BLAYNEY HIGH SCHOOL
Annual School Report
2012
8357
support from schools and community sporting
groups.
Our school at a glance
Blayney High School is a proud member of the
Heritage Country School Learning Community.
The Heritage Country Schools consist of Blayney
High School and the public primary schools of
Blayney, Carcoar, Errowanbang, Lyndhurst,
Mandurama, Millthorpe, Neville and Trunkey.
E2 report
The students who sat their HSC this year entered
high school in the first year of e2. Back in 2007
the idea of video conferencing across sites was a
challenging new frontier. e2 was also a pioneer
of interactive whiteboards and moodle
technologies. Now, just six short years later, we
have seen every public school in the state
connected with video conferencing via the
connected classroom project, all the e2 schools
create courses and promote interactivity via their
own MOODLE sites and interactive whiteboards
have all but relegated chalkboards to an artefact
status of last century.
Heritage Country Schools are characterised by:
 traditional values of tolerance, respect and
fair play in safe, inclusive learning
environments;
 exceptional opportunities for students to
engage in enrichment programs, leadership
activities and sporting and cultural programs;
 progressive education delivered by highly
qualified teachers committed to ongoing
learning; and
 supportive, welcoming communities with
high levels of parent participation.
e2 is incredibly proud of the leadership it has
displayed in this revolution in 21st century
pedagogy.
Back in 2007, students had
trepidation about attending another e2 school to
attend a Super Wednesday block class, now
students move seamlessly between the e2
campuses and it is an accepted part of a normal
schooling. e2 students deserve great credit for
their courage to ‘learn outside the square’, and
the skills they have learnt will stand them in good
stead in a time where many learning institutions
and workplaces are becoming increasingly
influenced by the globalising effect of the
internet.
Heritage Country Schools work together to
ensure outstanding educational opportunities for
the communities they serve.
In 2012, Heritage Schools came together for our
annual KLA day with the focus on the Performing
Arts. Over 500 students across three campuses
participated in Dance and Music based activities
with live performances simultaneously a highlight
across all sites.
We also joined together for our annual Leaders’
Lunch at the start of Education Week where our
Year 11 Leadership Team joined the students at
Carcoar for presentations and fun activities.
The future of e2 looks incredibly bright also. Our
Regional Director, Carole McDiarmid has been a
very strong supporter and advocate of the e2
collaboration since its planning phase in 2006.
She has committed resources to ensure e2’s
continued funding for 2013-14. It will be during
this period that all schools will manage significant
change under the Local School Local Decisions
initiative of the DEC. With the support of our
School Education Director, Paul Stirling, the e2
management team will develop a sustainability
model that will ensure e2’s funding moving
forward into 2015 and beyond. Meanwhile, the
Our now annual Art Exhibition/Competition and
Artist in Residence program was again supported
by an Arts Out West grant, our local P&Cs and
community and culminated in some fantastic
works of art.
Our e2experience program was expanded to
include students from St. Josephs. Students had
three full days of high school experiences in many
subjects, supplementing their learning at primary
school.
The Premier’s Sporting Challenge – Get Active in
the Middle Years and the Leadership
Development program continued with strong
1
e2 stage 6 curriculum for 2013-14 has been
finalised and we will continue to expand the
subject choice of students in our e2 schools to
give them the maximum opportunities for
success.
for students and community with disabilities. The
school also received a much needed facelift with
a full paint job on the external and internal
surfaces.
Another highlight of the year was the “Back to
Blayney” weekend coordinated by Maureen
Dickson, Maxine Meek, Kerrie Adams, Helen
Miskell and Jan Dickie. Many ex-students, staff
and “very old” principals returned to visit the
school, reminisce and join friends for the evening
event.
2013 will see significant changes in our leadership
team. Chris Condliffe, Principal of Canobolas
High and Maree Angus, Principal of Orange High
are both retiring at the end of this year. They
have made enormous contributions to their
schools and communities.
The Annual School Report highlights the
successes at Blayney High and the overall
contribution the school makes within the
community and visa versa.
Also leaving us is our Acting e2 Head Teacher,
Stewart Vidler.
Stewart has contributed
significantly this year, especially in the area of the
e2 moodle and working closely with faculty
members across the schools to reconfigure it into
a shared resource base. His work with Annie
Marceau, the Regional Teaching and Learning
Coordinator, in preparation for the new National
Curriculum is particularly praiseworthy. Stewart’s
capacity to work across KLA’s, across schools and
across platforms has made him a huge asset to e2
this year and all his work has been really
appreciated.
I certify that the information in this report is the
result of a rigorous school self-evaluation process
and is a balanced and genuine account of the
school’s
achievements
and
areas
for
development.
Susan R. Jones
Principal
P & C message
As another year draws to a close and I look back
on all that the P&C has achieved and been
involved in I realise that we had as always, a very
full agenda. It also reinforced my belief that the
Blayney High School P&C is not just a fundraising, rubber-stamping committee but a large
and vital part of the school community. While we
have certainly done a fair bit of fundraising (and
possibly even a bit of rubber-stamping), this
wasn’t our only goal. Supporting the school and
helping it reach its targets was, and is, really the
most important thing - whether by providing vital
funds or by supplying the person- power to
organise and run events and services that staff
simply don’t have time to do.
The next few years will be exciting ones.
Initiatives including Local Schools, Local Decisions
and the National Curriculum implementation will
offer enormous opportunities and some
challenges. The strength of the e2 collaboration
results from all the public schools working
together to maximise outcomes of all our public
school students.
William Adams
e2 Coordinator
Messages
Principal’s message
The P&C managed the canteen and the clothing
pool – both of which bring funds into the school
and provide an important service; it was
instrumental in organising and catering for large
school functions such as Staff Development Day
luncheons and the Year 10 Formal; purchased
2012 was another busy and rewarding year at
Blayney High School with the extension of
Blayney High as a Centre for Excellence.
The school continued to enhance the Quality
Learning Environment with the installation of 2
lifts and other modifications to improve access
2
plants for the beautification of the school;
donated funds for equipment for the TAS
department; supported student welfare
programs and student sporting endeavours;
organised a successful and fun trivia night and
even now are working hard to put together a
monster fete for next year. Phew!
However, once we were finally there, the day
improved greatly. We heard from a range of
speakers about their experiences and about their
leadership roles. It was interesting to hear from
people like Jessica Watson and Delta Goodrem
and to watch the reactions of students to these
Australian celebrities.
To this end, I must thank the members, and in
particular the committee, for their dedication,
unstinting hard-work and unfailing good will.
Getting things done has been a lot of fun and I
will miss being a part of such a strong team of
motivated people. To Miss Jones, Mr Browett and
other staff members who give generously of their
time to attend meetings and help organise things
- also a very big thank-you.
Some of the best examples of leadership on this
excursion came from relatively unknown
individuals. One young man had raised money by
working before and after school, walking and
minding dogs and by doing odd jobs. He used this
money to sponsor a child overseas and then, as
his business grew, he went on to sponsor a whole
village. It became apparent to us that true and
valuable leadership does not need fame or
wealth or major sponsorship.
In closing, I encourage anyone who is a bit
hesitant about joining the P&C to just jump in
and have a go. You’ll be warmly welcomed and
will find that it can provide you with new avenues
for involvement and a better understanding of
how things run at high school. Fresh faces and
new ideas will help our P&C and, by extension,
our school to stay strong and vibrant for the
years to come.
Back in Blayney, the SRC this year spent some
useful time at meetings making decisions and
planning a direction for the future:
The school’s SRC constitution, which had been
revised in 2011 was finalised and formally
accepted .
It was agreed that the SRC needed to continue its
support of students in need. While in the past the
efforts have been focussed on bullying, it was
extended this year to incorporate the work of
HEADSPACE which has a broad range of support
and information available for young people who
find it difficult to handle situations that teenagers
go through and for those who need extra
support.
Cate Colson-President.
Student Representative message
It has been a very rewarding year for our SRC and
many steps have been taken to ensure the school
is a safe and welcoming environment.
The first activity for the newly elected SRC was in
November 2011. We left, in the dark, very early
one morning and travelled by bus, train and then
on foot to the Young Leader’s Day at the Darling
Harbour Convention Centre. One story rarely told
from this day out is that I showed up, at 5 o’clock
in the morning dressed fully in casual, when the
excursion was supposed to be in uniform.
Maddison Perkins and I quickly ran home before
too many people noticed and I was just put down
as ‘late’.
Headspace became our major charity for the
year; we organised activities and an entire social
for this purpose and contributed the takings from
this to them; a substantial amount of funds.
Tanesha Hahn and Grace Mooney attended
‘Virtual” meetings with the Western district SRC
council using the School’s video conferencing
facilities. They made some positive and well
appreciated contributions at those conferences
3
and also built their knowledge of how the SRC
functions in the Western District.
School context
Student information
This year, at Mr Browett’s advice, the SRC has
sponsored a reward for students who are doing
the right thing. One student from each year
group, who has maintained a good level of
behaviour, is drawn out every term to win a
canteen voucher or iTunes voucher.
It is a requirement that the reporting of
information for all students must be consistent
with privacy and personal information policies.
Student enrolment profile
Gender
Male
Female
And, as usual, the SRC members have been
actively involved in school functions, barbeques
and representative activities.
Our SRC-run school socials both help us to raise
money and provide a fun event for students.
They are also entirely presented and
programmed by the student body which has
helped develop and nurture a new set of useful
skills for those students involved. Socials are well
appreciated and it should be noted that they are
not very common in schools any more.
Heathcote High students, who will visit us this
year don’t have socials. Their response to our
social always makes it one of the best. We would
like to acknowledge the help of our teachers to
keeping these events going.
2008
2009
2010
2011
2012
191
192
209
201
196
158
166
176
173
170
Enrolments in 2012 are consistent with the past
few years with a larger intake in year 7. We
continued to maintain our market share of
enrolments across the In 2012 Blayney High
School had an ATSI population of 5% and NESB
students of <1%.
Student attendance profile
Both our junior and senior attendance figures are
pleasing. In 2012 average attendance continued
to be higher than both regional and state figures.
Attendance in each individual year 7-12 was
greater than 90%.
A small part of the funds from socials has always
gone into the ‘special effects’ that you see at
variety nights and socials. This year the lasers and
smoke machine have been supplemented with an
LED effects light and a strobe.
Student attendance rates
Attendance rate
100
Future SRC planning includes spending money to
provide more facilities around the school for
students; developing the student support
network more thoroughly and taking part in more
SRC activities at Blayney and beyond the school –
these might include in-school environmental
programs such as setting up a recycling service
around the school, and opportunities to go to
state wide functions.
75
50
25
0
2008
2009
School
2010 2011 2012
Year
Region
State DEC
Management of non-attendance
Early notification of attendance, referrals to the
Home School Liaison Officer (HSLO) and
monitoring by Stage Teams are proving successful
strategies in the management of non-attendance.
Meg Summerson and Andrew Colson.
4
Retention to Year 12
Staff establishment
Position
Principal
Deputy Principal(s)
HAT
Head Teachers
Classroom Teachers
Support Teacher Learning Assistance
Teacher Librarian
Counsellor
School Administrative & Support Staff
Total
Student attendance rates
Attendance rate
100
75
50
25
0
2008
2009
School
2010 2011 2012
Year
Region
State DEC
Number
1
1
1
5
25.6
1
1
1
7.8
44.4
The Indigenous composition of the school
workforce is <2%.
Over 50% of our 2010 Year 10 cohort completed
their HSC at Blayney High in 2012. Whilst below
State average it was above the local School
Education Group average.
Staff retention
2012 saw only small staff changes. New staff
included Mr. Mat Cambey-Mathematics, Mrs. Lisa
Adams-TAS, Mrs Carol Mehmet- HSIE and Mr.
Daryl Dinger- LAST.
Post-school destinations
Of the 39 students completing their HSC in 2012:
40% study at university
Teacher qualifications
5% study at TAFE
All teaching staff meet the professional
requirements for teaching in NSW public schools.
20% apprenticeship/traineeship
30% other employment
Qualifications
Degree or Diploma
Postgraduate
3% unknown
Year 12 students undertaking vocational or
trade training
% of staff
100%
--
Financial summary
In 2012 16 students (41%) studied at least one
Vocational Education Course at school.
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
These included Hospitality, Primary Industries,
Metals and Engineering and Construction. 6
students also completed a TVET course at either
Bathurst or Orange TAFE .
Date of financial summary
Year 12 students attaining HSC or equivalent
vocational educational qualification
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
100% of students attained their HSC and many
completed additional vocational educational
requirements.
Staff information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
30/11/2012
$
246337.55
321714.05
241520.06
145579.9
12796.27
73139.31
0.00
1041087.14
Expenditure
Teaching & learning
Key learning areas
Excursions
Extracurricular dissections
5
61563.74
54576.43
48534.95
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
A full copy of the school’s
statement is tabled at the
meeting of the parent body.
concerning the statement can
contacting the school.
organised by our captains-a great finish
especially the Xmas carol from the staff!
11249.67
978.57
216225.52
59980.68
81071.34
0.00
88910.99
29729.52
74481.44
12245.17
739548.02
301539.12
2012 financial
annual general
Further details
be obtained by

2012 was another successful Public Speaking
and Debating year. Our Year 11/12 team
started with a win in the Dudley Cup
challenge but was eliminated in Round 2.
They went on to reach the Regional Finals in
the Premier’s debating competition finishing
runners-up. Meanwhile our Year 9/10 team
won Zone 2 of their challenge reaching the
Regional semi-finals.

An interesting initiative was the virtual xsel
debate that Thomas Duggan participated in
as part of Education Week.

Our music program was supplemented by
visiting musicians throughout the year
including Andrew Oh and David Knight.
Musicians also visited Sydney to see
Showtrain.

Meg Summerson and Millie Vanderhel with
contributions from Micci Hatch and Monica
Peet won the design theme/motif
competition for the Schools’ Cabaret 2012
season, an initiative of BMEC. The prize
included a free viewing of Namatjira at the
theatre for 45 students.

Eliza Wark-Chapman was selected in the
Western NSW debating team to contest the
Junior State Debating championships in
Sydney. Blayney High School has now had a
representative three years in a row.

The Heritage Art Show and competition
continued to grow. The theme Lights,
Camera ,Action was the focus of the stage
competition and visiting artists ensured the
framed exhibition was very high quality. A
new addition for 2012 was our own “Archies”
School performance 2012
Achievements
Arts
The area of creative and performing arts provides
significant student learning opportunities both
within the curriculum and in extra-curricular
activities. Participation in community events has
led to public recognition for our students and has
built good and supportive relationships with our
wider community.
The following were features of 2012:

Micci Hatch represented the school in the
Bathurst Lions’ Youth of the year and
performed creditably.

The school band continued to represent the
school in the wider community as well as at
official school functions. A highlight was the
combined e2 concert with yr11/12 students
from Blayney, Molong and Canobolas
performing to a very appreciative crowd.


The hard work and commitment of our
musicians was highlighted with a musical
Showcase at the end of the year. The year
9/10 elective class and the Yr 11/12 classes
showed great depth, diversity and talent. A
number of talented staff also joined in the
fun and our exchange student Jun was a
popular favorite.
The talented and not so talented also finished
the year off with our Annual Talent Quest
6
which produced some interesting portraits to
say the least.

Textiles was reintroduced as a subject this
year and success was almost immediate. 3
student entries were sent to the Australian
Museum in Canberra in the “Fashion Less
Waste 2012-Deep Oceans”.

Once again students entered the annual
Cowra Art Show.

Art students had the opportunity to expand
their understanding of other mediums with
an excursion to view Art Express and the
Archibald Prize exhibition at Cowra.

Once again we entered teams in the Chess
Competition and were valiant in defeat.

Advanced English students had their
Shakespeare study highlighted with a visit to
Sydney for a performance of Hamlet.
Fraser-Swimming and Cross Country, Michael
Heycox-Softball and Rugby League, Lachlan
Hobby-Rugby League, Elody Huelmo-Football,
Geoffrey McDonald-Golf, Laura ReeksVolleyball, Ben Robinson-Rugby League,
Sophie Stammers-Athletics, Nicholas TilburgCross Country, Caleb Timbs-Swimming and
Casey Wallace-Volleyball.

Softball continued its resurgence with our
Open Boys winning the Western Region
Championships. They then went on to finish
5th at the State titles.

Brandon Fraser, Terrie Brodin and Caleb
Timbs represented at State swimming
following success at Region. Molly Peters,
Mac Gosewich and Grace Pattison also
represented the school at Regional level.

Penrith Panthers visited BHS as part of the
One Community project for the NRL. They
spoke to many interested fans on the
importance of physical activity and the
pathway to success in Rugby League.

Girls’ Volleyball continued their success
returning from the State titles with a Silver
medal.

Both junior and senior boys and girls teams
travelled regularly to Sydney for the Metro
Cup / Schools’ Cup.

A number of records were broken at the
Swimming and Athletics carnivals with
participation
and
attendance
being
outstanding. Hydro house won the Swimming
carnival and Terra were champion house at
the Athletics.
Sport
Sport at Blayney High School encourages and
supports a range of programs and activities that
cater for the ability levels of all students. Sport is
an important component of school life that has
long-term social and physical benefits for
students. Our programs provide an avenue for
talented athletes to represent the area and state
in a wide range of sports and also provides for
recreational sports to be pursued and enjoyed.
2012 saw the following successes for our sporting
teams and sportspersons:


The school entered and was competitive in
CHS knockouts of soccer, volleyball, tennis,
netball, golf, cricket, rugby league, touch
football, Australian Rules and lawn bowls.
A large number of students represented in a
Western Area team. Congratulations to Demi
Chapman-Athletics,
Rachel
ChapmanAthletics, Matthew Death-Softball, Brandon
7

Agriculture
The Milo Cup events between Year 11 and 12
were closely contested with Year 12 the
eventual winners this year.

Blayney hosted this year’s Heathcote interschool visit with the weather proving
favourable, and students enjoying the social
and sporting exchanges.

Year 7 travelled to Kelso for the annual
Blayney /Kelso Year 7 visit competing in four
sports in a friendly sporting exchange.

Year 5-8 students from across the Heritage
Learning Community had the opportunity to
continue their participation in the Leadership
Development program and a large number of
individuals participated in the Premier’s
Sporting Challenge.
As a rural school we are afforded a number of
unique opportunities in the field of Agriculture
and Primary Industries. This area continues to
grow in popularity and success both within the
school and the community.
The highlights for 2012 included:

Students organised the animal nursery at the
Blayney Show, helped the show committee
set up for the big event and assisted with the
stewarding. Volunteer students were kept
busy all day showing off a number of
farmyard animals.

The Xmas holidays saw 9 students and Ms
Dunford at the Charolais stampede in
Bathurst, learning about parading and
judging cattle. Connor Smith came away with
a 2nd place in the Junior Judging and a Highly
Commended in the Leading section. .

Geoffrey McDonald kept golf on the map for
BHS bringing home a trophy from the
Championships in Coffs Harbour.

Sporting achievement was supported by the
local community with the Blayney Junior
League donating new set of jerseys to the
school-a welcome addition.

Highlights of the Cattle Program at Bathurst
Show were Alicia Bourke in parading, leading
and judging. Three year 7 boys also showed
great promise in their first competition.

A number of students qualified for the NSW
CHS Carnival at Homebush in Athletics after
outstanding performances at Region.
Congratulations to Sophie Stammers-100m,
200m, long jump; Calle Nicholls100m, 200m;
Sara Paton-800m; Rachel Chapman-200m;
Liam Slatter-javelin and shot put; and Demi
Chapman-shot put.

Cows really do create careers and they create
winners it seems for BHS. A fun morning with
our Yr7/8 Ag students was well worth the trip
to Cowra. BHS were awarded 4 out of the 5
major prizes being named State Junior
Champions and our individual teams finished
1st and 2nd-junior and 1st –senior.

Laura Reeks’ success continued with another
great year. Laura travelled to New Zealand
with the Australian team for the TransTasman series and was named captain for the
one-test game. Laura’s success was
recognised at Regional level with a Western
Region Blue and the Mark Leonard Memorial
trophy as the Sportsperson of the Year in
Western Region and then a NSW CHS
Sporting Blue in Volleyball. All of these
honors are extremely prestigious and rare.

Matthew Death was awarded the prestigious
Pierre de Coubertin award for sportsmanship.

Our Ag department received a CADIA
environment grant of $500 towards our
“veggie patch” project. Students from the
local preschools and primary school have
been working with our Yr7/8 students to
8
learn about vegetables and encourage
students to try new foods.

Mr Berry has taken on the role of tree
planting around the school with his group of
yr 7 students taking responsibility for the
second tree planting to provide shade and
beauty to the area.

Both Ag areas have been prepared to have
outdoor classrooms installed with seating in
the western plot and a concrete slab laid in
the eastern area.

much praise from the schools and wider
community.
Community support for our Cattle program
was fantastic. Thanks to Matthew BrightBryson Stud, Michael Millner-Rosedale Stud,
Llandillo Poll Hereford Stud and Paul and
Jenny Hancock of “Whim Park”.

Year 10 again had at least one week of
organised Work Experience supported by
local businesses and parents providing
transport. Choices were varied and many
learned the valuable lesson that a particular
career either was or wasn’t for them.

Erin Hunter received a Mineral’s Council
scholarship and Indiana Strong received the
2nd round of his scholarship at Highland
Heritage in April.

Our CAFS and Hospitality students saw their
subjects in action though a number of
excursions. CAFS students spent time at the
support unit in Parkes and at Westmead
Hospital. Our hospitality students were very
lucky to be allowed into the Emirates Wolgan
Valley resort and the Eagle View Escape.

Our Hospitality students continued keeping
staff happy by running Something’s Brewing
where they made and sold the ‘perfect
coffee’. Service was extended to senior
students to help keep their caffeine levels
high during Wednesday’s study sessions.

Year 12 was once again well-prepared for life
after school with the annual ‘Getting Out
There’ Day at Highland Heritage again using
the expertise of “Absolute Edge of Poise”.
Year 11 also had the benefit of some dining
etiquette training and employment skills with
their lunch being held at the beginning of the
year. The Year 11 luncheon is sponsored by
Mid-West Concrete with the support of
Blayney Rotary.

Year 11 students attended the RYDA day at
Mt. Panorama where the realities,
responsibilities and possible consequences of
Vocational


Year 10 visited the Central West Job Expo in
Orange to help reinforce their future
decisions.
Try-a-Trade continued to grow with over 100
students in Years 9 and 10 gaining hands-on
experience in a large number of trades
including welding, plumbing, electrical,
hospitality,
automotive,
carpentry,
hairdressing and child care.

The majority of Year 12 students took the
opportunity to attend the “Careers and
Courses” information day in Bathurst. A large
number of universities, colleges, employment
organisations and employers were on hand to
give students vital information for their
futures. Many also attended the University
Roadshow to assist choices for next year.

The Plan-it Youth program continued with a
small number of mentors making it possible
for a number of students to discuss and plan
their futures.

Yvonne Hinkley joined an elite group of e2
Hospitality
students
completing
the
specialisation course at Orange High in the
new Trade training Centre. The highlight was
definitely a luncheon prepared for the school
captains and principal of each e2 school.

Our Construction and Industrial Technology
students combined to produce 15 “pencils”
for 2 of our local primary schools. The pencils
measured 2.4m and 3m and have drawn
9
car driving/owning a motor vehicle was
presented in a meaningful way to the
students.
result was the laying of the concrete slab
ready for transforming into an outdoor
learning area in 2013.
Other
Citizenship and Leadership

The students and community proved very
generous this year with our support for
“Head Space” and “CANTEEN”.

Computer nerds were catered for with the
opportunity to experience “game training”
coming away not only with new skills and
interests but a load of resources.




Year 10 students spent 2 periods being
informed and entertained about financial
matters with StartSmart- a free program
offered by the Commonwealth Bank
Foundation.
BHS received a Schools First grant under the
National Bank program with the focus on
social and emotional competence. Funding
arrived late in 2012 and will provide some
great programs for 2013-14.
Eleven Blayney students took part in the
Western Region Culinary and Barista
challenge at BMEC in term 4. Run on a
“Masterchef” style system teams of students
competed against other schools with set
ingredients. All teams performed well and
their food was delicious. Meg Adams took out
first place in the barista competition and is
now in strong demand to make coffees each
week!
Some of our keen vocational students in Yr10
and 9 had the opportunity at the end of the
year to work with the TAFE on an
introductory building course. Along with
some initial interview skills and work
expectations the students learnt a lot
working alongside qualified builders. The
10

Junior students were offered a different
perspective on Cyberbullying through drama
performances. This program highlighted the
school’s continued commitment to reducing
bullying in all forms. This was followed by a
presentation from John Coutis to all students
in Term 2.

The turnout for this year’s ANZAC March was
very pleasing with our captains taking their
turn with the keynote address at the
ceremony. The school ceremony was once
again a very respectful occasion.

Jordan Lane and Harry Meek took the
opportunity to apply for the roles as Youth
Ambassadors with Blayney Rotary. This is a
new initiative designed to promote youth
within Rotary and encourage Rotary to
support further youth programs within the
community.

The Premier’s Sporting Challenge leadership
development program continued with days in
term 1 and term 4 seeing the skills of our
young people coming to the fore.

Thanks to a large number of students who
supported the Red Shield Appeal, rising early
and trudging the streets.
Many then
supported Legacy later in the year.

A trusty team of students and staff ensured
everyone had a good start to the day
providing breakfast each morning throughout
the winter months.

Our incoming SRC and interested young
leaders travelled to Sydney for the National
Young Leaders Day where they heard a
number of inspiring messages from some
famous and not so famous speakers.

Our more “adventurous” yr. 7 and 8 students
competed in the Academic Olympics at James
Sheahan High. Students worked in teams
solving puzzles, creating poems, designing
and making equipment, breaking codes and
carrying out science experiments as well as
learning to work as a team.

The school addressed a number of personal
development issues through a 2 day gender
based workshops. The boys had their days
under the Odyssey program and the girls had
a self-designed course thanks to Ms Renelle
Mackie and outside community groups. All
students benefited greatly from these days.

We highlighted letters from our “ travelling “
students and ex-students with messages from
Maddison Perkins-Rotary Youth ExchangeBelgium, Annika Brown-family gap year in
Germany and Georgia Wilby-gap year in
Poland. We were also very lucky to once
again have an exchange student join us
midway through the year. Jun Taniguchi
joined us from Japan and had been most
welcome. His guitar skills have certainly
impressed all students!

We continued our involvement with the
Premier’s Volunteering program with eligible
Year 9 and 10 students gaining credit for the
many hours of volunteer work they do both
in school and within the community.

A large number of students continue to be
involved in Primary School activities
whenever asked by our partner schools.
Students regularly act as umpires, organisers,
coordinators and leaders in various school
activities. At all times they are great
ambassadors for the school and receive high
praise from all involved.

The
senior
personal
development
requirements were met with the Crossroads
Excursion to Sydney. An “amazing race “ style
course ensured students had to really think
about their surroundings and navigate public
transport on their own as part of the learning
experience.
11

Erin Claypole was named Blayney’s Young
Citizen of the Year at the Australia Day
Awards.

Our Aboriginal students and leaders helped
celebrate NAIDOC day at Mandurama with
our partner schools in a day of dance,
painting, reflection and fun.

Our Year 11 Leaders of the Future Team
(LOFT) took an active role in our new look
combined Year 6 → 7 and 10 → 11
information evenings promoting the school
across all KLAs.

Stage assemblies were well attended by
parents and allowed a number of our leaders
to shine in the role of presenters and hosts.
Year group summaries of activities and
achievements were presented along with
academic recognition for achievements in
half yearly exams and semester one.

A number of students entered academic
competitions with the Westpac mathematics
comp and the ICAS competitions in Science,
History, Writing and Spelling being the
favoured ones.

Molly Peters was a “mathletics” star in the
xsel team taking part in the Commonwealth
Bank Mathletics Challenge. Molly’s results
saw her placed in the Hall of Fame being in
the top 100 students in Australia.
Academic
School 2012
School Average 2008-2012
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and
numeracy assessments are reported on a scale
from Band 1 to Band 10.
Click on the link http://www.myschool.edu.au and
enter the school name in the Find a school and
select GO.
Personal Development,
Health and Physical…
The My School website provides detailed
information and data for national literacy and
numeracy testing (NAPLAN).
Legal Studies
Yr 9: from Band 5 (lowest) to Band 10 (highest for
Year 9)
General Mathematics
Biology
Yr 7: from Band 4 (lowest) to Band 9 (highest for
Year 7)
English (Standard)
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
English (Advanced)
100
90
80
70
60
50
40
30
20
10
0
Performance in VET examinations was very
pleasing and Blayney continued its excellent
record across a number of subjects. Our z-scores
indicating above state average performance was
positive in 13 subjects. Overall all subjects were
within acceptable levels as compared to State
though not statistically significant due to small
numbers.
RoSA
55 students finished their Year 10 studies and
qualified for a RoSA. With no external School
certificate examination grades for all subjects
were awarded to students by the school and the
pattern is monitored by the Board of Studies.
Students in the yr. 10 cohort received grades
commensurate with previous grades.
Higher
School
Certificate
performance
comparison
to
Certificate (value-adding)
relative
School
HSC: Relative performance from Year 10
(value-added)
2
Relative performance
Students who leave school could access their
RoSA on line once enrolments in 2013 are
confirmed. No student was ineligible for their
award.
Higher School Certificate
Due to the small candidature in most courses
limited data is available. Those courses shown
indicate that results are comparable to State
averages and above SSG averages.
1
0
-1
-2
-3
Low
Middle
High
School 2012
Value-adding showed a significant positive
change in the bottom to middle bands but a
negative change in the top band similar to the
SSG.
12
Students also participated in a Heritage organised
NAIDOC week activities and made a positive
contribution on the day.
Minimum standards
The Commonwealth Government sets minimum
standards for reading, writing, grammar and
punctuation, spelling and numeracy for Years 3,
5, 7 and 9.
Aboriginal perspectives in history, art and culture
form part of the school’s curriculum.
Multicultural education
The performance of the students in our school in
the National Assessment Program – Literacy and
Numeracy is compared to these minimum
standards. The percentages of our students
achieving at or above these standards are
reported below.
With a very small number of students with NESB
and no recognised students requiring ESL tuition
Blayney High School addressed multicultural
education through the curriculum and as part of
its zero tolerance policy on racism and
discrimination.
Percentage of Year 7 students achieving at or
above minimum standard (exempt students
included)
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
Multi-cultural perspectives form part of the
school curriculum in all KLA’s and students have
many opportunities to explore and understand
cultural differences and their significance.
94.6
94.7
90.8
96.1
95.9
Respect and responsibility
Our Welfare and Discipline policy strongly
emphasises the values of Respect and
Responsibility.
Percentage of Year 9 students achieving at or
above minimum standard (exempt students
included)
Reading
Writing
Spelling
83.6
65.8
83.6
Grammar & Punctuation
86.3
Numeracy
91.6
Through our positive reward system community
involvement, striving for excellence, sportsmanship and positive participation are just a few of
the values reinforced.
School rules and procedures are based on mutual
respect between staff and students and the
promotion of self-respect within the student
body.
Significant programs and initiatives
Our discipline system, through behaviour plans
and monitoring, ensures all students take
personal responsibility for their actions and work
to develop their own goals.
Aboriginal education
Whilst Blayney High School has a small
percentage of Aboriginal students we have
continued to promote acceptance and
understanding of the Indigenous culture.
A respect statement based on Respect for self,
students, staff, school and learning has been
produced to represent our focus areas. The
statements were a result of staff, student and
parent collaboration.
Cultural activities in the art field involved many
students and were successful in raising
awareness. Aboriginal support funding ensured
our students received literacy and numeracy
support in an inclusive environment and progress
was achieved. Senior students had access to
Norta Norta funding and results continue to
improve.
Centre for Excellence
2012 has been our second year as a Centre for
Excellence and we have seen the further
development of many of the excellent
programmes begun in 2011, both within our own
school context as well as in partnership with our
13
spoke schools and our partnership university,
Charles Sturt, Bathurst.
consistent routines and explicit teaching of
relevant and meaningful lessons, vindicating that
there is indeed quality teaching and learning
occurring in our classrooms.
Our work on quality assessment within Blayney
High has continued to mature with the half-yearly
and yearly exam process being further refined
through the development of modified exam
papers for students with special needs. This has
ensured that the learning needs of all students
are being met and that all students are provided
with the opportunity to do their best.
This year has seen us host another 9 pre-service
teachers from range of Universities: Newcastle,
Sydney, Avondale College and CSU Bathurst
across most KLA’s. Once again, they have all
stressed how much they have benefitted from
the support and constructive advice they have
received whilst on practicum at Blayney High
School, with many stating that they would like to
return and teach here in the future.
Staff have continued to improve the quality of
their Stage 4 and 5 assessment tasks and are
currently reviewing all programmes and
assessment tasks to ensure they all reflect “best
practice”. We have also examined the importance
of feedback and the vital role it plays in improving
student learning outcomes through a number of
staff professional learning sessions.
2012 has seen some tangible developments
made in the sharing of quality assessment
practices amongst our spoke schools: Orange
High, Molong Central School and Canobolas High.
In Term 2 we hosted a whole day professional
learning workshop which was also attended by
the entire staff of Canobolas High and
representatives from Orange High, based on the
theme of “Sharing Quality Assessment”. The
guest presenter was Ric Cilano, an expert in
programming and assessment from the DEC who
led the teachers through a workshop on the
principles of assessment for learning. This was
then followed up by a series of meetings of each
KLA, attended by representatives from each
school, from which many exciting initiatives have
evolved:
We have also continued the intensive focus on
improving student writing over the duration of
2012 through the explicit teaching of a range of
text types across all KLA’s. This will enable
students to improve the quality of their written
responses in class work, assessment tasks and
formal exams, and in so doing, improve their
overall learning in all subjects as being an
effective communicator is crucial to being a
successful 21st century learner.
Following on from last year’s very positive
experiences with Charles Sturt University at
Bathurst, 2012 has seen us play a vital role in an
important research project conducted by Jane
Mitchell and Sara Murray who were investigating
the factors that motivate students to invest effort
into their learning. Two of our classes and their
teachers, Mr. Kay in English and Miss Jones in
Mathematics were observed by a research
assistant for a period of 4 weeks in Term 1 to
provide useful data on this topic. The findings
were delivered to all participating schools;
Lithgow High, Kelso High and Orange High at a
presentation held at Blayney High in August and
stressed the importance of high expectations,




14
Re-invigoration of the e2 moodle site as a
space where staff can publish and share
examples of best practice assessment
strategies.
A Year 11 music performance evening held at
Canobolas High in Term 3 at which students
from Blayney, Molong and Canobolas
showcased their talents.
A common Year 10 English End of Year exam
which was collaboratively set and marked by
teachers from Blayney, Canobolas and
Orange High Schools.
Sharing sessions amongst Maths and PE
faculties where teachers agreed to publish
examples of assessment tasks on the e2
Moodle.

Our achievements include:
TAS teachers planning to develop and
share a common textiles programme for
Stage 5 in 2013.

Fortunately, the Federal government has
extended our funding for another year so we will
be able to build on the excellent work that we
have been carrying out over the past two years.
This will enable us to continue to improve the
quality of teaching at Blayney High school and
our spoke
All
students
collaboratively.
have
IEP’s
developed
Target 3
Increase retention rates and opportunities for
Year 10 → 12 students.
Strategies to achieve this target include:

Progress on 2012 targets

Target 1
Increase the percentage of Year 9 students in
writing and numeracy at proficiency level.

Strategies to achieve this target include:
Provide broad and relevant range of subject
options and pathways.
Engage local community organisations to
maximise student support and work-based
learning.
Focus specific Boys/Girls’ Education strategies
to address issues.’
Our achievements include:
 Improved retention through Year 11 into Year
12.
 Engagement in alternate pathways.
 Increased proportion of students who have
opportunities to develop life and employment
skills.
 Improved engagement with learning.
 Decreased behaviour referrals.
 Writing Improvement Team to develop
support documents for explicitly teaching of
text types relevant to each KLA.
 Assessment tasks to include literacy
components identified in all KLAs and taught
explicitly.
 Designated learning literacy and numeracy
classes in Year 7.
Target 4
Our achievements include:
Changes in curriculum and school practices due
to the Australian Curriculum in progress.
 Teachers provided with clear and explicit
material to assist teaching of text types.
Strategies to achieve this target include:
 Assessment team from spoke schools to share
and develop practices.
 Consistent application of assessment across
KLAs.
 Focus on quality feedback to improve
performance.
 Provide Professional Learning opportunities
for all KLAs to embrace Australian Curriculum
changes.
 Ensure ICT resources and teacher professional
learning support curriculum requirements.
 Explicit teaching of writing requirements
imbedded into faculty practices.
 Quality Assessment tasks developed across
school.
 Improved results in NAPLAN and HSC.
 Year 7 literacy and numeracy program
developed and implemented.
Target 2
100% completion of IEPs for all Aboriginal
students.
Our achievements include:
Strategies to achieve this target include:
 Implement and apply the 8 Ways initiative
within KLAs.
 Review IEPs in conjunction with 8 Ways
pedagogy and changing welfare structures.
Our success will be measured by:
 All teachers trained in 8 Ways of learning.
 Strong network developed.
 Consistency within and across KLAs on
assessment tasks.
 Quality feedback informing improvements.
 Attendance of professional learning activities.
 Effective use of ICT.
15
 Progress on program development
Australian Curriculum made in all areas.
for
School evaluation
NSW public schools conduct evaluation to
support the effective implementation of the
school plan. In 2012 our school carried out
evaluation of staff technology needs(educational)
and writing across the curriculum.
Target 5
Whole-school emphasis on Quality Teaching and
Learning.
Strategies to achieve this target include:
Educational and management practice
 Action research program with CSU to identify
QT elements.
Technology
Background
 Induction program for all early career teachers
and teachers new to school.
 P.L. sessions on Institute
requirements.
The fast pace of technology development,
introduction of student laptops, SMARTBOARDS
and the use of technology in administration areas
saw the formation of a technology committee
under the new Deputy John Browett.
of Teachers’
 TARS and EARS program to reflect Institute
standards and monitor Q.T.
Findings and conclusions
Our achievements include:
 Consistent support for beginning teachers
across the school.
 Consistent application of TARS and EARS.
 Staff familiar with the Institute standard and
what they mean.
 Quality teaching and learning reflected in all
practices.

A number of staff still needed professional
learning support for effective use of
technology in teaching and learning.

Technology needed to be used more
efficiently
to
support
administration
procedures across the school e.g. roll
marking and report writing

A plan for the maintenance of infrastructure
needed to be developed and budgeted.

The use of ipads to be examined.
Target 6
Improved communication and implementation
of school practices and procedures.
Future directions
Strategies to achieve this target include:

Millenium used to mark rolls, write reports
and track students leading to a more
efficient system and staff able to access a
more holistic picture of students during
interviews and reviews.

After school mini workshops of specific
technology topics were introduced and run
by experienced staff.

Audit of all hardware to be undertaken.

Policies and procedures need to be
reinforced on a regular basis at faculty and
whole-school level.

Visit to CRTHS to be organised to look at use
of ipads in learning environment.
 Review and refine DEC mandatory policies as
per schedule.
 Provide support for all teachers – permanent
and casual – with up-to-date handbook and
induction program.
 TARS and EARS process to focus on consistent
application of policies and procedures.
 Leadership
development
opportunities
provided through P.L. programs.
Our achievements include:
 All staff current with required policy training.
 Handbook reviewed, current and in use.
 Executive monitoring consistency of policy
implementation.
 Successful
completion
of
leadership
development programs.
Curriculum
Writing
Background
16
Following the development of the Writing
Improvement team and the Centre for Excellence
emphasis on assessments and extended writing it
was decided a full review of all faculties be
undertaken to develop a future plan .
provided to prospective senior students to make
informed decisions.
Findings and Conclusions
An increase in Teacher Professional Learning
funds in the last few years has made it possible
for many staff to access a number of Professional
Learning activities.

Some staff were more confident in the
delivery of writing skills than others.

All faculties had incorporated an extended
writing exercise into their assessment
schedule.

Staff needed further professional learning to
mark extended writing pieces and provide
quality feedback.

Professional learning
In 2012 our TPL funds were spend in the
following areas:
An improvement in extended writing had
occurred but more work was still needed.
Future Directions



Consider the makeup of the WIT committee
to ensure members had relevant PL to
support staff.
Refining writing tasks as part of overall
assessment was required-staff needed new
ideas and topics and to address more text
types.

Use of ICT
3%

Literacy & Numeracy
6%

Quality Teaching
18%

Syllabus Implementation
15%

Career Development & Leadership 21%

Welfare & Equity
34%

Beginning Teachers `
1.5%
On average, 2012 saw $542 spent per staff
member 33 relief days were needed to cover
training and a number of staff attended
conferences during holiday times.
Professional Learning to focus on marking of
extended writing and quality feedback.
Parent, student, and teacher
satisfaction
Funding for ICT was supplemented with the
continued funding for laptop training and a large
number of staff accessed state and region specific
Digital Education Training.
In 2012 the school sought the opinions of
parents, students and teachers about the school
and its transition processes.
One professional learning day involved sharing
with Orange High and The Canobolas Rural
Technology High on assessment and
programming. The last two days of Term 4 saw
staff complete mandatory training on Anaphylaxis
and CPR.
This was done using a number of focus groups
and interviews. As well all parents at the 6→7
and 10→11 evenings were surveyed.
All parents agreed that the school offered not
only a diversity of curriculum offerings as well as
many extra-curricular opportunities.
School planning 2012—2014
All saw good communication between staff and
parents as vital to successful transition with
support on homework and study strategies
requested by most parents.
The school planning policy provides direction for
the preparation and implementation of school
plans including the identification of priority areas,
intended outcomes and targets that are
consistent with the NSW State Plan and the
Department’s planning documents.
There was overwhelming praise for the Year 6
transition days and the amount of information
17

Improved literacy and numeracy outcomes
for students
Increased proportion of students who have
opportunities to develop skills for life
including enterprising and employment
related skills.

Improved engagement with learning.
2013 Targets to achieve this outcome include:

Decreased behaviour referrals.
School priority 1
Outcome for 2012–2014

Teachers provided with clear and explicit
material to assist teaching of text types.

Explicit teaching of writing requirements
imbedded into faculty practices.

Quality Assessment tasks developed across
school.

Improved results in NAPLAN and HSC.

Analysis of junior KLA programs to identify
numeracy based content.

Staff provided with PL to explicitly and
consistently teach numeracy.

Year 7 literacy and numeracy support
program developed.
Strategies to achieve these targets include:

Provide a broad and relevant range of
subject options and pathways relevant to
the needs of every learner.

Engage with local community organisations
to maximise support for every student
including building opportunities for workbased and community based learning.

Focus specific Boys/ Girls Education
strategies and programs to address specific
issues.
School priority 3
Strategies to achieve these targets include:
Curriculum and Assessment

Writing Improvement Team to develop
support documents for explicit teaching of
Text Types relevant to each KLA.
2013 Targets to achieve this outcome include:

Smooth implementation of Australian
Curriculum.
Assessment tasks to include literacy
components in particular extended
responses.
Numeracy components identified in all KLAs
and taught explicitly with support from
Maths staff
Designated learning literacy and numeracy
classes in year 7

Quality assessment practices informing
teaching and learning.



Strategies to achieve these targets include:

Assessment team from across spoke
schools to share and develop practices,
tasks and models of best practice

Further development of quality
assessment tasks across all KLAs through
-rubrics
-Team analysis of tasks
-Cross faculty sharing
-Coding of tasks against QT framework

Focus on quality feedback to extend
work already done on assessment tasks

Provide PL opportunities for all KLA
representatives to embrace Australian
Curriculum changes.
School priority 2
Engagement and Attainment
2013 Targets to achieve this outcome include:

Expanded Stage
opportunities.

Improved retention of students through Yr.
11 into Yr. 12.

Engagement
needed.

Enhanced role and access to Voc. Ed and
TAFE courses.
5
and
in alternate
6
curriculum
pathways as

18
Ensure ICT resources and teacher
professional learning supports curriculum
requirements.

School priority 4
Teacher Quality
Strategies to achieve these targets include:
2013 Targets to achieve this outcome include:


Quality professional support for: pre-service
teachers, beginning teachers, inexperienced
executive and teachers seeking accreditation
at Professional Accomplishment and
Professional Leadership.
Whole school emphasis on Quality Teaching
and Learning.

Review and refine DEC policies as per
schedule.

Provide support for all teachers -permanent
and casual - with up-to date handbook and
induction program.

TARS and EARS process focuses on
consistent application of policies and
procedures as per school and faculty plans.

Leadership development opportunities
provided through the leadership for School
Improvement program and other PL
opportunities.
Strategies to achieve these targets include:

Use the evidence from the research project
with CSU in maximising student effort to
inform teaching strategies from preservice
to experienced practitioners.

Build on current preservice induction
program to support practicum program
across universities.

All staff trained in Institute accreditation
language to support preservice and
beginning teachers in accreditation process
and assessment of teaching.

Improved opportunities for Professional
development and accreditation of staff
through the Institute at PA and PL levels.

Faculty based PL in analysis and use of
student performance data to inform teacher
practices and teaching and learning
programs.



In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Sue Jones, Principal
Sandra Logan, HAT
Cate Colson, P&C President
Andrew Colson , SRC Co-ordinator
Bill Adams, e2 Deputy Principal
Strengthen the implementation of Quality
Teaching Practices though the analysis of
assessment practices.
School contact information
Blayney High School
Water Street
School priority 4
Ph: 02 6368 2100
Organisational Effectiveness
Fax: 02 6368 3351
2013 Targets to achieve this outcome include:
School practices align with policies and
procedures

Improved communication within and
between faculties ensuring consistency of
practice.
Development of a timeframe for PL to
support successful completion of school
plan.
About this report
Induction program and support for
beginning teachers and probationary staff
refined and implemented across faculties.

Increased support from all staff for school
procedures.
Email: blayney-h.school@det.nsw.edu.au
Web: www.blayney-h.schools.nsw.edu.au
School Code: 8357
Parents can find out more information about
Annual School Reports, how to interpret
information in the reports and have the
19
opportunity to provide feedback about these
reports at:
http://www.schools.nsw.edu.au/asr
20