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I commend the 2018 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 1800 (2018) enrolled students. This is the first year of reporting on our 2018‐2020 Business Plan and the data presented validates our self‐assessment processes and is helping to shape College priorities with decisions based on solid evidence from the wealth of performance data. Aligned to the National School Improvement Tool, the Business Plan outlines nine areas of focus as well as our academic and non‐academic targets for the three year cycle. We are pleased to see achievement and progress in many of these target areas, indicating the effectiveness of our strategic investments in data literacy, curriculum review, effective staff and student support processes, instructional strategies, consistent curriculum delivery, and a belief that improvement is a continuous process. Our Year 12 students continue to impress, with 16 individual SCSA Awards, and achieving a median ATAR of 76.35 (Median ATAR for TISC applicants was 76.95). It is very rewarding to see a continued high WACE Achievement (Graduation) rate of 95% and an Attainment rate (students achieving an ATAR of 55 or greater and/or completion of a Certificate II qualification) of 100%. Current data indicates that continued Literacy and Numeracy support will improve OLNA success rates. We are confident that our practices are continuing to empower students with the tools they need to progress successfully beyond school into tertiary study, training or employment.

Our points of difference Our College Vocational Education and Training Program is setting new standards in effective secondary pathways with 25% of our Year 12 cohort (52 students) achieving a Certificate IV as a part of their WACE. A further 32 students achieved a Certificate III and 101 students achieved a Certificate II. Comet Bay College was in the First 50 schools for WACE Achievement and for Median ATAR according to the SCSA School Performance Tables. Gifted and Talented Education continues to produce outstanding results. 2018 marked another milestone for the program with a median ATAR for GAT students of 90.75. This is the highest ever for our program and each year the median continues to improve. 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 for two hours a week of social/emotional, health and career focused formal education. 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. In recognition of the advances made in STEM education the College won the 2018 Meritorious Leadership Award in the Governor’s School STEM Awards. The College was selected as a STEM Innovation Partnership ‐ Teacher Development School, in partnership with the Department and the Innovation Unit, showcasing our excellence in Science, Technology, Engineering and Mathematics Education, and to mentor schools across the state to support this Federal Initiative. As a leader, I look forward to the continued progress of the College in 2019 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 and Secret Harbour 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 targets 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

Glossary ACER ‐ Australian Council for Educational Research

AIIP ‐ Advanced Instructional Intelligence Program

ATAR ‐ Australian Tertiary Admission Rank

CBPLC ‐ Comet Bay Professional Learning Community

CMS ‐ Classroom Management Strategies

Enrichment ‐ Students requiring additional targeted support in literacy and numeracy

Extension – Courses requiring greater Academic rigour and a goal of ATAR

GAT ‐ Gifted and Talented

GERRIC ‐ Gifted Education Research Resource and Information Centre

GROWTH ‐ Goals, Reality, Opportunities, Will, Tactics, Habits

MESH ‐ Mathematics, English, Science, Humanities and Social Sciences

NAPLAN ‐ National Assessment Program in Literacy and Numeracy

NSOS ‐ National School Opinion Survey

OLNA ‐ Online Literacy and Numeracy Assessment

PROPELL ‐ Providing Real Opportunities for Professional, Education, Learning and Leadership

REACH ‐ Resilience, Emotional Awareness, Careers and Health

STEM ‐ Science, Technology, Engineering and Mathematics

VET - Vocational Education and Training

WACE – Western Australian Certificate of Education

Colour coding key Achieved Good progress Satisfactory progress Unsatisfactory progress Not achieved

As part of the ‘Comet Bay Way’ we utilise the National School Improvement Tool (ACER 2013) to make judgements 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 a 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 Data Targets – 2018 An Executive Summary

1. Seek Excellence in Student Achievement Domain: 1 : 2 : 3 : 4 TARGETS: We will measure our success by:

NAPLAN NAPLAN progress from Years 7‐9 is at or above ‘like schools’ in all test areas

2018 ‐ above Like schools in N & S

Increase the percentage of Year 9 students across Bands 8‐10 to 55% for all test areas

2018 – N = 48%, R = 49%, W = 28%, S = 43%, G&P = 52%

The percentage of students achieving Band 8 or above in Writing increases from the 2017 results

2018 – 28%

Decrease the percentage of Year 7 and 9 students below the National Minimum Standard to 10% or below in Writing

2018 – Year 7 – 14% 2018 – Year 9 – 22%

OLNA 95% of Year 12 students to achieve OLNA requirement in Reading, Writing and Numeracy.

2018 WACE – 93.8%

Year 7‐10 Student Achievement GAT: 95% of students to achieve an A or B learning area grade in MESH

Yr 7 E : 93%, M : 100% S : 93%, H : 93% Yr 8 E : 73%, M : 100% S : 100%, H : 91% Yr 9 E: 84%, M : 100% S : 100%, H : 96% Yr 10 E : 90%, M : 95% S : 90%, H : 100%

Extension: 80% of students to achieve an A or B learning area grade in MESH


Mainstream: 65% of students to achieve a C learning area grade, or better, in MESH


Enrichment: All students demonstrate annual progress against baseline on‐entry test data Report data suggests a

decline of one grade level Increase the percentage of A and B grades in non‐MESH learning areas

2018 PE : 60%, Tech : 48%, Arts : 55%

Decrease the percentage of students at E grade to 5% or less in all learning areas

2017 D : 10%, E : 7% 2018 D : 11%, E : 9%

Year 11‐12 Student Achievement Increase the percentage of students eligible for university entrance

2018 WACE – 25% Plus 25% (52 students) through Cert IV

Improve the overall median ATAR to 75 or above 2018 – median ATAR 76.35

20% or more of students achieve one or more scaled scores of 75+ in ATAR

2017 ‐ 27% (15 students) 2018 – 32% (17 Students)

95% of students enrolled in a qualification will achieve a Certificate II or higher by the end of Year 12

2018 – 83% completion 53% completed multiple qualifications pushing the number up over 95%

Increase Attainment to 100% 2017 WACE – 98%

2018 WACE – 100%

2. SeekExcellenceinTeachingandLeadership Domain:1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 TARGETS: Wewillmeasureoursuccessby:A minimum of 65 teaching staff to be trained in the Advanced Instructional

Intelligence Program 2018 – 41 staff

Increase the percentage of teaching staff trained in Classroom Management

Strategies Foundation Program to 85%

58% of staff ‐ Full Foundation course.

Increase the number of Level 3 Classroom Teachers to 10 or more 2018 – 3 staff A further 6 applicants in 2019

All GAT and Extension teaching staff to have completed the GERRIC professional

learning modules

90% of GAT and Extension teachers have completed the GERRIC modules.

All teaching staff to have participated in a minimum of two formal classroom

observation visits per year aligned to their Performance and Development, with

feedback provided

All teachers have engaged in P&D and observations are an expectation. Masterclass, AIIP, CWT

School Performance Data reflects improvement in teachers making consistent

judgments of student performance Assessment development PL

Consistent Judgments

3. Seek Excellence in Positive School Culture and Well‐being Domain:1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 TARGETS: Wewillmeasureoursuccessby:Student Attendance

Increase the attendance rate to 90% or above Semester 2 2017 – 85.2% Semester 2 2018 – 84.1%

10% or less of students in the 60‐80% attendance category Semester 2 2017 – 16.6% Semester 2 2018 – 17.5%

4% or less of students in the 0‐60% attendance category Semester 2 2017 – 7.5% Semester 2 2018 – 7.6%

Student Engagement

Increase the percentage of students achieving ‘consistently’ in attribute data in formal reporting across all learning areas

Semester 2 2017 – 60.5% Semester 2 2018 – 57.5%

NSOS survey data indicates a level of engagement on the measurement scale at or above 4.0

Only 1/12 scores above 4.0 Student mean: 3.2

Relationships & Well‐being

NSOS student/staff/parent survey data indicates a level of satisfaction on the measurement scale at or above 4.0

Parent mean: 3.8 Staff mean: 3.96

REACH pre and post‐test longitudinal data demonstrates improvement in all survey areas

Murdoch University REACH Evaluation

4. SeekExcellenceinPartnerships Domain: 1 : 2 : 3 : 9 TARGETS: Wewillmeasureoursuccessby:NSOS survey data indicates a level of satisfaction on the measurement scale regarding safety/ care and feeling valued at or above 4.0

Safety mean: 3.5 Valued mean: 3.3

80% of parents regularly engage in the use of Connect to monitor their child’s progress

Access rating: 4.0 CONNECT mean: 3.5

CBPLC survey data shows an improvement in collaboration to improve student learning outcomes

CBPLC Data

Seek Excellence in Student Achievement NAPLAN

Target 1: NAPLAN progress from Years 7 to 9 is at or above “like Schools” in all test areas. This was achieved for Numeracy and Spelling. Reading and Grammar are close. Writing is a key focus for the College, as it is for most of the system. Target 2: Increase the percentage of Year 9 students across Bands 8-10 to 55% for all test areas. This is an aspirant target but one that we believe is achievable. Numeracy, Reading, Grammar and Spelling are all within reach of the target. The College has invested heavily in a Whole School Literacy – Writing focus to address concerns in that area. Target 3: The percentage of students achieving Band 8 or above in writing increases from the 2017 result. This target was achieved, increasing from 23% in 2017 to 28% in 2018. Target 4: Decrease the percentage of Year 7 and Year 9 students below the National Minimum Standard to 10% or below in Writing. This target continues to be a work in progress and is heavily reliant upon the Whole School Literacy – Writing focus. NAPLAN Proficiency Bands ‐ 2018

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 9% 6% 1% 7% 12% 9% 7% 2% 8% 10% 10% 6% 3% 9% 9%

8 13% 15% 9% 18% 20% 17% 15% 10% 21% 16% 15% 15% 9% 18% 17%

7 29% 25% 16% 21% 29% 32% 30% 21% 29% 29% 27% 27% 20% 27% 28%

6 28% 35% 26% 33% 23% 30% 29% 28% 24% 24% 24% 28% 29% 24% 21%

5 16% 14% 34% 12% 18% 10% 14% 28% 11% 17% 14% 15% 22% 12% 15%

1 to 4 3% 5% 14% 8% 6% 2% 5% 10% 6% 5% 6% 9% 18% 10% 10%

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 7% 6% 2% 6% 8% 9% 4% 4% 5% 6% 8% 3% 3% 6% 4%

9 15% 14% 5% 13% 13% 16% 14% 8% 16% 16% 16% 13% 8% 15% 14%

8 26% 29% 21% 24% 31% 30% 34% 22% 29% 30% 29% 30% 18% 27% 28%

7 32% 20% 24% 30% 20% 32% 31% 25% 28% 25% 29% 31% 25% 26% 29%

6 17% 20% 26% 19% 21% 11% 12% 23% 13% 19% 13% 15% 23% 16% 15%

1 to 5 3% 4% 22% 8% 7% 2% 4% 18% 8% 5% 5% 7% 23% 11% 10%

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 tables featured above show the percentages of our students in each band and in comparison to Like Schools and WA Public Schools. A similar table, on the next page, shows those band percentages from 2016, 2017 and 2018. Overall, our NAPLAN results consistently improve as the College continues to raise academic standards and develop more rigorous practices.

Above National Minimum Standard

At National Minimum Standard

Below National Minimum Standard

Comparative NAPLAN Performance

Year 7 Performance

2013 2014 2015 2016 2017 2018

Numeracy ‐0.1 ‐0.6 ‐0.4 ‐0.2

Reading ‐0.3 0.0 0.0 ‐0.5

Writing ‐0.1 0.3 ‐0.7 ‐0.6

Spelling ‐0.3 ‐0.6 ‐1.4 0.1

Grammar & Punctuation

0.0 0.0 ‐0.9 ‐0.3

Comparative NAPLAN Performance

Year 9

2013 2014 2015 2016 2017 2018

Numeracy ‐0.8 ‐0.7 ‐0.5 ‐0.2 ‐0.2 0.3

Reading ‐0.8 0.4 0.4 ‐0.4 0.0 0.0

Writing ‐0.2 ‐0.2 ‐0.3 0.0 ‐0.9 ‐0.6

Spelling ‐0.9 ‐0.2 ‐0.7 ‐0.3 ‐0.2 0.4

Grammar & Punctuation

0.3 0.1 0.0 ‐1.1 ‐0.5 ‐0.3

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

NAPLAN Proficiency bands – Longitudinal study

Band

Year 7

Numeracy

Reading

Writing

Spelling Grammar &

Punctuation

2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018

10 8% 6% 9% 10% 6% 6% 6% 1% 1% 5% 2% 7% 8% 10% 12%

9 14% 14% 13% 11% 12% 15% 12% 7% 9% 15% 12% 18% 16% 14% 10%

8 29% 30% 29% 22% 32% 25% 23% 19% 16% 25% 37% 21% 23% 28% 29%

7 28% 33% 31% 32% 31% 35% 30% 30% 26% 33% 27% 33% 26% 23% 23%

6 18% 12% 16% 18% 14% 14% 21% 30% 34% 15% 13% 12% 22% 13% 18%

1 to 5 3% 5% 3% 6% 5% 5% 8% 12% 14% 6% 8% 8% 5% 12% 8%

Band

Year 9

Numeracy

Reading

Writing

Spelling Grammar &

Punctuation

2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018

10 6% 6% 7% 4% 2% 6% 4% 2 2 5% 3% 6% 6% 4% 8%

9 8% 13% 15% 12% 12% 14% 5% 5% 5% 10% 15% 13% 8% 8% 13%

8 28% 27% 26% 21% 35% 29% 20% 16% 21% 29% 26% 24% 12% 26% 31%

7 37% 36% 32% 39% 22% 28% 34% 29% 24% 24% 30% 30% 41% 28% 20%

6 19% 18% 17% 19% 24% 20% 24% 28% 26% 21% 20% 19% 22% 20% 21%

1 to 5 1% 1% 3% 5% 5% 4% 13% 21% 22% 12% 6% 8% 12% 13% 7%

Above National Minimum Standard

At National Minimum Standard

Below National Minimum Standard

Seek Excellence in Student Achievement OLNA

Target 5: 95% of Year 12 students to achieve the OLNA requirement in Reading, Writing and Numeracy. 93.8% of Year 12 students met this requirement at according to the 2018 WACE data. Note: The individual test data indicates that 96% of students passed Numeracy, 97% of students passed Reading, and 97% of students passed Writing. However, a student fails to meet the requirement if they fail one of the test categories; the overall success rate is different.

Year 10

Numeracy Reading Writing

Category 3 248 266 244

Category 2 72 59 74

Category 1 7 6 11

NSA 8 4 6

Not met 87 (26%) 69 (20%) 91 (27%)

Year 11


Category 3 245 254 236

Category 2 32 25 40

Category 1 3 2 3

NSA 2 1 3

Not met 37 (12%) 28 (9%) 46 (14%)

Year 12


Category 3 217 221 220

Category 2 8 5 6

Category 1 1 0 0

NSA 1 1 1

Not met 10 (4%) 6 (3%) 7 (3%)

Data at completion of Round 2, 2018 (in brackets) = percentage of students, in that cohort, who have not met the OLNA requirement.

Seek Excellence in Student Achievement

Year 7‐10 Student Achievement

Target 6: GAT: 95% of students to achieve an A or B Learning area grade in MESH. Well on track with half of the combinations having achieved the target. Target 7: Extension: 80% of students to achieve an A or B learning area grade in MESH. A disappointing result, with only 2 combinations achieving the target. This area continues to be a focus of curriculum review. Target 8: Mainstream: 65% of students to achieve a C learning area grade, or better, in MESH. Well on track, with 10 of the combinations achieving the target. Target 9: Enrichment: All students demonstrate annual progress against baseline on‐entry test data. There is no real consistency in the indicated progress of students in the enrichment classes. Considerable effort is going into refining and revising the curriculum and delivery in these classes to maximise the outcomes for students. Target 10: Increase the percentage of A and B grades in non‐MESH learning areas. These results are lower than expected with 60% A and B grades in PE, 48% in Technologies and 55% in the Arts. Target 11: Decrease the percentage of students at E grade to 5% or less in all learning areas. These figures actually increased in 2018 due to increased rigour in assessments and stronger alignment to WA Curriculum Achievement Standards, across all learning areas. D grades went from 10% in 2017 to 11% in 2018. E grades went from 7% to 9%.

0%

20%

40%

60%

80%

100%

English Maths Science HASS

Gifted and Talented (GAT)% of students achieving an A or B grade in each learning area

Year 7

Year 8

Year 9

Year 10

0%

20%

40%

60%

80%

100%


Extension% of students achieving an A or B grade in each learning area

Year 7

Year 8

Year 9

Year 10

Identified Literacy and Numeracy data specialists, within the school, use a 0.2 FTE investment to drive teacher interrogation of student data, in particular 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 (AFL) 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 both the individual student and classroom level, to develop more effective teaching and learning experiences for students.

0%

20%

40%

60%

80%

100%


Mainstream% of students to achieve a C grade in each learning area

Year 7

Year 8

Year 9

Year 10

0%

20%

40%

60%

80%

100%

Enrichment ClassesIndicative progress

Increase by 2 or more

Increase by 1

No change

Decrease by 1

Decrease by 2 or more

0%

10%

20%

30%

40%

50%

60%

Year 7 Grade Distribution

A

B

C

D

E0%

10%

20%

30%

40%

50%

60%


A

B

C

D

E

0%

10%

20%

30%

40%

50%

60%


A

B

C

D

E0%

10%

20%

30%

40%

50%

60%


A

B

C

D

E

Seek Excellence in Student Achievement Year 11 – 12 Achievement

Target 12: Increase the percentage of students eligible for University entrance. 2018 WACE data shows 25% of students eligible for University entrance through ATAR scores. A further 25% of students were eligible for University entrance through completion of a Certificate IV through their WACE. Target 13: Improve the overall median ATAR to 75 or above. The 2018 Median ATAR score was again above target at 76.35. The College has an aspirant target, as the school of choice in this area, of 80. Target 14: 20% or more of students achieve one or more scaled scores of 75+ in ATAR. 10 out of 53 eligible students (19%) achieved scores of 75+. Several students achieved this feat a number of times with 17 scores in excess of 75+ being recorded. Target 15: 95% of students enrolled in a qualification will achieve a Certificate II or higher by the end of year 12. More work is being done in the area of tracking student studying in the VET area, particularly in the Fee for Service qualifications, as the College’s VET completion rate has slowly improved to 83%, still shy of the 95% target. Target 16: Increase Attainment to 100%. The Attainment rate rose from 98% in 2017 to 100% in 2018.

School Curriculum and Standards Authority School Performance Tables:

Level of highest qualification achieved (of VET enrolled students)

First 50 WACE Achievement 204 (95%) Diploma First 50 Median ATAR* 76.35 Certificate IV 52 (25%) *Note: TISC median ATAR only includes students eligible for an ATAR

Certificate III 32 (15%) Certificate II 101 (48%)

School Curriculum and Standards Authority Awards: number

Certificate I

Subject Exhibitions 0 No certificate completed 27 (13%) Subject Certs of Excellence 0 VET Certs of Excellence 0 Students with more than one qualification

(% of VET enrolments) Certs of Distinction 3 Certs of Merit 13 3+ quals 35 (17%) 2 quals 77 (36%) Total # students awarded 16 Endorsed programs unit equivalents

achieved # students with 2+ awards 0 Number 269 ATAR performance – count of students (% of ATAR students)

99+ 0 (0%) Year 12 Course enrolments count of students 90-98.95 9 (17%)

80-89.95 10 (19%) 6+ ATAR courses 5 (2%) 70-79.95 17 (32%) 4-5 ATAR courses 48 (16%) 55-69.95 13 (25%) 1-3 ATAR courses 19 (7%)

<55 4 (8%) General courses only 136 (47%) VET industry specific

Uni English Competency (FSS 50+) 46 (87%)

Combination 6 (2%) Foundation only

Preliminary courses

2018 was an outstanding for our Year 12 cohort 3 Certificates of Distinction and 13 Certificates of Merit. Comet Bay College was a First 50 school for WACE Achievement with a 95% Graduation rate. The College was also a First 50 school for median ATAR with a score of 76.35.

Median ATAR


2015 73.90 71.7 76.0

2016 73.55 72.5 78.2

2017 79.55 75.75 78.55

2018 76.35 75.45 79.5

Overall ATAR Performance Attainment

Relative

Performance Attainment

Rate

2015 0.40 School 100%

2016 0.05 Like Schools 96%

2017 0.75 Public Schools 96%

2018 0.36

WACE Examinations – Overall

Eligible Year 12

Students ATAR

Students % ATAR Students

2015 228 73 32%

2016 232 60 26%

2017 213 55 26%

2018 216 53 25%

WACE Achievement

Eligible Year 12 Students Percentage achieving

WACE

2016 232 92%

2017 213 96%

2018 216 94%

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

STATE

ATAR Students

School Like ‐ Schools

2016 2017 2018 2016 2017 2018

Top 33% 20% 22% 23% 18% 20% 19%

Middle 33% 32% 45% 32% 30% 34% 34%

Bottom 33% 48% 33% 45% 51% 46% 47%

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 2015 228 73 32% 146 64% 139 61%

2016 232 60 26% 174 66% 206 82%

2017 213 55 26% 159 67% 193 82%

2018 216 53 25% 212 73% 189 83%

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+

2015 73 11 15%

2016 60 17 28%

2017 55 15 27%

2018 53 10 19%

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

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.

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.

Seek Excellence in Teaching and Leadership

Target 17: A minimum of 65 teaching staff to be trained in the Advanced Instructional Intelligence Program (AIIP).

A total of 41 staff trained by the end of 2018 with a further 21 staff to be trained in 2019.

Target 18: Increase the percentage of teaching staff trained in Classroom Management Strategies – Foundation Program to 85%. A total of 58% of staff have completed the full foundation course by the end of 2018 with a further 6 staff having completed the Awareness course.

Target 19: Increase the number of Level 3 classroom teachers to 10 or more. Three College staff have attained Level

3 Classroom Teacher status by the end of 2018, with a further 6 teachers applying in 2019.

Target 20: All GAT and Extension teaching staff to have completed the GERRIC professional learning modules.

More than 90% of GAT and Extension teachers have completed their GERRIC modules.

Target 21: All teaching staff to have participated in a minimum of two formal classroom observation visits per year aligned to their Performance & Development, with feedback provided. All teachers have engaged in their Performance and Development and observations are an expectation. All teachers in Masterclass and AIIP programs have been formally observed on up to 3 occasions in 2018. All learning areas have been observed as a part of the Classroom Walkthrough process by the Learning Area Dean and the Dean of Teaching and Learning.

Target 22: School Performance data reflects improvement in teachers making consistent judgements of student performance. Assessment development PL on SDD term 3 was considered very valuable by staff in supporting the development of assessments that align with Curriculum requirements. Consistent judgements needs to be considered in the context of consistency between classes and alignment to the objective standards. There is still considerable work to be done in this area, but teachers are becoming more aware of the standards.

Formal Observations

2019 will see the introduction of comprehensive observation program. AIIP Advocates will have 4 observations; CMS staff

will have 3 observations; all other staff will have 2 observations. An observation protocol has been developed to enable

growth focused discussions. Professional Learning opportunities have been developed and implemented for Deans/ADs and

others performing observations to ensure consistency in practise. Classroom Walk‐throughs and Instructional Rounds will

continue.

Consistent Judgements

Grade Allocation A‐E 2017 2018 Attitude, Behaviour and Effort 2018

Overall Relative Judgement 0.58 ‐0.51 Secondary

‐ English 0.11 0.55 ‐ English 3%

‐ Mathematics 0.2 ‐2.39 ‐ Mathematics 6%

‐ Science 1.17 ‐0.10 ‐ Science 3%

‐ Humanities 0.83 ‐0.09 ‐ Humanities 5%

NAPLAN Alignment to Grade Allocations

Considerable work is being done in Maths and English to support the capacity of students to demonstrate the level of which they are capable.

Percentage of students achieving 8 ratings of Seldom or Sometimes.

Attendance Profile Semester 2 2018

Seek Excellence in Positive School Culture and Wellbeing Student Attendance Target 23: Increase the Attendance rate to 90% or above. The College’s Attendance rate at the end of 2018 is at 87.4% ‐ down from a high of 89.4% in 2016. This continues to be a focus, both for accuracy in attendance data and for increased engagement for students. Target 24: 10% or less of students in the 60‐80% category. We see these students as the group that we can have the greatest influence on with regard to attendance. Generally, they have drifted away from school and are not set in a school avoidance mentality. There continues to be a significant focus on monitoring students in this range and generating more effective strategies to increase their attendance. Target 25: 4% or less of students in the 0‐60% category. The students in this category are those at greatest risk of being left behind by a formal education system. We actively seek to engage these students in viable and interesting alternative educational programs.

Y07 708 Y09 Y10 Y11 Y12

2015 91% 89% 88% 87% 85% 86%

2016 92% 90% 88% 87% 90% 89%

2017 92% 91% 87% 85% 84% 89%

2018 90% 89% 89% 84% 87% 85%

WA Public Schools 2018

91% 88% 87% 85% 87% 88%

Attendance Category

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

School WA Public Schools






Regular 64% 72% 62% 63% 61% 61% 46% 57% 55% 61% 54% 60%

At Risk – Indicated 24% 17% 23% 20% 26% 20% 30% 21% 22% 19% 25% 22%

At Risk – Moderate 10% 8% 10% 10% 10% 10% 15% 12% 17% 11% 12% 13%

At Risk ‐ Severe 2% 4% 5% 7% 4% 8% 10% 10% 7% 9% 8% 6%

Attendance Category

At Risk

Regular >90%

Indicated 80‐90%

Moderate 60‐80%

Severe 0‐60%

2015 57.4% 26.3% 11.9% 4.1%

2016 61.7% 24.9% 9.6% 3.6%

2017 58.0% 26.3% 10.3% 5.3%

2018 56.9% 25.1% 12.2% 5.8%

Like Schools 2017 65.7% 20.5% 9.0% 4.8%

WA Public Schools 2017

62.0% 20.0% 11.0% 7.0%

Non ‐ Aboriginal Aboriginal Total

School

Like Schools

WA Public Schools

School Like

Schools

WA Public Schools

School Like

Schools

WA Public Schools

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%

2017 88.1% 90.5% 89.7% 79.2% 80.4% 66.6% 88.0% 90.2% 87.8%

2018 87.5% 88.9% 89.6% 80.1% 78.4% 66.0% 87.4% 88.5% 87.6%

Suspensions 2018

% of students suspended 7.7%

Change 0.2

Seek Excellence in Positive School Culture and Wellbeing Student Engagement Target 26: Increase the percentage of students achieving ‘consistently” in attribute data in formal reporting across all learning areas. A decrease in every facet of ABE data indicates that more work needs to be done around ABE reporting and effective teacher judgements of what ‘consistently’ looks like. CBPLC PLET team have developed descriptors and identified observable patterns of behaviour for each ABE. This work underpins the development of consistent teacher understanding and approach to assessing ABEs across all four partnership schools.

Target 27: NSOS survey data indicates a level of engagement on the measurement scale at or above 4.0. Students rate the statement that “My teachers expect me to do my best” at a 4.2, the highest of all responses. The National School Opinion Survey is mandated to be administered every second year. The most current survey was administered in 2018 and coincided with the arrival of several new initiatives as part of the new 2018 to 2020 Business Plan. While the responses indicate positive engagement there is still room for improvement.

Works to the best of his or her ability Consistently Often Sometimes Seldom n/a

2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018

Overall 48% 50% 45% 30% 27% 30% 17% 16% 18% 4% 6% 6% 1% 1% 1%

Shows self‐respect and care

Consistently Often Sometimes Seldom n/a

2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018

Overall 72% 71% 68% 20% 19% 22% 7% 7% 7% 1% 1% 2% 1% 1% 1%

Shows courtesy and respect for the rights of others

Consistently Often Sometimes Seldom n/a

2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018

Overall 68% 68% 66% 21% 20% 21% 8% 9% 9% 2% 2% 2% 1% 1% 1%

Participates responsibly in social and civic activities Consistently Often Sometimes Seldom n/a 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018

Overall 65% 66% 62% 22% 21% 23% 10% 10% 11% 2% 2% 3% 1% 1% 1%

Cooperates productively and builds positive relationships with others Consistently Often Sometimes Seldom n/a 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018

Overall 64% 63% 60% 24% 23% 24% 10% 10% 11% 2% 2% 3% 1% 1% 1%

Is enthusiastic about learning Consistently Often Sometimes Seldom n/a

2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018

Overall 52% 54% 48% 28% 24% 27% 16% 15% 18% 4% 6% 6% 1% 1% 1%

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

2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018

Overall 47% 52% 49% 30% 24% 27% 18% 16% 17% 4% 6% 6% 1% 1% 1%

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

2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018

Overall 57% 59% 56% 26% 23% 26% 13% 13% 13% 3% 4% 4% 1% 1% 1%

4.2

3.5

3.2

3.1

3.3

3

2.6

2.8

3.2

2.7

3.2

3.1

My teachers expect me to do my best.

My teachers provide me with useful feedback about my school work.

Teachers at my school treat students fairly.

My school is well maintained.

I feel safe at my school.

I can talk to my teachers about my concerns.

Student behaviour is well managed at my school.

I like being at my school.

My school looks for ways to improve.

My school takes students’ opinions seriously.

My teachers motivate me to learn.

My school gives me opportunities to do interesting things.

Student Satisfaction Survey

3.5

3.3

My teachers are good teachers

My teachers care about me

Student attitude towards their teachers

3.9

2.9

3.1

3.2

3.1

3.4

3.7

3.3

2.4

2.7

2.6

2.9

2.5

I am able to access my classes on CONNECT.

I use CONNECT frequently to access my school work.

I find CONNECT useful for accessing my work and keeping up to date.

I am able to find my homework on CONNECT.

I am able to locate a teacher's email address from a Connect class and email them…

I am able to navigate through folders in CONTENT and in the LIBRARY to find what I am…

I know where to look to be able to upload a submission.

I find it easy to complete my work and upload it using CONNECT.

I regularly receive feedback, on my work through, CONNECT.

I am able to access the MARKSBOOK and get ongoing information about my progress.

I receive useful notifications from my classroom teachers.

I receive important information from the school through CONNECT.

The CALENDAR reminds me of when my work is due.

Student use of CONNECT

3.2

3.0

2.9

2.5

3.0

2.6

2.7

2.5

2.4

2.5

I understand and recall the AEIOU behaviour expectations.

I like the way I can earn VIVO reward points for following the AEIOU expectations.

I like the range of things I can spend my VIVO reward points on.

My teachers explicitly teach the AEIOU expectations on a regular basis.

The AEIOU visual aids are on display in my classroom and my teacher uses them to…

I like the new recess and lunch activities.

I think the new recess and lunch activities have had a positive influence on behaviour in…

I know who the members of the Student Leadership Team are.

Student leaders are approachable and I know I can discuss my issues with them.

The Student Leadership Program adds value to the school and engages students.

Student engagement with the positive culture initiative

Seek Excellence in Positive School Culture and Wellbeing Relationships and Wellbeing Target 28: NSOS student/staff/parent survey data indicates a level of satisfaction on the measurement scale at or above 4.0. There are many significant positives in this data with parents and staff believing this is a good school, a safe school, an effective learning environment, and a school with high expectations. The perception of behaviour continues to be the lowest result and is the focus of continuous efforts to improve. Target 29: REACH pre and post‐test longitudinal data demonstrates improvement in all survey areas. Overall, the preliminary findings from a Murdoch University research report indicate that students participating in the REACH program are not experiencing greater improvements in the targeted risk or protective factor outcomes when compared against the population control sample of Mandurah. In terms of mental health (depressive symptoms), REACH program students also did not report greater improvements when compared against the population control sample. Additionally, REACH program students did not indicate improvements in the outcomes when comparing results within the cohorts from June 2017 to December 2018. In some cases, REACH program students indicated a decline in the targeted outcomes over time as well. In addressing the aims of this preliminary evaluation on the impact of the REACH program, these findings indicate that the program has not yet achieved its aims as we continue to see greater degrees of poorer outcomes when comparing outcomes against a population control sample and within the cohorts of students over time.

4.33.83.8

4.13.83.9

3.43.93.8

3.63.73.8

3.63.6

Teachers at this school expect my child to do his or her best.

Teachers at this school provide my child with useful feedback about his or…

Teachers at this school treat students fairly.

This school is well maintained.

My child feels safe at this school.

I can talk to my child’s teachers about my concerns.

Student behaviour is well managed at this school.

My child likes being at this school.

This school looks for ways to improve.

This school takes parents’ opinions seriously.

Teachers at this school motivate my child to learn.

My child is making good progress at this school.

My child's learning needs are being met at this school.

This school works with me to support my child's learning.

Parent satisfaction survey

3.6

3.8

3.7

3.8

3.8

3.8

This school has a strong relationship with the local community.

This school is well led.

I am satisfied with the overall standard of education achieved at this school.

I would recommend this school to others.

My child’s teachers are good teachers.

Teachers at this school care about my child.

4.3

4.1

4.2

4.2

3.9

4.2

4.3

3.4

3.8

4.3

3.6

4.0

3.9

4.0

3.6

3.6

Teachers at this school expect students to do their best.

Teachers at this school provide students with useful feedback about their…

Teachers at this school treat students fairly.

This school is well maintained.

Students feel safe at this school.

Students at this school can talk to their teachers about their concerns.

Parents at this school can talk to teachers about their concerns.

Student behaviour is well managed at this school.

Students like being at this school.

This school looks for ways to improve.

This school takes staff opinions seriously.

Teachers at this school motivate students to learn.

Students’ learning needs are being met at this school.

This school works with parents to support students' learning.

I receive useful feedback about my work at this school.

Staff are well supported at this school.

Staff satisfaction survey

3.8

4.0

3.9

4.0

4.2

4.3

This school has a strong relationship with the local community.

This school is well led.

I am satisfied with the overall standard of education achieved at this school.

I would recommend this school to others.

Teachers at this school are good teachers.

Teachers at this school care about their students.

Seek Excellence in Positive School Culture and Wellbeing Relationships and Wellbeing Target 30: NSOS survey data indicates a level of satisfaction on the measurement scale, regarding safety, care and feeling valued, at or above 4.0. Feeling safe and being valued are both concepts that can be challenging to quantify. In the case of the NSOS data we can see that parents place a higher value on their perception of safety than either students or staff. There is significant work being done in effective behaviour management and communication. Feeling valued is a concept with many facets. For the purpose of this target we have looked specifically at the impression of being listened to. Students have a significantly reduced perception compared to parents and staff. The College has invested heavily in a Student Leadership program and in raising awareness of who to speak to if you want your opinion heard. Target 31: 80% of parents regularly engage in the use of CONNECT to monitor their child’s progress. Engagement with the CONNECT learning management suite is positive but relies heavily on teacher input. The College’s Professional Learning plan includes opportunities for staff to increase their capacity to manage effective and engaging CONNECT spaces for their courses.

Target 32: CBPLC survey data shows an improvement in collaboration to improve student learning outcomes. CBPLC survey data shows an improvement in collaboration to improve student learning outcomes. Each CBPLC committee met regularly throughout 2018 to develop teacher capacity and improve student learning outcomes through their specific lens. The PLET team developed a comprehensive approach to assessing ABE’s which was shared across the collaborating schools for progressive implementation. The Year 6/7 team focused on developing teacher capacity in the area of numeracy to support the continued development of curriculum as a K‐12 notion especially at the point of transition. The Thinking First and STEM‐Digitech teams discussed the implications of a project‐based learning approach to developing thinking skills within integrated‐curriculum projects. Each team draws deeply on the wealth of knowledge and the breadth of experience from primary and secondary teachers.

3.3

3.8

3.3

Staff

Parent

Student

Feeling safe at school

3.6

3.6

2.7

Staff

Parent

Student

My opinions are taken seriously

4.5

4.3

3.5

3.8

3.2

3.8

3.4

3.6

3.3

3.2

3.1

3.1

4.0

3.7

3.8

3.3

It is important that teachers are given opportunities to collaborate with colleagues intheir Learning Area.

It is important that teachers are given opportunities to collaborate with colleaguesacross 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 instructional strategies and tactics as part oftheir repertoire.

Teachers at this school focus too much on content and not enough on key skills such asproblem solving and critical thinking?

Teachers at this school would benefit from more opportunities to moderate withcolleagues.

Teachers at this school effectively use formative assessment to improve studentlearning outcomes.

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

Classroom Observation and Feedback procedures at this school support myprofessional growth.

The College Performance and Development process supports my professional growth.

The College PROPELL Professional Learning Strategy supports my professional growth.

The focus areas of PROPELL meet my professional needs.

Teachers at this school develop and maintain positive relationships with students.

Teachers at this school would benefit from further support and resources to developpositive relationships with students.

Teacher stress and workload is an issue at this school.

Staff health and well‐being is supported at this school.

Staff relationships and wellbeing

4.0

3.8

3.0

3.6

3.5

3.6

3.5

3.2

3.3

3.2

3.6

3.5

3.7

3.1

I am able to access my child's classes on CONNECT.

I use CONNECT through a browser.

I use the CONNECT NOW App.

I find CONNECT useful for keeping in touch with the school about my child.

I am able to help my child to find their homework on CONNECT.

I am able to locate a teacher's email address from a CONNECT class and email them…

I am able to navigate through folders in CONTENT and in the LIBRARY to find what I…

I know where to look to be able to upload a submission.

I regularly receive feedback on my child's work through CONNECT.

I am able to access the MARKSBOOK and get ongoing information about my child's…

I am able to access my child's ATTENDANCE details through CONNECT.

I receive useful notifications from my child's classroom teachers.

I receive important information from the school through CONNECT.

The CALENDAR reminds me of when my child has work due.

Parent use of CONNECT

Gifted and Talented Selective Entrance Program The Department of Education’s Gifted and Talented (GAT) 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 GAT 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. GAT 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 GAT 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 GAT 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.

ATAR Success GAT students achieved a median ATAR of 90.75 in 2018! This is the highest ever and each year the median continues

to improve.

The top 7 students were all from the GAT Program:

Maddison Ayton who achieved a score of 97.35 and gained direct entry into Medicine at the University of Western Australia and has also qualified to study a Bachelor of Philosophy.

Nicholas Vickers achieved a score of 96.00 and gained entry into Curtin University to undertake a Bachelor of Animation and Game Design. As well, Nicholas has been awarded a Curtin Excellence Scholarship to the value of $15,000 for academic merit.

Nikia James achieved a score of 95.60, and will study a double degree in Psychology and Human Resources at Curtin University. Nikia has also been awarded a Curtin Excellence Scholarship to the value of $15,000 for academic merit.

Tristan Guest achieved a score of 94.60 and gained entry into Melbourne University where he will study Humanitarian Law.

With a score of 94.05 Jennifer Chang will also attend the University of Western Australia, where she will study Microbiology and Engineering. Jennifer was awarded a $5000 scholarship.

Catriona Garratt achieved a score of 93.80 and will undertake a Bachelor of Science at Curtin University where she will major in Physiotherapy. Catriona has also been awarded a Curtin Excellence Scholarship to the value of $15,000 for academic merit.

John Fegebank is also to be congratulated for gaining entry to Curtin University where he will study a double degree in Mathematics and Physics after achieving a score of 93.45. John has also been awarded a Curtin Excellence Scholarship to the value of $15,000 for academic merit.

Comet Bay Professional Learning Community – GAT Team The CBPLC GAT Team works to enhance our effectiveness as educators of GAT students and, in turn, the collective student body. The key elements of the CBPLC GAT team plan for 2018 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.

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 GAT 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 GAT program.

Curtin University “Engineering in Schools” Project Students in Comet Bay College’s Year 9 GAT 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 2018. 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 2018.

2018 NAPLAN Results Comet Bay College GAT 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 2018. 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 GAT CLASS MEAN 658 545 646 679 660

ALL WA MEAN 539 505 545 542 549

AUSTRALIAN SCHOOL MEAN 542 505 545 544 548

COMET BAY COLLEGE MEAN 525 489 533 533 536

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

CBC GAT CLASS MEAN 689 638 670 687 706

ALL WA MEAN 589 551 586 585 602

AUSTRALIAN SCHOOL MEAN 584 542 583 580 596

COMET BAY COLLEGE MEAN 583 535 576 578 591

2018 Financial Summary

Highlights for 2018

GAT students achieved a median ATAR of 90.75! This is the highest ever and each year the median continues

to improve.

Maddison Ayton who achieved a score of 97.35 and gained direct entry into Medicine at the University of Western Australia and has also qualified to study a Bachelor of Philosophy.

Nicholas Vickers achieved a score of 96.00 and gained entry into Curtin University to undertake a Bachelor of Animation and Game Design.

Nikia James achieved a score of 95.60, and will study a double degree in Psychology and Human Resources at Curtin University.

Tristan Guest achieved a score of 94.60 and gained entry into Melbourne University where he will study Humanitarian Law.

With a score of 94.05 Jennifer Chang will also attend the University of Western Australia, where she will study Microbiology and Engineering.

Catriona Garratt achieved a score of 93.80 and will undertake a Bachelor of Science at Curtin University where she will major in Physiotherapy.

John Fegebank is also to be congratulated for gaining entry to Curtin University where he will study a double degree in Mathematics and Physics after achieving a score of 93.45.

Meritorious Leadership Award at the Governor’s School STEM Awards.

eV Challenge – March. 2nd in Class A, 2nd in Class B, 2nd in Class C. eV Challenge – November. 2nd in Class A, 3rd in Class C. CO2 Dragsters – 4 of the top 6 in WA with Phoebe Le Tassa finishing 2nd.

Hospitality students participated in the Purple Ribbon Fundraiser High Tea at HMAS Stirling, producing high quality food and silver service under the guidance of chefs from the Royal Australian Navy.

Year 10 students catered for 50 parents at the Parent Dinner. Year 11 and 12 Caring for Children students designed and created care packages for

the homeless, delivered through the Salvation Army, Rockingham.

Year 12 Caring for Children students engaged in supporting a remote WA community and provided essential childcare products, handmade toys, and blankets for infants through BRAMS – Broome Regional Aboriginal Medical Service.

Year 7 Zombie Apocalypse – Team building activities. CBC STEM Programs featured on Today Tonight and on ABC News. Media ATAR – Tom Allen’s film Indigo was showcased at Media Perspectives as one

of the State’s top achievers in this field.

Youth on Health Festival (Yohfest) – another fantastic dance group competition entry, promoting important messages on youth health and wellbeing.

Music Roadshow to promote the College’s Music Program to the Primary Schools.

Classic Guitar Ensemble – awarded “Outstanding” for their performance at the state Classical Guitar Ensemble Festival.

City of Rockingham – Change Maker Festival.

Bendigo Bank – City of Rockingham – Improve our community competition.

CBC hosts First Lego League, Secret Harbour Regional Competition with over 40 teams competing on the day.

Marli‐Jay Robertson – winner of the Defence Resilience Award.

Marli‐Jay Robertson – STS Young Endeavour voyage from Newcastle to Sydney.

Annual Arts Expo.

AIEOU Behaviour Expectations.

Teacher, Katy Vipond, represents Australia in the Masters Hockey World Cup in Barcelona.

annual report 2018 - comet bay college – seek excellence › ... › annual-report-2018.pdf ·...

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