Principal's Report

Dear Parents, Carers and Community members,

As we approach the end of the school year, the pace of activity within the college continues to intensify. While our primary focus remains on ensuring high-quality learning experiences for all students, we are simultaneously engaged in strategic planning for 2026. This includes finalising our Annual Improvement Plan, school calendar and preparing the school timetable for the year ahead.

Planning for the 2026 school year commenced at the beginning of Term 3 with a comprehensive review and analysis of key data sets, including HSC, NAPLAN, PAT, internal assessment, and attendance data. The purpose of this process was to identify areas of strength, highlight opportunities for improvement, and inform evidence-based decision-making. During this phase, staff engaged with several guiding questions, including:

• What is currently occurring for our learners?
• What trends or patterns are emerging from the data?
• What questions arise from these data sets?
• How does this information influence your thinking, teaching, and reflection within your area of responsibility?
• What should the next steps be—both at a whole-school level and within your KLA?
• What points of inquiry does the data raise for us as a college?
• Which areas require targeted improvement based on the evidence?
• What actions or strategies can be implemented to address the identified needs?

• How can we better prepare our students for future pathways, and what steps are required to achieve this?

   

The analysis revealed a clear need for targeted improvement in Stage 5, particularly in students’ academic performance and engagement in learning. A strong correlation was also identified between NAPLAN outcomes, Stage 6 performance, and HSC results, highlighting the importance of early intervention and sustained support throughout the secondary years.

In response to these findings, we undertook a review of our organisational structures and teaching and learning processes, leading to the development of an action plan designed to address the specific needs of Stage 5 students and strengthen their transition into Stage 6. This initiative, known as the Stage 5 What I Need (WIN) Project, is grounded in our collective commitment to enhancing teaching quality, improving learning outcomes, and supporting student success through evidence-informed and collaborative professional practice.

Project Goals

The Stage 5 WIN Project is guided by the following goals:

• To increase the average reading and writing proficiency levels of Stage 5 (Years 9 and 10) students, as measured by PAT and/or NAPLAN assessments.
• To improve student engagement by addressing the specific learning needs of Stage 5 cohorts.

• To ensure that students receive a high-quality education that prepares them for academic success in Stage 6 and/or future employment opportunities.

   

Implications for Stage 5 Class Structures in 2026.

Stage 5 class structures for 2026 will be informed by strategic data sets—particularly NAPLAN and PAT literacy and numeracy results. Key organisational elements include:

• English and Mathematics Blocking: These subjects will be timetabled concurrently to enable movement between classes and ensure students are placed in learning environments that best meet their needs.
• Integrated Grouping of Learning Areas: Science and PDHPE will be aligned on the timetable, as will Religion and HSIE, to support flexible grouping across subjects and promote cross-curricular collaboration focused on literacy and numeracy development.

• Elective Subjects: Electives will continue to operate within established blocks; however, teachers within these blocks will collaborate intentionally to support the improvement of students’ literacy and numeracy skills.

   

Key Principles Underpinning Class Structures

• Flexible Grouping: Flexibility will be central to class organisation, enabling student movement between groups, recognising individual differences, and providing multiple learning pathways across KLAs.
• Purposeful and Data-Driven Groupings: Groupings will be fluid, varied, and informed by students’ readiness, learning profiles, and other key characteristics, with a continued emphasis on equity and respect.
• Non-Permanent Placement: Students will not be assigned to fixed ability groups; rather, they may transition between groupings and may participate in different group configurations across subjects.

• Ongoing Assessment: Teachers will continually assess students’ readiness, interests, and learning profiles to guide grouping decisions and support appropriate movement within and across classes.

   

Teachers and school leadership, in collaboration with knowledgeable others from the ACS Office, are continuing to prepare and refine the Stage 5 WIN Project in readiness for its full implementation in 2026.

A parent information evening will be held early in 2026 to provide a detailed overview of the Stage 5 WIN Project and to offer families the opportunity to ask questions and engage with the planned changes.

Finally, I am pleased to announce the following appointments for 2026

Ms Jessica Armfield - Leader of Learning- English

Mr Mark Aarts - Leader of House - Ursula and our new Language teacher

Mr Bruce Myers - Leader of House - Merici Term1 as Mr Shane McCann takes leave for Term 1

Mrs Amber Smith - Leader of Engagement for 2026 as Mrs Amanda McFarland goes on maternity leave

Mrs Bodene Colas - Sports Coordinator for 2026 and our new PDHPE teacher.

Mr Clayton Thompson - HSIE /English teacher

Mrs Marnie Henwood - HSIE teacher for 2026

Ms Lauren Spelleken - Mathematics 2026

Warm regards,

Phillip Gibney

Principal