Dear Williamstown High School families,
Firstly, thank you to our wonderful school community, our students, families and staff, for continuing to work together in a supportive and positive manner despite the ongoing challenges we are currently facing. As a school we have attempted to keep you updated with information applicable to the respective year levels and campuses. We have adapted our approach regarding delivery and duration of our lessons and sought further feedback from our students, families and staff as to how we are all coping within the remote learning environment.
We continue to use feedback to see how we can evolve and adapt during this remote period, focussing our attention on wellbeing as well as ensuring the continuity of our students’ learning journeys. We have a great understanding that, at times, regardless of this, we may not be as motivated. We know that not only at WHS but across the state and beyond, many families, students and staff will be encountering their own personal challenges. Can I now restate what a wonderful community we have at WHS, and I would like to reaffirm that at all times - and particularly at present - please reach out, communicate, share, seek help, etc. if you are at all in need of support.
We have noticed, now well into the second year of this pandemic, that the cycle of lockdowns, restrictions and remote learning are causing fatigue. While these measures are needed for our protection, they are certainly having an impact on wellbeing, engagement and motivation. Although there is still much uncertainty about Term 4, I do know there is a huge commitment to ensure all Year 12s continue their journey, preparing for graduation and life beyond the school grounds, as well as to make sure all students progress academically and, most importantly, are supported in their wellbeing. I look with hope for a bright future for us all.
Curriculum Day Update
We had hoped to reschedule our curriculum day in Term 3 but in the end felt this was not suitable. Instead we have locked in 1 November to minimise disruptions to our programs and impact on Year 12s. The day will be student free and will provide invaluable professional learning for teachers on literacy strategies for all 7-12 classes. Formal notification will be sent by the Campus Principals closer to the date.
Attitudes to School Surveys and NAPLAN Outcomes
Each year every government school student completes the Student Attitudes to School Survey, with families also provided the opportunity to complete a parent/carer survey. These surveys help us gain insight and understanding into student and parent/carer experiences of school. It provides valuable data about parent perceptions as well as about our students’ wellbeing and opinions on teaching, learning and school in general. This information is analysed and used to reflect on current practices and programs. Our teachers also complete a similar process.
This year’s survey results clearly show that despite all that we are dealing with at the moment, generally our students feel safe and positive about their learning environment, our parents are positive about the school and the school experience, and the staff feel supported by an environment that allows them to deliver highly effective teaching and learning experiences.
Although there are much greater areas of importance at the moment, it is also worth noting our students achieved some excellent outcomes for both numeracy and literacy in the recent NAPLAN assessments. The numeracy and reading components were a particular highlight.
Overall, I was very pleased with the feedback and student outcomes. Please note, however, that the Student Attitudes to School Survey was completed prior to the current lockdown and we have conducted further internal surveys to gauge students’ feelings about the current environment.
Performing Arts and Study Centre Building Project
As previously mentioned, due to lockdowns and some structural changes that are being worked on by our builders and structural engineers, there has not been any activity on our new Performing Arts and Study Centre building site since my last update. We hope construction will resume in the near future and I will continue to provide updates through the Term 4 W-Files.
School Review
We have spent significant time this year preparing for our Four Yearly Review and writing our new Strategic Plan. This will occur in November and December of this year. Staff have spent a total of six meetings in focus groups both reviewing our programs and outcomes over the past four years as well as investigating recommendations for new programs and initiatives for us to focus on in the next four years. We are also in the middle of conducting
some parent forums and focus groups to gather information to further inform this work.
One other required task we completed with School Council was to highlight our achievements over the past four years and provide a brief description of the Top 4. We conducted a brainstorming activity with the School Council members and it was extremely tough, yet pleasing, to try to cut the list of highlights down to just four. It certainly left me feeling quite proud when I reflected on these achievements so I thought it would be nice to share them with you all, with the intent of growing the pride all of us share in our wonderful local community school.
Hold fast.
Gino Catalano | Principal
Four Key Highlights - School Self-Evaluation Requirement
Performing Arts and Study Centre Building Projects
After identifying a legacy project in 2012 to celebrate our 2014/5 centenary, we raised funds both at the school and local community level as well as through repeated lobbying of the state government.
We developed the vision and design brief through extensive consultation with key stakeholders to ensure the facility would meet the needs of the relevant curriculum areas and community groups.
The final stage of the Performing Arts Centre of Excellence as well as a purpose-built Study Centre is currently under construction following a 2019 allocation of $1.37 million and locally raised funds of $2.1 million. This complements the 304-seat theatre delivered in stage one, providing our students and local community with a state-of-the-art facility for the next 100 years.
This has seen the attraction of industry standard Arts staff seeking employment at WHS resulting in the provision of quality teaching and learning experiences and high-level student outcomes/performances. Students are provided with the opportunity to experience authentic experiences in the disciplines of music, drama and dance including choreography, musical composition, producing as well as technical production experiences. We also developed partnerships with local community
groups, the highlight being the contractual agreement with Williamstown Theatre Company to utilise the theatre three seasons each year, delivering both an opportunity for our students to observe and interact with professionals as well as providing income to ensure the upkeep of the theatre does not draw on school funds.
Our beloved Year 12 Study Centre is being replaced with a purpose-built facility. Students and staff were consulted on the design to ensure the benefits we have seen since its introduction in 2010 will continue and be enhanced. This includes providing Year 12 students with an adult-type study and re-energising environment but also a high-level assembly and presentation space.
Professional Learning on Developmental Assessments
We have shifted the conversation from: “Where did I lose marks? to How do I get to the next level?”. Over the past four years, the school has continued to resource and prioritise “making the learning visible” through an investment into the Developmental Assessment Framework. Curriculum days, professional learning and a shared understanding drawing upon the expert guidance from an external consultant from the University of Melbourne has supported its growth across the school.
The assessment for teaching is foundational to this work and our curriculum teams continue to embark on a focus on skills, improving the clarity of feedback and providing students with a clear description of their strengths and areas for improvements. Complementing this work is our commitment to embedding Growth Ladders. This is where we support students to make the levels of understanding visible to them and explicitly scaffold learning to move students to a higher level of understanding through move-me-on statements.
VCE/VCAL and Post-Secondary Pathways Outcomes
As a school, we should share in celebrating the results of our students and their success throughout the previous four years of the Strategic Plan. The mean ATAR score has steadily increased throughout this period from 68.43 to our best ever result in 2020, with an average of 72.31. As a result of this, the reduction in students achieving an ATAR below 60 dropped to 21.27% in comparison to 31.4% in 2018.
Our mean study score average in 2020, 31.6, again was our best ever average result and we have maintained similar results across the four years. These results have led to an increase in students accessing tertiary options with 181 of 195 (93%) students receiving a VTAC offer and 71% of these students receiving a first-round offer in 2020. Our VCAL completion rate remains high and students who exit this certificate early tend to accept apprentice options. Our VCAL program numbers have increased throughout the current strategic plan period and will continue to increase in the future.
Student Engagement & Wellbeing
WHS has embraced the Respectful Relationships initiative and has taken on the role of a ‘lead school’ to help guide and support the RRs work of cluster schools.
We have audited various aspects of WHS and its policies to ensure students of all backgrounds and abilities are supported. Visibility of LGBTQIA+ groups has improved, along with the promotion of indigenous groups such as through recognition via
the Acknowledgement of Country, which is prevalent at school assemblies and events.
We have embraced student voice and student participation in the RRs initiative, with students delivering Bystander Training to staff, and an RRs student leader is in place as part of the Student Leadership Team. Students have been active in the consent lessons delivered in 2021, with Student Management Leaders consulting student groups prior to content delivery resulting in
student buy-in when discussing challenging RRs learning topics.
The mental health professionals at each campus in 2020 have assisted the Student Wellbeing Team by enabling students not receiving external counselling to be counselled on site (as required). This support is crucial at a time when student wellbeing and mental health is becoming core work in schools, and has assisted WHS in addressing the individual mental health needs of many students. The MHPs have assisted to build the capacity of staff by providing valuable PD in the areas of Staff Self Care, Unconditional Positive Regard and Gender Identity.
We have updated our SWPBS action plan to align with the Department of Education and Training’s new format. As a lead school we are looking to commence work in the ‘Universal Prevention B’ strategy, focused on embedding SWPBS practice within the school’s current teaching framework and undertaking training in this new area. We have implemented a meeting structure that contains a focus on Tier 3 students. These meetings enable us to be proactive in the screening and identification of Tier 3 students, to ensure that they receive the required assistance.