2022 Targets

This is the first Annual Report framed by the 2022-24 JCCA Business Plan that was developed using a whole school approach, collaborating with staff, students and the College Board. The artwork used for the document was created by the JCCA First Nations student group, Maali Mia. The group fosters social connection between the Colleges’ First Nations peoples, creating a combined voice for change within the community. This work explores the various aspects of education and curriculum at the College, within the context of the warm and inspiring land of Walyalup (Fremantle). This piece was created with the guidance of Ashley Maroney, a JCCA Visual Arts Gifted and Talented (GAT) Program alumni and was finalised by 2021 Music Theatre GAT graduate Jules Thomas. The artwork is a collaboration by the students in the Maali Mia group, who came together to paint and draw their personal knowledge of their Country.

This is the first Annual Report framed by the 2022-24 JCCA Business Plan that was developed using a whole school approach, collaborating with staff, students and the College Board. The artwork used for the document was created by the JCCA First Nations student group, Maali Mia. The group fosters social connection between the Colleges’ First Nations peoples, creating a combined voice for change within the community. This work explores the various aspects of education and curriculum at the College, within the context of the warm and inspiring land of Walyalup (Fremantle). This piece was created with the guidance of Ashley Maroney, a JCCA Visual Arts Gifted and Talented (GAT) Program alumni and was finalised by 2021 Music Theatre GAT graduate Jules Thomas. The artwork is a collaboration by the students in the Maali Mia group, who came together to paint and draw their personal knowledge of their Country.

The current Business Plan delineates the planning context for the continued development and improvement of the College and established three key priorities: Creativity, Excellence and Wellbeing. These priorities have then been broken down to outline strategies and approaches to achieve the College vision of developing learners with integrity, who care, lead and positively contribute to the community.

The priorities have been inspired by the following College values:

• Inspiring the Mind – Curiosity, Imagination and Innovation

• Nurturing the Person – Respect, Care and Compassion

• Learning for Life – Resilience, Perseverance and Reflection

• Connecting with Community – Social, Cultural and Environmental Responsibility

The identified targeted areas are important indicators of the progress of the teaching and learning community at the College and suggest the intent of the community in delivering the very best outcomes for all students.

Since the previous instalment (2019-2022) the plan has been refined, creating measurable approaches and strategies that align with the College pedagogy.

Excellence

• 25 teaching staff participated in GERRIC (Gifted Education Research, Resource and Information Centre) training.

• The staff involved are across all learning departments with the intent for them to distribute their knowledge to their department as GERRIC supported leaders.

• All learning area Directors met with the Principal to discuss achievement data and any anomalies in the results. The Principal and Directors explored direction and strategies to improve results.

• Staff were engaged in a new Quality Teaching and Learning framework that aligns with the College pedagogy and Department of Education direction, in particular, ‘teaching for impact’.

• There has been an increase in the diversity of assessment types such as industry experience, VET related and practical examinations. College executives and learning area Directors implemented a new direction focusing on opportunities for formative assessments resulting in an appropriate number of assessments per year group, per subject over the course of the year.

• 28 students participated in Workplace Learning (WPL) Students required to attend a workplace in any industry. Minimum of 55 hours on-the-job training in industry workplace settings. WPL program used towards achievement of WACE.

• The College moved away from the learning management system of Connect to SEQTA. SEQTA has been implemented in all learning areas and notifications to community members. All staff received training to competently use SEQTA.

• A Study Hacks Masterclass was implemented into the SEQTA library for all students.

• 24 Year 10 students participated in Try-A-Trade programs coordinated by South Metro TAFE where students attended one through to three day experiences. These programs included: Civil Construction, Cabinet Making/ Paraprofessional, Bricklaying/ Solid Plastering, Painting/ Interior Decorating, First Aid Skill Set.

• Continuation of BYOD program into Year 8.

• Increased SCSA results across the majority of learning areas, with the highest median and mean recorded at John Curtin College of the Arts with 90% recorded above state average.

• The College social media platforms continue to promote and highlight staff, students, and community achievement across the year, alongside promotional event material.

Creativity

• The Enrichment program focuses on real world problems in STEM and the arts, engaging students in a variety of engaging problem solving skills.

• 2022 offered a different perspective of creativity and problem solving skills with the continuation of the pandemic. Students and staff engaged in an elevated new form of creativity, collaboration, critical thinking and communication throughout all learning areas. This included the implementation of SEQTA as an online learning tool, outdoor masked performances and strategies to continue learning in a fun and informative environment.

• A new project was developed in the Drama department which saw the Year 10 and 11 students working collaboratively for the first time for the inaugural Year 10 and 11 Guest Director season of Moving which was a huge success.

• The FLEXI program was introduced to the College, providing alternative pathways and transferable skills. 41 students participated in the FLEXI program.

• All projects, community partnerships and performances foster curiosity through relevant learning opportunities. Students learnt to be creative and adapt to the COVID environment.

• Three current students were nominated for the DOE Ministers Council. One achieved a position in the council and the other two students are involved in other areas of the DOE, regionally and centrally..

• The College continues to develop cross curricular project based learning, such as the annual Una Festa in Piazza, a whole school approach to incorporate culture, creative arts and language.

• Working with the local community, DOE and other key stakeholders to continue the growth and visibility of creativity at the College. These stories and achievements are visible on College social media platforms.

• Numerous PLA were provided to teaching staff to enhance their skills using SEQTA, alongside WebEx training. 2022 saw the first fully online parent teaching meetings that have continued into 2023.

• Apple selected John Curtin College of the Arts as the Inspire Innovation School for Western Australia for the year. Inspire Innovation aims to;

• build capacity within schools to scale innovation.

• support a sustainable professional learning model.

• improve teacher capacity to plan for and utilise technology effectively.

• provide opportunities for schools to share their success and learnings.

• Five teaching staff were selected to be part of the Apple led professional learning.

• The College continues to highlight student creativity across digital platforms, digital signage, rotational art displays and lunchtime student performances.

Wellbeing

• 444 students participated in at least one VET qualification within the school program from Years 9 to 12 either under John Curtin RTO or in an auspice partnership. Students selected flexible learning pathways and opportunities that met their individual needs.

• The senior Girls Football students mentored the junior girls.

• Students council leadership training for the Department of Education (DOE) peer support.

• The College facilitates responsible use of resource management such as; community donations and reusing old materials.

• The College Parents and Citizens community organised events such as ‘Coffees and Conversations’ and ‘Yoga Vibes’ to engage key stakeholders and for staff to mingle.

• Students and staff participated in Reclaim the Void weaving for wellbeing workshops, organised by the textiles department. Reclaim the Void was born from Ngalia elders in Leonora, Western Australia, expressing their pain and grief at ‘those gaping mining holes left all over our country’. The idea was conceived to symbolically ‘seal’ one of the holes with an artwork expressing the story of country.

• Mental health and wellbeing resources in student diaries.

• The Learning Centre developed a Wellness Collection for students, parents and staff. This included the addition of a supplemental Wellness Collection of 540 books to the ePlatform database. The fiction books have a diverse range of main characters from different cultures, and with a wide assortment of different challenges – from neurodiversity, to sexuality, gender and race, allowing the students to see themselves and their friends reflected in the characters. The nonfiction books also cover a mix of different issues on mental health, meditation/yoga/ exercise etc., neurodiversity and other topics.

• The Senior Leaders formed a Year 7 Transition working party to continue to develop the Year 7 Transition program. The overarching direction being to support students holistically in their move from primary to high school. Further documentation was developed in collaboration with staff on the working party, senior leaders and executive.

• Events – Every year we acknowledge national and international days of celebration such as Harmony Day, Culture Fest, Wear It Purple, Day of Trans Awareness and Neurodiversity Celebration week.

• Enrichment Workshops were held for students facilitated by MAN UP WA, We Are WomXn and Diversity guest speakers.

• Students participated in the R U Legal? program which offers community legal education sessions and resources for young people between 10 and 18 years old.

• For the past three years the College has produced both a Mothers Day and Fathers Day video in collaboration with students as part of the Mental and Physical Health project that Technologies is leading in partnership with several other schools and industry connections.