1 Gungahlin College Annual School Board Report 2014
This report supports the work being done in the ACT Education and Training Directorate, as outlined in the Strategic Plan 2014-2017 “Educational capital: Leading the Nation”. It complies with reporting requirements detailed within the Education ACT 2004 and the
National Education Agreement.
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© Australian Capital Territory, Canberra, 2014
Material in this publication may be reproduced provided due acknowledgement is made.
The school website is http://www.gungahlincollege.act.edu.au.
Inquiries about this publication should be directed to:
Gungahlin College
Gozzard St
Gungahlin ACT 2012
General Inquiries:
Telephone (02) 6142 1000

2 Gungahlin College Annual School Board Report 2014
Gungahlin College opened in 2011 with 308 students and has now grown to 920 in 2014.
2014 was our third year with a graduating year 12 cohort, and it was the third year of the
Year 10 SMART program (Science, Mathematics and Related Technology). Twenty two students in this program were able to commence year 11 curriculum as part of their Year 10
Certificate.
Our vast range of curriculum offerings included six foreign languages, and the introduction of Theory of Knowledge. The Study Support Centre and Skills School that operated during blended learning time was extremely successful with specialist teachers assisting students in their learning.
2014 was the first year of the College House system, consisting of Hydra (Blue), Draco
(Green), Phoenix (Orange) and Orion (Yellow). The houses were supported by four House
Coordinators (one for each house) and eight student House Captains (2 for each house).
Year 11 and 12 Connect groups are now grouped together by houses.
Staff professional learning was scheduled into the timetable throughout the year with timeslots dedicated to professional learning and sharing. Every second week was a dedicated meeting time for Professional Learning Teams (PTL’s). A significant amount of staff professional learning also occurred in the use of information communication technology (ICT) in teaching and learning. Priority was also given to pedagogy within collaborative learning areas; requirements of the Board of Senior Secondary Studies (BSSS) in assessment and reporting; and Registered Training Organisation (RTO) requirements.
In 2014 Gungahlin College participated in the ETD Microsoft 365 trial and was invited by
AITSL to work with eight other schools to become the Regional Design Hub for AITSL
Learning Frontiers. This work will continue in 2015 through many school-based projects focussing on student engagement and student entrepreneurship.
Gungahlin College’s innovative design and visionary approach to education earns its
‘lighthouse’ status and as such hosts ever increasing numbers of educators from local, national and international institutions. The challenge for Gungahlin College is to continue to innovate, and deliver on its moral and educational purpose; connecting young people to a global society through outstanding learning opportunities and the celebration the achievements of its graduates and their successes.

3 Gungahlin College Annual School Board Report 2014
In 2014 there was a total of 883 students enrolled at this school.
Table: 2014 Student Enrolment Breakdown
Group Number of Students
Male
Female
420
463
Indigenous 16
LBOTE 290
Source: Planning and Performance, August 2014
The following table identifies the attendance rate of students by year level during 2014.
Student attendance rate is the percentage of school days attended by students in each year level at the school. Student attendance is measured over two school terms; that is from the first day of the school year for students in term one to the last day of term two.
Table: 2014 Semester 1 attendance rates
Year Level Attendance Rate %
10
11
94.5
90.4
12 84.5
Source: Planning and Performance, July 2014
The college utilises an SMS/email messaging service to parents for students with unexplained absences.
All teachers meet the professional requirements for teaching in an ACT public school.
The proportion of teaching staff with certificates/degrees/diplomas and a postgraduate qualification is shown below.
Table: 2014 Qualification of Teaching Staff
Qualifications Teaching staff (%)
Certificate/Diploma/Degree
Postgraduate
100
58
Source: School Data, November 2014

4 Gungahlin College Annual School Board Report 2014
One classroom teacher achieved Lead Teacher standard with the ACT Teacher Quality
Institute
In 2014, the workforce composition of the school is highlighted in the following table. The data is taken from the school’s verified August pay report . For reporting purposes It includes all school staff including preschools if applicable, staff absent for a period of less than four consecutive weeks, staff replacing staff absent for more than four consecutive weeks. It does not include all casuals and staff who were not paid in this period and staff absent for a period of four consecutive weeks or longer nor unfilled vacancies.
Table: 2014 Workforce Composition Numbers
Role
Administrative Service Officers
General Service Officers & Equivalent
School Leader A
School Leader B
School Leader C
Teachers
TOTAL
Source: Workforce Management, August census 2014
Total
12
1
1
2
10
55
81
There are no indigenous staff at this school.
In 2014 the College employed an additional SLC, in the role of Executive Teacher
Professional Practice.
The college Parents and Citizens (P&C) has initiated a second hand uniform pool as well as hosted Parent Information Forums. It is estimated that volunteers have worked in the school during 2014 for 140 hours.
In 2014, the ACT Education and Training Directorates Strategic Plan 2014-2017 provided the framework and strategic direction for the school’s plan. This is supported by the School
Improvement in ACT Public Schools Directions 2010-2014 and the School Improvement
Framework which are the overarching documents providing support to achieve high standards in student learning, innovation and best practice in ACT public schools.
All ACT public schools participate in a four year cycle of school review and development.
Schools take part in a continuous cycle of review comprising annual self assessments against

5 Gungahlin College Annual School Board Report 2014 their school plans. In the fourth year schools undergo an external validation process. This process provides an independent and unbiased assessment of the school’s progress towards achieving system and school priorities.
Gungahlin College will be validated in 2015. A copy of the last validation report can be found on the school website.
Schools continually use a range of data collection tools to gain an understanding of the satisfaction levels of their parents and carers, staff and students. In August/September
2014 the school undertook a survey to gain an understanding of school satisfaction at that time. Staff, parents and students from year 5, and above, with the exception of students in special schools, who were invited to take part in an online survey.
In 2014, 119 parents, 59 staff and 452 students responded to the survey. Where less than five responses were received the results were not reported due to concerns about participant privacy.
In 2014, 78% of parents and carers, 93% of staff, and 82% of students at this school indicated they were satisfied with the education provided by the school.
As well in 2014, 14 national parent survey items and 12 national student survey items were included in the surveys. These items were approved by the Standing Council on School
Education and Early Childhood (SCSEEC) for use from 2014. The following tables show the percentage of parents and carers and students who agreed with each of the national items at this school.
Table: Proportion of parents and carers in agreement with each national opinion item
Item (%)
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 her school work.
87
78
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.
83
97
96
81
Student behaviour is well managed at this school.
My child likes being at this school.
This school looks for ways to improve.
69
85
74

6 Gungahlin College Annual School Board Report 2014
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.
Source: 2014 School Satisfaction Surveys, September 2014
Table: Proportion of students in agreement with each national opinion item
Item
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.
Source: 2014 School Satisfaction Surveys, September 2014
67
72
70
72
67
This information can be considered alongside information available on the My School website
( http://www.myschool.edu.au
).
65
74
77
67
68
77
74
82
84
67
(%)
89
78
These results as well as the continual review of school performance contributed to the evaluation of our school plan and the development of annual operating plans. The school plan is available on the school website.
Significant professional learning was undertaken both “in house” and externally. Staff professional learning was scheduled into the timetable throughout the year with timeslots dedicated to sharing and professional learning.
In 2014, one of our priorities was to develop teacher Professional Leaning Teams (PLTs) across the college. Teachers from faculty and cross faculty disciplines, met each fortnight during dedicated PL timeslots. Peer coaching following the QT model was also developed as part of PLTs. Outcomes of each PLT were the shared with all staff twice per year.

7 Gungahlin College Annual School Board Report 2014

Whole school PL in term 1 focussed on Mental Health, Depression and Anxiety.
 Significant staff professional learning also occurred in the use of ICT in teaching and learning, in particular, the use of a new online learning environment called
“Schoology”.

Several staff trialled Microsoft 365 with their classes as part of a ACT ETD pilot program

Six teachers also undertook the University of NSW Mini-COGE training in Gifted and
Talented Education, which was then rolled out to whole school professional learning in January 2015.
Year 12 outcomes are shown in the following table in relation to the percentage receiving a
Year 12 certificate and the Australian Tertiary Admission Rank (ATAR).
It will not include data for those students who were successful in an equivalent pathway organised by the school. The proportion of students is based on the college’s February census enrolment data.
Table: Year 12 Outcomes for Students
Year 12 Outcomes
Percentage of year 12 students receiving a Year 12 Certificate
Percentage of year 12 students receiving a Year 12 or equivalent VET qualification (without duplicates) within the school setting
Percentage of year 12 students receiving an ATAR
Percentage of year 12 students in top 5 percent of ATAR
The median ATAR for year 12 students
Source Board of Senior Secondary Studies
Total
91.41
91.41
44.70
1.01
72.80
Gungahlin College had the highest completion rate of VET certification of all ACT Colleges.
Other data from the BSSS includes:
 93 students gained at least one vocational certificate
 241 students gained at least one statement of attainment
 362 students graduated with a Year 12 Certificate- up 29%
 177 receive a Tertiary Entrance Statement (TES) -up 27%
 175 Vocation Certificates awarded to Yr 12 students-up 94%
 46 students completed an Australian School Based Apprenticeship , 6 of these from
Gungahlin College RTO- up 280%

18 student achieved an ATAR above 90 -up 20%

131 (74%) achieved an ATAR above 65- up 19%

96% have achieved an ATAR to gain direct entry into a local university -up 20%

8 Gungahlin College Annual School Board Report 2014
The following graph show the 2014 post school destination of college students who were awarded a Year 12 Certificate in 2013. As many of the respondents were engaged in both study and employment, the percentage total is greater than one hundred percent.
College (%)
ACT (%)
University CIT/TAFE Other training provider
41.8
40.0
17.9
13.3
Source: Planning and Performance, December 2014
5.6
5.9
Deferred
Studies
26.5
32.5
Employed Not studying or employed
73.0
73.0
9.2
8.1

The college has strengthened its offering of languages, with 6 foreign languages flourishing in the College. Italian, French, German, Chinese, Korean and Japanese. In
2014 our students studying languages performed extremely well. The Dux of our college studied 3 languages.

Theory of Knowledge (T) was successfully introduced as a new course area in 2014.

Ten students also commenced undergraduate courses at ANU, as part of their Yr 12
Certificate, in the areas of Mathematics, Physics, Chemistry or Japanese.

9 Gungahlin College Annual School Board Report 2014
Build and further develop productive student relationships and engagement with learning
Targets
By the end of 2014

75% students indicate they agree/strongly agree with the statement I like being at my
school in the school satisfaction survey

85% students indicate they agree/strongly agree with the statement Overall I am
satisfied I am getting a good education at this school in the school satisfaction survey

Above average staff response, compared to previous years, on School Evaluation Matrix
Question “Does the school have effective processes and practices to enable students to be engaged in and take responsibility for their learning”.
Directorate Priority Areas covered with this priority
Quality Learning, Inspirational teaching and leadership, High expectations, High performance, Connecting with Families and the Community.
Progress
In 2014 our improvement strategy was to review and consolidate Connect curriculum,
programs and roles. The Connect course being delivered since 2011 was Connected
Learning (A). As this BSSS approved course was due for renewal in 2014, two of our teachers worked collaboratively with BSSS staff to undertake the course writing of the new
Connected Learning Course (A). As part of this process both teachers and students had the opportunity to provide feedback, suggestions and ideas of what the new course would look like. This process also led to the consideration of writing our own Connect program as an
Registered unit.
With a growing student population, we grouped our Connect groups into more manageable
House groupings. Students were engaged in determining House names, designing of House logos and the voting of House Captains. 2014 was the first year of the College House system, consisting of Hydra (Blue), Draco (Green), Phoenix (Orange) and Orion (Yellow). The houses were supported by four House Coordinators (one for each house) and eight student House
Captains (2 for each house).
Our school based data indicated a reduction in V grades awarded to the Connect Course, hence a ride overall in the awarding of grades.
We also measured a 5 percentage point increase in the students response to the school satisfaction survey question “my school gives the opportunities to do interesting things”
(72% in 2013 to 77% in 2014 ).

10 Gungahlin College Annual School Board Report 2014
Targets met:
 75% students indicate they agree/strongly agree with the statement I like being at my
school in the school satisfaction survey. This result was 74% in 2014

85% students indicate they agree/strongly agree with the statement Overall I am
satisfied I am getting a good education at this school in the school satisfaction survey
This result was 82% in 2014

Above average staff response, compared to previous years, on School Evaluation Matrix
Question “Does the school have effective processes and practices to enable students to be engaged in and take responsibility for their learning”.
Foster further innovation in curriculum delivery and structure
Targets
By the end of 2014
 At least one assessment item (under new Australian Curriculum), be identified as Best
Practice at BSSS Moderation Day

Above average staff response, compared to previous years, on student response to “I was encourage to see information from different points of view or to try different ways of doing things” across all courses each semester .
Directorate Priority Areas covered with this priority
Quality Learning, Inspirational teaching and leadership, High expectations, High performance, Connecting with Families and the Community, Business innovation and improvement
Progress
The College focused on three Key Improvement Strategies under this priority
Key Improvement Strategy 1: Revise professional learning processes to align with school priorities and inclusive of feedback to staff
In semester one, staff worked in faculty based Professional Learning Teams (PLT’s) with the goals of:

Increasing the number of high performing students

Reducing the number of V grades

Increase learning opportunities and outcomes for students with learning difficulties in achieving a Year 12 Certificate
This work continued in semester two, with additional PLTs forming across faculty areas.
Several staff participated in peer coaching following the QT model.
After surveying our staff on the progress of their PLT’s throughout the year

11 Gungahlin College Annual School Board Report 2014

81% of teachers agreed or strongly agreed that they placed a high value on PLT time each fortnight
 70% agreed or strongly agreed that they were happy with the focus and progress of their
PLT.

V Grades were reduced by 8.2% from 2013 to 2014
 The new Australian Curriculum was trialled in the course areas of English, History and
Mathematics with new assessment items developed in each of these course areas.

Six teachers were congratulated by BSSS for producing exemplar units of work, judged by their peers at Moderation Day. These were in the areas of: Physics, Mathematics,
Media, Drama, Tourism and Sport Fitness & Admin
Overall outcomes off success in 2014 Year 12 Certification:

18 students received an ATAR over 90 (up 20% on 2013)

74% received an ATAR over 65 (up 19% on 2013)

Gungahlin College had the highest completion rate of VET certification of all ACT
Colleges
 93 students gained at least one vocational certificate
 241 students gained at least one statement of attainment
Key Improvement Strategy 2: Ongoing evaluation and revision of timetable structures (to facilitate sharing, collaboration, flexible delivery and team teaching through the timetable)
As a growing school in a growing area, Gungahlin College has reached capacity in just four years. The College was required to develop a 2015 timetable to suit all stakeholders, in order to maximise building capacity day and night. Significant time was spent on the consultation and development of the new timetable with input sought from staff, students, parents, AEU, BSSS and ACT Education Directorate. This resulted in delivery of classes from
8.30 am to 4.30 pm and an additional block of teaching time to 8pm on a Wednesday night.
The timetable is compatible with Gungahlin CIT and Gungahlin Public Library that are open until 8pm. The entire site has now become a hub of learning, both day and night. The first trial of night classes was undertaken in semester two, with very positive feedback from the staff and students involved. A night College Principal was appointed and 13 classes are timetabled for Wednesday night in 2015.
Significant building work was also planned and carried out with the assistance of the
Directorate’s School Capital Works, to create additional teaching spaces, enlarge current teaching spaces, create more functional spaces for team teaching, and student support areas for students. Staffrooms were also refurbished to accommodate the larger staff population
Key Improvement Strategy 3: Yearly Action Research Project
In 2014 Gungahlin College was selected as an ACT Foundation School for trialling of new ICT devices with Microsoft 365.

12 Gungahlin College Annual School Board Report 2014
The devices were allocated to teachers and students in three allocated classes:
Yr 10 SMART program ,
Yr 12 Specialist Maths
Yr 12 Biology
The following learning benefits were observed by the teachers and students who participated in the trial:
1.
Greater personalization was possible when students had their own devices, since lesson activities could more easily be extended (or additional support provided) for the individual without rushing through the content or holding anyone back.
2.
The use of the devices provided a more practical element to classroom activities, and this made them more engaging than listening to lectures of writing notes.
3.
The ease with which applications could be installed and removed meant that students and teachers were more likely to browse for tools that could support their learning and experiment with various options.
4.
Having two devices meant that one could be used for viewing/accessing content while another could be used for authoring – this is possible due to the portability of devices.
5.
Greater access to communication and resources (via Schoology) meant students (and teachers) were more likely to remain engaged with activities, content and messages on the platform than if they were not accessing a computer regularly.
6.
Teachers felt they could more reliably make use of technology since students had simple and fast access to the Internet, and the wireless network was robust enough to support it. Being able to use this technology meant more scope for deeper analysis and a greater foundation for high expectations to be set.
7.
The multiple options students had for authoring their responses meant students who might otherwise have not engaged with that type of work/activity/assessment task could do so in an alternative way (e.g. audio rather than writing).
8.
The built-in dictionary/spell-checker and thesaurus tools made it easier for students to look up words and definitions more easily when this was required. This includes for foreign languages, where installation of a language pack/alternative type of input meant that students could switch between multiple languages easily and quickly.
As a result of this trial ACT Education Directorate and individual schools have developed a
Bring Your Own Device (BYOD) policy and Microsoft 365 will be available to all ACT students in 2015.
Target Met:
 At least one assessment item (under new Australian Curriculum), be identified as Best
Practice at BSSS Moderation Day. The Maths Methods portfolio was deemed an exemplar semester of work at Moderation Day 2014

Above average response, to “I was encourage to see information from different points of view or to try different ways of doing things” across all courses each semester. This response increased for 72% in 2013 to 77% in 2014

13 Gungahlin College Annual School Board Report 2014
Realise the potential of college resources
Targets

100% of teachers using Schoology (replacing cLc)
 100% of students using Schoology (replacing cLc)

100% of teachers meet their professional pathway goals
Directorate Priority Areas covered with this priority
Inspirational teaching and leadership, Connecting with Families and the Community,
Business innovation and improvement.
Progress
Information and Communication Technology (ICT) is used extensively in learning programs at Gungahlin College. One integral part of our ICT approach is our online learning platform,
Schoology. In 2014 a whole school focus was on the use of Schoology in all course areas,
Schoology was a repository for unit outlines, the majority of the course content and activities students needed to achieve the goals of their course. It was also used as a secondary resource for catching up on work that may have been missed, assignments, independent study and extension activities.

All students were provided access to our online learning platform from home or from school.
 In semester two a parent portal was trialled.
 Significant Professional Learning was carried out with all staff and students.
 A Schoology champion was identified in each faculty to support staff.
 A plagiarism checker called “turnitin” has been purchased for2015. This additional software allows students to check for plagiarism prior to electronic submission of assessment items through Schoology.
 Teachers were able to provide a number of flexible learning options for their classes through the Schoology platform
2014 Staff satisfaction survey results indicated:

88% of teachers indicated that the use of learning technologies as an integral part of learning and teaching in the classroom

88% of teachers indicated that they were actively engaged in professional learning
Targets met
 100% of teachers using Schoology (replacing cLc)
 100% of students using Schoology (replacing cLc)

100% of teachers meet their professional pathway goals

14 Gungahlin College Annual School Board Report 2014
The school has provided the Directorate with an end of year financial statement that was approved by the school board. Further details concerning the statement can be obtained by contacting the school.
The following summary covers use of funds for operating costs and does not include expenditure in areas such as permanent salaries, buildings and major maintenance.
Professional learning
The average expenditure at the school level per fulltime equivalent teacher on professional learning was $1192.
Voluntary contributions
This school received $40,875 in voluntary contributions in 2014. These funds were used to support the general operations of the school. The spending of voluntary contributions is in line with the approved budget for 2014.
Reserves
Name and purpose
Staffing
Australian
Curriculum
Texts
Amount
$80,209
$60,000
Expected
Completion
2015
2015
Financial Summary
INCOME
Self management funds
Voluntary contributions
Contributions & donations
Subject contributions
External income (including community use)
Proceeds from sale of assets
Bank Interest
TOTAL INCOME
EXPENDITURE
Utilities and general overheads
Cleaning
Security
Maintenance
Mandatory Maintenance
Administration
Staffing
Communication
Assets
Leases
General office expenditure
Educational
Subject consumables
TOTAL EXPENDITURE
OPERATING RESULT
31-Dec-14
1063371
40875
32741
18364
73578
0
22705
1251634
313181
213120
1050
326774
50692
11003
109884
35694
107065
162035
1330498
-78864
Actual Accumulated Funds
Outstanding commitments (minus)
407639
36229
BALANCE 292546

15 Gungahlin College Annual School Board Report 2014
I declare that the Gungahlin College Board has operated in accordance with the provisions of the Education Act 2004 including the following sections.
39 (4) The school board must give effect to the chief executive’s directions.
44 (2) The chief executive must end the appointment of a member of the school board of a public school, other than the principal of the school if- a) The member is absent from 3 consecutive meetings of the board without reasonable excuse or leave given by the board or b) Contravenes section 49 (disclosure of interests by members of school boards) without reasonable excuse.
46 The members of the school board of a public school must, whenever is necessary, nominate a member of the board as a member of any selection panel established by the chief executive to make recommendations to the chief executive about the appointment of the principal to the school.
47 (2) However, the school board must meet at least four times a year.
48 (10) The school board must keep minutes of its meeting.
49 Disclosure of interests by members of school boards.
49 (3) The disclosure must be reported in the school board’s minutes and, unless the board otherwise decides, the member (The first member) must not- a) be present when the board considers the issue or b) take part in any decision of the board on the issue.
49 (5) Within 14 days after the end of each financial year, the chairperson of the school board must give the chief executive a statement of any disclosure of interest under this section in relation to the school board during the financial year.
MEMBERS OF THE SCHOOL BOARD
Parent Representative: Dr Anne Marie Ward Mr Cameron Cleary Mr David Vernon
Community Representative Dr Murali Reddy
Teacher Representative Dr David Baker Ms Aine Keegan
Student Representative: Ms Caitlyn Parker Mr Jonathon Taylor
Board Chair:
Principal:
Ms Caitlyn Parker
Ms Gai Beecher
I certify that to the best of my knowledge and belief the data and information reported in this Annual School Board Report represents an accurate record of the school’s operations in
2014.
Principal Signature: _________________________ Date: _____________
I approve the report, prepared in accordance with the provision of the ACT Education Act, section 52.
Board Chair Signature: __________________________ Date: ____________