Illawarra Sports High School Annual Report 2015 · The Annual Report for 2015 is provided to the...

Illawarra Sports High School Annual Report 2015

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Introduction

The Annual Report for 2015 is provided to the community of Illawarra Sports High School 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.

Raechel Mccarthy Principal

School contact details:

Illawarra Sports High School

Gura Street

Berkeley NSW

www.illawaspor-h.schools.nsw.edu.au

E: [email protected]

Ph: 02 42711099

Message from the Principal

Illawarra Sports High School is a designated selective sports high school which places high expectations on students and staff and focuses on quality teaching and learning and ongoing professional development of staff. Our mission is to work in partnership with parents and the wider community to engage students in quality learning experiences that maximise their capacity and determination to become respectful responsible learners and to achieve their best in all areas of school life.

Our school strongly supports the concept of student voice in the organisation of the school. Our school captains meet with the Principal once a fortnight to advocate the ideas and opinions of the student body and SRC students organise and chair our weekly school assemblies.

2015 was a great year at our school, particularly in regards to improving the way our teachers and students learn. Our learning partnership with the University Of Wollongong meant that we were able to work together to create a unique learning space called CLOWD (Collaborative Learners Occupants Working Dynamically). CLOWD is a classroom where students can use iPads and write on the whiteboard walls as tools to undertake project based learning, thereby developing deep knowledge of subject content. The school balanced the creation of the CLOWD room with a heavy focus on teacher professional learning around cooperative learning and use of technology in the classroom.

2015 was also a year where our students continued to develop their skills as global citizens. Students were offered the opportunity to engage in a wide range of learning experiences beyond the classroom including an overseas excursion to New Zealand and frequent use of video conferencing and skype to learn with our sister school in Indonesia.

I hope you will enjoy reading our summary of the achievements of our students and staff and key directions for 2016.

School background

School vision statement

Achieving your personal best

The mission of Illawarra Sports High School is to work in partnership with parents and the wider community to engage students in quality learning experiences that maximise their capacity and determination to become respectful, responsible learners and to achieve their personal best in all areas of school life.

We seek to create an inclusive, challenging and inspiring learning environment that helps each student come into confident possession of their own talents and to take charge of their own learning.

Our school recognises that every student is an individual and that learning needs to be personalised to meet the needs of every student.

We also see the professional development of staff into an expert and cohesive teaching team as central to improving learning outcomes for all students.

School context

Illawarra Sports High School is a partially selective sports high school with a student enrolment of 720 students and draws talented athletes from a large area from Kiama in the southern Illawarra region to Helensburgh in the north. The school is situated in the Wollongong suburb of Berkeley and its partner primary schools include Berkeley, Berkeley West and Farmborough Road Public Schools. Our school’s FOEI (family occupation and education index) is 147 compared with the NSW average of 100. Higher FOEI values indicate greater disadvantage.

The school has a significant enrolment of Aboriginal students (13%) and is committed to closing the gap between the educational outcomes of indigenous and non-indigenous students.

External student performance data indicates a positive trend in student value added data (Year 9 results compared to student results in the HSC) over the last three years. While our students NAPLAN results have improved, there is still underperformance in comparison to the state in writing, grammar and reading. The school has put strategies in place to address these areas of need including the whole school use of 5 key reading strategies and staff professional learning on the explicit teaching of literacy and numeracy skills in all subjects.

The school has a very committed teaching and ancillary staff and has an established reputation for sporting success and a growing reputation for emphasising high academic expectations of all students. The buildings and grounds offer some great learning facilities including a multi-purpose gymnasium, strength and conditioning centre and metals and engineering trade training centre. We have established a wide range of learning partnerships with the University of Wollongong, local sporting clubs and a partnership with a sister school in Indonesia. One of our greatest strengths as an educational community is our willingness to embrace student diversity including the highly successful integration of two autism support classes within the school.

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.

This year, our school undertook self-assessment using the elements of the School Excellence Framework. Each term a staff meeting was used to track achievement of our school plan milestones and one Term Four staff meeting and extended executive meeting was used to examine the school plan and determine the elements of the School Excellence Framework that the plan most strongly addressed. Staff reflected on the progress being made across the school as a whole based on the expectations identified in the Framework.

In the domain of Learning our efforts have primarily focused on curriculum and learning and learning culture. We have excelled in establishing active learning partnerships with the University of Wollongong and are using the CLOWD room to use evidence based teaching practices and innovative delivery mechanisms based on the principals of collaborative learning. The improved student learning outcomes as a result of using these new teaching practices are documented in pre and post student work samples and positive student and teacher survey feedback. The school has made significant progress in creating a positive and productive learning culture amongst staff and students. Expectations of behaviour were explicitly taught to students, relating to the variety of classroom settings and a variety of actions were taken to improve student attendance rates. Attention to individual learning needs has been another component of our progress throughout the year, in particular a renewed emphasis on collaborative creation (parents, learning support staff and students) and consistent teacher use of Individual Education Plans in the classroom .

Our major focus in the domain of Teaching has been on effective classroom practice for staff members. Our school’s participation in the 2015 BOSTES audit provided the impetus for a thorough examination and review of each Key Learning Area’s teaching and learning programs, checking compliance with BOSTES minimum requirements but also assessing each program’s use of differentiation to cater for the needs and abilities of students. Each faculty Head Teacher worked with the Deputy Principal in reviewing external student performance data to evaluate the effectiveness of their HSC teaching programs and teaching practices and a new common assessment task proforma was used to ensure teachers provided clear and explicit guidelines on the nature of the task and effective post task feedback to students on how to improve.

In the domain of Leading we are sustaining and growing in our use of school planning, implementation and reporting. By providing regular opportunities for all members of the community (students, staff and parents) to monitor our achievement of school plan milestones, our school plan is at the core of continuous improvement efforts. Staff are committed to and can articulate the purpose of each strategic direction in the school plan and staff meetings are used to present evidence and objectively assess whether our school plan is working.

The new approach to school planning, supported by the new funding model to schools is making a positive difference at our school. The achievements and identification of next steps are outlined in the following pages of this report. 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.

Strategic Direction 1

Inspired Learning

Purpose

To create inclusive, challenging, supportive, innovative and inspiring classroom learning environments where students are excited about their learning and possess the skills to take charge of their own learning. An expert and cohesive teaching team who have a deep understanding of how students learn will create these learning environments in every classroom throughout the school.

Overall summary of progress

Staff members continue to deepen their understanding of how students learn. A strong emphasis has been placed on exploring methods to encourage students to take ownership of their own learning, both in classrooms and when completing assessment tasks and receiving and acting on teacher feedback about tasks.

A significant proportion of teachers have participated in small group professional learning on cooperative learning led by the Deputy Principal and have been supported in trying out this new pedagogy through regular one on one growth coaching with the Deputy Principal.

By making direct reference to the teaching standard “Know the student and how they learn”, teachers have been encouraged to personalise their teaching, paying particular attention to the information provided through Aboriginal Personalised Learning Plans and student Individual Education Plans.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

All teachers engage in project based cooperative learning in CLOWD and regular classrooms

At the end of 2015 a total of 32 classroom teachers have been trained in cooperative learning and are regularly using this new pedagogy in both the CLOWD room and their regular classrooms. Student work samples and feedback surveys provide positive evidence of higher levels of engagement.

$101,400 (using socio-economic background funding)

All teachers personalise the teaching and learning to student literacy and numeracy needs and readiness including the needs of Aboriginal students

At the end of 2015 the Head Teacher Learning Support and School Learning Support Teachers had collaborated with students and parents to create 30 Individual Education Plans for students with identified learning needs. 100% of students with an identified learning disability have an Individual Education Plan. The use of SENTRAL in recording student plans and staff meeting time to discuss IEPs and PLPs has assisted teachers in using the plans to personalise learning. All Aboriginal students have a current Personalised Learning Plan and 30 plans were updated in 2015.

$16453 (Head Teacher Learning and Support wage using socio-economic background funding)

Assessment in all years follows a consistent procedure allowing students to demonstrate learning at all levels

Throughout 2015 a member of the senior executive worked with teachers from Science, Mathematics and TAS faculties to review current assessment tasks evaluating their degree of differentiation to meet the learning needs of individual students. A common assessment task proforma was introduced across all key learning areas. The common proforma enabled students to more easily unpack the requirements of each task and gave them an opportunity to reflect and

$16453 RAM Equity Deputy Principal top up wage

$79893 Classroom Teacher backfill

$16453 Head


plan how to act on teacher feedback about each task.

Teacher top up wage

(using socio-economic background funding)

Next steps

*Increase the number of teachers trained in CLOWD collaborative learning and establish a Collaborative Learning Coordinator position to take over the training of teachers in CLOWD in 2017

*Establish a cross key learning area formative assessment team to continue to improve the quality of assessment and related programming across the school

*Continue to work with a literacy consultant to maximise teacher use of literacy continuum data obtained from primary schools to personalise student learning and to establish a whole school focus on writing in the junior and senior years.


Valuing People

Purpose

To work across our school community to embed a highly positive school culture and a set of values and discipline structures based on the core expectations of being respectful, responsible learners. The well-being and resilience of students and staff is highly valued and students and staff access leadership opportunities and provide informed voices in school decision making.


In preparation for an external BOSTES audit of the school’s implementation of the Good Discipline and Effective Learning policy the school reviewed its welfare and discipline structures and worked with parents, teachers and students to establish a consistent set of classroom rules linked to our core expectations of being respectful, responsible learners. These rules were then explicitly taught to students and displayed in all classrooms. Regular school attendance was promoted as a key element of being a responsible learner at Illawarra Sports High School.

An emphasis was placed on valuing all people (students, staff and the parent/carer community) and acknowledging their important role in building a positive learning community. A range of strategies were put in place to reward student learning achievement including Principal morning teas and encouraging staff to use the VIVO student reward system. A staff well-being team was formed to coordinate strategies to enhance staff morale such as a fortnightly staff morning tea, termly social get togethers and thankfulness Thursdays.




Increased use of VIVO by 10%, reduced number of negative behaviour referrals 5%, reduce suspensions by 5% and increase whole school attendance by 5%

At the end of 2015 every classroom has the Illawarra Sports High School rules displayed on the front wall. An emphasis on consistent classroom expectations and teacher on line behavior management professional learning has contributed to a 4.7% reduction in negative behavior referrals, 9% reduction in short suspensions (2015 compared to 2014 data) and 55% reduction in long suspensions (2015 compared to 2014 data)

Teacher use of VIVOs is still an issue leading to the creation of a VIVO subcommittee of the Positive Behaviour for Learning team to devise strategies to enhance the use of VIVOs across the school.

The Head Teacher attendance used Attendance Week to promote the importance of regular school attendance. By streamlining anti-truancy and lateness procedures the school achieved a 19% reduction in truancy and 2.7% reduction in student lateness. Overall school attendance actually declined by 0.66% (2015 compared to 2014 data). The new exemption legislation that does not allow for exemption from family holidays has had a negative impact on attendance data

$15,000 (using socio-economic background funding)

$7000 VIVOs(using socio-economic background funding)

$16453 (Head Teacher Attendance wage using socio-economic background funding)


Improved staff morale, job satisfaction and collegiality as indicated on staff satisfaction surveys (2015,16 and 17)

The Term 3 Staff Development Day focused on staff well being and resilience, receiving positive feedback in evaluations. Overall staff data in the “Tell It From Me” surveys indicates a positive improvement in staff morale and staff morning teas and social get togethers have been well attended.

Nil

Improved student and staff leadership capacity as indicated by increase in number of students applying for SRC: increase in staff aspiring to higher levels of accreditation and/or substantive leadership positions

A constitutional change in SRC electoral processes saw a substantial increase in the number of students applying for the SRC in 2015.

The school continued to use RAM Socio Economic Funding to finance additional executive positions within the school including a Head Teacher Attendance, Head Teacher Learning and Support and Third Deputy Principal. There has been a recognisable increase in the number of staff willing to take on additional leadership roles within the school. This included the creation of Professional Learning Communities led by non-executive teachers as part of the Performance Development Framework. As a result of this renewed emphasis on building leadership capacity, two classroom teachers were successful in gaining substantive Head Teacher positions and a Head Teacher gained an external substantive Deputy Principal position

Total cost of new leadership positions and classroom teacher backfill $147285 (using socio-economic background funding)

Next steps

*The PBL team will undertake regional training in PBL coaching and will lead staff in reviewing classroom setting behavioural interventions. A team of Head Teachers have also volunteered to undertake a review of the school’s level system.

*The staff wellbeing team has arranged for a series of staff meetings and professional learning events that focus on enhancing staff resilience. All staff will create a personal self-care plan and the Term 3 Staff Development Day will again focus on staff wellbeing.

*The school will continue to use the Performance Development Framework to encourage staff to take ownership over their own professional learning and build leadership capacity across the school.


Connecting with our community

Purpose

To connect with our community at a local, state and global level and increase the sense of student, staff and parent/carer belonging and pride in our school.


Community perceptions of the school continued to improve due to a concerted effort by all staff to offer a wider range of learning experiences including but not limited to the selective sports high program. Our understanding of community perceptions was enhanced by several key staff members completing the Department “Engaging and Working with the Community” course and thereby creating a Community and Engagement Action Plan. Our work with the primary schools was extended beyond Year 5 into 6 transition activities into sharing successful pedagogy and using Year 6 PLAN and Year 5 NAPLAN data to establish a continuum of learning for all students.




Increase the percentage of local area Year 7 enrolments by 10%

In 2015 the Head Teacher Learning and Support worked with all primary schools to create a useful student data base of information on the 2016 Year 7 cohort. The data base includes individual student literacy and numeracy continuum data, NAPLAN and teacher observations about each student. This improved student profiling ensured more appropriate class placements and has resulted in a significantly reduced need for student class changes in 2016.

A wide range of whole day student workshops including the 5 by 5 science challenge, public speaking competition, mini Olympics and Premiers Sporting Challenge were used to introduce students to high school skills and learning experiences.

A team of teachers visited primary schools to observe their tracking and explicit teaching of the literacy continuum and a literacy consultant was employed to train teachers in continuing to plot students on the literacy continuum when they started high school.

These initiatives have resulted in a 10% increase in the percentage of local area enrolments (2015 compared to 2014 data).

$16453 (Head Teacher wage using socio-economic background funding)

$9000 (Transition using socio-economic background funding)

Students are frequently engaged in learning experiences outside the immediate local area and have a wider world view and understanding of global issues

15 students successfully completed a University of Wollongong Global Science course in 2015, using the connected classroom to participate in lectures and tutorials and gaining university credit points.

10 Year 12 Earth and Environmental Science students travelled with their teacher to New Zealand to participate in a site study to extend their knowledge of course content.

Nil

Individual Student cost

Nil


Student links and understanding of Asian culture were enhanced through regular excursions to the Nan Tien temple, 15 Korean teachers visiting our school for a week, regular student skype talks with our sister school in Indonesia and student participation in the Bottle for Botol sustainability project.

Increased student and parent pride in wearing Illawarra Sports High School uniform evidenced in a 20% reduction uniform defaults recorded on SENTRAL

In 2015 there was a 24% increase in uniform defaults recorded on SENTRAL however this can be attributed to improved teacher reporting and action taken when students are out of uniform. 100% of teachers felt that uniform compliance actually improved in 2015.

The school started its community consultation regarding a change in uniform starting 2017. This involved regular discussions about uniform at Parent and Helpers meetings and 35 students participating in student focus groups

Nil

Next steps

*Sustain the 10% increase in local area enrolments by implementing key actions of the Community Engagement Plan and use a Year 7 T pilot group project to improve high school use of the literacy continuum and explicit teaching of literacy markers

*Continue to provide learning experiences outside the local area to expand student world view including greater use of virtual excursions

*Complete the new uniform consultation process so that the school community has decided on a new uniform that will be gradually introduced over three years (starting 2017)

Next Steps

Key initiatives and other school focus areas

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

Aboriginal background funding

Strategic Direction 1: Inspired Learning

All students have a Personalised Learning Plan and 81% of the plans written/updated in 2015 have been written during face to face conferences with students, parent/carers and a teacher.

Employment of a full time Aboriginal Education Officer has continued to improve the learning partnership between the school, students and parent/carers. The AEO is regularly invited to parent interviews and coordinates a dynamic Aboriginal Learning Centre where students can get extra help with assignments

The Norta Norta tutor continued to provide in class support for students who needed additional help with literacy and numeracy skills. This contributed to the appreciable growth in the Year 9 Aboriginal students’ NAPLAN results with a growth in Writing of 7.2 scaled scores, Reading 22.3 scale scores, Grammar and Punctuation 24.3 scale scores and Numeracy 4.7 scale scores above other Aboriginal students in the state.

74% of senior Aboriginal students accessed the HSC individual scholarship program in 2015 compared to only 14% in 2014. Our success can be attributed to the employment of a tutor to work with students during study periods rather than after school.

$61,587 Aboriginal Education Officer

$14,377 Norta Norta tutor

$3,635 Flexible

$28,182 (Norta Norta Tutorial Assistance Individual Scholarship)

English language proficiency funding


Students requiring English literacy and language support received EAL/D support one day per week moving to two days per week towards the end of the year. EAL/D Teaching involved the provision of support to students across all year groups with focused attention given to students in the Beginning, Emerging and Developing Phases as well as students with a refugee background. EAL/D support was provided across curriculum areas with particular attention to developing students comprehension, grammar, reading and writing skills.

$15,452 (ELP Flexible Funding)

The EAL/D teacher worked in collaboration with the classroom teachers to tailor students learning and assessments. Students were given one on one support in class, small group support and individual out of class assistance. Additional homework, assessment and resume writing help was also offered to students during recess and lunchtime breaks. Transitioning Year 6 students from feeder primary schools with EAL/D background were provided with additional opportunities to visit the school to ensure smooth transition into high school.

In 2015 the school introduced a discreet ESL Student Report to parents on student language development as well as completing the Department Annual EAL/D Survey and data collection. Many students were able to demonstrate improved results (Semester 1 compared to Semester 2 ESL reports)

Targeted students support for refugees and new arrivals

Strategic Direction 1:Inspired Learning

During 2015 the school welcomed two Newly Arrived Syrian refugee students from Warrawong Intensive English Centre. Whole day student transition visits with appointed buddies and one to one teacher conferencing with the ESL teacher was used to ensure mainstream teachers had enough knowledge about each student to appropriately differentiate teaching, learning and assessment (including heavy use of writing scaffolding)

Nil funding received 2015

Socio-economic funding


Employment of School Learning Support Officers and academic mentors to provide one on one in class support for students with poor literacy and numeracy skills has contributed to improved 2015 NAPLAN data. The Academic mentor worked with 49 students to effectively resolve academic/welfare concerns and resolve 30 HSC N warnings


A range of strategies were put in place to promote student academic achievement including a Targeted Academic Program, Debating Program, Student Homework Centre and Year 6 into 7 transition activities such as the 5 by 5 science challenge and public speaking program. The school also subsidized student entry into National Science and Mathematics competitions to encourage high expectations. Students who

$66879

$59000

demonstrated our core values of being respectful responsible learners were rewarded with incentive excursions and earnt VIVO reward points. Families who struggled to pay student course fees or provide school uniform were supported through student financial assistance


Improved classroom rules signage, targeted teacher professional learning on behaviour management and the explicit teaching of literacy and numeracy skills has assisted in improving student’s engagement in the classroom and understanding of the core expectations of all students. This has reduced suspension rates.


The CLOWD cooperative learning project (involving teacher professional learning and purchase of Information Communication Technology) has significantly increased student engagement in the classroom and improved teachers ability to incorporate ICT into classroom practice (as evidenced in teacher and student surveys). A Technical Support Officer was employed to support teachers and students in using ICT in the classroom.

Strategic Direction 2: Valuing People

School Leadership team completed a two day Illawarra Partners in Education (IPIE) conference with executive from Warrawong and Five Islands high schools, aiming to enhance their leadership capacity using resources from AITSL and focusing on collaborative reflection on the Head Teacher role


In 2015 the school gave opportunities for teachers to develop their leadership skills through the creation of RAM Equity funded Deputy Principal, Head Teacher Learning and Support and Head Teacher Attendance and Engagement positions and the use of shadowing days to experience the work of Head Teachers, Deputy Principals and Principals.


Forty Year 11 students participated in the Work Related Alternative Program (WRAP): an alternative HSC pattern of study with a vocational education focus designed to

$15000

$101,400 (professional learning and ICT resources)

$20000 TSO

$7000 executive release time

Total cost of new leadership positions and classroom teacher backfill $147285

$20,000 WRAP package

engage at risk students and enhance their job readiness skills. To assist students in finding Friday work placement, the school employed a Workplace Learning Illawarra counsellor one day per week. Evidence of impact includes; reduced suspensions and increased attendance rates for every student involved in the program. A significant number of students have exited the school to take up apprenticeships/traineeships (seven students), full time work (three students) or full time tertiary training (three students)

Strategic Direction 3: Connecting with the community

All feedback from community, wider community, staff, students and parents attests to the positive relationships built through the Community Liaison Officer role and regular use of communication forums such as Facebook, school website and SMS messaging. Other evidence of success includes 11% increase in Parents and Helpers membership, significant increase in Facebook likes and website hits, 79% increase in parent participation in Year 11/12 parent teacher night, 34% increase in Year 7-10 parent teacher night and 20% increase in parents attending Year 12 graduation ceremony (2015 compared to 2014)

$20160 Community Liaison Officer

$4000 SMS messaging

Low level adjustment for disability funding

Strategic Direction 1:Inspired Learning

All students requiring adjustments and learning support are catered for within class programs and other whole school strategies. 100% of students with an identified learning disability have an Individual Education Plan and School Learning Support Officers were employed to provide in class support for students with disabilities

$71177 (learning and support flexible funding)

Support for beginning teachers

As per Great Teaching Inspired Learning guidelines, beginning teachers have reduced responsibilities or teaching loads sufficient to support the development of their skills in the first year. The school used 2015 funding and unused funding from previous years to release two teacher mentors to conduct “Strong Start” whole day workshops guiding beginning teachers in the creation of professional learning plans linked to the teaching standards and providing guidance in regards to the accreditation process. Funds were also used to pay for Beginning Teacher professional learning days or to release experienced teachers to work with

$29207.58

Next Steps

Beginning Teachers. As a result five teachers gained accreditation at proficient level during 2015.

Other school focus areas Impact achieved this year Resources (annual)

Elouera (Autism Support Classes) In 2015 the school expanded our Autism Support Unit from one to two classes. The Classroom Teachers and School Learning Support Officers continued to provide personalised learning for all fourteen students with students being taught Science, Visual Arts, LOTE, Music and Tech Mandatory by mainstream teachers. The school used Teacher Professional Learning Funds to train more staff in effective teaching of students with Autism (using the online Autism training) and twelve staff were trained in Non Violent Conflict Restraint

$10,000 start-up grant

Global funds

Mandatory and optional reporting requirements

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

Proportion of students moving into post-school education, training or employment

Year 10

%

Year 11

%

Year 12

%

seeking employment

0 3 7

employment 2 8 39

TAFE entry 0 1 16

university entry 0 0 27

other 0 0 4

unknown 0 0 7

An impressive twenty seven students achieved offers of entry into university. Twenty two students were offered places at the University of Wollongong or the University Of Wollongong College in courses such as Nursing, Social Work, Psychology, Science, Commerce, Journalism, Education, Engineering, Arts, Health & Medical Science, Communications and Social Science. Other students have been successful in accessing university study through other universities including Zoology at University of New England, Education at Charles Sturt University and Social Science and Health Science at Western Sydney University. Thirteen students gained full time employment in apprenticeships or traineeships.

Year 12 students undertaking vocational or trade training

In 2015 42 % of the Year 12 cohort undertook a vocational or trade training course.

Year 12 students attaining HSC or equivalent vocational educational qualification

In 2015 99 % of the Year 12 cohort attained a Higher School Certificate or equivalent qualification. Thirty five students attained their VET qualification in 2015. This represents 36% of the total student population of 95. Two students did not satisfy the requirements of one of their VET courses. The other students achieved statements of attainments towards qualifications mainly due to having commenced courses in Year 12.

Illawarra Sports High School has offered and delivered School based VET courses in Construction, Metals, Business Services, Hospitality and Sports Coaching and a multitude of course options through

0

500

1000

2009 2010 2011 2012 2013 2014 2015

Stu

den

ts

Year

Enrolments

Male Female

Year 2009 2010 2011 2012 2013 2014 2015

7 85.1 87.1 88.3 88.3 88.7 88.7 87.8

8 81.3 85.1 84.5 84.4 84.3 88.4 86.4

9 80.3 79.0 81.2 80.7 85.8 84.7 84.3

10 80.5 80.3 82.0 79.4 81.6 86.2 83.5

11 86.3 82.0 82.7 81.4 83.9 83.0 83.5

12 81.7 79.5 78.7 83.1 85.9 88.5 87.2

Total 82.5 82.3 83.0 82.8 84.9 86.5 85.3

7 92.3 92.6 92.5 92.4 93.2 93.3 92.7

8 90.0 90.5 90.1 90.1 90.9 91.1 90.6

9 88.8 89.1 88.8 88.7 89.4 89.7 89.3

10 88.7 88.3 87.1 87.0 87.7 88.1 87.7

11 89.4 89.1 87.6 87.6 88.3 88.8 88.2

12 89.4 89.8 89.2 89.3 90.1 90.3 89.9

Total 89.7 89.9 89.2 89.1 89.9 90.2 89.7

Stat

e D

oE

Sch

oo

l

0

25

50

75

100

2009 2010 2011 2012 2013 2014 2015

Att

en

dan

ce ra

te

Year

Student attendance rates

School State DoE

Retention to Year 12

School 54.0 53.4 63.5 63.6 54.0 73.1 69.5

State 61.0 62.7 64.7 63.4 64.5 69.1 68.9

Previous Methodology (SC to HSC apparent retention)

NAPLAN

12-HSC15

NAPLAN

11-HSC14

SC10-

HSC12

SC07-

HSC09

SC08-

HSC10

SC09-

HSC11

SC11-

HSC13

the TVET program. Students continue to reap the benefits of regular upgrades to all VET facilities. This year saw the implementation of a dedicated senior students vocational pathway program called WRAP (Work Related Access Program). The school offered a successful pilot program where TAFE staff delivered the TVET Construction framework course to the students involved in the WRAP program on site at the school. Seven students from the WRAP Construction Stream program have secured apprenticeships or traineeships and three students now have full time employment.

Five Stage 5 students have successfully completed their first year of their TVET courses with two students securing an apprenticeship. Fifty nine students in Year 11 undertook School based VET courses with nineteen Year 11 students successfully completing their first year of their TVET programs including Animal Studies, Hairdressing, Beauty Therapy, Auto Servicing, Mechanical Servicing, Children’s Services, Panel Beating, Spray Painting, Construction, Electrotechnology, Tourism, and many more. A total of seventy eight Year 11 students participated in either VET or TVET courses in 2015 not including SBATs.

Ten students from Years 11 and 12 participated in School Based Apprenticeships / Traineeships with seven students successfully completing their School Based Traineeships at the end of 2015 while two left the school in Year 11 to take up full time apprenticeships. The total number of VET placements during 2015 across Years 10, 11 and 12 was 133.

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

Assistant Principal(s) 1

Head Teacher(s) 9

Classroom Teacher(s) 41

Teacher of Reading Recovery 0

Learning and Support Teacher(s) 1.9

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administrative & Support Staff 11.682

Other positions 1

Total 70.582

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Illawarra Sports High School employs one full time Aboriginal Educational officer who forges strong learning partnerships between the school, Aboriginal students and their families and several indigenous volunteers are involved in a variety of school based programs. One percent of staff identify as Aboriginal and Torres Strait Islander.

Teacher qualifications

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

Qualifications % of staff

Undergraduate degree or diploma 88

Postgraduate degree 12

Professional learning and teacher accreditation

In 2015 Illawarra Sports High School had 10 Beginning Teachers working towards proficient, 14 beginning teachers maintaining accreditation at proficient and one teacher seeking voluntary accreditation at Highly Accomplished.

100% of teachers accessed TPL funds. Funds were used for teacher release and course costs to attend conferences addressing: technology usage, student welfare and discipline, teacher accreditation, improving understanding of the curriculum, incorporating 21st Century learning and enhancing leadership capacity. Total expenditure on professional learning was $42,193.69 with an average expenditure per teacher of $843.87

Our whole-school teacher professional learning (TPL) program targeted both departmental and school priorities, with a strong emphasis on incorporating literacy and numeracy into classroom practice and using data to inform teaching. Our school development days were viewed positively by the majority of staff and focused on:

CNI subject specific Staff Development Day

Staff well-being and resilience

Focus on Year 7 transition and the literacy continuum

Anaphylaxis and emergency care training

No Gap No Excuse training

Teaching 21ST Century learning capabilities

Quality HSC Assessment

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 is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

School performance

NAPLAN

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 these assessments.

NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

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Percentage in bands:Year 7 Reading

Percentage in Bands

School Average 2010-2015

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Percentage in bands:Year 7 Writing

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Date of financial summary 30/11/2015

Income $

Balance brought forward 680648.20

Global funds 543342.47

Tied funds 779980.10

School & community sources 287592.95

Interest 20809.19

Trust receipts 46335.32

Canteen 151394.67

Total income 2510103.17

Expenditure

Teaching & learning

Key learning areas 255564.75

Excursions 85451.37

Extracurricular dissections 51058.44

Library 13637.14

Training & development 0

Tied funds 718704.55

Casual relief teachers 72508.02

Administration & office 156157.25

School-operated canteen 114249.48

Utilities 114035.44

Maintenance 93367.00

Trust accounts 42373.72

Capital programs 40018.00

Total expenditure 1757125.16

Balance carried forward 752977.740

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Percentage in bands:Year 7 Spelling

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Percentage in bands:Year 7 Grammar & Punctuation

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Percentage in bands:Year 9 Reading

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Percentage in bands:Year 9 Writing

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NAPLAN - Numeracy

Literacy and numeracy skill development will continue to remain a key focus at Illawarra Sports and in 2015 our efforts were greatly enhanced using targeted initiatives to improve students’ literacy, numeracy and engagement levels. In 2015 overall NAPLAN results generally trended upwards with notable improvement highlighted in a number of areas. There was an appreciable growth in the Year 9 Aboriginal students’ results with a growth in Writing of 7.2 scaled scores, Reading 22.3 scale scores, Grammar and Punctuation 24.3 scale scores and Numeracy 4.7 scale scores above other Aboriginal students in the state. Adding to this is the improved ISHS Year 9 Trend Data in Writing, showing a +9.9 scaleD score growth with the All State decline of -3.8, Spelling +12.3 scale score growth compared with the All State growth of +1.4, Grammar and Punctuation +3.2 scale score growth with the All State decline of -7.1 and Numeracy +11.7 scale score growth compared with All State growth of +1.9 from 2014 to 2015.

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Percentage in bands:Year 9 Spelling

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Percentage in bands:Year 9 Numeracy

Percentage in Bands


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).

ISHS is committed to ongoing teacher professional development, in A Learning and Response Matrix (ALARM), HSC data analysis, and examination and assessment practices.

In 2015 the school established a Year 12 mentor program and used regular revision/skills building in all subjects to ensure students were better prepared for HSC exams. HSC success will continue to remain a key focus at Illawarra Sports High, in particular, implementation of a range of strategies to improve students extended response writing skills.

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HSC: Relative performance from NAPLAN Year 9 (Cohort Progress)

School 2015

Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. In 2015 the school participated in the Tell Them From Me Survey and school based questionnaires. A summary of the responses in this survey are presented below.

92% of parents feel that meeting the needs of the students is the school’s main priority. This is a very positive response as it is a 9% increase on 2014 survey results. Other areas that showed significant improvement in parent satisfaction were in the school continuing to find improvements in all that it does as well as providing a curriculum that caters for the learning needs of all students.

New initiatives that were implemented across the school were also well received and appreciated by our parent community. 94% of parents agreed that they had seen an increase in their child’s excitement about the schools shift in teaching styles including exposure to CLOWD and group activities as well as increased access to whiteboard rooms and IPAD technology. They were also just as impressed with the schools investment in the VIVO rewards system and see it as a good system to engage and reward their children.

An area that showed a need for review was in the area of parent communication. Many of our parents indicated that they were not able to access our School App or Facebook due to a lack of phone technology and expressed a need to ensure that our school website is updated as regularly as the app. They also wanted more regular publication of school newsletters. It was also indicated that the school needs to educate more parents on our POP payment system and how to access it.

Additionally 90% of Parents felt that the hiring of Head Teacher Learning Support and Head Teacher Attendance as well as additional Teacher Aides has been a good use of school funding to support student learning.

Tell it from me survey data revealed that 50% of our students surveyed feel that they are intellectually engaged and find learning interesting. This statistic is impressive as it is above the NSW state norm for students in these year levels. An impressive 82% of our students feel they have formed positive relationships with teachers and students that encourage them to make positive choices in relation to their education and post schooling opportunities. Students also rated our school much higher than the rest of the state in

indicating that our teachers are making lessons relevant to their everyday lives and believe concepts are well taught and class time is used effectively.

Ninety seven per cent of teaching staff were very positive about the school and its leadership in 2015. Staff felt they were given a variety of professional learning opportunities and were supported in being able to look at different methods of engaging students in their classes. They also expressed their appreciation in relation to the newly upgraded classroom facilities and technology that has been provided to them to help aid in delivering lessons to 21st century learners.

Policy requirements

Aboriginal education

Aboriginal perspectives are taught as part of our school curriculum and the Aboriginal protocol of acknowledgement of Country is used at all formal and weekly assemblies.

During 2015 all staff completed several modules of the No Gap No Excuse training which allowed them to enhance their knowledge and understanding of the Aboriginal Education and Training Policy and assess its implementation within the school context.

Aboriginal students from Years 9-12 at our school attended AIME (Australian Indigenous Mentoring Experience) program at the University of Wollongong. Students are mentored by volunteer university students and are encouraged to strive for success and consider university as a post school pathway. This year students completed a speech to the Prime Minister with 8 students completing a speech to the then Prime Minister Ms Julia Gillard. Students found the task challenging, but participated enthusiastically in the hope of presenting it to Ms Gillard.

A highlight for Aboriginal education in 2015 was NAIDOC regional touch football competition on 22nd July. Eight schools, fifteen teams and 135 boys and girls played in a round robin competition at Oak Flats High School. Illawarra Sports High School participated enthusiastically managing to be overall Champions on the day. This event continues to link our students to many other Aboriginal students within the region.

Multicultural Education and Anti-racism

In 2015 24% of the school population was of a Language Background Other Than English (LBOTE). The major language groups represented in the school were Arabic, Macedonian, Albanian, Maori, Pacific Islander and Tongan.

The Multicultural Links to Learning Program, provided by the Multicultural Council Illawarra, was offered to Year 9 students of Non English Speaking Background. The students who were selected to participate graduated at the end of the year with such qualifications as a First Aid Certificate and Duke of Edinburgh Award.

Our Anti Racism and Anti Discrimination Implementation Plan was reviewed in preparation for the 2015 BOSTES audit and students were again reminded of the important role of the Anti-Racism Contact Officer (ARCO) who is available to provide support and mediation for students when needed. The themes of multiculturalism were explored in HSIE and Indonesian classes.

Other school programs

Student Leadership

As School Captains of Term 4 2015 and 2016 we are extremely proud to lead the Student Representative Council. In Term 4 2015 we were elected School Captains along with a new SRC team. We thanked the outgoing captains Amanda Tait and Alex Brbevski for their contributions and all SRC members pledged to work even harder to represent and improve our school.

The SRC meets fortnightly to discuss student based issues and plan new charity fund raising initiatives. These meetings take place just before the School Captain meetings with the principal so that any student matters that are raised can be openly discussed.

The SRC also plays a defining role in all school assemblies, carnivals and presentation events. A very important event in 2015 was our memorial day for Mrs Zoratto who passed away this year after a long battle against melanoma. The SRC led a service and plaque ceremony and organised a ‘Relay For Life’ on the back oval where all students walked or ran laps in their sport or PE lessons. A crazy hat day was used to promote student awareness of sun safety.

In 2015 SRC members also participated in an external leadership development program. Year 12 members attended The Halogen National Young

Leaders Day at Sydney Olympic Park Sports Centre. We were able to listen to speakers such as Jess Fox, Mike Baird and Jack Manning Bancroft and learn new skills in order to become better leaders for our school.

We would like to thank Mr Murada (SRC Teacher Coordinator) and Ms Goodyer (Head Teacher Welfare) for their efforts at making the SRC a success in 2015. We look forward to Mr Murada’s input and guidance in 2016.

It is our absolute honour and privilege to lead the Illawarra Sports High SRC in 2015/16 and we hope to continue to develop a proud culture of student achievement and leadership.

Jaime Sherriff and Kyle Hardie School Captains

Vocational Education Program

Throughout the year students have been supported with one to one careers advice, whole class presentations, writing of resumes and job and scholarship applications, individually tailored work experience programs, guest speaker presentations, and accessing private training opportunities. In addition the Careers Office supports a number of other functions including co-ordinating the schools mock interview program, year 10 work experience program, many excursions to industry and educational / training facilities, various alternate education programs, school based traineeships and apprenticeships, the ISHS VET programs, the TAFE delivered VET program (TVET), development of various industry focused careers projects, as well as sharing responsibility for the co-ordination of University of Wollongong ‘In 2 Uni’ program, the ISHS Senior Students WRAP program, Illawarra Careers Expo and other community and student leadership activities.

The Careers Office continues to maintain and develop the Illawarra Sports High School Careers website www.ishcareers.com . This website enables the Careers Advisor to send emails, upload newsletters and provide a wealth of careers focussed information for everyone connected to ISHS. In support of the philosophy of collaboration, parents and careers are encouraged to submit their email address to the Careers Advisor so that they can receive updates, newsletters, information about employment opportunities etc. We have also set up an Illawarra Sports High School Careers Facebook page http://www.facebook.com/pages/Illawarra-Sports-High-School-Careers/245007805575836 which enables students to gather information in a simple and efficient manner. There has been a

http://www.ishcareers.com/

http://www.facebook.com/pages/Illawarra-Sports-High-School-Careers/245007805575836

http://www.facebook.com/pages/Illawarra-Sports-High-School-Careers/245007805575836

continual growth of students accessing the Facebook page throughout the year.

The Year 10 Work Experience program consolidated its position in the school calendar as the last two weeks of Term 2 to align with the delivery of the PD/H/PE program on the World of Work and the schools mock interview program. Many students continue to full time apprenticeships and part time jobs as a direct result of both the Year 10 and individually tailored work experience programs.

Simon King Careers Advisor

Environmental Education and Sustainability

Bottle for Botol Project

Illawarra Sports High School exposes students to real environmental issues and empowers them to make a positive change through the “Bottle for Botol” Program.

The Bottle for Botol initiative addresses the Australian National Curriculum priorities of Asian Engagement and Sustainability with real life examples.

Illawarra Sports High School has been partnered with 834 students at SMA#3 Denpasar Senior High School in Bali to explore some of the effects that plastic waste is having on marine life both locally and globally.

Plastic pollution in our oceans is increasing at an alarming rate. In Australia 75% of the litter found on our beaches is plastic. Indonesia is the second biggest contributor to plastic waste in the world with a lot of this waste ending up in the Indian Ocean. Bottle for Botol addresses this collective plastic footprint through direct action and education.

Students in both Illawarra Sports High and SMA#3 Denpasar took part in a competition to create designs to be printed on stainless steel water bottles. Students also wrote friendship notes that are attached to the bottles. For every bottle purchased, one is donated to a student at our partner school. Students in Indonesia also take part

in an eight-week environmental education program before their canteen switches from single-use plastic cups to selling water refills from reusable dispensers.

Illawarra Sports High was also awarded an Eco-Schools Grant from The NSW Environmental Trust. Students across key learning areas will conduct plastic waste audits before and after the installation of a bottle refill station at our school.

Students participating in the Bottle for Botol Global Citizenship Project and our Eco-School Plastic Waste Warrior Project are leading a generational change away from single -use plastics.

Jenny Hilton LOTE Teacher

Achievements in the Arts

The Creative and Performing Arts Faculty worked with the students at Illawarra Sports High School to reach their personal best as artists, musicians and performers in 2015.

Students were given the opportunity to participate in a wide range of musical learning experiences including the Australia wide “Count us in” singing event, Illawarra Sports High “Express Yourself” talent competition, school band and choir.

Our mandatory Visual Arts program for students in Stage 4 has a strong emphasis on developing new artmaking skills and experimenting with different art media. Students learn about drawing, design, colour theory, painting, ceramics and printmaking.

In Stage 5, students elected to study Visual Arts, Drawing and Multi-Media. The popularity of Visual Arts subjects continue to grow and students are producing images and objects that combine conceptual strength with high levels of skill in drawing, sculpture, painting, digital art forms and mixed media. Students explore traditional themes such as: landscapes, still-life and portraits as well as learning about post-modern art practice.

Stage 6 is our most diverse and specialised stage in Visual Arts and students can elect to study the Board Developed HSC Visual Arts course as well Content Endorsed courses including: Visual Design and Photography, Video and Digital Imaging. There were 15 candidates for the HSC who worked hard to produce a quality Body of Work that explored visually interesting concepts with a high level of artmaking skills evident. Several students created works from a personal perspective while others explored issues of culture and global significance. The Year 12 cohort enthusiastically attended holiday workshops for both the artmaking and critical and historical writing components of the course. Due to

this the overall results improved from 2014 to 2015 particularly with the Body of Works and the short response section of the HSC examination.

The CAPA faculty awards introduced in 2014 continued in 2015. Each term a student was rewarded for their high achievements in Visual Arts, Indonesian and Music at the whole school assembly. Students were also offered opportunities to attend the Senior Art Camp at Bundanon and the Dobell Drawing Workshops at the National Art School in Darlinghurst. Several students worked with Ms Hunter to design labels for the Bottle for Botol, Global environmental initiative spearheaded at ISHS by LOTE teacher Ms Hilton.

Year 12 Visual Design students worked on life-size murals of Superheroes that they designed using the interactive software package Hero Machine, while Stage 6 photography students worked on developing the skills essential to composing quality photographic images. They are learning both the traditional “wet” (darkroom photography) using black and white film and printing techniques as well as utilising digital technology to document tasks that address traditional themes in art such as: portraits and landscapes.

Visual Arts students at ISHS are continually given opportunities to exhibit their work. 2015 was a busy yet highly engaging year for all Creative and Performing Arts staff and students.

Lori Cracknell Creative and Performing Arts Co-ordinator

Southern Stars 2015

For the 15th consecutive year, students from ISHS participated in Southern Stars – An Arena Spectacular. 17 dancers performed to Sweet Dreams in a visually interesting circus inspired routine. Ms Wood worked during sport time with the dancers to polish the choreography and Ms Starling added her organisational expertise to ensure all aspects of the dancer’s involvement in this important performing arts spectacular were catered for. The costuming was organised by Ms Cracknell and Mrs Lloyd who were responsible for sourcing and sewing costumes that were derived from the concept of “The Harlequin.” Hair, make-up, costumes and choreography combined to make this performance a stand out.

The dancers were also involved in a highly emotive tribute to the Anzacs in commemoration of the 100 years anniversary of the Gallipoli campaign. Audiences and participants alike were overwhelmed by the solemnity of this performance. The 3,000 students united at the closing of the first act by

raising a poppy on high to symbolise the loss of so many brave Australian and New Zealand soldiers.

Achievements in Sport

Once again, Illawarra Sports High in 2015 provided its students with a range of positive and challenging sporting experiences. Students throughout the year were given the opportunity to participate in NSWCHS Knockouts and Representative Trials / Championships, in school Recreational Sport, Regional gala days, as well as the school’s specialist Talented Sports and Development Program (TSDP).

With all levels of interest and performance catered for, a high level of activity and development occurred across the student body. Two students represented Autralia in 2015, Will Latu in Rugby Union and Katelyn Leadbeatter in Football. We had 2 recent ex-students, represent Australia in the Junior Australian Kangaroos Rugby League Team and one of our ex-students is still representing Australia in the Matildas. Six of our athletes won the right to wear the sky blue of NSW, with over 30 students representing the South Coast or Greater Southern Region at NSWCHS carnivals.

Both the open boys and girls Futsal teams were regional champions, going on to the state finals in Penrith. The Girls All Codes Rugby League team won the Sam Hammond Shield (a regional Rugby League competition) for a second time. The Open Boys Rugby League squad were very successful at the Canberra Cup, a 9 a side Rugby League competition. The Football and Basketball team travelled to Canberra to play in a friendly match against Erindale College. Both teams were very successful, furthering our ties with other sporting schools in the state. Many other teams also enjoyed success in the elite sports high school competitions, local friendly matches and regional knockout games.

Our newest talented sporting program; Surfing commenced with 3 students. Two of the 3 students made state finals and have dramatically improved in their boardriders compeitions. Nic Squires is the assigned coach and Mick Lowe and Sally Fitzgibbons offer sessions as pro-advisors. The students also went to the Gold Coast for the Quiksilver Pro WSL Tournament to spectate. They were given unprecedented access to the deputy commissioner and also spent time talking to a WSL judge about career options in surfing.

In 2015, we negotiated with Football South Coast to form a partnership and to be the endorsed School Football Program in the Illawarra. Football South Coast’s Technical Director is our school coach. This program will commence in 2016 and has already

attracted great interest from the footballing community.

Many TSDP students took part in the Sport Leadership program. Students assisted the development officers with coaching junior players in particular sports. Students in years 7 to 11 attended many primary school gala days and carnivals as officials and referees. ISHS also ran the Illawarra Netball Girls Gala Day, for girls in years 4 to 10, with many students assisting in the running and organisation of the carnival. This carnival has grown in numbers over the last 3 years – 2015 saw over 600 students participate, with many more acting as officials.

A positive for TSDP was the increase in numbers of year 6 students trialling for the program. Over 90 students attended the term 1 trials. In Year 7, 8 and 9, over 50% of the cohort are enrolled in TSDP. We have also seen an increase in numbers of students who are out of area – such as students from Nowra, Corrimal, Bomaderry and Kiama.

Weekly Recreation Sport, held on a Thursday, also enjoyed a productive period during 2015, with a high rate of participation and a number of new innovations. The Year 7 Sports Program continues to be implemented, resulting in our newest members of the school community being exposed to a wide range of challenging physical activities.

Apart from the regular recreation sports such as Gym, Indoor Soccer and Basketball, students could also be involved in a variety of other activities. Some of these include, Creek Restoration, Gym Program and Southern Stars.

Our school sporting carnivals were also a great success, with an increase in competitor numbers across the board. Swimming in term 1 was held at Berkeley Pool, with the novelty events proving to be a popular hit. Athletics was held at Beaton Park as a traditional carnival, with students enjoying the state of the art venue. Cross country was held at Kembla Joggers, allowing the students to run on the track in preparation for the zone carnival.

Overall, it was a very productive and enjoyable year for both the staff and students of Illawarra Sports High. Below is an overview of the major achievements in 2015.

South Coast Representatives

Abby Holmes Touch Brodie Grogan Touch Cody Hemi Touch Reece Ratkovic Basketball Cooper Hass Baseball Matthew Mazevski Football Alison Din Football Katelyn Leadbeatter Football Chelsea Bolton Netball Valere Bukuru Rugby League Aaron Schoupp Rugby League Jalal Bazzaz Rugby League Brody Hawkins Rugby League Ayden Janssen Rugby League Luke Westman Rugby League Will Latu Rugby Union Ayden Janssen Rugby Union Jordan Asanoska Rugby Union Kyle Hardie Rugby Union Rydge Smith Rugby Union Cody Hemi Rugby Union Bradly Berry Rugby Union Luke Westman Rugby Union

NSWCHS Representatives

Cody Hemi Rugby Union Jordan Asanoska Rugby Union Will Latu Rugby Union Jeremy Cairns Rugby Union Kain Holmes Rugby Union Katelyn Leadbeatter Football

All Schools and Australian Representatives

Will Latu Australian Rugby Union Barbarians Katelyn Leadbeatter All Schools and Australian Schoolgirls Football

Swimming Age Champion Harry Everett 12 boys Amber Arnott 12 girls Darcy Phillips 13 boys Elle Timmins 13 girls Manaia Cairns 14 boys Sharon Fuller 14 girls Curtis Petrovich-Mason 15 boys Hayley Burrell 15 girls Trae Arnold 16 boys Sam Fischbeck 17 boys Jaime Sherriff 17 girls

Cross Country Age Champion

Daniel Taylor-Lindley 12 boys Amina Sultan 12 girls Damien Riggs 13 boys Tara Seery 13 girls Blade Bolton 14 boys Tamarah-Amy Fuller 14 girls Bailey Hill 15 boys Hayley Burrell 15 girls Mitchell Ryan 16 boys Joshua Young 17 boys Chelsea Bolton 17 girls

Athletics Age Champion

Justin Crutchley 12 boys Amina Sultan 12 girls Darcy Phillips 13 boys Emma Vasconcelos 13 girls Blayde Bolton 14 boys Sharon Fuller 14 girls Daniel Cuttill 15 boys Hayley Burrell 15 girls Mitchell Ryan 16 boys Chelsea Cuttill 16 girls Joshua Young 17 boys Kasey Fraser 17 girls

TSDP Awards

Brodie Grogan All Codes Coaches Award Rikeya Horne All Codes Coaches Award Cooper Hass Baseball Coaches Award Blayke Stern Baseball Scholarship Matthew Wells Baseball Scholarship Brooklyn Gray-Camara Basketball Coaches Award Jacob Correia Basketball Most Improved Michael Tortorici Football Boys Coaches Award Lucas King Football Boys Most Improved Jaime Sherriff Football Girls Coaches Award Liliana Spiroski Football Girls Most Improved Holly Furlong Netball Coaches Award Sage Kendall Netball Most Improved Hayley Carter Track and Field Coaches Award Will Latu Rugby Union Coaches Award Jeremy Cairns Rugby Union Most Improved Darcy De Clouett Surfing Kye Abben Surfing Kyen Stuart Surfing Cody Hemi Touch Outstanding Achievement Darcy Phillips Rugby League 13’s Coaches Award Edward Baldock Rugby League 13’s Most Improved Kane Ball Rugby League 14’s Coaches Award Nathaniel Malaki Rugby League 14’s Most Improved

Jalal Bazzaz Rugby League 15’s Coaches Award Jackson Rice Rugby League 15’s Most Improved Ayden Janssen Rugby League Opens Coaches Award Harry Freebairn Rugby League Opens Most Improved Brody Hawkins DRAGONS MEDAL TEAM OF THE YEAR Basketball Squad

PREMIERS SPORTING CHALLENGE ROOKIE OF THE YEAR TROPHY Darcy Philips

JUNIOR AND SENIOR ALL ROUNDER TROPHY

Majenta Colliss Junior

Kyle Hardie Senior

SALLY FITZGIBBONS TROPHY ATHLETE OF THE YEAR Katelyn Leadbeatter

Amy Child Head Teacher TSDP

Illawarra Sports High School Annual Report 2015 · The Annual Report for 2015 is provided to the...

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Transcript of Illawarra Sports High School Annual Report 2015 · The Annual Report for 2015 is provided to the...