welcome to kurri kurri high school

Welcome toKurri KurriHigh School

Studio School

EXCELLENCE RESPECT SAFETY1

In this booklet you will find:

What is Studio School?

What are the Pathways offered in Studio School?

The Strong Relationship between Families/Advisors/Students and Mentors

What is the Big Picture Course?

Why choose this course?

Big Picture Curriculum

What is the Transition Course?


Transition Curriculum

What is Advisory?

What is a Learning Plan?

What is a Project?

What is an Exhibition?

What is Learning Through Internship?

What are Compacted VET Courses?

Key Staff Members

BYOD in Studio School

Studio School Uniform

Studio School Admission

Student Stories

Tenesha Zac

Success Stories Ainsley Taylah


What is Studio School ?

Studio School is a new way of learning. It relies on students pursuing their interests and applying their learning in real world situations, particularly in the workforce, through our Learning Through Internship program.

Studio School offers a range of opportunities for students no matter where they would like to go in life. It also offers the opportunity for deep self-reflection and personal development to ensure students achieve, not only their dream job in meaningful employment, but also the ability to be happy and fulfilled individuals and citizens.

A Studio School graduate knows what they want and how to get it.

What are the Pathways offered in the Studio School?


The strong relationship between Families/Advisors/Students and Mentors

In the Studio School, families play a significant role in their child’s education. We recognise that students first begin to learn at home and that if we are all working together to help a child achieve their potential they are so much more likely to make it. We consider families to be an essential part of our design and expect you to attend the school at least twice a term to support the development of a Learning Plan (usually around Week 3) and to attend your child’s Exhibition of their learning (usually around Weeks 9 and 10).


What is the Big Picture Course?In 2021, this course will be available to students in Years 9-11.

The Big Picture Course is a new academic pathway design that supports students to achieve the same post-school destinations as a traditional HSC and/or ATAR Pathway.


Students choose this course if they would like to devote time in their schooling to pursuing their own interests and passions. Students work on completing individual projects, recorded in detailed portfolios and presented at Exhibitions at the end of each term. In the senior years, students complete a Graduate Portfolio which they can use to present to any one of 14 Australian Universities to gain admission to their degrees. They can also use their portfolio to demonstrate deep knowledge of a profession in an interview in order to secure employment.


Big Picture Curriculum

Stage 5 Curriculum: Year 9 and Year 10

Students do not attend regular subjects, with the exception of one elective, but complete tasks in their projects that allow them to receive a Record of School Achievement (ROSA) in the following subjects, provided they complete Year 10.

• English• Science• Personal development, health and psychical education (PDHPE)• Humans society and its environment (HSIE)• Mathematics• Work Studies• Future Focused InquiryStudents are accepted into the Stage 6 Studio School courses – either Big Picture or Transition – after having successfully completed a Gateway Exhibition, which is a showcase of all of the work they have completed in their Big Picture careers.

Stage 6 Curriculum: Year 11 and Year 12

Students complete personal projects based on their interests. In Year 12, they complete a Graduation Portfolio, which is based on an in-depth project and a personal narrative. The Graduation Portfolio is also a curated collection of all of the projects students have completed since they began the Big Picture course.

Students may do electives by enrolling in mainstream courses of interest to them. However, it is not recommended for a Big Picture student to choose more than one elective as this will detract from the time they have to complete their individual projects.


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What is the Transition Course?

In 2021, this course will be available to student in Years 10-12.

The Transition Course is a transition to work pathway that supports students to achieve meaningful employment, particularly in Apprenticeships and Traineeships. It is for students who would like to leave school and enter into the workforce as soon as possible and who do not necessarily wish to complete Year 12.


Students would choose this course if they would like to transition to the workforce as soon as possible.


Transition CurriculumWithin this curriculum, students complete the Board Endorsed Portfolio and Presentation Course as well as the Numeracy Content Endorsed Course.

Beyond these courses, the Stage 6 Transition course has been specifically designed for the context of Kurri Kurri High School and the students, families and community it serves. The curriculum has:

• 42 outcomes

• 7 skills – Communication, Collaboration, Creativity, Critical Thinking, Literacy, Numeracy, Self-Directed/Organisational Skills

• 6 components of each skill – Advisory, Internship, Internship Planning and Reflection, Project Development, Portfolio and Exhibition

These elements are assessed regularly in collaboration between the students and their advisors.

The course is presented through eight units of work which support students to individualise their learning whilst keeping them on track to achieve their goals


Advisory is a key feature of our learning design. Advisories in the Studio School have 17-30 students with a diversity of interests and passions.

An advisor is more than a classroom teacher; they are an integral part of an environment that allows students the freedom to find themselves with the support and motivation of inspiring adults.

Advisors create a safe, trusting, and collaborative learning environment that enables students to learn through school and community experiences. The Advisor supports students to develop as unique, mature, able, knowledgeable, and responsible individuals.

Advisors are to be responsible for the educational journey of their students and their successful graduation and/or transition to work or higher learning.

What is Advisory?

Students complete projects based on their interests. This could be related to their Internship or any other passion they would like to pursue. Projects are framed by driving questions which the students articulate in their Learning Plans. Projects represent deep and meaningful learning. Students record their learning journey throughout their project in their Portfolio and present their findings from their projects at their Exhibitions.

What is a Learning Plan?

Students complete Learning Plans at the beginning of each term in Studio School. These plans are created collaboratively with the student, their advisor and their family. The Learning Plan provides a blueprint for action and helps students to approach self-directed learning in a strategic way. The plan outlines the student’s goals and how they plan to achieve them.

What is a Project?


One of the most important aspects of the Studio School is the exhibition of student work each term.

These exhibitions form the culmination of the work produced by a student over the term in an authentic and powerful assessment of learning. A detailed gateway exhibition is completed by students at the end of Year 10, demonstrating their growth as a learner throughout their time in Studio School.

Each exhibition represents the learning the student has undertaken over the term and provides them with an opportunity to publicly show their achievements, discuss their journey as a learner, understand their learning, identify the roadblocks and celebrate the successes while receiving feedback from their audience.

Students can invite a number of people to their exhibitions and present evidence and artefacts of their learning through their learning plan and portfolio collection of their work. Here they show how they have pursued a deep and rigorous personal interest project, contributed to their LTI (learning through internship) placement and highlight their growth over time.

Exhibitions develop over time and are expected to be 20 minutes in length. Everyone has a contribution to make to the exhibition either by way of questions, or feedback to the student. Students are given warm and cool feedback providing opportunities to further develop and grow.

Exhibitions have in many cases, exceeded our expectations of student achievement!

Students seeking the graduation portfolio entry into University, need to complete detailed exhibitions as this is one of the key components of gaining University entry in a personally selected field.

What is an Exhibition?


What is Learning Through Internship (LTI)?

Internships offer far more opportunities than a traditional work experience program.

In the Studio School, we believe that learning can happen anywhere, not just inside classroom walls. Learning through internship (LTI) involves students spending minimum of a day a week within a community organisation or business of their choosing to become an active member of their team.

Internships can be preceded by interviewing an expert or spending a shadow day with an organisation. The internship can run over the school term or longer. LTIs allow students to experience more aspects of the workplace, make their own networks and make strong connections with an adult with similar interests, called a mentor.

Under the direction of a mentor, students produce meaningful work at their placements in the form of a project. Students and their mentor within the organisation design a project around their passion, one which will give the student skills while allowing them to contribute something helpful back to the organisation or business. They present their LTI project at school as evidence of their learning within their exhibition.

Project work is designed to foster broad learning as well as students’ vocational and employability skills. The internship is integrated with the student’s learning goals and school-based study. Students include LTIs as part of their term learning plan.

What are Compacted VET courses?

Compacted VET courses are available to students in Years 11 and 12. They run for a full day each week and allow students to achieve a Certificate I or Certificate II over one year, instead of two. In Studio School we have the capacity to offer Construction, Metals and Engineering and Hospitality. In 2021, we will be running Construction and Hospitality.


Key staff members

Mrs Jane SomervilleDeputy Principal - Studio School

Lisa ScobieI am the Head Teacher of the Studio School at KKHS. I have been looking over the fence at the Big Picture model since the Cooks Hill Campus opened in 2008 and I am excited to finally have a chance to work with students and advisors in this way.

I originally trained as an English teacher and have also taught History and Commerce. I have taught previously at Condobolin and Kotara High School’s and I started at KKHS is 2016.

I am married and enjoy activities like going out for dinner and doing renovations on our caravan interspersed with swims at the beach.

David BuswellBuz, as he is known, is the founder and mastermind behind the Studio School at Kurri Kurri High School. A former Cooks Hill Campus Advisor, he was originally employed at Kurri Kurri High School as the Head Teacher of the TAS Faculty. After working closely with the Year 10 group of 2017, Buz decided to take a pay cut and presented the idea of a Stage 6 Non-ATAR Program to assist these students to return to school and complete an alternative path of study to the traditional structure of the HSC program.

Buz has many years of professional experience across teaching, engineering and sport careers which are the reason why he enjoys working with our senior students in assisting them to transition from school to employment and further study.

His passions include, coaching young people to realise their potential, football, paddle-boarding, jet-skiing and renovating houses.


Key staff members

Emma KirkAfter sustaining a badly injured split-end on the tennis courts at a young age, Emma realised her career in tennis was over. She decided a change was in need and began her career as a teacher, locally. A born and bred Hunter girl, Emma met her future husband on “Farmer Wants a Career” at a local career expo. After a few years of teaching she ventured far from home. Inverell became Emma’s new home for four terms where she dabbled in wedding planning, but once married, realised that wasn’t where her passion was. She made a move to Moree where she starred as the Senior Learning Centre Coordinator for five terms. Deciding it was time to put her fear of injury behind her, she played her first game of professional netball. After some time away and a bit of soul searching, Emma realised it was time to head back to where it all began. After a meeting with Buz and his Year 10 and 12 students, Emma found her new home. Emma has been the funnier half of the duo for the past five terms and has found her true calling guiding students as they transition from school to employment and for some, further study. This role has allowed her to uncover her powers as a dream analyst and has also refuelled her desire to become a professional athlete and she is now in training for the CrossFit Games. Other passions of Emma’s include cooking, eating and beating Buz in the beep test.

Brendt EvendenBrendt Evenden is an advisor in the Studio School. Having always looked to push the boundaries of what secondary schooling can be since starting his teaching career in 2001, Brendt began his Big Picture journey in 2014 at the then newly-established Cooks Hill Campus, the first “green field” campus using the Big Picture Education design for learning. Brendt was one of the first 5 advisors, working alongside Kurri Kurri High School’s current principal, Mrs Tracey Breese.

Realising the transformative nature of this design, Brendt has advocated for adoption of the design in schools through hosting school visits, attendance at conferences and in TV appearances. Brendt has also sought to share his experience with teachers by becoming a Coach in the Big Picture Education Australia network.

In his time at Cooks Hill Campus, Brendt was an advisor to 76 students and was involved in over 400 learning plans, exhibitions and portfolios. Now at Kurri Kurri High School’s Studio School, he will use his passion for helping students to achieve their dreams and will share his knowledge and skills with students and advisors. As a resident of the Hunter region, Brendt has long held the desire for the establishment of a Big Picture academy to support students in the Maitland/Cessnock area. His transfer to Kurri Kurri High School in 2020 is the realisation of this dream.

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Melissa (Mel) ThomsonI grew up not far from here, over Mount Sugarloaf in the town of Barnsley. I received my degree at the University of Newcastle, completing a Bachelor of Education and Visual Arts. I have been teaching since 2002 and started my career at Young High School where I was appointed a permanent position. Teaching in a rural school allowed me to immerse myself in the community. I started my family while living in Young and I am married with two sons.

In 2014 I was fortunate enough to receive a transfer to Kurri Kurri High School where I taught Visual Arts until 2019. I had observed the Studio School and was intrigued by the learning that was coming from this space. I took it upon myself to attend various Big Picture Education settings around the Newcastle area. I was fortunate enough to be given the opportunity to become the Year 9 Advisor alongside Meg Robson for 2020.

Outside of school I am a committee member of the Eczema Association of Australasia and spend much of my spare time involved with eczema organisations in Australia, South Africa and the United States of America. This passion stemmed from my eldest child having severe eczema from a young age. I also enjoy camping, horses, music and spending time with family.

Key staff members

Meg RobsonI have been teaching for over 20 years. I have just taken a new opportunity of teaching in the BPE setting and I am looking forward to making a difference. I became a teacher to make a difference and to hopefully inspire students to achieve their best. I have 55 cats and love restoring furniture, drawing and baking.

Peter Asvestas (Mr A)My name is Peter Asvestas or as the kids call me Mr A. I have been teaching now for 6 years in the PDHPE faculty. I have been at Kurri Kurri High school for 4 years and was lead teacher in Lifestyle in stage 4. I am Year 11 year advisor and have an interest in how leadership works within schools. That is why I am currently completing my Masters in Leadership and Management in Education at Newcastle University. I also mentor students at the Newcastle University and help them with their educational journey.

My passion is allowing students to be the best version they can be. I encourage students in my class to value their education and improve their overall well being. My proudest moment in my life is meeting my wife and marrying her in Santorini. I love animals, I own 5 cats and 2 dogs, and also work for Hunter animal rescue and have rescued over 20 cats.I look forward to becoming an advisor of Year 9 and seeing the kids achieve all their goals.


BYOD in Studio SchoolStudio School students must have a device to support their learning. Due to the personalised and independent nature of the work completed in advisories, all students will need to have access to Canvas in every lesson.

Students can either bring their own device from home or utilise the day loan equity devices available from the school. Details of KKHS’s BYOD policies and equity device access can be found on the KKHS website.

Studio School uniform

Studio School Students have elements of their own uniform including two different polo style shirts that were designed by students. Polo shirts along with the remaining school uniform is available from the school Uniform Shop.

Studio School admissionThe two main criteria for admission are:

• the student demonstrates a passion and interest and is willing to find an LTI (Learning Through Internship) to guide their project• the student has demonstrated initiative and the ability to drive their own independent learning


Tenesha Transition Course During year 8 and 9 I didn’t want to be at school. I got in with the wrong crowd and tried to act like everyone else. This led to me being caught up in a lot of drama which led to me being involved in physical fights and getting suspended. I thought this kind of behaviour was cool at the time.

I moved to Wee Waa for year 9. I remember walking into my first class with my headphones in thinking I was pretty cool. My teacher, the Deputy asked me to remove my headphones and I responded pretty negatively. Eventually I made a new group of friends and finally started enjoying going to school. From this point I started doing my work and getting better grades and enjoyed this sense of achievement.

When I returned to Kurri I was further ahead than the rest of year 10 and felt that I was going over what I had already learnt and this was negatively impacting my ability to learn. I began truanting and I was concerned I wasn’t being heard by my teachers. I started spending time in the year 10 Studio School class and realised it was something I felt I could benefit from. I struggle to focus on multiple things such as completing a range of assessments from different subjects at once and I felt that the experience I would gain in Studio School through Learning Through Internships would help me get a job when I am ready to leave school. I like the sense of community the Studio School provides, and I have enjoyed the opportunities I have had to establish my leadership skills.

Based on my own experiences I have realised I am passionate about helping younger students in their journey through school. I want to be a mentor for younger people and encourage them to attend school and see the benefits of education, helping them to realise their potential. I know how it feels to experience achievement and I want others to feel that too.

I began my journey in Studio School with an interest in becoming a diesel mechanic, but then changed my thoughts to the idea of childcare, because I spend time with my niece and nephew. I liked the idea of becoming a lawyer for younger people to help provide them with a voice. Recently, I have considered becoming a real estate agent. I like the idea of the income but also the fact that I could help families find their dream home. Since working with year 10 students in mainstream classes I have begun to consider a career that supports adolescents throughout their schooling. This might be as a teacher’s aide or possibly a teacher. I’m not too sure yet but am exploring the possibilities.

The majority of my decisions are based on my past experiences and how I can learn from these and support others who may be experiencing similar issues. I advocate for young people and believe I am a positive role model who can speak openly and maturely about my experiences to help others. The Studio School allows me to try all these different careers, as I do not want to be in a career in 10 years and realise that I hate it.

Student stories


ZacBig Picture CourseBefore Studio School, I did not want to be at school and my learning was definitely not my priority. My attitude towards others and myself was rather hostile and didn’t see myself going anywhere with my schooling and I was just sitting and waiting it out, and being stuck on the fence with what to do with myself and my education.Since being in Studio School, I have done a full 180 on what I was like last year. Just little things, like my attitude and perspective of school itself are completely different. I am completely focused on a trade and am completing work based around that career. Being in Studio School has not only given me a new perspective on my education but also a feeling of belonging and warmth, our advisors have guided us into paths we would never imagine being

capable of pursuing, and in the near future I hope to attain an apprenticeship in the career I would love.

Student stories


Ainsley Transition Course Apprentice Electrician

“I really appreciated the opportunity to meet new people and being pushed to the limits by my advisors”

I joined the Studio School at the end of 2018 to assist me gaining real life experience that would assist me in obtaining employment. One of the advantages of this program for me was to gain work experience in different trades to help me decide which industry to pursue. This program allowed me to step out of my comfort zone and try new things.

One of my first internships was at Summit Bathrooms and, as a result of this, I was able to tile a splashback for our kitchen in the Studio School classroom. From here I gained the confidence to complete many other internships and was starting to target mines such as Bulga and companies such as PPK to gain experience in heavy industry.

Throughout 2019 I applied for many apprenticeships and was lucky enough to complete a week internship at Ampcontrol’s Tomago workshop and even though I was initially unsuccessful by a couple of marks in their aptitude test, they invited me for an interview where I gained my electrical apprenticeship. I love being an electrician it is challenging and a fun trade to be involved in.

Reflecting on my time in the Studio School I really appreciated the opportunity to meet new people and being pushed to the limits by my advisors.

Success stories


TaylahTransition CourseApprentice Plant Mechanic

I initially came into the program as I had had enough of mainstream school and found myself having multiple days off a week as I found the work and information unnecessary and it wasn’t going to help me with my future so I learnt more about the program by getting papers and having meetings with the advisors to find out if I would be suitable for a place in this independent learning space.

My experience with childcare was that before joining studio school I was going to do a traineeship at Tilly’s worth $8,000 without even knowing if I would enjoy it luckily when I did join studio school I did work placement every Monday for a term and it was nothing like I imagined and I hated it I am so glad I did my work placement instead of just going into it without any knowledge.

I did an internship with Greg Brown Electrical and found myself counting down the hours until finishing as I stood around all day and didn’t find myself engaged in the domestic electrical work so I took some initiative and emailed Ampcontrol Cameron park in hope for a week’s work placement. I emailed in week 8 so we assumed I would just do my placement the following term but I received an email the next day saying I had placement in week 10. I was so nervous. I sat out the front of Ampcontrol messaging Buz saying I couldn’t do it but I went in and did my weeks’ worth of placement and I loved it. I had learnt so much in only a week but I found that I enjoyed pulling the work apart and finding the issue rather than rewiring the work.

In 2019, I had applied for many apprenticeships and never was successful but I had received the aptitude test for Komatsu and in the later weeks I had received 3 phone interviews but then never heard anything but using my networks, I received an email in March regarding an interview at Rutherford Komatsu about a potential apprenticeship for June 2020. I conducted my interview and I now have the choice of Electrical or a Plant mechanic and they would set up a week’s work at both to see what I preferred but due to COVID-19 my work placement was pushed back as well as my apprenticeship until January 2021. Now I get to complete year 12 and have another six months to prepare myself to be the best work ready person I can be.

If I was still in mainstream schooling I would have most likely dropped out or completely bummed year 12 which is not what I would have wanted but because of my lack of interest and motivation for mainstream work, that’s where I was heading. I also would not have gotten my apprenticeship or completed all the work I have from being in here. I am grateful I have had the opportunity to be in here for the last year.

Success stories


Learning Disposition Wheel

C O G NI T ION

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EMPATHY

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TEAMWORK

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At Kurri Kurri High School we have been working with a team from 4Cs Transformative Learning to deeply embed the 4Cs into our curriculum. Students are focused on developing their skills in:

• Creativity• Critical Reflection• Collaboration• Communication

These are the skills employers, universities and other tertiary education providers are telling schools that students need to more effectively develop.The Learning Disposition Wheel is used to frame our conversations about learning. In Studio School, it is a tool for students, their peers and their advisors to use collaboratively to promote self-reflection so that students can more clearly target their goals into the future.We particularly love the Learning Disposition Wheel in Studio School as it fits with our ethos of educating the whole student by giving equal weighting to the development of their cognitive, interpersonal and intrapersonal skills.

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Contact us via:Lisa Scobie4937 1877

welcome to kurri kurri high school

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