Djarragun College Ltd - School Annual Report 2014 (Based on 2013 data)

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1 Djarragun College Ltd - School Annual Report 2014 (Based on 2013 data) DESCRIPTIVE INFORMATION Djarragun College is a distinctive far North Queensland school with an almost exclusively Aboriginal and Torres Strait Islander student body, of whom approximately 25% are boarders. The boarders come from the Torres Strait, Cape York, other parts of Queensland and interstate. The College has long been recognised as a centre of excellence in the area of indigenous education, and was originally administered by the Anglican Church. Since 2011, Djarragun has been governed by a board comprised of members of Cape York Institute (CYI), Cape York Partnerships (CYP) and others. The board is chaired by long-time Djarragun advocate and Cape York indigenous leader Noel Pearson. The Direct Instruction (DI) teaching method and curriculum was introduced across years Prep to 10 in At the beginning of the 2013 academic year, the Year 10 students were moved into the Senior School and DI is now taught up to and including Year 9. DI is a scripted, step-by-step approach to teaching literacy and numeracy to students grouped together by ability not by age. The College s belief is that children must be taught the basics well, and DI is proving to be very effective. The school day was restructured to accommodate three learning domains: Class, Club and Culture. To cater for Club and Culture activities, the school day was extended to 5pm and is compulsory for boarding students. Day students have the option to participate, and for those who do, transport home is provided at the end of the day. Senior schooling is more traditional, with a new curriculum to be introduced in 2014, based on the results of research carried out in 2013 with the then Year 9 and 10 students. In 2013 the students were given an opportunity to select subjects from a list of options, and where possible, the preferred subjects formed the basis of the new curriculum, of which VET forms a part. There is an expectation at Djarragun that all students will achieve a QCE. Djarragun has a mantra of high expectations and strives to ensure that every Year 12 student will graduate with entry to university, further education or employment. Values Education was introduced school-wide at the beginning of term 4 in 2013, with the aim of having students leaving the College with life-long skills, behaviours, attitudes and values that equip them with a can do attitude. Passion for sport is synonymous with many indigenous youth. In partnership with the Commonwealth Department of Education, Djarragun has developed the Sports Academy to give every student a sporting chance. The Sports Academy offers specialised training and mentoring for eligible students in Rugby League, AFL, volleyball and basketball. The goal of the academy 1

2 program is to improve students attendance and retention, to develop a positive and respectful attitude and improve academic outcomes. The aim is to motivate and inspire all academy students to develop leadership qualities. The Djarragun College program shares the CYI vision for children to achieve their full potential, talent and creativity and have the confidence and capacity for hard work so they can orbit between two worlds and enjoy the best of both. The staff at Djarragun firmly believe that every child deserves success. School sector: Independent School s address: 1 Maher Road, Gordonvale, Cairns 4865 Total enrolments: 381 as reported in the August 2013 census. Year levels offered: P - 12 Co-educational or single sex: Co-educational Characteristics of the student body: The majority of students attending Djarragun College are indigenous students in almost equal proportions of males and females. Three-quarters of the student body comes from Yarrabah, Gordonvale and the greater Cairns area. These students are transported by bus to school daily. The Year 8 to 12 boarders mostly come from indigenous communities in Cape York and the Torres Strait Islands. Over the year the numbers of male boarders fluctuated between 32 and 37, and female boarders between 33 and 40. Distinctive curriculum offerings: Values Education was introduced school-wide at the beginning of Term 4 in The aim was to have students leaving the College with life-long skills, behaviours, and values that equip them with can do, responsible and independent attitudes, high self-esteem, a strong work ethic, and respect for self and others. Values Education has had a significant positive impact in the classroom, the playground and on the sports field including vastly improved interaction between students and between students and staff. The values taught and discussed during Term 4 included resilience and self-control, courtesy, determination and excellence, and recognition and gratitude. Direct Instruction (DI), introduced across Years Prep to 10 in 2011, continues to be the method of choice for delivery of mathematics and literacy. At the beginning of the 2013 academic year, the Year 10 students were moved into the Senior School and DI is now taught up to and including Year 9. A highly structured teaching model, DI is a scripted, explicit step-by-step approach to teaching. Children are grouped according to ability, not age, and as they master each section are moved to the next level and grouping. There is also the flexibility available to move students back to a group which affords them the opportunity to fully understand the concepts being taught before 2

3 progressing to the next level. It is Djarragun s belief that students must be taught the basics well, and DI has proved to be the best way to do it. 3

4 Extra-curricular activities: Sports Academy The Sports Academy offered specialised training and mentoring for eligible students in Rugby League, AFL, volleyball and basketball. The program ran at the end of the school day. A significant number of boarding students were involved in the Sports Academy and transport home was offered to those day students who elected to be involved and were selected to participate. Mentors encouraged students to improve their attendance and academic outcomes and to develop a positive and respectful attitude. The aim was to motivate and inspire all academy students to develop leadership qualities, and to aspire to achieve gainful employment or further education after graduating from the college. 4

5 Loreto Normanhurst Visit In August a large group of students and teachers from Loreto Normanhurst visited for a day. A round robin of events such as boomerang painting, spear throwing, face painting, and weaving was organised. At the end of the day the students put on a concert and taught one of the dances to the visitors. 5

6 ANZAC Day Djarragun College boarding students took part in the ANZAC Day service held at Gordonvale in This commemorative service is one in which the school s senior students are regularly involved. Boarding Students Outing In May 20 boarding students went to Mungalli Falls, near Millaa Millaa for a day of challenges. Their first activity was abseiling 30 metres down a sheer rock wall. After a demonstration by the instructor it was time for each student, fitted with safety equipment, to put into practice what they had learnt. Archery was the second activity, and while it was not as daunting as the first, it still proved to be a challenge. 6

7 Presentation Day Presentation Day, which a large number of invited guests and families attended on 20 November, was the public celebration of the year s achievements. Awards were presented, students performed a number of items, a barbecue lunch was provided and it was a thoroughly enjoyable day. 7

8 The social climate of the school: The school implemented a Values Education program that focuses on the values needed to be successful in school and in the community. Interaction with people around us was a theme in the program. Virtues such as honesty, integrity, resilience, kindness and courage were explicitly taught through engaging, interactive activities across Prep to Year 12. Friday afternoon assemblies were a celebration of student academic achievement and consistent implementation of the virtues addressed in the Values Education program. Students were recognised for their achievement through awards and prizes saw Djarragun draw together a number of effective strategies to ensure students behave in a socially acceptable, responsible way both at school and in boarding. The Responsible Behaviour Plan for Students was developed, staff were inducted and the plan was fully implemented before the year s end. The school implemented a zero tolerance approach towards bullying with serious consequences for any breaches. Restorative justice was implemented with the support of our guidance officers. Djarragun College was fortunate in having the support of Wuchopperen, providing counsellors on campus on a daily basis. Students received individual support or group sessions as appropriate. Our Student Services team provided support to individual students on a daily basis. The team liaised with families and assisted students with their social, emotional and welfare needs. 8

9 All students in the Sports Academy had a mentor who was their sporting coach from the Taipans, Pyramid Power, Northern Pride or a Djarragun staff member. The development and celebration of culture featured at Djarragun College. All students were involved to some degree. Dance practice took place on Friday afternoons. Students performed at assembly, public events such as The Cairns Show and at school events such as Cultural Days, and Presentation Day. Culture draws students together and provides the older students with an opportunity to teach the younger ones. The school had a school chaplain who provided support through group activities, prayer, one-onone chaplaincy support as well as leading the whole school in prayer. Our boarding students had chapel once a week which involved prayer, an age appropriate Christian message and church songs. The boarders were also provided with the opportunity of going to church on Sundays. Parental involvement: Historically parental involvement at Djarragun College has been lacking. However, in 2013 there was a significant increase in the number of parents who attended the parent / teacher interviews in the third term. Similarly a significant number of Year 7 parents attended both the Middle School information afternoon mid year and the Year 7 graduation breakfast in December. In spite of invitations to attend sports afternoons and special assemblies, parental involvement overall remains an area for development. Consideration is being given to a number of options for increasing involvement in Djarragun College life by students parents / care givers in Parents and families from remote communities were encouraged to stay on site in the boarding facilities to experience college life first hand, to settle their children into boarding as for many students it was their first time away from family and familiar surroundings, and to contribute where families felt comfortable. This proved to be beneficial for both students and parents alike. Djarragun College met prospective students parents during the initial enrolment interview. This proved to be an opportune time to build relationships with families, and to encourage them to attend school functions. A fortnightly community newsletter and boarding newsletter, also fortnightly, provided information to parents, guardians and communities throughout the year. The day students were given a copy of the community newsletter to take home, and which is also mailed out to community organisations. The boarders received a copy of the boarding newsletter, and copies were sent to their families and community and council offices particularly in the Cape and Torres Strait. The newsletters were also made available on the school s website. Parent, teacher and student satisfaction with the school: As part of the parent / teacher interview process, attending parents were asked to complete a one page survey. The comments were all very positive, and the areas that parents indicated they were happy with included their children s progress, teachers encouraging children to attend, parents being encouraged to speak to their children about non-attendance, the Direct Instruction program, how the school staff and students work together as a family unit, transportation to and from school and the cultural activities students participate in at school and in the wider Cairns community. Some areas that parents felt could be improved included having more subjects, more 9

10 excursions for Primary, work experience for Middle School students, a buddy system for younger children, and greater electronic communication. Unfortunately Djarragun College does not have any historical data with which to compare the results of this survey; however it is the college s intention to offer the satisfaction survey at all future parent / teacher interviews. Students were not surveyed in 2013 although as part of implementing a new curriculum for 2014, Year 9 and 10 students were given a list of possible subjects and were asked to indicate their preference. The students were enthusiastic about taking part in this exercise and from their choices (numbered 1-5), staff were able to design a curriculum that met the needs of the senior students for Contact person for further information: The title of a school-based contact person for further information on the school and its policies Title: Ms Robyn Hughes School Income broken down by funding source Note: Reporting on these outcomes may be addressed simply by inclusion of a reference to the My School website under this section of the report. STAFFING INFORMATION Staff composition, including Indigenous staff: With very few exceptions the majority of teaching staff were full-time in The DI Instructors, the Learning Support Workers, and Teacher Aides were a mixture of full-time and part-time. The administration and facilities management teams were all full-time. The boarding parents were employed on a full-time basis, supplemented by casual and on-call staff members when necessary. Qualifications of all teachers: Either detail the number or the percentage of Qualification classroom teachers and school leaders at the school who hold this qualification Doctorate or higher 0 Masters 5 Bachelor Degree 29 Diploma 18 Certificate 37 10

11 Expenditure on and teacher participation in professional development: Teacher participation in PD Description of PD activity Number of teachers participating in activity Direct Instruction Conference 18 Senior School Data Recording and Using 8 DI Paired Practice 11 Roll Marking 9 Cert IV in Community Services (Residential Care) 8 Paired Practice conducted by Kris Althoff - July 22 Primary Paired Practice Data Analysis 5 Australian Curriculum Geography P-10 3 Primary Paired Practice Script Practice 7 Red Zone Toolbox Intensive Behaviour 12 Paired Practice with Kris Althoff September 17 Paired Practice Script Practice in Small Groups 8 Autism Spectrum Workshop 1 NAPLAN Reading 3 Paperwork Check and Script Practice 4 Non-Violent Crisis Intervention Boarding / Student Services 12 Foundation Skills DETE 1 AusSkills QLD Forum 1 Non-Violent Crisis Intervention 37 BLA VET Forum 2 Binnacle Resource Induction 2 Expenditure on PD Total Number of Teachers Total expenditure on teacher PD ( as recorded in Financial Questionnaire) Average expenditure on PD per teacher 37 $17, $ The total funds expended on teacher professional development in 2013 was $ 17, The major professional development initiatives were as follows: Direct Instruction Conference and Workshop at the beginning of the year, Non-Violent Crisis Intervention, and ongoing weekly DI paired practice sessions. The proportion of the teaching staff involved in professional development activities during 2013 was 100%. Average staff attendance for the school, based on unplanned absences of sick and emergency leave periods of up to 5 days: Number of Staff Number of School Days Total Days Staff Absences Average Staff Attendance Rate % To compensate for a declining student population during 2013, there were a number of positions (both teaching and general staff roles) which were not replaced when staff resigned or when 11

12 positions were made redundant. Classes were either collapsed or remaining staff given additional classes. In the case of general staff, the resigning staff member s work load was shared among remaining staff. Proportion of teaching staff retained from the previous year: Number of permanent teaching staff at end of previous year Number of these staff retained in the following year (the program year) % retention rate % From the end of % of staff were retained for the entire 2013 school year. KEY STUDENT OUTCOMES Average student attendance rate (%) for the whole school: The student enrolment as reported in the 2013 August census was 381 and it is this figure which is stated on page 2 of this report. However there had been a total of 714 students attending at some point throughout the year. Some students attended for a number of days, weeks, others for a number of months and as this section on student attendance relates to the entire year and the entire student body, the data presented is based on the total student body for the whole of Number of school days in program year Total number of all students Total number of all student absences Average Attendance Rate % % The average attendance rate for the whole school as a percentage in 2013 was 72.90% 12

13 Average student attendance rate for each year level: Number of school days in program year Total number of students in a particular year level Total number of student absences in a particular year level Average Attendance Rate for a particular year level % 191 Year P % 191 Year % 191 Year % 191 Year % 191 Year % 191 Year % 191 Year % 191 Year % 191 Year % 191 Year % 191 Year % 191 Year % 179 Year % 13

14 Non-Attendance Management: Djarragun College used a variety of strategies to address non-attendance. Rolls were collected and data entered into the Djarragun College database. A member of the school s Student Services team was responsible for monitoring attendance, phoning parents and encouraging improved attendance. Telephone calls had limited success; subsequent contact was through home visits. These were more successful. Discussion with both family and student led to the development of a plan for students returning to school following an extensive period of absence. By talking with parents the Student Services team learnt that reasons for absences were often easily addressed and through communication with families, the school was able to provide support for them. NAPLAN results for Years 3, 5 and 7 and 9 in 2013 For information on the 2013 NAPLAN results for Years 3, 5, 7 and 9 Djarragun College students please visit The chart below was taken directly from the MySchool website. 14

15 BENCHMARK DATA FOR YEAR READING Year Average Score (School) Average Score (National) % at or above National minimum standard Year 3 (2013) % Year 5 (2013) % Year 7 (2013) % Year 9 (2013) % WRITING Year Average Score (School) Average Score (National) % at or above National minimum standard Year 3 (2013) % Year 5 (2013) % Year 7 (2013) % Year 9 (2013) % SPELLING Year Average Score (School) Average Score (National) % at or above National minimum standard Year 3 (2013) % Year 5 (2013) % Year 7 (2013) % Year 9 (2013) % GRAMMAR AND PUNCTUATION Year Average Score (School) Average Score (National) % at or above National minimum standard Year 3 (2013) % Year 5 (2013) % Year 7 (2013) % Year 9 (2013) % NUMERACY Year Average Score (School) Average Score (National) % at or above National minimum standard Year 3 (2013) % Year 5 (2013) % Year 7 (2013) % Year 9 (2013) % Apparent retention rate: Year 10 Base Year 12 Retention rate % Number of Students % Year 12 student enrolment as a percentage of the Year 10 cohort is % 15

16 Year 12 outcomes: Outcomes for our Year 12 cohort 2013 Number of students awarded a Senior Education Profile 33 Number of students awarded a Queensland Certificate of Individual Achievement 0 Number of students who received an Overall Position (OP) 0 Number of students or are completing or completed a School-based 2 Apprenticeship or Traineeship (SAT) Number of students awarded one or more Vocational Education and Training (VET) qualifications 29 Number of students awarded a Queensland Certificate of Education at the end of Year Number of students awarded an International Baccalaureate Diploma (IBD) 0 Percentage of Year 12 students who received an OP1-15 or an IBD 0% Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification 88% Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving a tertiary offer 0% Mandatory Information to be published by 30 September each year Post-school destination information from the current Next Steps survey as follows: Background information: The Destination Survey card was distributed to the year 12 cohort. They were advised to complete and return by the due date in Number of Year 12 students in 2013 (a) 71/ 37 Students who left during the reporting period = 34 Number of responses received from students (b) Percentage response rate (b/a x100) % Definitions of main destinations (see table below) Summary of findings in relation to main destinations of students School Year 2013 Number of Students Percentage of Students in each category in each category University (degree) 2 5.4% VET total ( Cert IV+ III, I-II, apprenticeship, traineeship) % Working full-time % Working part-time/casual % Seeking work % Not studying or in the labour force % Total Year 12 students 37 16

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18 Other information of interest The Hospitality students did a professional job hosting a memorial service for a friend of Djarragun College who passed away in early The students looked professional in their uniforms and they conducted themselves with decorum, working hard for the duration of the function that was held at the school s Wangetti campus. This work enabled the students to fulfil some of their mandatory experience and to gain real life work experience working in hospitality. Primary Student Council Congratulations were due to the four Primary School leaders, Ahliya Kyle, Helen Ryder-Jackomos, (Sam) Molia Thompson Tafili and Miah Martin, who were elected by their peers. Assistant positions were established with Mary Schlapfer and Wayne Stewart appointed. A decision was made, because of large numbers, to run the swimming program and AFL clinics concurrently for Primary students. In Term 1 the Year 1-7 girls worked on their water skills, while the boys participated in AFL clinics. Then in term 4 the boys swam and the girls attended the AFL clinics. Our Prep students were involved in the swimming program in both Terms 1 and 4. Elected Boarding Captains Girls Boarding Captain: Toni Yasso-Hart Home Town: HopeVale Years at Djarragun Boarding: 5 years Boarding is a friendly and safe environment. I am humbled by this position of responsibility and one of my aims is to help younger girls, especially the first timers to boarding, to settle in and make boarding a home away from home for them, just like it has been for me. 18

19 Vice - Captain: Noreena Tamwoy Home Town- Sydney Years at Djarragun- 1 year It is fun here and everyone, students and staff, is like family to me, which is one reason why I wanted to come here. Noreena says she is proud to be chosen by her peers to be the Girls Boarding vice captain for 2013 and she will do her best not to let anyone down. Vice-Captain: Reece Kelly Home: Mornington Island Time at Djarragun: 2 months I moved from Mt Carmel Boarding School in Charters Towers to Djarragun College this year and I love it both in boarding and at school. It came as a surprise to me when I was told by Mr Mason that I got the second highest number of votes and that I am appointed as Boarding vice-captain. I still can't believe it especially when I have only been here for 2 months. I thank the boys for voting for me and I will try to lead by example. 19

20 Archie Roach Australia s indigenous singer, Archie Roach, visited Djarragun on 11 July, and his visit was followed by the launching of his latest book at the Tanks Centre. Students from Djarragun performed with Archie at this function. CISSA Sports The AFL, basketball, Boys Touch, Girls Touch and Girls volleyball teams took part in the CISSA sports program. Wednesday 5 June was the Finals day for Division 1, and Djarragun s teams performed very well. The school was the second runner up to the overall CISSA Champion School. We were extremely proud of our young sportsmen and sportswomen, and acknowledged their very fine achievement. Cairns Show What talent, and what an achievement! First prize in the indigenous art competition at the Cairns Show for 2013! Congratulations went to Leo Akiba for his design, to Isaac Mait, Jerry Anau, Eric Whap, Abraham Kerindun for their amazing artistic talent, and to David Wilson for removing the panels from the car. Staff and students alike were very proud of these young men and their creativity. ONE BLOOD This work represented the belief that no matter what colour or culture we are all one blood. We are all equal as human beings. 20

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