school, always positive in working with the staff to provide the best of facilities and opportunities. To each of the people mentioned above, thank you for your contribution to Manly Campus. Tony Rudd Principal

A selection of Year 12 Principal’s Award Recipients for 2015

Message from the Parents & Citizens Association

Every year the parents, families and wider community make an outstanding contribution to the life of the school and

ultimately, to the success of our students. It is one of the things that makes Manly such a great educational

institution.

Some of the highlights of 2015 were:

The establishment of an Innovation Fund, to which the P&C contributed significant support. This fund is

available to support projects which have been proposed by teaching staff and will enhance the quality of teaching

and learning in the school. This year there was a significant redesign of a teaching space involving the combination

of two rooms and more flexible facilities.

Engagement of the CSIRO education arm in helping the school to strengthen the independent learning

project in Year 10. This has the potential to forge a strong relationship with the CSIRO across the school and bring

some exciting additional resources to bear in support of the teaching.

A long list of projects completed in and around the school site, some small some more significant, all of them making

a real difference. For example:

Another superbly organised working bee

The work started last year on the main school entrances was completed with a much more attractive

entrance and lighting

Curbing and landscaping in front of the TAS block has transformed that area

A new electronic school sign on Harbord Road

Improvements to the boys’ toilets

New fans in the hall

The robotics club started this year goes from strength to strength with the teams achieving success in

several competitions.

Progress has now been made on plans to upgrade the library and install a covered walkway to the TAS

block. These projects, funded by parent contributions to the building and library funds, have been on the drawing

board for some time. Very slow moving DEC processes have finally been worked through and we are now much

closer to getting the work done.

ART 61, in Term 3, was the social and fund raising event for the year. A showcase for community art talent,

a social evening and much appreciated funds raised for the P&C and the Band.

Our canteen has consistently provided a superb service to the whole school and this year it has scored on all three

fronts – great food for the students and staff, rewarding experience for all the volunteers and significant financial

contribution to P&C funds.

Again this year, the P&C has continued its regular support of many school activities:

Ongoing engagement of Northside Enterprises and the Bushlink to maintain the bushland.

Financial support for High Resolves.

Grants through the P&C Excellence Fund which supports students representing the school at State and

National levels in any area.

Maintaining contact with past students through the alumni committee.

Providing input and support on Library, Technology and Finance Committees.

Running a second hand uniform store.

Key student/parent events like the Year 7 Welcome, Year 12 Farewell, Orientation Day morning tea and

School Open Day.

The school does a great job in welcoming and celebrating our students through their school experience, but it is

important that we also connect with the parents and bring them into the community. Over and above all this, parents

give their time to represent the school on college advisory groups, regional P&C forums, staff selection panels and

the student entry selection process.

This year will see Alison Auld, Vice President, Angela Aguam, Secretary and Sandra Salmon, Second-Hand Uniform

Shop move on from the P&C. Thank you from all of us for your amazing contributions over the years. In addition, the

members of the P&C Executive and the regular contributors who fulfil vital roles in making sure that this all happens

without too much mishap and that the responsibilities of the P&C are met. Thank you to them all.

Finally, I would like to make a personal thank you to everyone I have had the pleasure to work with over the last 5

years as P&C President. I will not be continuing in the role next year, although I will still help out where I can. It has

been a real privilege to have the opportunity to get involved with the school and the people who make it all work and

have a chance to add my bit. The openness of the school leadership and readiness to discuss ideas and support

various projects has been, in my view, exceptional. It is one of the reasons the school is as good as it is and has an

exciting future ahead of it.

As I feel it is important each year, I would like to pay tribute to all the efforts of the many and to thank everyone for

their continued support. Every day, time, experience and funding are generously contributed to the school by so

many. It is this support for our students, their teachers and the school which makes such a difference to the whole

community here at MSC and it is enormously valued and appreciated.

Bill Hawkins

P&C President

Manly Selective Campus Jazz Orchestra perform for our community

Message from the Students

2015 has been a fun, inspiring and rewarding year for all of the students at Manly Campus, and we have all

thoroughly enjoyed it. Adding to the enjoyment were our annual Student Representative Council run activities in

which our Student Representative Council planned and ran numerous events, with the goal of fundraising for charity

and creating days in which students could showcase their talent and/or have a great time with their friends.

Our first event for 2015 was Carnation Day, A Manly Campus take on Valentine's Day in which students purchase

friendship letters and bracelets, and flowers to send to their friends in the weeks leading up to the day, and then they

get delivered on the day. One of everyone’s favourite events at Manly Campus, Carnation Day also included

amazing friendship/love inspired musical performances by students across all grades, creating a wonderful vibe

around the school.

Term 2 soon rolled around and Night of Stars and Tim Tams and Jim Jams came with it. Night of Stars 2015

attracted the largest audience we’ve seen, with many Manly Campus students (present and past) and their parents

coming to school on a Friday night to watch some of the finest talent Manly Campus has to offer. A guest judging

panel and great MCs made the night even better.

Tim Tams and Jim Jams was a huge success, with hundreds of students showing up to school in their warmest

pyjamas and slippers to eat Tim Tams. It was so nice to see everyone joining in and sharing Tim Tams with their

friends, even if it meant catching the bus home in their pyjamas!

Term 3 brought Manly Campus’s most beloved event: Pinestock. After much deliberation, the Student

Representative Council announced that the theme was Spacestock. After weeks of preparation, the day was so

much fun, with amazing spacethemed musical performances, fun activities, great food and magnificent costumes.

The Pines area was transformed into an area covered in tin foil and buzzing with excited students dressed as aliens,

spaceships etc and it was great to see the teachers getting into the spirit of the day too!

The end of the year soon came and with it brought our final Student Representative Council event for 2015,

ChrisManly. The oval was covered with tinsel and baubles as the students got into the festive spirit by wearing red

and green as well as other Christmas paraphernalia. A new edition to ChrisManly was the elf games, where two

students from each year competed in a series of Christmas inspired challenges to see which year group was the

best. The rest of the school loved cheering on their grade as we all celebrated the end of another eventful year at

Manly Campus.

A special thank you must go to the technical crew for helping us with stage/sound/lighting etc, the canteen ladies for

helping us with food and catering, and of course our wonderful Student Representative Council executive teachers

Mr Leung, Ms Legg and Ms Kontrec for their time, effort and support none of this could have been possible without

them! The SRC is looking forward to putting on these events next year and is excited to see what 2016 brings.

School background

School vision statement

Manly Campus strives to ensure that all students achieve their best in both curricular and curriculum enrichment activities. We believe that this goal can be realised by supporting and motivating our students in an environment which encourages academic excellence, personal best and giving back to our community.

School context

Manly Campus caters for gifted and talented students. Students enrolling at our school are selected on the basis of results in the Selective School Test conducted by the NSW Department of Education, High Performing Students Unit. The campus ethos of academic excellence, personal best and giving back to the community are reflected in any typical day in our school. Students achieve outstanding results in external examinations and in their regular classes. We pursue personal best through creative and critical thinking, encouragement of self-reflection and detailed study skills programs. Student wellbeing is nurtured through stimulation, engagement and support. Students give back to the community in so many ways including the extensive music program, drama, the campus musical, debating, chess, mentoring, competitive and recreational sport, leadership development, volunteering and college activities. Student voice and their capacity for decision making is heard and acknowledged through the Student Representative Council. Our parents are wonderfully supportive, creating a unique partnership with the campus that is recognised and appreciated.

Manly Campus is proud of its students, their achievements and their contributions to the community.

Our SES Cadets graduate from their program

Self-assessment and school achievements

Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. In terms of the learning elements, we identified that:

School programs address the needs of identified student groups (eg. Aboriginal students, gifted students, students with a disability and students for whom English is a second language).

Attendance rates are regularly monitored and action is taken promptly to address issues with individual students.

There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities.

Positive and respectful relationships across the school community underpin a productive learning environment, and support students’ development of strong identities as learners.

The school has identified aspects of, and factors contributing to, wellbeing in the delivery of teaching and learning.

Students are taught to accept responsibility for their own behaviours as appropriate to their age and level of understanding, as expressed in the Behaviour Code.

The school encourages students to recognise and respect cultural identity and diversity.

School staff maintain currency of knowledge about requirements to meet obligations under Keeping Them Safe.

The school consistently implements a whole-school approach to wellbeing that has clearly defined behavioural expectations and creates a positive teaching and learning environment.

Students care for self, and contribute to the wellbeing of others and the wider community.

Curriculum delivery integrates technology, library and information services.

Teachers differentiate curriculum delivery to meet the needs of individual students.

Curriculum provision is enhanced by learning alliances with other schools and organisations.

There are systematic policies, programs and processes to identify and address student learning needs.

Extra-curricular learning opportunities are significant, support student development, and are strongly aligned with the school’s vision, values and priorities.

Individual student reports include descriptions of the student’s strengths and areas of growth.

Student reports contain detailed information about individual student learning achievement and areas for growth, which provide the basis for discussion with parents.

Students use assessment and reporting processes to reflect on their learning.

The school has analysed school performance data and a range of other contextual information and is aware of trends in student achievement levels.

The school achieves value-added results.

The school has most of its students achieve at high levels of performance on external performance measures. In terms of the teaching elements, we identified that:

Teachers regularly review and revise teaching and learning programs.

Teachers provide explicit, specific and timely formative feedback to students on how to improve.

Teachers analyse and use student assessment data to understand the learning needs of students.

The school leadership team regularly uses data to inform key decisions.

Assessment instruments are used regularly to help monitor student learning progress and to identify skill gaps for improvement.

Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular student groups.

Teachers provide and receive planned constructive feedback from peers, school leaders and students to improve teaching practice.

Processes are in place to provide formal mentoring or coaching support to improve teaching and leadership practice.

The school identifies expertise within its staff and draws on this to further develop its professional community.

Teachers participate in professional learning targeted to school priorities and their professional needs.

The school has effective professional learning for induction, teaching quality, leadership preparation and leadership development.

Teachers are actively engaged in planning their own professional development to improve their performance.

Teachers understand and implement professional standards and curriculum requirements.

Teachers are committed to their ongoing development as members of the teaching profession.

Teachers work beyond their classrooms to contribute to broader school programs.

In terms of the leading elements, we identified that: Parents and community members have the opportunity to engage in a wide range of school-related activities.

The school is committed to the development of leadership skills in staff and students.

The school solicits and addresses feedback on school performance.

The school has productive relationships with external agencies such as universities, business, industry and community organisations to improve educational opportunities for students.

The three-year school plan has annual iterations focused on achieving identified improvements.

The school articulates a commitment to equity and high expectations for learning for each student and is responsive to changing needs.

An evidence base, drawn from the collection and analysis of learning and development data, is used to review performance annually.

Planning and implementation includes processes for resource allocation, professional learning, performance monitoring and reporting.

The school acknowledges and celebrates a wide diversity of student, staff and community achievements.

School staffing ensures that full curriculum implementation and delivery requirements are met.

Systematic annual staff performance and development reviews are conducted.

The school’s financial and physical resources and facilities are well maintained, within the constraints of the school budget, and provide a safe environment that supports learning.

Physical learning spaces are used flexibly, and technology is accessible to staff and students.

The school leadership team communicates clearly about school priorities and practices.

Administrative practices effectively support school operations and the teaching and learning activities of the school.

There are opportunities for students and the community to provide constructive feedback on school practices and procedures. Our self-assessment process will further assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students.

Students attending the ArtExpress exhibition

Strategic Direction 1

Our Learning Culture

Purpose

To equip students and staff with the skills to ensure continued improvements in teaching and learning such that students develop the ability to think critically and creatively, with the result that they can analyse and then apply their learning in a range of local, national and international contexts.

Overall summary of progress

The learning culture at Manly Campus has been enhanced in 2015 through focusing on four main improvement measures. All faculties introduced an authentic learning task in Year 8 based on the principles of Project Based Learning (PBL) in consultation with the Head Teacher Teaching & Learning. Feedback from staff and students was positive, especially regarding engagement and the development of essential skills such as collaboration, creativity and critical thinking. English, Mathematics, PDHPE and HSIE faculties engaged in professional learning relating to conceptual programming and formative assessment strategies. These faculties are in the process of revising their programs in light of this professional learning. The Head Teacher Teaching & Learning delivered whole school and faculty-based professional learning on the implementation of the Performance and Development Framework and each staff member set Performance and Development Plan goals in relation to quality teaching elements and faculty foci. Feedback from staff has been positive in relation to the implementation of the Professional Learning Community (PLC) action research model for professional learning in relation to the Quality Teaching Framework (QTF) goals.

Progress towards achieving improvement measures Resources (annual)

Improvement measure Progress achieved this year

All Stage 4 & 5 courses will incorporate an authentic learning task based on the principles of Project Based Learning.

With the support of the Head Teacher, Teaching & Learning, all faculties were introduced to a PBL framework established by the PBL team. Following a trial in 2014, each faculty ran a Year 8 PBL project within their own faculty. Two classrooms furnished to support the collaborative teaching and learning environment which underpins the

ethos of PBL.

$8000 $40000

All teaching programs will be constructed around a conceptual framework with embedded strategies for GAT students.

Professional learning on conceptual programming has been delivered by HT T&L to various faculty and whole school meetings. Executive professional learning sessions were conducted on assessment strategies during executive conferences. A revised Year 7-12 assessment policy has been created with accompanying documentation produced for students, parents and staff. A teacher assessment handbook was created to complement the new assessment policy and procedures. Four faculties participated in professional learning on formative assessment.

$5000 $2000 $6000

Teacher Professional Learning is centred on the QTF and documented through negotiated Performance Development Framework goals.

All staff were introduced to the practices and procedures involved in the development of goals to be set out in their Performance and Development Framework. All staff completed Performance and Development Plans. Professional Learning Community teams established action research cycle completed by PLC teams A PLC TeachMeet was run during whole staff meeting with teams sharing their learning.

$1500

Next steps

Future directions for 2016 to ensure our 3-year plan remains on track to provide high quality educational outcomes include:

Whole school PBL skills and project management professional learning.

Each faculty to run a Year 7 PBL project (ideally cross-curricula).

Faculty-based professional learning on teaching in a flexible learning space.

Whole staff professional learning focus on Formative Assessment.

New PLC teams created based on quality teaching goals, and semesterised action research takes place.

PBL team to identify concepts for cross-curricula PBL from curriculum maps .

PBL team to investigate other departmental models of modern GATS pedagogy/integrated curriculum - the College of William and Mary problem-based learning model.

Junior Dance Troupe perform on Open Day


Our Organisation and Communication

Purpose

To ensure that our organisation and communication allows for the continued growth of our students. Systems will be improved or implemented to support and enhance teaching and learning, which will allow for the development of critical and creative thinking skills across all areas of the curriculum.


The school investigated a range of possibilities to incorporate additional professional learning time for staff into the school. This was seen as a priority to further enhance the delivery of teaching and learning programs to students. While all of the original concepts could not be implemented, changes were made to our professional learning calendar and procedures such that staff had greater opportunity to participate in both personalised and school identified professional learning activities. Changes were made to the structure of the school day to facilitate the delivery of an enhanced wellbeing program for students. This included the opportunity for the student body to organise and run their own whole school assemblies. Software used within the school to record student wellbeing, academic records and merit awards was updated to allow easier recording of information and access for all staff. This ensures that staff are better informed of students’ learning and wellbeing needs.



The structure of the school day will provide for fewer disruptions to student learning as measured by a reduction in time students are taken out of class for administrative matters (Year assemblies etc).

Changes to Pastoral Care within the school timetable were made to allow for three 20 minute Year Assemblies each term that were not taken from curriculum periods.

$2000

Staff will have greater access to professional learning opportunities within the timetabled structure of the day (timetabled faculty/whole school professional learning). This will ultimately enhance learning with improved academic results for students.

Using feedback from stakeholders, proposed changes to the structure of the school day to incorporate regular professional learning time each week was developed for implementation in 2016. Due to limitations with curriculum constraints and staff concerns, these changes were not implemented at the end of 2015. A working group has subsequently been formed to investigate future alternatives.

$4000

A communication plan will be in place for mandatory DEC requirements as well as for student and community awareness-raising. This will lead to greater community involvement in school programs.

Current school organisation and administration software was adapted to better inform staff about the individual needs of students. Tell Them From Me surveys were conducted for students and parents. The results were analysed with recommendations made for 2016.

$5000 $500

Next steps

We will continue to investigate possibilities for further opportunities for staff professional learning. This will particularly focus on the areas identified within Performance and Development Plans and whole school priorities such as gifted and talented education strategies and authentic learning practices. With the upgrade to software services for the recording and reporting of student achievements and needs, a communication plan can now be developed to ensure that staff keep information up-to-date and use that information to ensure that student learning needs are being met.

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Year 7 History excursion


Our Wellbeing

Purpose

Student and staff wellbeing is the concern of every member of our school community. It covers the emotional, social and intellectual wellbeing of all, as well as their safety, conduct and behaviour. Whole school programs will support students to achieve their personal best, develop resilience and flourish.


Student and staff wellbeing has been enhanced by focusing on the four main improvement areas. The structure of the School Day was changed so that new programs such as regular Pastoral Care and Year Assemblies could be held. The Positive Psychology team was formed and their role was to evaluate these programs in consultation with staff and Student Representative Council representatives. Year Advisers developed a specific program for Year Assemblies which was flexible and reflected the wellbeing needs of their individual Year group. Through the evaluation system staff and students now feel they have a clearer understanding of the content intention of these new programs to improve student wellbeing. Staff were involved in professional learning activities to further improve the resilience and resourcefulness of students eg. training on the use of SENTRAL as a tool for Wellbeing, the Positive Psychology team was formed and resources were developed to assist staff in the implementation of the new Pastoral Care program and the Year 11 Crossroads program was evaluated and restructured. The Nationally Consistent Collection of Data (NCCD) was implemented and the Head Teacher Welfare led the school community and staff about its aims and objectives as well as coordinated our school’s NCCD return for 2015. Staff received training on the various categories of disability. The resilience of students with identified specific learning needs (NCCD categories) were further developed by a formal system of documentation and recording of adjustment on SENTRAL which takes place for these students. A more formal process of identifying students with physical/social/emotional/cognitive needs is now in place. The Learning and Support Teacher now has an enhanced role in the school as a result of the NCCD. Positive Psychology Theory and practices underpin all of our Wellbeing programs, specifically Choice Theory. A further fifteen staff were trained in the language and practices of Choice Theory with 60% of MANLY CAMPUS staff now formally trained in Choice Theory, Reality Therapy & Lead Management practice. During 2015, planning began to source an expert who could conduct Parent Coaching courses in 2016 responding to a specific need in our school.



Sense of belonging will show a minimum 10% improvement as measured by student responses in the ‘Tell Them From Me’ survey.

Allocation of time within the school day for regular Year and Student Representative Council led assemblies Year Advisers formulate a plan for Year Assemblies that reflects the ongoing, changing needs of their cohort and the school community. A specific Pastoral Care program was developed to present to students during this time. Evaluation and action research into the new Pastoral Care program implemented by the Positive Psychology and Wellbeing teams.

$2000 $5000 $9000 $1500

Increased number of resilient and resourceful students as measured by Student Wellbeing data and student responses in school-based surveys.

After an extensive evaluation program involving students, staff and the broader community, a new Year 11 Crossroads program was developed for implementation in 2016. A senior students Careers Night was implemented including alumni as ‘lived experience’ speakers.

$5000 $2500

All students requiring adjustments are supported through NCCD processes and practices. NCCD records to reflect support provided.

New NCCD Policy was introduced, supported by the Wellbeing team. Information regarding the processes and procedures for NCCD was communicated to Staff. A list of students to be included in the NCCD collection process was developed. The Wellbeing team developed a system of recording information about students on the NCCD using SENTRAL.

$7000

100% of staff are aware of and consistently use the language and practices of Choice Theory, positive psychology and solutions focused approaches.

15 staff who were not previously trained in Choice Theory, Reality Therapy & Lead Management attended a 4 Day workshop. 60% of staff are now formally trained in the language and practice of Choice Theory, Reality Therapy & Lead Management. Choice Theory resources are displayed in all classrooms and utilised by teachers to reinforce the concepts and strategies covered in the Pastoral Care program. A Positive Psych team, comprising mainly of classroom teachers, was formed in Term 3 and developed the 2016 Pastoral Care program in consultation with the SRC. The PC program is based on the theories of positive psychology and the language of Choice Theory, Reality Therapy & Lead Management.

$25000

Next steps

Future Directions for 2016 to ensure our 3-year plan remains on track to provide wellbeing programs that will support students to achieve their personal best and develop resilience.

Development, implementation and embedding of practices to support Aboriginal and Torres Strait Islander students and staff eg. NAIDOC Day an annual activity in the school calendar.

In 2016, new staff will have the opportunity to undertake professional learning at school or offsite on the languages and practices of Choice Theory.

Parents have access to school-based workshops on parent coaching courses.

The Wellbeing team will actively support the establishment of a school gym, recognising the importance of physical activity in maintaining student and staff wellbeing. This will also add to our student’s sense of belonging.

Next Steps

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Socio-economic funding

This funding provided additional support for students in areas such as access to elective courses and other whole school programs which they may otherwise not have had access due to the associated costs. This provided a greater level of equity for students across the school.

$5280

Low level adjustment for disability funding

Students with additional learning needs were supported through the provision of time for staff to develop programs and resources to meet their specific needs. Professional learning was also provided to staff to ensure that the needs of students with particular disabilities were both understood and catered for in our school environment. Funds were allocated to provide ‘out of class’ support for students through the staffing of the after-school resource centre, where students could work collaboratively with the support of other students and staff. Higher School certificate invigilators were employed for all Year 12 examinations to support students with Board of Studies, Teaching & Educational Standards Disability provisions.

$24535

Support for beginning teachers

This funding was provided to support one newly appointed beginning teacher and two others in their second year of teaching. The funding was used to allow those teachers reduced face-to-face teaching time as well as providing mentor support from experienced teachers working with them, observing classroom practices and giving feedback as a professional learning exercise. Beginning teachers were also able to access specific professional learning opportunities to support their development within their faculty area.

$21167

Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Student attendance profile

Retention Year 10 to Year 12

Post-school destinations

All of our students, upon graduation, aspire to attend university. In the table below is a listing of the universities that our students received offers to in the first round of placements. This information is followed by a summary of the courses into which students enrolled.

University Percentage of

Students

University of New South Wales 44

Sydney University 24

University of Technology 11

Australian National University 8

Macquarie University 8

Others 5

Courses into which students enrolled:

Course Number of Students

Actuarial Studies 3

Arts 16

Art – Visual & Theory 2

Business/Commerce/Economics 28

Communications/Media 8

Design 2

Education 2

Engineering 14

Exercise Physiology 3

Global & International Studies 9

Information Technology 4

Law 11

Management 2

Mathematics/Finance 2

Medical Science 6

Music 1

Nursing 2

Optometry 1

Physiotherapy 1

Political/Social Sciences 2

Project Management 2

Psychology 5

Science 19

0

500

1000

2009 2010 2011 2012 2013 2014 2015

Stu

den

ts

Year

Enrolments

Male Female

0

25

50

75

100

2009 2010 2011 2012 2013 2014 2015

Att

en

dan

ce r

ate

Year

Student attendance rates

School State DoE

0.0

50.0

100.0

SC07-HSC09 SC09-HSC11 SC11-HSC13 NAPLAN 12-HSC15

Retention to Year 12 (SC to HSC / Year 9 NAPLAN to HSC)

School State

Stage 6 students undertaking vocational or trade training

In 2015, Manly Selective Campus had two students undertaking a Vocational Education Training courses as part of their Higher School Certificate or Preliminary Higher School Certificate program. The school had no students participating in trade training courses.

Year 12 students attaining HSC or equivalent vocational educational qualification

Department of Education records indicate that 98% of our Year 12 students attained the award of a Higher School Certificate. The reason that this figure is not 100% is that a number of our Year 11 students participate in acceleration programs in various subjects. This requires that students be enrolled in the Higher School Certificate program, but will not qualify for the award until they complete their Year 12 program.

Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 9

Classroom Teacher(s) 41.9

Learning and Support Teacher(s) 0.4

Teacher Librarian 1

School Counsellor 1

School Administrative & Support Staff 10

Total 66.3

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. At NBSC Manly Campus, no staff member has identified themselves as Aboriginal.

Teacher qualifications

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

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 52

Professional learning and teacher accreditation

Professional learning for staff has taken on a new perspective in 2015 with the formation of Professional Learning Communities (PLCs) among our staff. With the introduction of mandatory Performance and Development Plans (PDPs) for all staff, through a program developed by our Head Teacher Teaching and Learning, PLCs were formed to bring together teachers from a range of faculties with similar goals outlined in their PDPs. Staff, in their identified PLCs, collaborated on a range of professional learning experiences, sharing strategies that worked in one faculty area that might be trialled in another. Sharing of experiences and feedback on strategies was conducted through a series of classroom visits between teachers in the same PLCs. Through another of the PLCs, support was provided for others with coaching and mentoring strategies to encourage a greater level of self-reflection of an individual’s practice as another form of ongoing development. It was hoped that additional time could be provided for staff professional learning opportunities within the construct of our school day, however, this was not possible due to constraints of student curriculum requirements. Our after school staff meeting time was redesigned as professional learning time with a Professional Learning Plan also developed so that staff could focus their PDPs with whole school goals as set in our strategic plan. In 2015 there were 7 permanent or temporary early career teachers at Manly Selective Campus working towards accreditation with the NSW Board of Studies, Teaching and Educational Standards (BOSTES) at the Proficient level. There were an additional 21 teachers maintaining their accreditation at this level. More information on the teacher accreditation process can be found at: http://www.nswteachers.nsw.edu.au/publications-policies-resources/publications/australian-professional-standards-for-teachers/ This accreditation process applies to teachers who have been appointed to a NSW school since 1 October 2004. Accreditation requirements will apply to all school teachers from 1 January 2018.

http://www.nswteachers.nsw.edu.au/publications-policies-resources/publications/australian-professional-standards-for-teachers/



Financial information

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. A full copy of the school’s 2015 financial statement was tabled at the annual general meeting of the parent group. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary 30/11/2015

Income $

Balance brought forward 272216.24 Global funds 601265.41 Tied funds 145613.78 School & community sources 1397158.89 Interest 11218.88 Trust receipts 503178.02 Canteen 0.00

Total income 2930651.22

Expenditure

Teaching & learning Key learning areas 352514.19 Excursions 247107.59 Extracurricular dissections 616814.62 Library 0.00 Training & development 9326.07 Tied funds 124521.18 Casual relief teachers 190064.86 Administration & office 288931.90 School-operated canteen 0.00 Utilities 95315.23 Maintenance 185025.61 Trust accounts 499670.50 Capital programs 107327.21

Total expenditure 2716618.96

Balance carried forward 214032.26

Student research into timepieces as part of the Science Techno project

School performance

NAPLAN

In the National Assessment Program, the results across the Years 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understanding demonstrated in these assessments. NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

0

10

20

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40

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60

70

80

4 5 6 7 8 9

Pe

rce

nta

ge o

f st

ud

en

ts

Bands

Percentage in bands: Year 7 Reading

Percentage in Bands

School Average 2010-2015

SSG % in Band 2015

State DoE % in Band 2015

0

10

20

30

40

50

4 5 6 7 8 9

Pe

rce

nta

ge o

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Bands

Percentage in bands: Year 7 Writing

Percentage in BandsSchool Average 2011-2015SSG % in Band 2015State DoE % in Band 2015

0

20

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80

100

4 5 6 7 8 9

Pe

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Bands

Percentage in bands: Year 7 Spelling

Percentage in Bands


SSG % in Band 2015


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40

50

60

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90

4 5 6 7 8 9

Pe

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Bands

Percentage in bands: Year 7 Grammar & Punctuation

Percentage in Bands


SSG % in Band 2015


0

10

20

30

40

50

60

5 6 7 8 9 10

Pe

rce

nta

ge o

f st

ud

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Bands

Percentage in bands: Year 9 Reading

Percentage in Bands


SSG % in Band 2015


0

10

20

30

40

50

60

5 6 7 8 9 10

Pe

rce

nta

ge o

f st

ud

en

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Bands

Percentage in bands: Year 9 Writing

Percentage in Bands


SSG % in Band 2015


NAPLAN - Numeracy

0

10

20

30

40

50

60

5 6 7 8 9 10

Pe

rce

nta

ge o

f st

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Bands

Percentage in bands: Year 9 Spelling

Percentage in Bands


SSG % in Band 2015


0

10

20

30

40

50

60

5 6 7 8 9 10

Pe

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ge o

f st

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Bands

Percentage in bands: Year 9 Grammar & Punctuation

Percentage in Bands


SSG % in Band 2015


0

20

40

60

80

100

120

4 5 6 7 8 9

Pe

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ge o

f st

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Bands

Percentage in bands: Year 7 Numeracy

Percentage in Bands


SSG % in Band 2015


0

20

40

60

80

100

5 6 7 8 9 10

Pe

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nta

ge o

f st

ud

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Bands

Percentage in bands: Year 9 Numeracy

Percentage in Bands


SSG % in Band 2015


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

0

10

20

30

40

50

60

70

80

90

100

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Bio

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School 2015 School Average 2011-2015

SSG 2015 State DoE 2015

0

10

20

30

40

50

60

70

80

90

100

Engl

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(A

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Engl

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Ext

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0

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40

50

60

70

80

90

100

Vis

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Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below. Tell Them From Me Survey Results In early 2015, the student body and parents were surveyed in a variety of areas including student wellbeing, intellectual engagement in class activities, extra-curricular activities and communication across the school. In the student survey, the vast majority of students stated that they feel accepted in the school, were valued by their peers and have a sense of belonging. The school is continuing to focus on positive psychology and choice theory to develop positive relationships across the school. Students stated that whilst they are intellectually engaged, with some interesting, enjoyable and relevant tasks, there is room for improvement. The feedback showed that lessons could be more relevant to their everyday lives, the school will continue to implement cross-curricular programs, with a particular focus on Project Based Learning to ensure students are consistently engaged. Regarding the parent survey, parents stated that they feel welcome when visiting the school and believe that there is a positive culture, fostering independence and allowing students to be themselves, while striving for personal best. Improvement areas identified included the potential for simpler timetabling and reducing pressures on students from excessive workloads in senior years. Both of these are being examined with new timetable options and policy changes for student workloads underway. Parents feel that communication is clear but could still be improved between parents and the school, including changes to school organisation and structures. To improve this, the school reorganised report dates and parent teacher nights and from 2016, will incorporate new student proficiencies based on contemporary competencies in reports to help enhance communication with parents about student progress. Regarding school facilities, senior students having access to the library outside of school hours was seen as a good innovation, with improvements to the facilities around the school commonly mentioned as an area to continue to strive for. New projects are being implemented in 2016 to enhance facilities including more covered areas across the school, rewiring of cables for access to technology and a potential school gymnasium. Parents noted that the school has an extensive range of extra-curricular activities of a very high standard

and very dedicated staff contributing to all areas across the school. The staggering of assessment tasks was shown as an area of need, along with appropriate time to complete tasks. Both of these are being incorporated in 2016 for both assessment planning and notifications.

In working with staff of the school, a majority expressed concern regarding the additional obligations of the newly instigated Performance and Development Plans and the time required to meet the professional learning requirements. The school investigated a variety of options to allow for increased meeting time during the school day, however, none of these were found to be completely satisfactory in balancing the curriculum needs of students and the professional learning needs of staff. A compromise was reached with staff agreeing to participate in regular professional learning during faculty meeting time, with additional meeting time held after school hours.

We will continue to investigate options for the 2016 school year.

Policy requirements

Aboriginal Education

Manly Campus is committed to educating all students about Aboriginal culture and heritage which includes both as components within units of work across the range of Key Learning Areas. Human Society and Its Environment and the Creative and Performing Arts Key Learning Areas had regular showcases of student work and members of the local Aboriginal community visit the school to provide authentic learning experiences for students.

Aboriginal culture is respected at all formal assemblies through the Acknowledgement of Country and the Aboriginal flag flies proudly above our main quadrangle.

Multicultural Education and Anti-racism

We are proud to acknowledge that our school population consists of 41% of students who identify as having a language background other than English. Of those students, there are 44 different language backgrounds represented. This multicultural diversity is a real strength of our school.

Through our Student Representative Council and other student action teams, regular opportunities are offered to celebrate the harmony and tolerance that we value so highly in our community.

Our school has a culture of inclusive practice which recognises, promotes and values the background of all students and staff promoting tolerance towards those from different cultures, language backgrounds, religions and beliefs.

The school has an Anti-Racism Contact Officer to assist in the promotion of cultural understanding and to support students and staff on the very rare occasion that racist behaviours may become apparent.

Other school programs

Debating Students from our school performed commendably in the various Premiers’ Debating Challenge Competitions. In each competition that we were eligible to enter, the maximum number of teams participated. Each team performed well in the local round-robin stage of the competition. In each of those divisions, two of our teams progressed to the regional knockout stage. Our Year 11 team, consisting of Madeleine Bosler, Elesi Kougioumtzis, Taylor Rowe and Tom Butler were defeated in a tough battle in the State Final against a very strong Sydney Girls High School. Congratulations go to our marvellous Year 8 winning team who went all the way through to the Regional Finals defeating St Ives High School, thereby leading our team into the Junior Debating Premiership Championship, held at the Women’s College at Sydney University. Not only did our team dominate the competition by defeating every other team they debated against, they did a tremendous job by winning the final against Sydney Girls High School, bringing home the coveted trophy. It was the first time in our school’s history that we have won this competition. Our admirable team comprised of Jamie Bell, Alanna Manfredini, Amelia Ward and Zoe Bakker. Two of our students, Kate Jackson and Madeleine Bosler, were members of the NSW Combined High Schools Debating team who won the NSW All Schools Debating Championship. Kate and Madeleine have been outstanding debaters at school level, each being members of teams that have won NSW Championships at school level.

As members of the NSW CHS team, they debated against representative teams from the Greater Public Schools (GPS), Independent Schools and Associated

Schools organisations. This is the first year that CHS has won this competition for over 10 years and for our school to have two members of the winning team is an outstanding achievement. Duke of Edinburgh Award Scheme Manly Selective Campus continues to have the highest number of students participating in Duke of Edinburgh across the Northern Beaches Secondary College campuses. A number of expeditions were held throughout the year at Somerset and Broken Bay and students completed all aspects of their respective award levels, with 11 students achieving the extensive requirements for the Gold Award in 2015. These students were: Nancy Chen, James Dee, Oliver Fahey, Phoebe Heywood, Louise Jacobsson, Sam Jones, Jackie Lazar, Claudia Leung, Jacob Loader, Caitlin Frith and Nina Fudge.

Constitutional Convention School Captain, Alice Hawkins was one of 120 Year 11 and 12 students from across Australia selected to investigate the need for an Australian Bill of Rights at the 20th National Schools Constitutional Convention, held at Old Parliament House in Canberra from 24 - 26 March 2015. The National Schools Constitutional Convention program provided senior students with an opportunity to become better informed about how Australia's constitution provides a democratic framework and encourages them to take an active interest in the operation of government. The topic of the 2015 Convention was ‘Checks and balances: do we need an Australian Bill of Rights?’ Discussion at the Convention included a focus on the 800

th anniversary

of the Magna Carta.

Facilitated by Emeritus Professor John Warhurst AO, Professor of Political Science at the Australian National University, the students explored the need for Australia to have a Bill of Rights. This will included input from a panel of experts, group discussions on the issues and the opportunity to persuade other delegates of particular approaches. Students participated in a mock plebiscite to determine the outcome of their deliberations.

The Convention was funded by the Australian Government Department of Education and Training as part of its ongoing commitment to civics and citizenship education.

In becoming a national delegate, Alice was selected from around 4,000 students from government, independent and Catholic schools, most of whom took part in feeder conventions in their home state or territory.

This was a fantastic opportunity for Alice to go to Canberra and debate current constitutional reform issues at Old Parliament House.

United Nations Pacific Project Maya Yaffe of Year 10 was accepted as a delegate to the United Nations Pacific Project.

The Pacific Project is a 12 month initiative and a once-in-a-lifetime grassroots development tour exploring one of our closest neighbours, East Timor. It is a collaboration between United Nations Youth Australia and Destination Dreaming. Destination Dreaming works with schools to create sustainable community partnerships that teach students about global citizenship, self-awareness and social justice. Student delegates worked closely with local, grassroots East Timorese organisations to support disadvantaged young people struggling in the young nation.

Maya was one of 12 young people from Years 10-12 who were chosen from 150 applicants. The young delegates led fundraising initiatives, culminating in an unforgettable two week trip to East Timor during the July school holidays.

Overseas Tours During the April school holidays, approximately 80 of our students participated in two tours to Europe. On Easter Saturday, 27 History students departed for Rome for the biennial tour, taking in the sights of Rome, Pompeii, Herculaneum and Paestum. The tour complements the Stage 6 Ancient History course, students gained first-hand experience in what they had, or in the case of Year 11 students, will learn in class. Much of the credit for this tour must go to Ms Julie Page. Her organisation and knowledge of what the students needed to see and learn, was astonishing. Our tour guide, Ms Angela Pollocino, was invaluable with her local knowledge and her ability to speak fluent Italian. One of the most telling moments of the tour came during our time at Pompeii. On this day, we had Dr Estelle Lazar from Sydney University, and an expert on Pompeii, for a 3 hour session where she was to give a lecture followed by a short tour of the site. Dr Lazar ended up staying with us for the full day, sharing her expertise. Her reason for doing this: our students were totally engaged in what she was saying and what they were seeing, and in her words “they were asking questions that I don’t get from my university students”. She went on to say that she just couldn’t leave them without finishing her story and sharing her knowledge. Our students showed this same dedication to everything they saw and did – yes even the shopping.

Rome Touring Party

Meanwhile, 54 Band students also flew in to Rome on the middle Saturday of the holidays and made their way north through Italy and up into Austria. They too took in many of the sights of Rome before travelling further. The highlight of their tour was performing at the Orangerie Schoenbrunn on the eve of the 100

th Anniversary of ANZAC Day with special

guest Mr David Stuart, Australian Ambassador to Austria.

Band Performs in Austria

UBS Finance Academy Year 11 student, Robert Cantwell was selected as one of 50 students nationally to represent our school at the UBS Finance Academy 2015 program. Robert attended the week-long residential course at Macquarie University designed to expose students to a creative mix of theory, industry exposure, field visits, syndicated work and fun, leading to a case study based around the finance industry. To be considered for this program, Robert had to submit an application and CV around his career aspirations and how this background in finance might assist him.

Youth of the Year Area Champion Congratulations to Ella Clarke of Year 12 who won the Lions Youth of the Year Area Final. Ella competed against students from Killara High, Killarney Heights High and Ravenswood School, each representing Lions Clubs in their local areas before being named the overall winner. Ella went on to compete in the District Final at Castle Hill.

SES Cadets Graduate 30 Manly Selective Campus students were presented with their Certificates of Completion of the SES Cadet program. Each Wednesday afternoon for a period of 10 weeks, these students participated in a range of activities building their skills and knowledge in a range of rescue techniques, teamwork and problem solving exercises and basic emergency care and communication protocols as used by regular members of the State Emergency Services. This was the first time that the program had run at our school, and we were somewhat moving into the unknown. However, the success of the program was almost assured with such an enthusiastic and dedicated team of students, along with the expertise

and support of Music teacher and NSW SES Manly Unit member, Ms Naomi Leviton and Ms Emma Haradasa. Each week, these two highly committed staff members, along with volunteers from the SES Manly Unit, put our students through their paces in this demanding, yet very worthwhile program. The Graduation Ceremony was attended by a number of senior SES officials including NSW SES Director, Mr Greg Newton, who presented the students with their certificates. Mr Newton was glowing in his praise of our students and the direction which they received from Ms Leviton and the other staff involved.

SES Cadets Graduate

Many of our students will use their skills and experiences gained as part of their Duke of Edinburgh Award qualification, their MANLY CAMPUS volunteering hours or other valuable skills in their general life. No matter what the motivation, our 30 cadets represented our school with distinction and embodied the school ethos of Giving Back to the Community.

Musical Congratulations to all students, community members and staff who had input into our very successful musical for 2015, Miss Saigon. This year, we had a total of 132 students involved as either cast, orchestra or backstage crew. It was truly wonderful to see the commitment, excitement and enthusiasm that was evident throughout the preparation and performing of the musical. From opening night, there was nothing but positive reports about the professionalism displayed in all aspect of the production. In fact, one person present who worked with the Sydney Theatre Company was highly complimentary to the point of saying that our show more than rivalled anything she had seen. The email that I received from our College Principal, Mr Neil Worsley was simply titled, ‘WOW’ and went on to say, “…there were so many great performances and aspects of the production. The teamwork of so many people involved is such a positive aspect of the whole event. No doubt we can honestly say that Miss Saigon will be remembered as adding to the long list of highly successful productions at Manly Selective Campus. Thanks deserve to be extended to Ms Carolan and her team of staff, alumni, parents and students for

their dedication and expertise in ensuring such a fantastic production.

Cast of Miss Saigon

Enviro Day Our Enviro Team held a very successful celebration day ensuring that our school community was made very aware of issues relating to the current, and possible future, degradation of our global environment. With guest speaker, Ms Olivia Cook, from the #1MillionWomen organisation, students and staff were asked to be aware of and do all they could to reduce their environmental footprint. To help celebrate the day, students held a cake stall, sold envirobags and conducted a photographic competition to raise funds for #1MillionWomen so that they can continue their work with youth to further enhance the knowledge and understanding of young people about our environment.

Lana Miletich and Maya Yaffe with #1MillionWomen

ambassodar Ms Oliva Cook

Australia Remembers: 73rd Anniversary Commemoration Service On Friday 29 May, the annual commemoration service was conducted at the Defence of Sydney Monument on North Head to mark the night that war came to Sydney. Several hundred people attended this service, amongst these were some twenty local schools. Two of our students, Holly Sherlock and Sebastian Szambowski had the honour to give the Vote of Thanks to the guest speaker Vice Admiral David Johnston AM RAN. In their speech they spoke not only about his prestigious career in the Navy, they

also explained the history of the Japanese mini submarines that attacked Sydney Harbour on 31 May, 1942. After the commemoration they conversed with the dignitaries and enjoyed the morning tea. Students then met with the Hon. Tony Abbott, Member for Warringah and Prime Minister of Australia.

Holly and Sebastion present at the Commemoration Service

Performing Arts Successes We have had a number of students excel in different areas of the performing arts. Year 11 student Alexander Young, competed at the Northern Beaches Eisteddfod winning a number of events including the Classical Championship and the Contemporary Championship in his age group. This is a wonderful achievement. Following this, Alexander focused his efforts on our school musical, Miss Saigon. Not to be outdone, Riley Blanche (Year 9) and Adam Dakin (Year 8) were selected as part of the NSW Public Schools Urban Dance Crew for 2015. As part of this group, Riley and Adam attended regular rehearsals at different venues around Sydney as well as having the opportunity to perform at events such as the State Dance Festival and Schools Spectacular. Finally, Mara Van Duyl and Ben Devries, both of Year 9, participated in the Big Band Blast 2015 in Port Macquarie, playing jazz music to a very appreciative audience, as well as participating in workshops and attending other concerts.

Young Archie Awards Congratulations to Sophie Dimitrov, who was selected as a finalist in the Young Archie 2015, at the Art Gallery NSW. There were 1284 entries in this competition and Sophie’s work was selected as one of the five finalists in the 13-15 year old category.

Her artwork was on show at the Art Gallery of NSW with the famous Archibald, Wynne and Sulman Prize exhibition. Congratulations Sophie on having your artwork hanging in the Gallery of NSW at the young age of 14.

I love the twinkle in my grandpa’s eyes after he’s told one of his long-winding yet hilarious jokes. I love how he looks after all of us, especially my grandma and I love the sleepovers my cousins and I have at his house, going to the beach and sleeping in the cosy front room. I love my grandpa, that’s why I have chosen to draw him in this portrait.

Sophie Dimitrov

Artwork by Sophie Dimitrov Year 9 “Untitled” finalist in this year’s Young Archie competition

John Lincoln Youth Community Service Award Ella Clarke of Year 12 was named among this year’s recipients of the John Lincoln Youth Community Service Award. This prestigious award is presented through the NSW Branch of the Order of Australia Association to students who have made significant contributions to their communities. Ella served her school and local community on a number of levels. She was a student leader in the school’s SRC, leading the Environment Committee where she coordinated Enviro Day activities, raising money for the East Timor Sustainable Village project and raising the awareness of environmental issues for students through Enviro Inspiro, Earth Hour and the #1MillionWomen campaigns. She was a High Resolves and Peer Support leader. Ella has worked on local and state government working parties and has been a member of the NSW Youth Parliament serving as the Environment and Heritage Minister as well as being on the MLC committee investigating homelessness in NSW. She was a delegate to the NSW United Nations Youth forum. Ella also studied as an exchange student in China, volunteering at a local orphanage, a migrant students reading program and was an Australian representative to the ‘Yellow River Conference’. She is no doubt a worthy recipient of a John Lincoln Youth Community Service Award.

Athletics Success Year 10 student, Tessa Constantine had an outstanding carnival at the CHS Athletics Championships held at Homebush. Tessa competed in four events, bringing home four medals. She achieved gold medals in the 400m and 400m Hurdles, both in personal best times, was a member of the 4x400m Relay team which finished second and gained third place in the 100m Hurdles. These are outstanding results and richly deserved. Tessa went on to represent NSW at the National Schools Championships later this year. Tessa also won the Australian All-Schools Under 18 Hurdles championship. Competing as part of the NSW All-Schools team, Tessa had a nervous wait for her event, being one of the last on the program. Competing in the final on the last day, Tessa was unlucky to have drawn the outside lane and throughout the race could not see any of her competitors or how close they were to her. Her only insight came from the stadium announcer and the crowd. Thankfully, Tessa held on the cross the finish line ahead of her competitors to take the Championship.

Exceptional Music Achievement Congratulations to Isabela Lawira-Fernandez of Year 11, who successfully completed requirements for her AMEB Licentiate Diploma in Music (LMusA) for piano performance. This tertiary level, prestigious Diploma required Isabela to present a 50-minute piano recital and then be tested on her knowledge and analysis of the pieces presented by two examiners. Isabela received her LMusA Diploma, in academic dress, at the University of New South Wales Graduation Ceremony early in 2016. This is a wonderful achievement and one that is richly deserved for the dedication and practice to which Isabela commits.

Band Programs: International wind and jazz band tour: Italy and Austria in April A major highlight for 2015 was the international tour to Italy and Austria for senior wind and jazz ensemble students. The band program seeks to arrange an international tour once every 3 years and is the result of 20 months of planning. Memorable and invaluable musical and cultural experiences were gained by all 54 students who took part. They were a delightful, coherent group, with members coming together across Year groups 9-12. Highlights of the tour included a performance at San Stefano church in Florence (receiving a standing ovation from the audience of over 200), a moving concert to an audience of 600 including the Australian ambassador at the Orangerie in Schonbrunn palace in Vienna, workshops with jazz maestro Attilio Troiano in Rome and orchestral Professor Wallnig in Salzburg, private attendance at a rehearsal of the Vienna Philharmonic Orchestra, two lively school exchange concerts in Rome and near Venice and attendance at the dawn

service in Vienna on the 100 year anniversary of ANZAC Day. The band members developed musically with the intensive playing and high standard venues and audiences. Competitions A goal of the program is to have each ensemble compete in at least one event throughout the year. String Ensemble performed at the Sydney Eisteddfod in May. The seven main wind and jazz bands performed at the NSW School Band Festival at the University of NSW. The senior Jazz Orchestra was invited to take part in the Premier Big Band where they were joined by jazz legends, James and John Morrison.

Major Performances The premier event of the year was without doubt, Musicale at the Independent Theatre in September, showcasing the senior band and string students, and featuring our very talented Year 12 musicians in what for many was their last performance for the school. Superb performances from the Symphonic Wind Orchestra, Jazz Orchestra and String Ensembles demonstrated the high level of musical excellence achieved by all. Mark Brown coordinates the evening with great care and flare. Craig Driscoll always brings energy and passion to the night with the jazz performances.

Our four jazz bands entertained 180 guests for over 4 hours at the showroom at Events at Dee Why for our annual Jazz Night Out in November. Wind Ensemble experienced playing in the beautiful Verbrugghen Hall at the Conservatorium of Music in August, in a combined concert with the Conservatorium High wind ensemble. This year Jazz Orchestra and String Ensemble represented Manly Selective Campus at the Northern Beaches Secondary College Performing Arts event, ‘On Show’. Jazz Combo played at Manly Jazz Festival on the long weekend in October. The two Big Band Bash events, in Terms 1 and 4, featured 10 ensembles in our annual, informal concerts attracting an enthusiastic audience of family and friends.

Camps and regional tours Concert Band toured to Katoomba and Dubbo in December taking music to Schools for Specific Purposes and small outlying towns in the spirit of giving back to the community.

Documents

Northern Beaches Secondary College Manly Campus … · Northern Beaches Secondary College Manly Campus Annual Report SCHOOL CODE 8567 2015