annual report 2016 - comet bay college · it has been informed by school performance data; student,...

I commend the 2016 Annual Report to the Comet Bay College Education Community. Comet Bay College continues to be the ‘school of choice’ for our community, with over 95% of eligible primary students choosing to enrol at our College. Student numbers continue to grow, our student population increasing from 1310 (2014) to 1739 (2016) enrolled students, a dramatic increase due to the intake of the Year 7 cohort. We are part way through our 2015‐2017 Business Planning. Aligned to the National School Improvement Tool, this document outlines nine areas of focus as well as our academic and non‐academic targets for the three years cycle. We are pleased to see achievement and progress in many of these target areas, indicating we are on track to achieve these outcomes. Our Year 12 students continue to impress, with 15 individual SCSA Awards, including a Subject Exhibition and 3 Certificates of Excellence, and achieving a median ATAR of 73.6%. It is very pleasing to see a continued high Attainment rate (students achieving an ATAR of 55 or greater and/or completion of a Certificate II qualification) of 98%. Current data indicates that continued Literacy and Numeracy support will improve OLNA success rates. We are confident that our practises are continuing to empower students with the tools they need to progress successfully beyond school into tertiary study or employment.

Our points of difference Our College Vocational Education and Training Program is now the third biggest in Western Australia and achieves outstanding success with 14 Cert IV, 64 Cert III and 99 Cert II completions. In addition, 29 students achieved 3 or more qualifications and 66 students achieved 2 qualifications. Gifted and Talented Extension continues to produce outstanding results. 2016 marked an exciting milestone for the program with a graduating student receiving an ATAR of 99+. A first for the College. Our Median ATAR for our GAT students was 86.8 Developed in house by our dedicated staff our Resilience, Emotional Awareness, Careers and Health (REACH) program is integrated into the timetables of students across years 7 to 9, two hours a week of social/emotional, health and career focused formal education is now practised. Our intent for this program is to support the development of the ‘whole student’ providing them with vital skills needed to be successful at school and beyond. Our Australian Football Specialist Program had another standout year, taking out the U15 Eagles Cup State Football Championship for the third year in a row and seeing ex‐ AFL Specialist Program student Josh Schoenfeld getting his first senior games with the Gold Coast Suns. The College was selected as a STEM Teacher Development School, in partnership with the Department and the Innovation Unit, showcasing our excellence in Science, Technology, Engineering and Mathematics Education, and taking on a role mentoring schools across the state to support this Federal Initiative. As a leader, I look forward to the continued progress of the College in 2017 as our staff further innovate classroom practise and build upon the strong foundations of our programs, continuing to focus on providing a high quality high care educational environment for all our students.

Jamie Hayres, Principal

To ‘seek excellence’ in all that we do. We will:

Promote equity and excellence

Ensure that all students become successful learners, confident and creative individuals and active and informed citizens

Build the capacity of the ‘whole child’ to meet their academic as well as social and emotional developmental needs

Our Vision

OUR SCHOOL Comet Bay College is a large, modern, state of the art educational facility catering for students in Years 7- 12, located in the coastal suburb of Secret Harbour in the South Metropolitan Region. The College became an Independent Public School in 2012, and underwent its first Independent Review in March 2014, receiving overwhelmingly positive feedback and commendations in the areas of student learning, quality of the learning environment and sustainability. The College is part of the Comet Bay Professional Learning Community (CBPLC) which also comprises Comet Bay Primary School, Golden Bay Primary School, Secret Harbour Primary School and Singleton Primary School.

OUR BUSINESS PLAN The Business Plan references and implements the Department of Education Corporate Framework including the Strategic Plan for WA Schools and the Director General’s Classroom First Strategy. The plan outlines an overview of the strategic intent of the College towards quality improvement strategies within academic and non-academic areas.

It has been informed by school performance data; student, staff and community feedback, and findings from the Independent Public School Review. The plan forms part of a suite of documents including annual Operational Plans, Learning Area Plans, Annual Report, Workforce Plan and the Delivery and Performance Agreement.

OUR SELF-ASSESSMENT As part of the ‘Comet Bay Way’ we utilise the National School Improvement Tool (ACER 2013) to make judgments about where we are at on our improvement journey, to set goals and design strategies for improvement, and to monitor and demonstrate improvement over time. Our focus areas are explicitly aligned to the nine domains from the National School Improvement Tool.

The College continues to build a thriving coaching culture where there is collective, shared responsibility for maximising the potential of all. We utilise a growth coaching model for achieving systematic progress and as a framework for the development and review of all layers of school planning and assessment.

Successful students are at the core of our school improvement, with both academic and social and emotional standards the central focus. All operations at Comet Bay College are ultimately evaluated in relation to their impact on student achievement and progress.

Business Plan 2015 – 2017 Improvement Targets

STUDENT ACADEMIC IMPROVEMENT TARGETS

NAPLAN National Assessment Program Literacy and Numeracy

» NAPLAN achievement will be at or above ‘like schools’ in all five test areas

» Increase the % of students in Bands

7 - 10 for all test areas » Decrease the % of students below the

national minimum standard in all test areas

NAPLAN Proficiency Bands ‐ 2016

Band

Year 7

School Like Schools WA Public Schools

Numeracy

Read

ing

Writing

Spelling

Grammar &

Punctuation

Numeracy

Read

ing

Writing

Spelling

Grammar &

Punctuation

Numeracy

Read

ing

Writing

Spelling

Grammar &

Punctuation

9 to 10 8% 10% 6% 5% 8% 11% 8% 3% 10% 11% 10% 9% 3% 9% 12%

8 13% 11% 12% 15% 16% 19% 17% 13% 20% 16% 15% 15% 11% 17% 13%

7 29% 22% 23% 25% 23% 31% 25% 25% 27% 28% 27% 21% 22% 25% 24%

6 28% 32% 30% 33% 26% 24% 30% 32% 24% 21% 24% 28% 30% 24% 21%

5 18% 18% 21% 15% 22% 13% 16% 20% 14% 19% 17% 19% 22% 16% 22%

1 to 4 3% 6% 8% 6% 5% 3% 5% 8% 6% 5% 5% 8% 12% 9% 9%

Band

Year 9


Numeracy

Read

ing

Writing

Spelling

Grammar &

Punctuation

Numeracy

Read

ing

Writing

Spelling

Grammar &

Punctuation

Numeracy

Read

ing

Writing

Spelling

Grammar &

Punctuation

10 6% 4% 4% 5% 6% 8% 4% 3% 5% 7% 9% 6% 4% 7% 8%

9 8% 12% 5% 10% 8% 17% 16% 7% 16% 12% 15% 15% 8% 15% 12%

8 28% 21% 20% 29% 12% 31% 30% 24% 31% 21% 25% 26% 22% 27% 18%

7 37% 39% 34% 24% 41% 32% 30% 31% 26% 33% 31% 28% 26% 23% 30%

6 19% 19% 24% 21% 22% 12% 16% 24% 13% 18% 18% 19% 23% 15% 19%

1 to 5 1% 5% 13% 12% 12% 1% 4% 12% 8% 9% 3% 6% 17% 13% 12%

Our Year 7 and 9 students sat the National Assessment Program in Literacy and Numeracy (NAPLAN) in the areas of Reading, Writing, Spelling, Punctuation and Grammar and Numeracy (with and without calculators).

The table featured on the next page shows the percentages of our students in the top 20%, middle 60% and bottom 20% and in comparison to ‘Like Schools’. Overall, our NAPLAN results continue to be maintained and improved as the College continues to raise academic standards and develop more rigorous practices.

As per our NAPLAN targets Comet Bay College students met the ‘expected performance’, in comparison to the results of all other WA public schools in all test areas. The percentage of students in each Proficiency Band for all tests was also on par with ‘like school’s’, in some cases slightly higher. We continue to work toward our target to increase the percentage of students in Bands 8‐10 across all test areas.

There is a real consistency to the Like‐Schools data at Year 7. With the

exception of Spelling and Grammar & Punctuation the Year 9 data is also

consistent with Like‐Schools.

Year 7 data is showing real increases in the % of students at Band 8‐10. The

Year 9 data is showing gains in Numeracy, Reading and Writing.

Year 7 data is showing gains in all areas except Reading. Year 9 data

again reflects success in Numeracy, Reading and Writing

Above National Minimum Standard

At National Minimum Standard

Below National Minimum Standard

Comparative NAPLAN Performance

Year 7 Performance

2011 2012 2013 2014 2015 2016

Numeracy ‐0.1 ‐0.6

Reading ‐0.3 0.0

Writing ‐0.1 0.3

Spelling ‐0.3 ‐0.6

Grammar & Punctuation

0.0 0.0

Comparative NAPLAN Performance

Year 9

2011 2012 2013 2014 2015 2016

Numeracy 0.1 ‐0.2 ‐0.8 ‐0.7 ‐0.5 ‐0.2

Reading 0.5 ‐0.6 ‐0.8 0.4 0.4 ‐0.4

Writing 0.6 0.0 ‐0.2 ‐0.2 ‐0.3 0.0

Spelling 1.6 ‐0.1 ‐0.9 ‐0.2 ‐0.7 ‐0.3

Grammar & Punctuation

‐0.3 0.2 0.3 0.1 0.0 ‐1.1

Above expected – more than one standard deviation above the predicted school mean

Expected – within one standard deviation of the predicted school mean

Below expected – more than one standard deviation below the predicted school mean

If blank, then no data or number of students is less than 6

Comet Bay College Gifted & Talented students have demonstrated why we have such high expectations for them, with both the Year 7 and Year 9 students continuing to display strong academic performance in 2015. The standards achieved by these students was well above both the Australian and WA mean scores; clearly showing why a differentiated program is crucial. In addition, many of our extension students continue to achieve well above the state and national averages which augurs well for our upper school cohort and the wide range of ATAR subjects the college is able to offer. 2015 was the first year all Year 7 students entered public high schools in Western Australia and as a result schools do not have consistent cohort based historical data to compare the group, as has been the case with the Year 9 students. When analysing NAPLAN data for Year 7 students be sure to take into account that these students:

Have only been in high schools for twelve weeks prior to sitting NAPLAN and as a result do not have an extended period with specialist teachers prior to sitting the tests.

The transition for students from Year 6 to Year 7 in a large secondary school is a significant change for many students and it takes time for them to settle into their new environment.

While there is always room for improvement we are pleased to be maintaining student performance within expected range. For Year 9 students, we are seeing an improvement in the Bottom 20% as we move these students to the middle 60% and more students up to the Top 20%.

NAPLAN Proficiency bands – Longitudinal study

Band

Year 7

Numeracy

Reading

Writing

Spelling Grammar &

Punctuation

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

10 5% 8% 4% 10% 2% 6% 2% 5% 7% 8%

9 13% 14% 15% 11% 11% 12% 22% 15% 17% 16%

8 24% 29% 26% 22% 21% 23% 27% 25% 23% 23%

7 33% 28% 35% 32% 27% 30% 29% 33% 28% 26%

6 21% 18% 17% 18% 28% 21% 9% 15% 17% 22%

1 to 5 3% 3% 4% 6% 11% 8% 10% 6% 7% 5%

A yearly cycle of ongoing data collection and analysis helps us identify areas of need for additional resources, both across the whole school and within specific learning areas. Having reviewed a range of data from 2014 and earlier, the following strategies have been initiated:

In effect from Semester 2 2014 and in an on‐going basis, the College has funded an additional 0.2 FTE (approx. 1 day per week) for an English teacher to develop a Whole School Literacy Focus. Aligned with the Australian Curriculum Achievement Standards Years 7‐10 English, strategies are developed and implemented to support specific skills taught in English.

We funded a 1.0 FTE Dean of Learning Support, whose purpose is to oversee the coordination of both NAPLAN and OLNA (Online Literacy and Numeracy Assessment). Additionally the Dean of Learning Support provides support for teaching staff in the development of Individual or Group Education Plans.

To assist the Dean of Learning in supporting whole school Literacy and Numeracy, 5 dedicated full time Education assistants were appointed. These EA’s work specifically as Literacy and Numeracy tutors, testing students and working small groups on targeted areas of Literacy and Numeracy support.

Additional ‘Enrichment’ classes in Years 7,8 and 9 were created. These classes have fewer students and a Literacy/Numeracy tutor in all core subjects (Maths, English, Science, HASS). Enrichment students are identified through teacher recommendations based on data from NAPLAN, grades and diagnostic testing.

Band

Year 9

Numeracy

Reading

Writing

Spelling Grammar &

Punctuation

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

10 5% 6% 6% 7% 6% 4% 4% 1% 4% 7% 4% 5% 3% 4% 6%

9 13% 12% 8% 14% 13% 12% 8% 7% 5% 10% 10% 10% 10% 10% 8%

8 25% 30% 28% 28% 29% 21% 23% 31% 20% 23% 34% 29% 23% 34% 12%

7 36% 36% 37% 29% 31% 39% 28% 32% 34% 33% 33% 24% 29% 27% 41%

6 19% 14% 19% 17% 18% 19% 21% 23% 24% 17% 12% 21% 24% 19% 22%

1 to 5 2% 2% 1% 5% 2% 5% 16% 16% 13% 9% 7% 12% 10% 7% 12%

Above National Minimum Standard

At National Minimum Standard

Below National Minimum Standard


OLNA Online Literacy and Numeracy Assessment

» Increase the % of Year 10/11/12

students in Category 3 in all test areas » Decrease the % of Year 10/11/12

students in Category 1 in all test areas

OLNA – Current Standing

Year 10 students ‐ Qualified in

Year 9 Year 10 Not Qualified 2017

2016 67 110 113 Current

23.1% 37.9% 39.0% Year 11

Like Schools 24.4% 41.8% 33.7% cohort

Year 11 students – Qualified in

Year 9 Year 10 Year 11 Not Qualified 2017

2016 60 57 107 56 Current

21.4% 20.4% 38.2% 20.0% Year 12

Like Schools 19.4% 23.4% 25.4% 31.9% cohort

Year 12 students – Qualified in

Year 9 Year 10 Year 11 Year 12 Not Qualified

2016 35 117 25 38 40

13.7% 45.9% 9.8% 14.9% 15.7%

Like Schools 15.8% 43.3% 11.4% 10.8% 18.2%

OLNA Qualifications are as at 1st Semester 2016 Students reported as at 2 November 2016

2016 was the first full OLNA cycle – from Year 10 through to Year 12 – and 15.7%

of eligible students did not reach the standard. As we observe each cohort we

can see clearly that the OLNA testing regime is being taken more seriously and

students are more engaged in passing.

Year 9 pre‐qualifications rates have increased from 13.8% to 23.1%

Current data indicates that Year 12 students sitting the OLNA tests in 2017 will

better the mark of 15.7% in 2016


STUDENT ACHIEVEMENT Years 7 -10 » Increase the % of students achieving

A and B grades in all learning areas » Decrease the % of students achieving

D and E grades in all learning areas

Identified Literacy and Numeracy specialists, within the school, use a 0.2 FE investment to drive teacher interrogation

of student data, in particular student year 7 and 9 NAPLAN data, with the specific target of identifying essential

knowledge and skill building blocks that need to be introduced into the teaching and learning program. The Analysis

for Learning (AFP) program uses the Best Performance data engine (CNAP) and a significant investment in training key

staff to lead professional data conversations around cohorts, class groups and individual students.

Those data conversations include all staff analysing data at the individual students and classroom level in order to

develop more effective teaching and learning experiences for students.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

English

HASS

Maths

Science

English

HASS

Maths

Science

English

HASS

Maths

Science

2014 2015 2016

Year 7 Grade Distribution over Time

A

B

C

D

E 0%

10%

20%

30%

40%

50%

60%

English

HASS

Maths

Science

English

HASS

Maths

Science

English

HASS

Maths

Science

2014 2015 2016


A

B

C

D

E

0%

10%

20%

30%

40%

50%

60%

English

HASS

Maths

Science

English

HASS

Maths

Science

English

HASS

Maths

Science

2014 2015 2016


A

B

C

D

E 0%

10%

20%

30%

40%

50%

60%

English

HASS

Maths

Science

English

HASS

Maths

Science

English

HASS

Maths

Science

2014 2015 2016


A

B

C

D

E

Significant investment has been made in internal moderation and consistent judgements across learning areas. Grade data currently shows some inconsistency across learning areas. Alignment data indicates a general alignment but with inconsistencies within a particular domain with a particular cohort.

The end result will be better correlation between learning area standards and teacher judgements to ensure the efficacy of the grading instrument.

0%

10%

20%

30%

40%

50%

Percentage

Learning Area

Year 7 Learning Area Grades 2016

A

B

C

D

E

0%

10%

20%

30%

40%

50%

Percentage

Learning Area


A

B

C

D

E

0%

10%

20%

30%

40%

50%

Percentage

Learning Area


A

B

C

D

E

0%10%20%30%40%50%60%

Percentage

Learning Area


A

B

C

D

E


SENIOR SCHOOL » Improve the overall median

ATAR to 75 or above » Increase the Attainment Rate to 90% » Increase the percentage of successful

students completing an ATAR of 50 + » 80% of eligible Year 12 students enrolled

in a qualification will achieve a Certificate II or higher

School Curriculum and Standards Authority School Performance Tables:

Level of highest qualification achieved (of VET enrolled students)

First 50 WACE Acht 215 (93%) Diploma First 50 Median ATAR* 73.6 Certificate IV 14 (6%) *Note: TISC median ATAR only includes students eligible for an ATAR

Certificate III 64 (25%) Certificate II 99 (39%)

School Curriculum and Standards Authority Awards: number

Certificate I

Subject Exhibitions 1 No certificate completed 75 (30%) Subject Certs of Excellence 2 VET Certs of Excellence 1 Students with more than one qualification

(% of VET enrolments) Certs of Distinction 6 Certs of Merit 8 3+ quals 29 2 quals 66 Total # students awarded 15 Endorsed programs unit equivalents

achieved # students with 2+ awards 2 Number 124 ATAR performance – count of students (% of ATAR students)

99+ 1 (2%) Year 12 Course enrolments count of students 90-98.95 7 (12%)

80-89.95 12 (20%) 6+ ATAR courses 1 70-79.95 15 (25%) 4-5 ATAR courses 59 55-69.95 19 (32%) 1-3 ATAR courses 26

<55 6 (10%) General courses only 152 VET industry specific

Uni English Competency (FSS 50+) 54 (90%)

Combination Foundation only

Preliminary courses

2016 was an outstanding for our Year 12 cohort with a total of 15 SCSA Certificates : 2 Subject Certificates of

Excellence, a VET Certificate of Excellence, 6 Certificates of Distinction, 8 Certificates of Merit, a Subject Exhibition

Award winner, and the College’s first 99+ ATAR Candidate.

Comet Bay College was a First 50 school for WACE Achievement with a 93% Graduation rate.

The College was also a First 50 school for median ATAR with a score of 73.6

TOP 50 Schools ‐ Median ATAR – 73.6%

TOP 50 Schools ‐ Graduation rate – 93%

Attainment rate – 98%

90% or eligible ATAR students achieved an ATAR of 55 or greater

28% of eligible ATAR students achieved a scaled score of 75+

76% of eligible VET students completed a Cert II in Year 12.

Median ATAR


2014 75.1 67.2 75.6

2015 73.9 71.7 76.0

2016 73.6 73.0 78.2

Overall ATAR Performance Attainment

Relative

Performance Attainment

Rate

2014 0.5 School 98%

2015 0.4 Like Schools 98%

2016 0.0 Public Schools 98%

WACE Examinations – Overall

Eligible Year 12 Students

ATAR Students

% ATAR Students

2014 126 40 32%

2015 228 73 32%

2016 232 60 26%

WACE Achievement

Eligible Year 12

Students Percentage achieving

WACE

2014 126 100%

2015 228 100%

2016 232 93%

Percentage of students in the TOP, MIDDLE and BOTTOM thirds of the State

STATE

ATAR Students

School Like ‐ Schools

2014 2015 2016 2014 2015 2016

Top 33% 10% 19% 20% 15% 21% 18%

Middle 33% 60% 49% 32% 35% 33% 30%

Bottom 33% 30% 32% 48% 50% 46% 51%

Year 12 Participation

Eligible Year 12 Students

Number acquiring an ATAR VET – No of students VET – No of students completing a Cert II or

higher

2014 126 40 32% 93 74% 86 68%

2015 228 73 32% 146 64% 139 61%

2016 232 60 26% 196 84%

Percentage of students acquiring an ATAR achieving one or more scaled scores of 75 or more

Number acquiring an ATAR Number achieving one or more

scaled scores of 75+ Percentage achieving one or more scaled scores of 75+

2014 40 3 8%

2015 73 11 15%

2016 60 17 28%

Above expected – more than one standard deviation above the predicted school mean

Expected – within one standard deviation of the predicted school mean

Below expected – more than one standard deviation below the predicted school mean

If blank, then no data or number of students is less than 6

WACE Performance Graphs

Best or Second Best Mark (Number of students in Course)

Description: This graph shows the courses where students achieved their best or second best scaled score, as a percentage of the course cohort. The overall count of students enrolled in each course is also provided. Only students with four or more ATAR course results are included.

Average Scaled Score School vs State (WA)

Description: This graph allows comparison of the school mean for each Year 12 course offered with the state mean. Mean scaled score is the mean of all students with a final scaled score in the course. Courses are ordered by the difference in these results.

University Eligibility - TISC Applicants

Description: This graph provides the ATAR students’ university eligibility arranged by ATAR. The graph only includes those students who applied for university entry through TISC using their ATAR.

ATAR Course Differentials

Description: This graph provides the average differential for all courses offered. The differential is calculated by finding the difference between each student’s final scaled score in the specified course and the average (mean) of their scores in their other ATAR courses. The mean of these differences is then calculated. This measure only uses results from your students (including results from SIDE and collaborative curriculum provision). It gives an indication of how students performed in a course compared to other courses at the school.

62%

25%

10%

3%

Attendance ‐ 2016

Regular Indicated Moderate Severe

STUDENT NON - ACADEMIC IMPROVEMENT TARGETS

ATTENDANCE » Increase attendance rate to 90%

» Decrease the % of students in the 60-80% attendance category

» Decrease the % of students in the 0-60% attendance category

AttendanceCategory

RegularAtRisk

Indicated Moderate Severe2014 55.1% 27.5% 12.5% 4.7%2015 57.4% 26.3% 11.9% 4.1%2016 61.7% 24.9% 9.6% 3.6%

LikeSchools2016 65.2% 20.5% 8.9% 5.2%

WAPublicSchools2016 62.0% 20.0% 11.0% 7.0%

Y07 708 Y09 Y10 Y11 Y12

2014 90% 87% 84% 88% 88% 2015 91% 89% 88% 87% 85% 86% 2016 92% 90% 88% 87% 90% 89%

WA Public Schools 2016

91% 88% 87% 86% 87% 88%

Attendance

Category

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

School WA

Public Schools

School WA

Public Schools

School WA

Public Schools

School WA

Public Schools

School WA

Public Schools

School WA

Public Schools

Regular 72% 72% 64% 63% 55% 60% 55% 57% 65% 60% 58% 61%

At Risk – Indicated 21% 17% 24% 21% 26% 21% 26% 22% 24% 20% 29% 22%

At Risk – Moderate 5% 7% 10% 10% 14% 11% 11% 12% 8% 11% 9% 11%

At Risk - Severe 1% 4% 2% 6% 5% 8% 8% 9% 3% 9% 4% 6%

Non‐Aboriginal Aboriginal Total

School LikeSchools

WAPublicSchools

School LikeSchools

WAPublicSchools

School LikeSchools

WAPublicSchools

2014 87.4% 89.3% 88.6% 83.6% 75.9% 66.3% 87.3% 88.9% 86.9%2015 87.9% 89.6% 89.7% 82.4% 74.6% 68.0% 87.8% 89.2% 87.9%2016 89.5% 90.0% 89.5% 86.1% 80.0% 67.4% 89.4% 89.8% 87.7%

Suspensions 2016 % of students suspended 8.2% Change -1.9%

Significant investment in attendance monitoring and student engagement has resulted in substantial gains in attendance data.

While we have improved noticeably in the 60% ‐ 80% category our aspirational targets are to improve upon the WA Public School results.

We have made very pleasing progress at the Severely At Risk end of the scale, having reduced that result to 3.6% …. Well below the Like Schools and WA Public Schools results.

In the same time period student suspensions have decreased by 1.9% to 8.2%

STUDENT NON-ACADEMIC IMPROVEMENT TARGETS

ENGAGEMENT » Increase % of students achieving

‘Consistently’ in attribute data “Sets goals and works towards them with perseverance.”

» Decrease % of students achieving

‘seldom’ in all attribute data Sets goals and works towards them with perseverance.

Consistently Often Sometimes Seldom n/a

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

Year 7 54% 55% 26% 26% 15% 16% 3% 3% 2% 0%

Year 8 49% 44% 46% 27% 28% 32% 19% 20% 17% 4% 6% 4% 1% 2% 1%

Year 9 36% 45% 43% 29% 28% 31% 27% 20% 19% 7% 6% 6% 1% 2% 1%

Year 10 41% 42% 44% 31% 32% 32% 20% 19% 18% 5% 5% 5% 3% 2% 1%

Works to the best of his or her ability

Consistently Often Sometimes Seldom n/a

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

Overall 43% 47% 48% 31% 29% 30% 19% 18% 17% 5% 5% 4% 2% 2% 1%

Shows self‐respect and care Consistently Often Sometimes Seldom n/a

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

Overall 64% 67% 72% 24% 21% 20% 8% 9% 7% 2% 2% 1% 2% 2% 1%

Shows courtesy and respect for the rights of others Consistently Often Sometimes Seldom n/a

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

Overall 64% 65% 68% 23% 22% 21% 9% 10% 8% 3% 2% 2% 2% 2% 1%

Participates responsibly in social and civic activities Consistently Often Sometimes Seldom n/a

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

Overall 60% 61% 65% 25% 23% 22% 9% 11% 10% 3% 2% 2% 3% 3% 1%

Cooperates productively and builds positive relationships with others Consistently Often Sometimes Seldom n/a

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

Overall 55% 60% 64% 27% 24% 24% 13% 12% 10% 3% 2% 2% 2% 2% 1%

Is enthusiastic about learning Consistently Often Sometimes Seldom n/a

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

Overall 45% 50% 52% 29% 27% 28% 19% 17% 16% 5% 5% 4% 2% 2% 1%

Sets goals and works towards them with perseverance Consistently Often Sometimes Seldom n/a

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

Overall 42% 47% 47% 29% 28% 30% 22% 18% 18% 6% 5% 4% 2% 2% 1%

Shows confidence in making positive choices and decisions Consistently Often Sometimes Seldom n/a

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

Overall 47% 53% 57% 31% 27% 26% 17% 15% 13% 4% 3% 3% 2% 2% 1%

The student Attitude, Behaviour and Effort data in Reporting to Parents shows a

promising trend towards “Consistently” across the year groups. Our aspirational

target is to see our students rating above 55% for “Consistently” in “Sets goals

and works towards them with perseverance”

There has been slow and consistent improvement in the % of students achieving

“seldom” in their Attitude, Behaviour and Effort data, across all eight attributes.

STUDENT NON-ACADEMIC IMPROVEMENT TARGETS

SOCIAL AND EMOTIONAL WELL-BEING » Maintain and improve student

well-being as measured by student, parent and staff surveys

Students acknowledge high expectations for their academic success.

Students, in general, rate teacher feedback, feeling safe at school, the

school’s aim to continually improve, motivation / engagement, and the

opportunity to do interesting things quite highly.

Students rate their teachers as good teacher (average rating of 3.7 / 4.0 )

Students feel that their teachers genuinely care for them (average rating of

3.4 / 4.0 )

953 students responded to the 2016 Student National Opinion Survey

My teachers are

good teachers

My teachers care

about me

Targeted use of College resources – Student Support

(FTE = Full Time Equivalent)

STAFF IMPROVEMENT TARGETS

PERFORMANCE AND DEVELOPMENT

» Staff use highly effective teachingpractices as evidenced through staffand student surveys and engagementin PROPELL and the Performance andDevelopment process.

» Increase in the understanding andapplication of the GROWTH coachingmodel as evidenced in staff survey data

Performance and Development

13 teachers completed a 7 day paced professional learning program - Advanced InstructionalIntelligence focusing on instructional strategies/tactics and showcasing these to otherteaching staff

40 teachers completed a 2 day professional learning program – Instructional Strategies All teaching staff use an explicit teaching model (Date/Topic/ What are we learning today/Key

Words/Notes/Reflection) All staff engage in professional learning through the PROPELL Strategy (Providing Real

Opportunity for Professional Education, Leadership and Learning) on School DevelopmentDays, after hours meetings, learning area meetings, through endorsed external providers,internal College offerings and PL at point of need

English, Maths and HASS teachers engaged twice termly in data analysis sessions

All staff undertake a Performance and Development Process using the GROWTH coachingmodel. Teaching staff identify a minimum of 2 goals related to the Business Plan andTeacher Standards.

12 teachers completed a 2 day spaced Co-Coaching for Improved Classroom Performanceprogram

Coaching model used in classroom observations of teachers (walk throughs, targetedobservations, instructional rounds)

Feedback from Instructional Advocates on extent to which they achieved their personal andprogram goal was 75%

Comprehensive planning for a range of Professional Learningopportunities for staff supports all of the targets in the CollegeBusiness Plan and across the nine domains of the National SchoolImprovement Tool.

The College invests heavily in the professional growth of its staff andin supporting a high skill level in classroom teaching,

The College also invests in developing, in all staff, a thoroughawareness of student performance data and the steps necessary toimprove student outcomes.

Staff Professional Development Survey Data

4.7

4.4

3.7

4.1

3.3

4.0

3.6

3.7

3.7

3.9

3.7

3.6

4.1

3.8

3.9

4.1

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

It is important that teachers are given opportunities tocollaborate with colleagues in their Learning Area.

It is important that teachers are given opportunities tocollaborate with colleagues across Learning Areas as

relevant and applicable eg Enrichment, GATE

Teachers at this school use the Comet Bay Explicit Teaching Model (based on Hunter’s Lesson Design) when they

explicitly teach

Teachers at this school use a variety of instructionalstrategies and tactics as part of their repertoire.

Teachers at this school focus too much on content and notenough on key skills such as problem solving and critical

thinking?

Teachers at this school would benefit from moreopportunities to moderate with colleagues.

Teachers at this school effectively use formative assessmentto improve student learning outcomes.

Teachers at this school provide explicit, targeted and timelyfeedback to their students.

Classroom Observation and Feedback procedures at thisschool support my professional growth.

The College Performance and Development processsupports my professional growth.

The College PROPELL Professional Learning Strategysupports my professional growth.

The focus areas of PROPELL meet my professional needs.

Teachers at this school develop and maintain positiverelationships with students.

Teachers at this school would benefit from further supportand resources to develop positive relationships with

students.

Teacher stress and workload is an issue at this school.

Staff health and wellbeing is supported at this school.


USE OF ICT Information and Communication Technologies

» Continue to increase % of staff

using innovative technological practices to enhance their curriculum delivery

Which devices do you use regularly ?

Which LMS (Learning Management Systems) do you use with students ?

Which of the following support services did you know existed ?

Which of the following tools do you provide to your students ?

There is significant staff engagement in the use of ICT in curriculum delivery.

The majority of staff use CONNECT as their main LMS, while many staff are still

skilled and comfortable using the Google Education Suite.

Staff continue to nominate practical hands‐on sessions as their preferred learning

style when it comes to learning new software and/or classroom methodologies.

Staff actively engage in using technology tools to support curriculum delivery.

There is a great deal of diversity in the manner in which staff support their

teaching and learning with technology – which is healthy, as everyone is giving it

a go.

Notebooks for Teachers (Mac) Notebooks for Teachers (Win) School Provided desktop (Mac)

iPad (School Provided) TV

Projector School Provided desktop (Win)

CONNECT Edmodo

Google Classroom Schoology Moodle

Website / Blog

Datacom Techs (Brandon, Jonathon, Aaron)

Genius Bar (Daniel Joyce and Student Team)

CONNECT Supoort Communities

DOE Helpdesk (9264 5555)

CONNECT

Edmodo

Department iPad sets

Electronic Textbooks

Computer labs (119, 504, 363, 362, 801, 802

I would like to have Professional Development (workshops) on:

What do you use the school network for accessing ?

I would prefer my Professional Learning to be:

CONNECT

SIS

iScholaris

Using Technology ion the Classroom

iScholaris

SIS

Word, Excel, Powerpoint

Shared drives

CONNECT / Edmodo / Other LMS

Youtube video

General Internet Searches


SOCIAL AND EMOTIONAL WELL-BEING

» College survey data reflects a high degree of satisfaction in all areas

Health and Vitality These questions focus on fitness, diet, workload, stress, resilience and the ability to maintain a healthy work / life balance.

The Interpersonal These questions focus on relationships within the workplace. They ask about the supportive friend, a caring and emotionally supportive workplace, appreciation and an absence of blame.

The Professional These questions focus on professional expectations, opportunities, achievements and the ability to take pride in your work.

The Organisational The questions focus on the extent to which College Policy and practice supports positive mental health and wellbeing

through fairness, equity and a genuine concern for staff wellbeing.

Support Activities Staff responses to the final question: A wish‐list of ideas to support health and wellbeing showed enormous support

for Mental Health PD, Yoga Sessions, Access to the College Fitness Centre, Health Checks, More Plants, and Hiring a

Masseuse for PD Days.

Health and Vitality The Interpersonal The Professional The Organisational

Series1 70 75 76 70

0

10

20

30

40

50

60

70

80

90

100

Percentage

Staff Health and Wellbeing Survey

The College implemented a Health and Wellbeing Committee to monitor and plan for improvement.

Staff were surveyed across four domains: Personal Health, Interpersonal, Professional and Organisational and actions taken to provide Health and Wellbeing choices for staff during Professional Development Days and After hours.

COMMUNITY TARGETS

» Maintaining positive parent satisfaction

as evidenced in survey data » College Board raises awareness within

the parent group and wider College community of its role and operations

The College uses a range of tools to communicate with parents – from

the College Webpage, the My Skoolbag App, MSGU attendance app

and the College Facebook page.

Parent responses to the survey indicate strong positive links within

the community and significant positive recognition of and the

College’s high standards for teaching and learning.

College Community Surveys As of 2014, the requirement of schools is that surveys of students, parents and staff are conducted bi‐annually using the National School Opinion Survey (NSOS). This is one measure of the level of satisfaction our community has with the College’s performance. Findings from the surveys inform the ongoing school self‐reflection process and continuous drive for improvement. The survey targeted all parents/caregivers, teachers and students and 18% of our families responded. This was less than expected and we aim to improve on this rate in the future. 55% of the student population responded, across all year groups, and 70% of staff responded. The proportion of parents and students who were unable to agree or disagree with some of the survey statements was in some instances quite high. This could indicate that the respondents did not have sufficient information to have an opinion. It would be useful for the College to look at ways in which it conveys key information like this to our community and to make adjustments where necessary.

It was pleasing to see the high rating given to the statements: This school expects students to do his or her best and Teachers at this school provide students with useful feedback about his or her work by all three groups. These results confirm ongoing feedback received about the College’s high level of commitment to improving student outcomes, and the attention to detail given to each student assessment. This was further supported by 84% of parents indicating students felt safe at school and 79% indicating that students like being at school.

With all statements, teachers’ ratings were consistently and markedly higher than parents’ and students’. It is possible that this could be attributed to the increased engagement of staff in the College’s Growth model and focus on improvement. Notwithstanding, it is appropriate that the gap in perception be investigated and the College aims for greater alignment between Student, Parent and Staff responses.

National School Opinion Surveys – Common Survey Items

Parents Students Teachers

Agree

Disagree

Neither

Agree

Disagree

Neither

Agree

Disagree

Neither

Students feel safe at school. 84% 9% 7% 58% 16% 26% 90% 9% 1%

This school expects students to do his or her best. 85% 12% 3% 88% 4% 8% 97% 1% 2%

Students can talk to teachers about their concerns. Parents can talk to teachers about their concerns.

72% 13% 15% 37% 29% 33% 92% 8% 0%

This school is well maintained. 87% 7% 6% 47% 22% 31% 93% 4% 3%

This school looks for ways to improve. 70% 10% 20% 55% 13% 32$ 97% 1% 2%

My child is making good progress at this school. My school gives me opportunities to do interesting things.

69% 18% 14% 56% 20% 24%

Students like being at school. 79% 13% 9% 42% 27% 31% 81% 19% 0%

Teachers at this school treat students fairly. 64% 15% 22% 43% 25% 32% 92% 6% 2%

Student’s learning needs are being met at this school. 63% 14% 23% 88% 12% 0%

Teachers at this school provide students with useful feedback about his or her work.

71% 18% 11% 70% 13% 27% 91% 8% 1%

Student behaviour is well managed at this school. 55% 20% 25% 26% 39% 35% 80% 19% 4%

This school works with parents to support student’s learning.

56% 17% 27% 86% 14% 0%

This school takes the school community’s opinions seriously.

54% 14% 32% 31% 36% 35% 68% 30% 2%

Teachers at this school motivate students to learn. 59% 20% 21% 53% 17% 30% 87% 13% 0%

Gifted and Talented Selective Entrance Program The Department of Education’s Gifted and Talented (G&T) Program exists to enable academically talented students to collaborate and interact with their intellectual peers at a higher level of intensity than would otherwise be possible. By offering students a variety of educational challenges and opportunities, the Program provides a rigorous and diverse curriculum, which is tailored to the individual needs of each student. Participation in the Program is based on the results of state‐wide testing coordinated by the Department, which is offered to all gifted and talented education applicants. As a designated G&T Program institution, Comet Bay College continually strives to enrich, extend and accelerate the learning of our most capable students. Curriculum differentiation is an especially important area of focus, and each of our Learning Area Plans is carefully designed to stimulate the enthusiasm that our students have for learning, by exposing them to higher‐order thinking skills, real‐world problems that require critical thinking and collaboration, and meaningful opportunities to apply their talents outside the classroom. G&T students at Comet Bay College are also encouraged to always ask questions, both to deepen their knowledge, and to help them create connections between the various elements in their learning experience. The College seeks to challenge our G&T students in various ways, such as in exposing our Year 10 students to upper‐school mathematics, and in permitting Year 11 students to access Schools of Isolated and Distance Education resources in order to successfully complete Year 12 modules one year early. In addition, by building relationships with Western Australia’s universities, we have been able to provide our G&T students with the opportunity to learn from working alongside university students while attending lectures and workshops. These students have also participated in TedX talks, poetry workshops and the Perth Writers’ Festival. The College requires all teachers selected to teach G&T and Extension Pathway classes to complete a series of Gifted Education Research, Resource and Information Centre (GERRIC) modules, which are presented through a series of two‐hour workshops. In 2016, our teachers undertook further professional development on the Power of Professional Learning Communities, Thinking and Learning in the Classroom, Mindfulness, Positive Schools, Making Thinking Visible and Visible Learning, as well as the Thinking and Learning Classroom, Creative and Innovative Teaching and Instructional Strategies modules run through the Providing Real Opportunities for Professional, Education, Learning and Leadership (PROPELL) program. Student retention in the Program for G&T students completing all years of secondary schooling (8‐12) and graduating in 2016 was 74%. Once again, all of the 2016 Year 12 G&T students successfully graduated, continuing the standard that has been set since 2012, with 12 of our 13 graduating students achieving an ATAR score that gained them direct university entry. Two students successfully gained entry to, respectively, Melbourne University and RMIT University, while others accepted scholarships including the Curtin Engineering Excellence Scholarship, the Curtin Principal’s Recommendation Award, the Murdoch University Scholarship, the UWA Excellence Award, and the UWA Principal’s Recommendation Award.

ATAR Success The 2016 Year 12 G&T ATAR cohort once again raised the intellectual bar, with these students achieving a fantastic median ATAR score of 86.8. Special congratulations must go to our Dux, Breon Feran, who scored 99.25 and gained direct entry to study a Bachelor of Science with Computing and Software Systems major at Melbourne University – a first for Comet Bay College. It is also pleasing to acknowledge the achievements of Tamika Bland, whose score of 97.5 ensured her direct entry into Medicine at UWA; in addition, Chloe Harrison, Blake Thompson and Charlotte Long also each achieved ATAR scores greater than 90. Breon and Chloe were both invited to participate in the Purposeful Academic Classes for Excelling Students (PACES) program, to extend their understanding and aid their preparation for both school and WACE examinations in 2016 – with their achievements demonstrating the value of this program. All students took advantage of the opportunity to participate in GROWTH coaching and, from their experience, recommended that this program be extended to all Year 12 ATAR students in 2017. The College is extremely proud of all of our graduating students, and is keen to ensure that 2017 is just as successful. ROCKINGHAM

College tops for Peel COMET Bay College’s Gifted and talented Secondary Selective Entrance Program continues to produce exceptional results with Year 12’s achieving a median ATAR of 86.80 in 2016. The College attained the position of the highest ranking school for individual student awards within the Rockingham/Peel region. Some of the students’ achievements include a Subject Exhibition in Computer Science, subject Certificates of Excellence in English and Computer

Science, Vocational Education and Training Certificate of Excellence, six Certificates of Distinction and eight Certificates of Merit. Applications for the program in 2018 close on Monday February 6. For more, call 9553 8122 or email [email protected] Student achievements Breon Feran achieved a 99.25 ATAR score and entry into Melbourne University studying a Bachelor of Science

with Computing and Software Systems Major. Tamika Bland scored 97.5 and will study a Bachelor of Medicine at the University of Western Australia. Chloe Harrison scored 96.55 and gained entry to UWA studying a Bachelor of Commerce. Blake Thompson was offered a place at UWA to study a Bachelor of Science Double Degree after he scored 95.5

Breon Feran Tamika Bland Chloe Harrison Blake Thompson

Comet Bay Professional Learning Community – G&T Team The CBPLC G&T Team works to enhance our effectiveness as educators of G&T students and, in turn, the collective student body. The key elements of the CBPLC G&T team plan for 2016 included a focus on learning via critical and creative thinking with attention being given to STE(a)M; an emphasis on collaboration using newsletters as a tactic; particular attention to results, to demonstrate growth in highly able students; and an array of professional learning opportunities to build the capacity of staff. As a result, a highly successful workshop, entitled Engaging Students – What does it look like? brought teachers from five schools together to understand the importance of identification and why it matters. At the workshop, a practical application of STE(a)M innovation using simple machines, T&E Technology, and Scratch Programming together with a variety of hands on Nautilus Club activities engaged a captivated audience. There will be an ongoing focus on instructional strategies, thinking skills, differentiation and focused assessment as key priorities for 2017.

Partnerships In the College, a strong partnership exists between the G&T Program, the Primary Extension And Challenge Program (PEAC) and the Nautilus Club, and it is through these programs that we meet the educational needs of our community’s future leaders. In addition, the Comet Bay Professional Learning Community G&T Team (CBPLC G&T Team) has worked hard to raise awareness of the importance of identifying and providing a more challenging curriculum for talented primary students. Supported and encouraged by the Executive, and aided by the committed involvement of so many dedicated teachers at Comet Bay College, Comet Bay PS, Secret Harbour PS, Singleton PS and Golden Bay PS, several innovative educational programs have continued to evolve and thrive in 2016. Some of these are highlighted below.

Nautilus Club With the backing of Comet Bay College, the Nautilus Club has gone from strength to strength in supporting the education of gifted students from K – 6. Major entry changes to PEAC were implemented in 2015, with only Year 4 students who scored in the 99th percentile being offered a place. As a result, the Nautilus Master Class took on an even more significant role as it was able to provide places for these talented students. Through this early intervention initiative, provision for G&T students has enabled appropriate learning practices to be delivered so that these selected students can thrive. These early experiences set the stage for later academic success by providing opportunities to develop individual abilities and skills beyond the classroom, through the interaction with like‐minded peers and by developing their higher‐order thinking skills. This exciting and innovative project is highly valued by primary schools, teachers, parents and students alike; once again, 4 students from the Master Class gained entry into the G&T program.

Curtin University “Engineering in Schools” Project Students in Comet Bay College’s Year 9 G&T Science class were again given the chance to work with engineering students from Curtin University by participating in the annual Science and Engineering Challenge in 2016. This competition, which aims to present science and engineering in an inspirational manner, functions to stimulate the imagination of prospective students and provoke their interest in science, technology, engineering and mathematics skills through a variety of carefully designed tasks. Activities included both problem solving scenarios and designing and building projects. The presentation evening was the culmination of a lot of hard work and creative problem solving by students from seven Perth schools; the College looks forward to continuing our involvement with this project in 2017.

Youth Literature Days Each year our most talented writers are invited to attend creative writing workshops run by leading Australian authors at the Fremantle Literature Centre. These workshops commence for Year 8 students in the form of Young Writers Days; Youth Literature Days for Year 9 and 10 students follow, and the program culminates in a Master Class program for upper school students. Selected students attend four sessions each year, and find the sessions informative, practical, intense, inspiring and fun! Favourite authors through 2016 included Barry Jonsberg (NT), Scot Gardner (VIC), Isobelle Carmody (QLD) and Kirsty Murray (VIC).

Australian History Competition The Australian History Competition is prepared by the History Teachers’ Association of Australia, and is run in conjunction with the Giant Classroom. A primary goal has been to provide an interesting and challenging competition for students following the implementation of a new Australian Curriculum in the discipline of history. The competition promotes a broad view of history, and also provides an opportunity for students to demonstrate their ability, as they are assessed on their knowledge, skills and understanding. In 2016, both Year 8 and Year 10 students participated; the Year 10 students continued to excel, achieving 10% above the Australian mean, while the Year 8 students were just as impressive, achieving 11% above the Australian mean.

Retention of students Year 7 ‐ 1 student (Shreya Bhardwaj) transferred to Shenton College –as they are now living with their Father Year 8 ‐ 1 student (Luke Irving) transferred to Melville SHS (GAT Pathway) as the family relocated to Leeming 5 students moved into the GAT class as a result of sitting the Catch‐up Tests Year 9 ‐ No change Year 10 – 1 student (Leah Irving) transferred to Melville SHS (GAT Pathway) as the family relocated to Leeming. 1 student withdrew from the GAT Program – Parent request. Year 11 ‐ 1 student (Jemima Loupis) relocated to Victoria – Father transferred Year 12 – 1 student (Sara Guest) currently studying IB at Taunton College, England ‐ won a 2 year scholarship fully paid ($60,000) 1 student repeating Year 12 – Darcy L’Estrelle

2016 NAPLAN Results Comet Bay College G&T students have demonstrated why we have such high expectations for them, with both the Year 7 and Year 9 students continuing to display strong academic performance in 2016. The standards achieved by these students were well above both the Australian and WA mean scores – a clear demonstration of the value of our differentiated program. Many of our extension students also continue to achieve well above the state and national averages, which bodes well for our upper school cohort and the wide range of ATAR subjects the College is able to offer.

NAPLAN Results for Year 7 Students READING WRITING SPELLING GRAM & PUNC NUMERACY

CBC G&T CLASS MEAN 671 593 617 663 649

ALL WA MEAN 542 506 542 536 538

AUSTRALIAN SCHOOL MEAN 546 511 546 541 543

COMET BAY COLLEGE MEAN 530 515 525 528 535

NAPLAN Results for Year 9 Students READING WRITING SPELLING GRAM & PUNC NUMERACY

CBC G&T CLASS MEAN 672 631 677 687 688

ALL WA MEAN 585 552 584 571 596

AUSTRALIAN SCHOOL MEAN 580 546 583 568 592

COMET BAY COLLEGE MEAN 578 546 566 553 578

Comet Bay College – AFL Specialist Program

The Western Australian Football Commission has labelled the Comet Bay College Australian Football Specialist Program as the “Benchmark” of school Specialist Programs in WA. The Program is a consistent learning program over years 7, 8, 9, 10 and into Upper School and is a Department of Education Approved Specialist Sports Program (ASSP), the first and only program of this standard to be founded in the Peel Region. Students are able to apply to become a member of the program from any location – school boundaries do not apply to the Program members. This Program is designed to provide students with ongoing development in the skills and attributes needed to play Australian Football with a focus on each student working at achieving their potential as footballers. Students are exposed to specialist coaching while studying and practicing offensive and defensive skills, advanced strategies and tactics. Each student works towards the level of conditioning required to play top level Football, and also gain valuable experience in both umpiring and coaching roles.

Coaching Staff All teaching/coaching staff with the Comet Bay College Australian Football Specialist Program are qualified Level 2 and 3 Coaches with a range of WAFL playing and coaching experience. Each member of the teaching/coaching staff live locally and has a commitment to the development of young footballers and quality community members, whilst also being committed to the long‐term success of the program. Teaching staff regularly attend students’ community football matches to record observations and provide players feedback according to set goals.

Pre-season camps, Goldfields Tours, and Melbourne Tours Throughout the course of the program all players are exposed to a number of camp/tour activities. In Year 8 and 9 players take part in a 3 day Pre‐season Camp for a total immersion in the elite football training camp environment.

On camp students take part in detailed fitness testing for analysis, practical and theoretical components of fitness training, skill drills and team building/leadership development sessions. The students also take part in goal setting exercises with an information evening about pathways in the Australian Rules Football system.

In the Year 10 program players take part in an annual tour to the Goldfields. On tour the students play a series of matches, experience “traveling for football” and take in all the cultural and historical aspects of the region. Year 12 has all senior students heading to Melbourne to experience Australian Football’s “birthplace”. Players “on tour” in Melbourne are a part of the crowd at “Friday Night Football” whilst also viewing AFL matches on Friday, Saturday and Sunday and take part in an MCG tour and National Sports Museum. Whilst in Melbourne, of course, players will also take place in matches against Victorian school teams.

Facilities Facilities at the Comet Bay College Australian Football Specialist Program are state of the art and are the benchmark for school football programs. The program has a dedicated fitness gymnasium and players lounge, with weights conditioning, boxing, and sports science facilities.

Students have the use of heart‐rate monitors with computer graphing of work output during training sessions, GPS tracking systems that are identical to those used by AFL Clubs, whilst frequently undergoing fitness and conditioning tests to identify strengths and work on weaknesses. Students are frequently filmed in games, training activities and for remedial purposes in correcting skill errors or for further enhancing player skill technique.

The Program The Australian Football Specialist Program has a significant focus on goal setting and each participant has regular individual one‐on‐one reviews to assess their development within the program. Students are given regular assistance to reach each selected goal.

The Program has strong formal links with the Fremantle Football Club and Peel Thunder Football Club and are the only school program in WA with this level of support. The Program also regularly liaises with the West Australian Football Commission.

Each of these formal links will provide the students with further opportunities in their development as footballers, students and young men.

The program is designed so that it does not clash with community football teams, WAFL Club Development Programs, or WA Representation Pathway Programs. Instead, the program is designed to further enhance the speed and effectiveness of player development by focusing on individual and team skills in a smaller group environment.

Due to our strong, formal relationship with the Fremantle Football Club and Peel Thunder, our players are regularly exposed to AFL and WAFL coaching staff. This is an experience that students will always remember and more importantly, learn from. The quality of coaching skills our program players are exposed to is evident in the fact that all staff are or have been, employed in coaching roles for Peel Thunder Football Club in either Head Coach or an Assistant Coaching capacity for the Development Squad Academy Program, WAFL Colts system and NAB AFL WA Talent Academy.

2016 Achievements Year 8 / 9 Eagles Cup Winners (3rd State Title in a row ‐ 2014, 2015, 2016)

Year 11 / 12 Redi‐Med State wide Grand‐finalists,

2 x NAB AFL WA 16’s Talent Academy Players,

1 x NAB AFL WA 18’s Talent Academy Player,

2015 Graduate Student made debut for Gold Coast Suns in the AFL,

2015 Graduate Student was a member of Western Bulldogs VFL Premiership side after being drafted in 2015 and also a member of the AFL Premiership playing squad,

2010 Graduate Student played 50 AFL Match for GWS Giants and was a member of the initial AFL All Australian Squad for 2016,

2 x Graduate Students made their League Debut for Peel Thunder in the WAFL,

17 students represented Peel Thunder in the WAFL Colts competition in 2016.

49 students from Years 8, 9, 10 represented Peel Thunder in the Talent Development Program in the 2016 WAFL Championships.

2015 Comet Bay College Graduate and one of the fittest players in the ompetition, Josh Schoenfeld earned four senior games in his rookie season in 2016. Playing at half-back, Schoenfeld displayed good composure and neat skills, with his 19-disposal, eight-mark debut in a win over Fremantle impressive. The West Australian product has added sizeable bulk to his frame in the lead up to season 2017, without losing any of his endurance.

2016 Financial Summary

Highlights for 2016

Breon Feran, G&T Program, attained 99.25 – a first for Comet Bay College

Tamika Bland, G&T Program, attained 97.5 which gave her direct entry into Medicine at UWA.

4 students, who have participated in the Nautilus Club program, gained entry into the Year 7 G&T program

Chess ‐ won Regional Championship and participated in the State Final hosted by Perth Modern School

Brindy Donovan, Year 11 in 2016, selected as a state ambassador for Black Swan State Theatre

Maddison Ayton selected as one of only 30 students across the state to participate in the Sir Charles Court Young Leaders Program 2016

Students from the G&T Program also participate in all the Extension Visual and Performing Arts courses as well as Extension Media, Photography and Computing – 25% ‐ 33% in each class

Subs in Schools option, a STEM initiative comprises 50% of G&T students

A number of students are from Defence Force families and they become very involved in all school based Defence activities eg cadets

Bendigo Community Bank District competition – again the finalists from CBC were from the G&T Program

Rockingham City Council Scholarships – 4 Year 7 students (nominated by their primary schools) along with 2 Year 10 students – all from G&T Program

College Leadership Team – many students from G&T Program are active student councillors (approx. 40%)

The College was selected as a STEM TDS Partnership school and has been highly influential in working with other schools to improve STEM integration into whole school curriculum as well as measureable improvement in student outcomes.

annual report 2016 - comet bay college · it has been informed by school performance data; student,...

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