James cook boys high school

English Faculty Report

English teachers maintained high expectations for our students and employed a diverse and successful range of strategies, programs and assessments to engage students in the study of English. As well as developing skills in creative writing, text analysis and essay writing, Year 12 students prepared and delivered monologues about the experience of growing up and moving into the world, presented tutorials about war poetry and wrote reflections about what they had learnt about the concept of Belonging they in lessons. Year 11 students wrote travel blogs, learnt how to analyse texts independently, attended a performance workshop delivered by a professional actor and delved into the poetry, drama and stories of Indigenous Australians. Year 9 and 10 students wrote and delivered persuasive speeches, used their laptops to make professional standard advertising posters, researched and wrote feature articles and presented their own poetry anthologies. In Stage 4 students developed an understanding of visual literacy, wrote and illustrated picture books, learnt about the history of drama and theatre, critiqued adventure films and presented dramatic retellings of Dreamtime stories.

Technology continued to be integrated into English teaching with the use of TALE resources, relevant You Tube film clips, lectures and poetry readings, and internet research materials. Many students completed work through Edmodo and used their laptops to prepare PowerPoint presentations to support their tutorials and speeches. Digital projectors also allowed students to study film in greater depth.

Debating teams represented James Cook with credit in inter- school competitions. The Year 7 and 8 Team, coached by Ms McDermott, gained valuable experience in the organisation and delivery of an argument and worked very cooperatively as a team. The Year 9 and 10 Team, coached by Mr Edwards broadened their knowledge of current affairs and honed their skills in public speaking. Ms McDermott organised a presentation for senior students by the accomplished Australian Poet Laureate, writer and story teller Monty Boori Prior who entertained students with humorous and poignant stories about his experiences of growing up in Australia. Mr Chung and Mrs Dunn reorganised fiction resources in the library and assisted students in publishing and presenting their English work. Ms Loutfy and Ms Naguib organised a cross curriculum spelling competition for Year 7 students with many students gaining results of over 85% in the final assessment. Mr Vallis presented students with awards at the end of the year. Senior students attended H.S.C. lectures that focused on units of work in the Advanced and Extension English courses. Mr Edwards co-ordinated and edited school publications including the parent newsletter, “Cooks Course”. Ms Rix led the school Literacy Team and provided professional development for staff and a reading for enjoyment program was organised for Year 7 and 8 students.

Drama offered students with the opportunity to develop skills in focus, movement, mime, tableaux, self-assessment and reflection. Throughout the year all Year 7 students participated in a thirteen week introduction to Drama course and Ms McDermott was very pleased with the cooperation and enthusiasm displayed by the boys. The success of Drama programs for Year 7 students in the past two years has contributed to the creation of a Drama Elective class in Year 9. Year 8 students attended a performance of the play “My Girragunji” at the Seymour Centre.

Throughout the year literacy initiatives in the English faculty included the development of resources to assist students to prepare for NAPLAN assessments, spelling competitions, organisation of DEAR for Year 7 and 8, literacy tutorials for ESL students and wide reading programs in the library. Ms Loutfy and Ms Weekes supported ESL students across the curriculum in a variety of subject areas and were involved in program development, curriculum differentiation and team teaching.

Students in Years 7 to 12 achieved commendable academic results throughout 2013 with students in the Advanced and E.S.L. courses for the H.S.C. achieving Band 5 and 4 results and a group of students in the Standard course placed in Band 4. NAPLAN results showed above average growth in literacy skills for Year 9 students, especially in reading.

English teachers continued to take a leadership role in school welfare programs. Ms Rees organised the Dragnet program which was highly successful in improving student punctuality and attendance. Ms Loutfy was Year Adviser for Year 12 and supported students in all aspects of their preparation for the H.S.C. Ms Loutfy and Ms Rix organised the Year 12 Presentation Night at which all Year 12 students were formally recognised for many achievements throughout their six years at James Cook. This year group will be remembered as an exceptional group of young men who were wonderful ambassadors for our school. Ms Rees was Year Adviser for Year 11 and Mr Edwards was Year Adviser for Year 8 and they supported their year group through counselling, contact with parents, merit presentations and relevant welfare initiatives.

English teachers were engaged in professional development courses and activities that focused on assessment and programming for the National Curriculum, drama, literacy, senior English courses, school publications, National Partnerships and student welfare.

SPECIAL EDUCATION

James Cook has a thriving special education with boys from year’s seven to eleven in the class. The major focus in the classroom is on English and Mathematics, with the students being on specialised programs tailored for their individual needs and abilities. They are taught by mainstream teachers for other subjects like Science and Music.

The older students participate in work experience programs which run for one day a week for twenty weeks which give them an excellent springboard into the workforce when they leave school. In the senior years the students access TAFE courses. Often this is the retail course at Gymea TAFE.

We have a very active outdoor program for the boys which include the following:

-Soccer competition for two terms at Five a Side Soccer

-Surf Awareness at North Cronulla which included a ride on the jet ski

-Boxing fitness at Tempe

-Sailing at Kogarah Bay
VET / TVET

In 2013 there were 20 Stage 6 students enrolled in TAFE delivered TVET courses. This number reduced to 14 as students left school for full time employment or chose to focus on their school studies. Students are drawn to TAFE campuses at Kogarah, Petersham, Gymea and Ultimo, participating in various automotive industry trades, hospitality, plumbing, and computer assembly and repair courses.

Our year 11 students undertaking the T3 school based traineeship with Sydney City Lexus has successfully completed his first year of the program with one third of his 130 compulsory on the job training days accomplished. Through working collaboratively with parents and employers James Cook has another student entering a School Based Automotive Apprenticeship in 2014. A school-based apprenticeship requires the student to attend TAFE for the whole day on Monday and one full day a week on the job. This pattern of study requires the students to demonstrate time management skills, dedication to their school studies, and maintaining a healthy study – work life balance.

During 2013 a total of fifteen students from year 9 through to year 11 participated in the “Get Into Vet” short courses. Students travelled to Gymea, Ultimo, Randwick and Kogarah TAFE campuses 2 days a week for approximately 8 weeks. These students took part in Cafe Skills, Introduction to Carpentry and Plumbing, Working in the Creative Industries, Sport and Recreation, Skills for Life, and XLR8 into Automotive courses. Many of these students have continued these courses into their senior years as part of their TVET HSC study pattern.

In 2013 students participated in timetabled Careers lessons for Year 9 to 10. The objectives of the lessons were to develop knowledge and understanding of

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  The world of work
  
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  The roles of various sectors within the local and wider community.
  
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  The roles of education, employment and training systems in planning and managing life transitions
  

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  Identifying employment trends and changes in the nature of work
  
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  Analysis of current workplace issues
  
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  Identifying the roles of education, employment and training organisations
  
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  Evaluating the roles of individuals and organisations within the community
  
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  Developing and recording personal values, skills, attributes that lead to effective participation in work and society
  

James Cook has subscribed to a new web site Seek2b that provides students with information pertaining to over 100 career options, a calendar of events linked to industry providers / networks, quizzes to discover possible career paths based on the trait factor theory, HSC / ATAR / UNI links, apprenticeship guidance, estimated career earnings, job search, and gap year options.

In regard to individual interviews the students were assisted with information for University entry TAFE, Apprenticeships options in addition to assistance for University and TAFE application. These interviews also provide the foundations to tailor the Careers Program to the needs of the students’.

A subject selection market was held, aiming to provide Year 10 students with the necessary information to make an informed decision about their senior studies. Head Teachers from each Faculty provided detailed information about the Preliminary and HSC courses that are on offer at James Cook. Representatives from TAFE and School Based Apprenticeship/Traineeships (SBATs) were present outlining the varied TVET courses on offer, and how these can be linked to a SBAT opportunity. Wollongong University sent three representatives who brought the perspective of university life to the students.

During Term 3, Year 10 students had the opportunity to be involved in the block release `Work Experience’ program. The students were excited and apprehensive about commencing the work placement that the majority of them sourced themselves. Feedback from both employers and supervising teachers was positive with the boys adjusting quickly to the world of work. Through this experience students gained an understanding of what type of work or industry they want to pursue beyond school. The boys participated in a wide variety of occupations in the Health, Hospitality, Retail, Small Business, Design, Social Welfare, Construction, and Trade industries. Some of the boys were successful in gaining part time employment at their work place.

Creative Art

2013 was a year of many successes for the Creative Arts faculty. HSC results continue to reflect the commitment of students and teachers. In Visual Arts all students achieved bands 3, 4 or 5. Nathan Damcevski,s film was preselected for Artexpress. Music results were similarly successful and again the hard work of Ms Lee and the students should be acknowledged.

The gallery space in A block is a focus of artworks by students and parents are invited to enjoy the achievements of James Cook Boys when visiting the school. This is a changing exhibition and highlights both the quality of our students and the quality of our teaching staff. Past and present exhibitions can be viewed on the School Website. In August this space displayed the HSC artworks as part of the now annual Year 12 Showcase evening. This is an opportunity for parents and friends to share in the achievements of the HSC students and to provide them with feedback prior to the submission of their Artworks and Music performances.

During the year students participated in a number of excursions that supported and enhanced classroom learning. Literacy Numeracy and Digital technologies were included in all programs

The Visual Art Faculty was involved in the Bayside of Community Schools Program. This involved participation in a targeted program for students from the local primary schools. An exhibition of student works was held in our Gallery Space at the conclusion of the program.

The Arts are part of the fabric of society. They enhance tolerance and understanding across cultures. Studying Visual Art, Music, Drama or Dance encourages creative thinking and problem solving, cooperation and focus. The learning we deliver at James Cook Boys Technology High School is the NSW Board of Studies Syllabus. Our teachers are experienced and highly skilled in their respective disciplines as well as in current education practice. Parents can support students learning though encouraging the boys to complete homework, have the correct equipment and developing a joy for learning.

In 2013 the year 7 students of James Cook Boys’ participated in the ‘Step Up’ program throughout terms 1, 2 and 3. ‘Step Up’ is peer mentoring program that was developed at James Cook Boys by combining the principles of the Peer Support Foundation’s approach to student leadership with a range of welfare initiatives that aimed to address the specific needs of the students at our school and foster the idea of stepping up as a student, as a citizen of James Cook, as a leader and as a man.

Every student in Year 7 was placed into a small group with 6 or 7 of their peers. Within this group they worked through a series of activities lead by two Year 10 Step Up leaders in sessions that occurred once every fortnight throughout terms 1, 2 and 3. The peer leaders, who were trained though the Peer Support program’s training modules in 2012, demonstrated a keen interest in ensuring that school life is a positive experience for all students of James Cook Boys’ and were consequently rewarded through their selection as Step Up Leaders for this program.

The Step Up program key aims were to develop and strengthen the leadership skills in the year 10 students whilst also teaching the incoming year 7 students a range of skills to step up and deal positively and proactively with life experiences.

Throughout Term 1 of the program the leaders met with their group of year 7 students for one period every fortnight and assisted them in becoming familiar and confident with our school, their peers, their teachers and new routines, while also helping them to develop a sense of self worth and belonging at our school. The leaders also accompanied the year 7 group on their school camp in order to consolidate the positive connections within their group. This allowed the leaders to demonstrate their support in an informal setting, which in turn meant that when back at James Cook, the relationships between the leaders and their group members were genuine and built on trust and respect.

As the Step Up program continued into terms 2 and 3 the activities encouraged Year 7 to take responsibility for their decisions and actions and also provide a fun but thought provoking environment to address issues such as bullying, relationships, coping with adversity, dealing with anger and self image.

The conclusion of the program was marked by a celebratory BBQ in Term 3 where the hard work and dedication of the leaders was formally acknowledged and celebrated by all participants and where each student was given the opportunity to reflect on the merits of the program through a feedback survey.

In analysing the feedback from the students and the leaders, it was clear that the Year 7 students not only enjoyed the program but also learned some important lessons along the way. Over 80% of year 7 students surveyed stated that they liked participating in Step Up and even more boys said that they felt supported by their leaders throughout the year. When the students were asked what stepping up means to them, the answers included statements such as ‘standing up for yourself or your friends against bullies’, ‘‘man-ing’ up and taking responsibility’ and ‘showing respect for myself and for others’. It is these statistics and powerful statements that confirm the positive impact of peer mentoring in schools and again is evidence of the fantastic support, commitment and strength of character provided by the year 10 leaders and fostered throughout this program.

The Boys to Men project was devised to compliment other welfare initiatives within the school. Our senior student leaders, Kamel El-Chikrawe, Tom Tomasi, Jad Diab, Mohammed Ali, and Travis Stibbard took an active role in formulating the program which targeted selected junior students and took them through daily mentoring sessions. Topics such as conflict resolution, improved classroom application, study timetables, respectful behaviours, etc were addressed during the sessions along with jujitsu sessions. The seniors shone as peer leaders and mentors and the junior student involved were appreciative of program. It was a program we will repeat as it bought positive outcomes for all students involved.

Through each of these programs, our main aim is to strengthen relationships between staff and students and ensure Cooks Code is central to our work practices.

ST GEORGE SPECIAL SCHOOL

Our school’s commitment to working with students from St George Special School continued successfully throughout 2013.  Every Wednesday afternoon a special group of highly committed students from Years 8 to 12 accompanied Ms Lee and Ms Huber and interacted with all students who were in need of their support.  Activities in which our students offered help and support included organising ball games, reading, conversing, wheeling students around the playground area and promoting social interaction which also helped students with their motor skills.

A highly successful disco was organized for the students from St George Special School towards the end of last year. A large group of our students and Ms Lee managed to wheel the excited students to our school hall so that our students could be partnered by out students and then wheeled safely around school the hall in time with the recorded music .

Links with SGSS has continued to remain a very important and valued program at JCBTHS.

INTERNATIONAL STUDENTS

International Students continued to be valued as an important influence upon the cultural, social and academic success at JCBTHS.  The students originated from various Asian cultures including China and Vietnam and impressed their teachers and fellow students with their affable personalities, attitudes and academic performances. 

James Cook Boys THS celebrated the brilliant HSC results of Shuai (Roy) Shao, an international student who was dux of yr 12 in the HSC. In spite of commencing his academic studies at our school in February 2011, he managed to score an excellent result in all his subjects. It was sad to see two other yr 12 international students leave school last year after completing their HSC studies. Ruhan Gu and Jonathan Tran were extremely well-mannered and sensible students who were very popular with their teachers and peers.

Ms Lee remained the International Students co-ordinator and organised a luncheon each term for all the staff at JCBTHS, International students and their guardians.  The luncheons provided invaluable support for the International students and helped to strengthen their ties to our school.  Once again Fridays commenced with morning tea in the common room during which time tea, coffee and a variety of food were presented to the International students during which time welfare strategies, attendance and any important issues were raised. 

On Monday 14 October there was a very exciting visit by a Korean delegation of 25 government officers, section chiefs, senior school inspectors, principals, deputies and teachers to JCBTHS. In addition to the delegation was an official translator who assisted with a number of lengthy translations of the presentation given by Mr Vallis, Mr Mansour, Ms Lee and Ms Diwakar. Mr Woo’s assistance was invaluable on the day as he was able to spend time with a large number of the visitors and answer a wide range of questions.

The purpose of the delegation’s visit was to study the Australian school system by visiting a comprehensive school and learning about how it functions from and educational perspective.

STUDY ABROAD PROGRAM

At the beginning of Term 3 a group of 15 Chinese students aged 12 to 15 visited our school over a period of six days. The purpose of the visit was to introduce the visiting students to a typical Australian classroom whereby they could practise their spoken and written English skills as well as broaden their education.

Several wonderful students from years 10, 9 and 8 provided translations and support to the Chinese students throughout their experience of a wide range of subjects. The specialty areas of study were: Biology, Maths, Music, Art, Chemistry, English, PE and Geography.

On the final day of the visit there was a fabulous luncheon for everyone involved and a special graduation ceremony for our visiting students. Many of the students from JCBTHS and China exchanged email addresses and phone numbers while it took a long time to say ‘goodbye’ in view of the rapid flutter of cameras at the very end of the visit.