NGC

ANNUAL
REPORT
2015
DYNAMIC
ENTERPRISE
LEARNING
FOR YOUNG
PEOPLE

CONTENTS
4

Principals Report

Board Presidents Report

Philosophy Statement

School Background

Curriculum

Value Added

Enrolment

Facilities

11

Teaching Staf f

16

Student Destinations

16

Attendance Rates

16

NAPL AN Results

17

RoSA Results

18

Enterprise Art

19

Break the Hate

20

Case Study: Justin Cashin

21

#YOUlive

22

Dance and Didge

23

Case Study: Kane Laws

24

Vocational Education and Training

26

Case Study: Danielle Morgan

27

Halloween

28

Christmas

29

Case Study: Hunter Mills

30

Fair Work Task Force Hearing

31

Case Study: Tristan Sommer ville

32

Reporting Policies

34

Financial Report

Yamma Yamma. We respect and acknowledge the Darkinjung people past and present on
whose land we live and enjoy today. We cherish and nurture our youth offering knowledge
and wisdom through their lifes pathways.

ANDREA
CINGI

PRINCIPALS
REPORT
Welcome to our second Annual Report. 2015 was an
extremely productive, successful and fun-filled year as
we continued to strive towards our vision of every young
person achieving a purposeful future. We grew from 35 to
45 students and introduced our first Year 11 class at the
beginning of the year, and student numbers increased to
51 participants by mid-year. The roots of our small, special
assistance school are deepening which will help us to
flourish in the years to come. A sense of belonging, selfempowerment through high expectations, and young
people taking responsibility for their learning and actions
are some of the fruits our school is starting to bear.
Our journey begins by confronting the picture painted by
local statistics and ensuring our practices demonstrably
prevent further disengagement and improve young
peoples outcomes. The Central Coast is characterised
by severe regional disadvantage, where young people
are typically some of the worst casualties. Youth
unemployment has exploded to 28% which is now
well above the national average of 14.2% of 15-24-yearolds looking for work. This unemployment is often a
generational epidemic, with families experiencing
joblessness and welfare dependency for two generations
or more. Only 61% of young people complete Year 12,
meaning that 39% are not job-ready when they leave
school and require further training or education to enter
the workforce.
At NGC we aim to turn these numbers around and
provide our young people with the skills, knowledge and
new perspectives to grow, practice self-determination
and change their life trajectory in a meaningful way.

The voice of our youth is very powerful and I am so

proud and humbled to have such strong, articulate and
intelligent young people at our school. We will continue
to work tirelessly to bolster them against these barriers,
and continue to ask the government and business
community to support us to provide these young people
the help they so desperately need. Everyones future
depends on the wellbeing of our youth.
But we cant and dont do all this alone. Apart from the
academic and vocational learning, we also emphasise the
importance of caring and strong relationships to support
the welfare and emotional wellbeing of our students and
their families. I would like to thank our amazing partners
who share their expertise and resources, and facilitate
immensely beneficial programs for our NGC participants
throughout the year. Aftercare, Oasis Youth Centre,
Bara Barang Corporation, Evolution Youth Services,
Northern Settlement Services, Uniting, Dr Zehtner, Bob
Thomas from NSW Transport, to name a few. It is strong
partnerships with families and other organisations that
add value to our education and play a vital role in wholeof-person and whole-of-community engagement. As they
say It takes a village to raise a child and the community
programs our partners offer provide avenues of selfempowerment for our young people to become resilient,
confident, leaders and positively active in their society.
I would like to take this opportunity to deeply thank
the board, our staff, our partners and our supporters, all
of whom work tirelessly, professionally and voluntarily
to provide our youth the opportunity to shine. It is an
honour to take this journey with you all. Thank you.

5
Mutual love and respect. That is what I observed
in abundance at the presentation of Certificates to
Ngaruki Gulgul students at the end of last year, the
schools second year of operation. Not spoken glibly
in speeches, but crystal clear in the way the students
presented themselves, acknowledged each other and
their teachers and school support staff, and expressed
their appreciation for the successes they were now
celebrating. This from a group of young people for
whom school and the classroom had been alien places
and the source of much frustration and failure. And
yet, here they were, smiling, laughing out loud, and
embracing each other, celebrating school achievement.
How can this change have come about?
The answer was also clearly evident in the room. The
school staff, all present, displaying the same joy and
pride as the students- and in the same way! Amazing!
Here were a dedicated group of professionals who, for a
year, had embraced these young people through tough
times as well as many joyous ones, wrapped them in
real life curriculum in a garden setting school like no
other, and done all of this with respect and consistent
high expectations for their success . For students to
be able to engage in their learning, very often beyond
the classrooms confines, with teachers and support
staff who understood their needs and aspirations, had
been the key ingredient for the successes they were
celebrating here tonight.

Our inspirational Principal, Andrea Cingi, and her

wonderful staff have done an outstanding job in
gaining the confidence of a somewhat disparate group
of young people not accustomed to expecting anything
positive from their school experience, and proving to
them that they can learn as well as anyone else. These
young people have engaged in academic education,
enterprising vocational learning, community service
and participation, sporting and performance programs,
and activities to address the personal barriers which
have, and may be continuing to have, an impact on
their learning. These learning activities have taken
place within our Green Central space and in the world
beyond and are beautifully described in this Report in
photos and words. I strongly encourage you to share
in these student journeys as you read their marvellous
stories.
Our Board has also been a great support to the school,
particularly through Executive Director, Marj Kong,
in curriculum and preparation for accreditation and
audit, and Director, Anne Byrne, in HR. All Directors
have also undergone four hours of professional learning
around school operation and governance over the last
twelve months allowing them to be fully conversant
with all that the school involves and providing strong
governance and support according to their existing
expertise and experience. I sincerely thank them for
this commitment and support.

BOARD
PRESIDENTS
REPORT

PAT
LEWIS

PHILOSOPHY
STATEMENT
To
create
a
dynamic,
enterprise
learning environment for young people
who need a new perspective on what it
means to have skills and knowledge.
Central to the philosophy of Ngaruki Gulgul is the
belief that practical work and problem-solving
combined with vocational instruction, with a view
to genuine production and sales, will enhance
participants motivation to learn and become positive
and fully integrated citizens of our community.
Goals of our education are to develop participants:
Learning Skills
Personal Skills
Social Skills
Professional Skills
An exciting combination of key learning areas,
vocational training and enterprising practical work
are pivotal to improving our young peoples chances
in further education and the employment market.
It is a place where young people are treated with
respect and their barriers to engagement are treated
in a holistic manner. They need supportive personal
relations and identification options in the learning
environment. Ngaruki Gulgul provides a caring
environment where the participants experience a
sense of belonging.
We believe young people want to learn and the
majority have substantial learning ability when given
the right conditions. There is great emphasis on
avoiding any further marginalisation of participants
who have had trouble-filled educational histories.
Kofi Annan, former secretary-general of the United
Nations, and a powerful yet humble leader said Young
people should be at the forefront of global change and
innovation. Empowered, they can be key agents for
development and peace. If, however, they are left on
societys margins, all of us will be impoverished. Let us
ensure that all young people have every opportunity to
participate fully in the lives of their societies. And this
is what we at NGC work towards - supporting young
people to become resilient, confident, innovative, and
positively active, who are able to impart a purpose and
direction to their lives, and become social, civic and
economic contributors to society.

SCHOOL
BACKGROUND
Ngaruki Gulgul is a registered and accredited, nongovernment, special assistance school specifically
designed for the inclusion of young people who
are not succeeding in their studies in mainstream
schools.
Founded in January 2014 we aim to be a successful
model for many young people on the Central Coast
who are ready and willing to try something new for
either the hospitality, automotive, construction, art
or agri-food sectors.
Additional VET qualifications create pathways into
further study, school continuation and employment.
They also explicitly address employability skills and
assist potential employees and young people in
making more informed choices about careers.
Ngaruki Gulgul offers participants a Board of Studies
school curriculum as found in any other traditional
school with the addition of pathways that focus
on trade industries. The difference lies in the earn
and learn balance to the delivery of educational
programs through participation in social enterprise
initiatives.
Places are limited to allow participants greater
opportunity to identify their strengths and work to
improve the areas in which they lack confidence.
Enrolments are accepted during the year, however,
in selecting any student to fill a vacancy, we give
special consideration to young people and their
families where there is a demonstrated commitment
to the school and its underlying philosophy.
Ngaruki Gulgul provides the opportunity to learn in
an environment which helps participants to develop
the skills and values they need to fulfil their unique
destiny and find their place in the world.
It is an education option designed for participants in
Years 9 and 10 working towards a Record of School
Achievement (RoSA), and students in Years 11 and
12 not wanting an HSC ATAR but an alternative
education pathway into a trade or further vocational
education and training. We are not politically or
religiously affiliated.

Why Ngaruki Gulgul?

We believe everyone is unique and accept
you the way you are.
Real vocational pathways are accessible and
tailored to current industry standards.
You attend because you have a desire to make a
difference to your future and impart purpose
and direction to your life.
You have the opportunity to make choices about
your role as a student.
Stronger support is available if who need it.
You and teachers are on a first name basis.
Smaller class/school size means we get to
know you as an individual.
The harder you work, the more you get.
There are no school uniforms, school bells or
school assemblies.
We want you to be ready for the workforce.

CURRICULUM
At Ngaruki Gulgul we tailor a students program to
their abilities.
A core component of the Ngaruki Gulgul curriculum
is the inclusion of enterprise learning. We define this
through a range of taster subjects with a vocational
intent, and offer the possibility for our stage 5
students to complete a Statement of Attainment or
full Certificate I qualification in either hospitality or
primary industries.
In 2015 4 students completed a statement of
attainment in Certificate II in Hospitality; 7 Students
are currently enrolled to completed a full Certificate
II in Hospitality by the end of 2016; 3 students
completed a statement of attainment in Certificate
II in Horticulture; 7 students are currently enrolled to
completed a full Certificate II in Horticulture by the
end of 2016; 6 Cert II Skills for work and vocational
education students completed a statement of
attainment.
Record of School Achievement (ROSA)
requirements
Subjects will be reported with grades (A-E).
Teachers use the General Performance Descriptors
in determining the appropriate grade to award.
This will be outlined in a separate booklet given out
during Semester 1 of Year 10.

We are registered and accredited to offer participants

the core curriculum subjects and a selection of VET
subjects. We offer participants the opportunity to
gain a RoSA, a certificate that can be requested
through the Board of Studies and replaces the
School Certificate, along with a nationally recognised
certificate in their chosen VET subject.
Years 11 and 12 (registration only)
In 2015 we provided an alternative Year 11 program
which offers a curriculum option for students who
are not wanting or able to achieve a Higher School
Certificate. This education program meets the
requirements of the Education Act and has Board
Developed and/or Board Endorsed Content status
however cannot be used to meet the requirements
for the award of the Higher School Certificate. It is
not necessary for students to address or achieve
all outcomes in order to satisfactorily complete the
course. The number of outcomes addressed and/or
achieved will vary for individual students.
A student will be considered to have satisfactorily
completed a course if, in the principals view, there is
sufficient evidence that the student has:
Followed the course developed by the Board.
Applied themselves with diligence and sustained
effort to the set tasks and experiences provided in
the course by the school.
Achieved some or all of the course outcomes.
It is assumed that participants have completed their
mandatory Technological and Applied Studies (TAS),
Creative Arts and Language hours in Years 7 and 8.
The subjects we offer are:
Grade

Year 9 & 10

Year 11 & 12
(registration only)

Content

English
Mathematics
Science
PDHPE
Geography
History
Certificate I
VET Subject

English
General Mathematics
Earth and
Environmental
Science
Sport, Lifestyle and
Recreation Studies
Aboriginal Studies
Certificate II
VET Subject (trade)
Certificate II Skills for
Work and Training

VALUE ADDED TO EDUCATION

A
range
of
extra-curricular
activities and initiatives to promote
respect and responsibility are held
throughout the year.
Cultural Awareness Workshops
This is a way our students can meet people from
multicultural backgrounds to foster intercultural
understanding and inclusion. Through meeting and
listening to the life stories of Muslim and African
individuals, our students were able to empathise,
support and ask respectful questions of our guests.
#YOUlive
Funding from the AIS NSW was received to develop
the PDHPE curriculum through a Road Safety and
Wellbeing grant. Titled #YOUlive, an interactive,
hands-on, relevant and student led program was
developed which included the filming of a raw
documentary. See more on page 21.
Evolution Girls Group
Facilitated by Kirsten and her team of experienced
youth workers, once a week over a term, our female
students participated in an engaging and inspiring
program which covered consent and legislation
around consent; sexual health and STIs; healthy
relationships; anti-bullying and cyber safety; alcohol
and drugs; and personal wellbeing.

Anger Management Workshops

We constantly engage in conversations with our
students about how they could negotiate interactions
without explosive anger. The NGC teachers, support
staff and case managers are tireless in their efforts in
talking with the students about how they could have
done things differently.
Access to Sport
Students and staff engage in lunch-time basketball
and hand ball. They study PDHPE through a variety
of physical activities. Boomerang Shield; kids versus
Cops touch footy which breaks down barriers
between youth and police; OzTag events and much
more. Another favourite is flipout.
Structured interactions with community
services and authority figures
PCYC provided a course for our students to
understand the role of the police in the community.
Busways and the Railway police were also invited
to the beginning of the year Orientation to foster a
positive and mutually respectful relationship into
the future.
Networking through our YC Case Managers
Negotiating refuge accommodation, medical
appointments,
counselling,
headspace
appointments and paediatrician appointments.
Support with juvenile justice and court for a variety
of offences.

Dance and Didge

Cultural affirmation and embedding indigenous
perspectives throughout our curriculum and
teaching pedagogy is something that really defines
our NGC program. 37% of our students identified
as Indigenous Australian in 2015. We are lucky and
honoured to work in close collaboration with Bara
Barang Corporation who under the expert guidance
of Gavi, Athol and Bruce provide our young males
with a life changing program. See more on page 22.

Work Education Training

Work Education is a class on Friday mornings with
Year 11 students. The students could also participate
in work experience, listen to employers and attend
industry visits. Students gained employability skills,
completed their resumes, gained job-seeking skills,
first aid, white card, driver licence and much more.

ENROLMENT
All enrolments are done via the Application for
Enrolment form and an interview process. The form
can be downloaded from our website or contact
Ngaruki Gulgul if you require an Application for
Enrolment to be sent out to you.
After we receive your application it will join the list of
participants waiting for intake. As positions become
available we will contact participants on the list and
offer an opportunity to attend an interview.
Participants will not be enrolled at Ngaruki Gulgul
without attending an interview. Where possible we
encourage both parents/carers to join their young
person for the interview. We will ask questions about
previous schooling and why you want to attend
Ngaruki Gulgul. We will ask about any relevant health
history or behavioural incidents. We may also ask
about your support or peer networks.
People who participate in the interview with an
openness and willingness to embrace change have
the best chance of gaining a position within the
school. An interview is not a guarantee of enrolment.
While there are no school fees, there is a nonrefundable $50 enrolment fee and $250/term for
Year 9 and 10 students, and $375/term for Year 11 and
12 students for materials being payable at enrolment
acceptance then at the end of each term for the
following term. Fortnightly direct debit plans are also
available.
Ngaruki Gulgul selection criterion looks at 8 key areas:
Desire to work in a trade area such as hospitality,
automotive or primary industries
Social disadvantage or isolation
Age
Academic level
Financial disadvantage
Aboriginal and/or Torres Strait Islander
English as a second language
Learning and behaviour difficulties/disabilities

Ngaruki Gulgul students experience

a sense of belonging in an engaging
environment.

FACILITIES
Ngaruki
Gulgul
is
a
unique
school and a showcase model of
enterprise education.
Ngaruki Gulgul is housed in pleasantly appointed,
sustainable (carbon neutral) classrooms in the
beautiful bush setting of Mt Penang Parklands.
Additional facilities on site include a construction
shed, BBQ area, community permaculture, veggie
and bush tucker garden, sustainable house and
education centre, caf, wholesale nursery, social
enterprise business incubation space and media
production centre including film, television and
radio. Our automotive garage is now located at
The Skills Generator site in West Gosford.
The facility is designed for disabled participants to
reach most areas in wheelchairs. This adds to the
feeling of space and makes it easy for everyone to
move between classrooms.

10

GREEN CENTRAL
Offices

Media Centre

Workshop

Engineering
Green
House
BBQ Area

Classroom 4

Classroom 3
Caf

Classroom 2
Abilities
Unit

Indig
Skills
Centre

Yarning
Circle

Reception

The
Hub

Education
Centre

Gunya
EXIT

Car Park
Evacuation
Point

11

TEACHING STAFF

The composition of Ngaruki Gulguls workforce had 1

principal, 1 team leader, 4 teachers, 4 youth workers
and 2 part-time administration staff members during
2015.

Teacher 3
B Bachelor of Health Science
University Western Sydney, 2004
Bachelor Secondary Education
University Western Sydney, 2006
Teaching Certificate
New England TAFE, 2009
Cert IV TAA
North Coast TAFE, 2009

Teacher 1
Bachelor Arts Bachelor of Secondary Teaching
English, Special Education
University of Newcastle, 2013

Teacher 4
Bachelor of Arts/Bachelor of Teaching (Major in
Religious Studies)
Certificate III in Outdoor Recreation SIS30410

Teacher 2
Bachelor of Agriculture and Forestry
University of Alberta, Canada, 1993
Masters of Science
University of Alberta, Canada, 1999
Diploma in Education
University of Newcastle, 2004

All NGC teachers are in category 1 of the Teaching

Standards and have teaching qualifications from a
higher education institution within Australia.

Ngaruki Gulgul had four full time equivalent teachers

during 2015. Teacher 1 commenced at the beginning
of term 1. Another FTE Head Teacher commenced in
Term 3 following the departure of Linda Thomas.

12

ANDREA CINGI

RICK CORDEROY

Position
General Manager Youthconnections.com.au
Principal Ngaruki Gulgul

Position
School Support Coordinator

Professional development
Association of Independent Schools, NSW
Annual Briefing
Suicide Awareness Training - Safe TALK, Lifeline
Anaphylaxis Training, Australian Lifesaver Training
Governance Training, AIS NSW
Exploring the Edge Alternative Education
Conference, AIS NSW
NDIS Action Group, National Respite Association
Memorable moment with the students
Participating in the Fairwork Taskforce Hearing at YC
our mission is to provide opportunities for young people
to become social, civic and economic participants, and
this moment re-enforced the powerful work we do here.

Professional development
AIS Child Protection Legislation training
Universal Design for Learning, AISNSW
Anaphylaxis Training, Australian Lifesaver Training
Memorable moment with the students
Introducing our students to Revolution Park in
Newcastle.
Best thing about the job
Knowing that we can give the students experiences which
expand their minds and change how they see the world.
And beating them at sport- not that Im competitive at all.

Best thing about the job

Seeing our young people flourish and become selfempowered individuals.

Memorable moment with the students

Too many- finding out a particular young person had
finished their assignment and was going to pass that
subject. The monthly parents group - meeting and
supporting the parents of our students. Receiving the
beautiful photo book that the young people and NGC
team made for me.2015 NGC Graduation organised by
Lee Santi that was sensational!!!!

LINDA THOMAS
Position
NGC Team Leader
Professional development
Diploma of Community Services.
I was always learning from my Manager Andrea,
colleagues and the young people I served.

Best thing about the job

Being with the young people supporting them through
their challenges; celebrating with them through their
achievements; encouraging them and letting them
know how much we believed in them!!! It was an honour
to work with these amazing strong young people. Being
part of a great team teachers and welfare bringing
our skills and experience together to achieve the best
outcomes for our young people.

13

Thorr Ivatt

ANGE PARFITT

Position
Head Teacher Secondary Studies

Position
English/History Teacher

Professional development
Bachelor Education Design and Technology
Masters Degree Inclusive Education

Professional development
The Principles of Purposeful Programming Online Module
Universal design, Disability and Legislation in Education
First aid and anaphylaxis training

Memorable moment with the students

My first day at NG Central, following on from a decade in
the state education system. What really stood out was
the deep connection the students had with the school,
support workers and the teachers. I immediately knew I
had made the right decision to join the team and have
been continually impressed with the schools ability
to support its students to be happy and productive
members of their community.

Memorable moment with the students

Our Halloween where teachers and staff collaborated to
give the kids an amazing experience. My colleague Pola
enchanted the students in costume and did experiments
that had the kids more fascinated than ever.

Best thing about the job

Helping to make NG Central a learning community.

Best thing about the job

I pursue my continued learning with enormous passion. I
work at our school because I love our unique students, I love
my job. Every day is a new challenge and the students teach
me about their creative, humorous and resourceful selves.

POLA GENOWAY

NEIL BUSTOS

Position
Science Teacher

Position
Mathematics Teacher

Professional development
Secondary Science Teacher in Australia from 2003 to
Present; Bachelor of Agriculture (University of Alberta 1993),
Masters of Science (University of Alberta 1999), Diploma of
Education (University of Newcastle 2003) and Graduate
Certificate/Masters Theology (currently studying).

Professional development
I have an undergraduate teaching degree.

Memorable moment with the students

Certificate and Graduation day for year 9/10; so awesome
to see they achieved these certificates.
Best thing about the job
Helping students to achieve success in obtaining an
education and enjoying the experience of learning.

Memorable moment with the students

Seeing students out in nature like at Somersby Falls are
always memorable, some of the students dont get to
go to those kinds of places very often. So the reaction of
these students out there is priceless.
Best thing about the job
Hanging out with the students!

14

cameron thomas

LEE SANTI

Position
PDHPE and SLR Teacher

Position
NG Central Support Worker

Professional development
First Aid
Restorative practices
Sentral training

Professional development
Special Education Needs British Council online course
Completion of First Aid Management of Anaphylaxis
SafeTalk: Training in suicide alertness.

Memorable moment with the students

Automotive training and taking was a field trip to the v8
Supercars in Homebush.The students learning to work
together to finish an automotive job.

Memorable moment with the students

The very first day of NGC 2015 and the return of many of
our first year students.The growth and maturity within
themselves shone through.Watching them become
leaders for the new comers.

Best thing about the job

Having students participate to the best of their ability
during practical PDHPE lessons and playing multiple
sports at Tumbi Indoor Sports. in their lives.

Best thing about the job

Spontaneity!We can be visiting Somersby Falls one day
and the next having a hot chocolate at the Parklands
Caf, to firing up the pizza oven for lunch. Your day is
one big adventure and the students love it.

LEE TRETHOWAN

BECK JOHNSTON

Position
Case Manager

Position
Case Manager

Professional development
Currently studying Teaching Special Needs online.

Professional development
Cert IV Youth Work, Casework and AOD
Group Facilitator for Love Bites and RAGE
Creator and facilitator of Equip

Memorable moment with the students

Watching all the students dress up for their formal. I
felt so proud to see everyone attend and graduate, that
brought tears to my eyes.
Best thing about the job
I learn from our students every day and see how resilient
they are. I am so proud to be working with them.

Memorable moment with the students

At the end of the year,seeing how far they have come
and what they have achieved.
Best thing about the job
I get to work with talented and inspirational young people.

15

IAN SUTTON

SHANE LENNARD

Position
Trainer and Teachers Aide

Position
Administration Assistant

Professional development
First Aid Training, Restorative Practices.

Professional development
Anaphylaxis Training

Memorable moment with the students

We took the entire school on a field trip to Frazer Park
and as part of the day, we swam out to the sea caves
and had the most fun body surfing inside the large
cavern.

Memorable moment with the students

Angela brought one of the students pictures with an
explanation of the artwork to show me, and when I
read it I was so surprised by how deep and meaningful
the artwork was. It really shows that these students are
capable of producing quality work and surprising people.

Best thing about the job

Working with a team of professional and committed
staff to help improve the lives of our students and
prepare them for a successful future.

Best thing about the job

Seeing previous students receive awards and know that
we really made a difference in their life.

NAREEDA TINNOCK

MARK ALBANI

Position
NGC Administration Officer and RTO Coordinator

Position
NG Central Maintenance Man

Professional development
First Aid, RTO and GTO State Training Forum
Suicide Awareness Training - Safe TALK
InSources- Annual Declaration Webinar

Professional development
Anaphylaxis Training

Memorable moment with the students

Organising work experience for the students and seeing
them become job ready and excited for their future careers.
Best thing about the job
That NGC can make a difference and support young
people succeed in Education and Training.

Memorable moment with the students

Going to Treetops with all YC staff for a team-building
activity, and learning team work skills.
Best thing about the job
The people I work with, its a great team environment.

16

STUDENT
DESTINATIONS

ATTENDANCE
RATES

We offer our students a selection of vocational

frameworks, through which they can practise jobreadiness and clarify their post-school destinations,
be it TAFE, apprenticeships and traineeships or
employment. In 2015, NG Central partnered with the
Youthconnections.com.au Work Placement team
to coordinate external concreting and construction
work placements for some students. As part of
their vocational education, students participate in:
Hospitality, Construction, Automotive, Horticulture
and Skills for Work using our range of facilities.
In 2015, fifteen of our students were 17 years and
over on completion of their Year 10 Certificate, of
which four continued into Year 11 in 2016. From the
remaining students:
One went to TAFE/RTO to complete further study;
Three found employment via a trainee
apprenticeship;
Two are employed on a casual basis;
One moved overseas;
Two moved interstate;
Two went in to the Juvenile Justice System.
Nine of our Year 11 students continued into our Year
12; and nine of our year 10 students were under the
age of 17 and continued into our Year 11.

In 2015, Ngaruki Gulgul provided a registered and

accredited stage 5 program.
Year 9:
Year 10:
Year 11:
TOTAL:

49.44%
52.31%
64.60%
55.52%

Attendance and retention rates are analysed on a

weekly basis at team meetings and all unexplained
absences are followed up immediately.
The Youth Case Manager and/or Team Leader, who
is also our Family and Community Liaison Officer,
follow up any welfare issues and keep detailed notes
of the young persons situation.
All information regarding attendance, both
satisfactory and unsatisfactory, is recorded in
the students file. This includes any follow-up
conversations/actions with organisations such as
Juvenile Justice, Headspace, FACS workers, refuges,
Human Services etc.
Strategies to improve unsatisfactory attendance are
discussed with the Teachers and Support Staff at the
weekly welfare team meetings. Program adjustments
and (re)engagement strategies include negotiated
attendance, community engagement activities, work
experience etc.

NAPLAN
2015 Results - Year 9

NGC School
Assessed

50%

Exempt from test

0%

Participated in test

50%

Absent from test

50%

Withdrawn from test 0%

Australian schools
Participated in test

91%

Exempt from test

2%

Absent from test

6%

Withdrawn from test

2%

Reading

Persuasive
Writing

Spelling

Grammar &
Numeracy
Punctuation

322
(280-364)
schools
serving
students from
statistically
similar
backgrounds

122
(70-175)
schools
serving
students from
statistically
similar
backgrounds

465
(422-509)
schools
serving
students from
statistically
similar
backgrounds

447
(403-491)
schools
serving
students from
statistically
similar
backgrounds

476
(446-506)
schools
serving
students from
statistically
similar
backgrounds

Australian
Schools
Average
ALL 580

Australian
Schools
Average
ALL 547

Australian
Schools
Average
ALL 583

Australian
Schools
Average
ALL 568

Australian
Schools
Average
ALL 592

17

ROSA
RECORD OF SCHOOL ACHIEVEMENT RESULTS 2015
RoSA - Ngaruki Gulgul
Course

In
School

English 200 hours

20

30

15

15

40

Mathematics 200 hours

20

20

20

10

50

Science 200 hours

20

25

25

10

20

Australian Geography 100 hours

20

15

35

15

35

History 100 hours

20

30

20

40

Personal Dvlpmt, Health and P.E.

100 hours

19

37

16

21

26

15

RoSA - State
Course

In State

English 200 hours

86451

13

27

37

16

Mathematics 200 hours

86557

15

23

32

23

Science 200 hours

86555

13

25

36

19

Australian Geography 100 hours

86652

13

26

36

18

History 100 hours

86477

14

26

35

17

Personal Dvlpmt, Health and P.E.

100 hours

47758

15

34

35

11

18

NG CENTRAL

ENTERPRISE
ART

At NG Central (NGC), we give our students as many

opportunities as possible to engage in kinaesthetic
enterprise learning, which allows them to be creative,
collaborate and express themselves in purposeful ways.

This year, students have been involved in

landscaping and art projects which have
not only made our site 100% more eyecatching, but provide opportunities for
productive creative expression.
Our outdoor hang-out area is looking amazing now that
it has received some TLC from students and Conservation
and Land Management trainer Ian Sutton. Students took
on a range of landscaping, gardening, maintenance and
construction duties and finished the space off with flair
through creating customised NGC graffiti boards. Their
enterprise art skills have grown exponentially under the
talented supervision of NGC Support Team Coordinator
Rick Corderoy and Case-Manager Beck Johnston.
Transcendence- Gaming at its Best! was an initiative of
our Abilities team at Youth Connections and is a gaming
hub for young people with a disability to mix and game
with their mainstream peers. This new space onsite was
crying out for a gamer-themed make-over and who

better to tackle the task than our tribe of aspiring street

artists?
The students were responsible for the project from start
to finish, dedicating time and effort to planning the
graffiti mural, chalking up the initial sketches and spraypainting the art so it became a smorgasbord of colour
and action. It was a hive of activity, with students quick
to show off their work.
Year 9 student Danielle Morgan was certainly impressed
with her teachers street-smart skills.
I drew up the Pickachu and Beck showed me how to
improve it a bit- it came out really well in the end.
Rick noted the sense of ownership students had over the
project.
Its important for the students to feel accountable for
something, and because this was a graffiti project with
a purpose, they got to hone their skills and really took
pride in the final product.
This successful project is an excellent example of
NG Central integrating our students into the wider
community of Youth Connections and Green Central, to
foster a sense of belonging, accountability and pride.

19

BREAK
THE
HATE
A significant focus for NGC this year was equipping our
young people to respond to diversity with awareness and
respect. We wanted to break down barriers our young
people encounter that foster ignorance and hostility in
our society.
To achieve this, NGC students and staff worked intensively
on a video documentary project called Break The Hate.
This was made against the backdrop of National Youth
Week 2015, which focused on the theme It Starts with
Us. Our young people certainly took that challenge on
as they met with local community members, including
authority figures and people of different cultural, ethnic
and religious backgrounds.
Everyone came together at Green Central, for an
afternoon of honest discussion on stereotyping and
stigma and how we can work together to break down
these barriers caused by misunderstanding and negative
assumptions.
NGC Case Manager Beck Johnston was the mastermind
behind the filming and editing of the documentary and
a key facilitator on the day. She was incredibly impressed
by how our students embraced the opportunity, despite
being an experience many were encountering for the
first time.
I was extremely proud about how honest they all were
and how respectful they were to our guests. They really
took a lot away from it.

NGC students echoed this sentiment, with one student

acknowledging how quickly perspectives can shift when
you engage in discussions rather than rely on stereotyping.

Just sitting here now and having a five

minute conversation, it can change your
opinion completely. It really makes you
think about stuff.
Community member Nahid Mohamed spoke about the
importance of mutual respect. I assume well of you, so I
would hope you would assume well of me. Its a two-way
street. I have a lot of faith in your generation and think
that you are all open-minded, so I would love to approach
youth at any opportunity to talk openly together.
The group also had a chance to speak one on one to
further share their experiences and talk about how they
could better communicate in the future.
It definitely was a mutual exchange; our guests really
connected with our students and that direct dialogue
meant they could see young people in all their complexity,
rather than as a stereotype Beck said.
Thank you to our case managers, the community members
who so generously took part and of course, to our young
people who approached the day with open hearts and minds.
Check out our masterpiece at
www.youtube.com/watch?v=BDyaAym46R8

20

JUSTIN
CASHIN
A keen footballer, automotive aficionado and
Indigenous dancer-in-training, Justin Cashin is a
young person going places. A naturally reserved
young man, Justin found it hard to connect with other
students and engage fully in a mainstream school
environment. NG Centrals dynamic combination of
enterprise, kinaesthetic and vocational education
speaks to students who might need additional
support in the classroom, creative and varied
teaching techniques or a fresh perspective on what
it means to have skills and knowledge. Justin finds
the small class sizes and hands-on activities make his
studies relevant and more accessible.
Ive made good friends here and the teaching style
suits me. Things are more flexible and we do lots of
different stuff so the classes are more fun. Teachers
talk to you one on one to help you understand.
NG Central believes in thinking outside the box when
it comes to engaging young people in their education.
Highly attuned to the multiple and often intersecting
barriers that may make mainstream schooling difficult
for some students, staff create an inclusive, supported
and fun forum for learning that gives insight into the
wider world of training, employment and community.
With several case managers employed on-site to
refer students to an extensive network of community
services, health practitioners and counsellors, our
young people are supported in navigating their
education and adolescence. Justin benefits from this
individualised case management.
Regular exposure to industry builds career aspirations
among NG Central students. Those interested attend
weekly automotive training at Youth Connections The
Skills Generator, a partner vocational enterprise that
inspires and equips jobseekers for further training
and employment.

I want to get into mechanics after

school, I really like cars. Im working at
BMW in Kariong on the weekends, which
is good automotive training and gives
me some money of my own.
With an Indigenous student intake of approximately
30%, NG Central prioritises cultural affirmation
as another tool to increase student well-being,
engagement and confidence. Through his NG Central
education, Justin was linked up with Aboriginal
organisation and Youth Connections partner Bara
Barang Corporation Ltd. He was selected for a
Fox Symes education scholarship, which has fully
equipped him for the classroom and provided access
to a laptop, printer, mobile phone and many other
resources.
Justin is also learning about his Indigenous culture
through NG Central and Bara Barangs joint initiative
Dance and Didge, a weekly workshop where
Indigenous students craft and paint their own
didgeridoos and learn the intricacies of Aboriginal
dance. Justin has taken his talents public, performing
at NAIDOC celebrations at Green Central alongside
his Aboriginal mentors.
I like learning the dancing, Im getting more
confident and I know a lot more about my culture
now with Bruce and Athol teaching me.
Justin also regularly attends excursions to Camp
QUOLL with Conservation and Land Management
trainer Ian Sutton where students are encouraged to
reconnect with nature in a sustainable way. I dont
think I could live out there though- no tv and no wifi
would be pretty hard.

21

#YOUlive

With young drivers between 17-25 years old accounting

for one quarter of all Australian road deaths, we know
road safety is incredibly important for our students. But
beyond road rules, seat-belts and safety precautions,
attitudes to drugs, alcohol and peer pressure certainly
play a crucial role.
Our PDHPE team received a small grant and organised
a range of activities around the theme of road safety
and wellbeing, with an emphasis on discussion and
interactivity. To initially gauge student attitudes, a forum
was hosted with some of our students where they
discussed how drugs, alcohol, mobile phone use and
fatigue can all affect their ability to make sound driving
decisions.
I know why it affects young people most, but I think at
the end of the day, everyone could be a victim on the
road. It just takes one second of distraction, or one drink
or driving when youre tired and you could crash, or cause
someone else to. Tiana explained.
The students took an excursion to Homebush Stadium
for a B Smart About Road Safety presentation where they
witnessed a reenactment of a real-life crash that had
occurred the previous Friday night. Paramedics, police

and the fire brigade were all involved in the installation,

providing detailed explanations of how such crashes
may occur and the physical and legal consequences.
We also visited PARTY at Royal North Shore Hospital,
where our students had the opportunity to hear from
crash victims who were undergoing rehabilitation; a
particularly eye-opening experience for many. To make
the experience even more visceral, Tiana and Kane had
their arm bandaged and neck braced respectively, which
they wore for the visit duration.
The take-home message was one of vigilance on the road,
looking out for your mates and never compromising your
safety because of peer pressure or substance abuse.
Having recently acquired her Ls, Tiana was adamant that
it had encouraged her to eliminate distractions on the
road, such as turning her phone on aeroplane mode and
keeping her music at low volume.

In the crash we witnessed, the driver

killed his best mate because of one stupid
decision. It makes you realise that you cant
afford for something so preventable to
change your life forever.

22

DANCE
AND
DIDGE
Cultural affirmation is something that really defines
the NG Central difference. Its even embedded in the
name; Ngaruki Gulgul translates to standing strong in
Darkinjung language. We integrate acknowledgement
of Indigenous culture into the fabric of our students
everyday school experience, be it going bush and
exploring the cultural and environmental significance
of our surrounds, exploring Indigenous perspectives
across the curriculum or commemorating important
Indigenous events in the school calendar.
A great success of 2015 that speaks to this dynamic
cultural exchange and affirmation, was our Dance and
Didge program for Indigenous males. We are fortunate to
enjoy co-location and close partnership with Bara Barang
Aboriginal Corporation on our culturally significant site of
Penang Parklands. In collaboration with Bara Barang, we
designed a weekly program where students learnt the
intricacies of Indigenous dance, didgeridoo and cultural
practices and rituals.
For some, this heralds totally new territory, for others it
reaffirms cultural identification that has begun at home;
but for all, it has been an revelatory experience.
17-year-old Joel Smith has enjoyed the energy of the
program and the positive relationship hes forged with
his mentors.

Ive learnt skills Ive never used before;

sourcing bush tucker, fishing, going bush
with the boys and yarning.

The piece de resistance of the program was the

construction and decorative design of their very own
didgeridoos, which they learnt to play under the expert
instruction of Gavi, Bruce and Athol of Bara Barang. The
students similarly engaged with Indigenous song and
dance, performing at our Green Central site for Naidoc
Day celebrations. Cultural awareness intersected with NG
Centrals focus on proactive mental health care through
a joint initiative with Headspace Lakehaven for Mental
Health Month. Our students learnt Aboriginal painting
techniques and cultural symbols as a vehicle for creative,
healthy self-expression, creating message boards and
artworks that combined artistic finesse and cultural
connotation. Beyond these activities, each conversation
between the students and their mentors broadened
their understanding of culture and identity. For students
who face challenges within the walls of a classroom,
the opportunity to connect to land and strengthen
community connections provides a solid foundation for
engagement and self-affirmation.
17-year-old Kane Laws is a keen horticulturist and has
relished the opportunity for hands-on learning that
transcends traditional curriculum. Working with Bruce
and Athol reminds me to stay humble, respectful and
focused on what I need to be focused on- thats what
our culture is all about. It keeps me grounded.
Thats the kind of outcome that transcends theory and
embeds itself into the worldview of our students. Thank
you to Bara Barang for their continued partnership and
innovative approach to cultural education.

23

KANE
LAWS
17-year-old Kane Laws is a perfect example of
alternative education done right. A Ngaruki Gulgul
original who joined us in our first year of operations,
his ambitions for the future have vastly evolved and
now centre around university education, cultural
connection and financial stability.
When you meet Kane, he speaks assuredly and
articulately about the importance of his Indigenous
identity, the clarifying powers of going bush and the
family-like feel of the NGC school environment. But he
didnt always feel that sense of belonging, recounting
a tumultuous time in mainstream education.
Before here, I wasnt part of a good scene. Id skip
school a lot, I was stealing, getting into fights and
doing drugs. But since I started, I actually want to
be here and Ive dropped those habits. There is a
lot of support around you here, it goes beyond the
classroom and its a place to feel safe and relaxed.
The philosophy of NG Central revolves around
strength-based,
hands-on
learning,
practical
experience, healthy self-expression and vocational
training. Kane has always been a green thumb,
having participated in an intensive Certificate I in
Conservation and Land Management course as a
Year 10 student and now learning about all things
ecology, conservation, landscaping in his weekly
Horticulture trade day. Kane is quick to praise his
trainer Ian for his extensive local knowledge and his
willingness to share his personal experiences as an
environmentalist.
Its great because we get to go to different places

depending on what were learning; everything

from rainforests, wetlands, bush and here at Green
Central. When youre outdoors and doing physical
work, it puts you in a completely different mindset. I
dont feel trapped staring at a board in a classroom.
When youre out there yarning about plants, there
are endless possibilities.
Kanes love of the land has foundations in his
strong identification with his Indigenous culture;
a connection that NG Central proudly fosters, with
30% Aboriginal intake. He has been a passionate
participant in Dance and Didge; a youth engagement
program in partnership with Bara Barang Aboriginal
Corporation. Students learn the intricacies of
Indigenous dance, art and music, designing and
painting their own didgeridoos and participating in
significant cultural rituals.

Working with Bruce and Athol

reminds me to stay humble, respectful
and focused on what I need to be
focused on- thats what our culture is
all about. It keeps me grounded.
When asked about his ambitions for the future,
university and a career in Business is now on Kanes
agenda. Hes already got a foot in the door, having
recently applied and been successful in landing a
school-based traineeship with the Commonwealth
Bank. Balancing school, TAFE and on-the-job
training, Kane is looking forward to attaining a
Certificate II in Business Services. We know his
penchant for humility and hard work will serve Kane
well in everything to come!

24

VOCATIONAL
EDUCATION
AND TRAINING

volunteered their time to conduct one-on-one

mock interviews while Linda Thomas from
UnitingCare held a mock group interview for
students to participate in.

NG Central believes in thinking outside the box when

it comes to engaging young people in their education.
Highly attuned to the multiple and often intersecting
barriers that may make mainstream schooling difficult
for some students, staff create an inclusive, supported
forum for learning that gives insight into the wider world
of training, employment and community. Vocational
training is one way we give our students new perspectives,
skills and knowledge.

Students had great success putting their

theoretical knowledge to the test through
practical industry placements. Ellie-May Wagner
completed Childcare work experience with Good Start
Early Learning, as well as gaining entry into Certificate III
Children Services with TLK Community College. Tristan
Sommerville completed work experience with Artform
Kitchens, gaining casual employment through his efforts,
while Brittany Pearman honed her Hospitality prowess
at Lisas Cafe and gained casual work at McDonalds
Swansea.

Through our Registered Training Organisation, we deliver

Certificate II Hospitality, Horticulture and Skills for Work
and Vocational Education (SWVE), with Automotive
and Construction vocational taster courses available for
interested students.

An outcome that leveraged multiple partners was Dylan

Cambrey- Fairbridge, who completed work experience
at Central Coast Fencing and was successful in gaining
a full time Apprenticeship through our affiliate group
training company Trade Staff Australia.

Skills for Work and Vocational Education:

Dylan is now thriving in his new work environment.

Led by Nareeda Tinnock, Certificate II in SWVE was a

first for 2015, with 9 Year 11 students learning vocational
planning, employability skills and workforce entry and
discussing the merits of pre apprenticeship courses,
university, TAFE, apprenticeships and traineeships.
Industry guest speakers such as The ORS Group, Wilsons
Real Estate and Trade Staff Australia offered deeper
insight into their relative fields.

My work-mates support me really well

and Trade Staff Australia look out for
me and are there to offer support when
I need it. There are definitely rough
moments- the 5.15am wake-up for one, but
its great to be able to earn some money
while I get some experience.

To replicate real-life workplace scenarios, Youth

Connections Board Members Pat Lewis and Marj
Kong, along with YC Media Coordinator Nicole Yardley

Hospitality
We had six budding Masterchefs in the making
undertaking Certificate II in Hospitality in 2015, swarming
to our on-site commercial kitchen on a weekly basis, under
the guidance of Hospitality trainer Sarah Hardcastle.

25

Students learn a variety of cooking and baking techniques,

often dishing up their culinary delights for the enjoyment
of surrounding students and staff.
Brittany has big plans to follow on with her Hospitality
career after school.

I love cooking. Its a big accomplishment

when you cook something that someone
really enjoys. Id love to open a cafe and
bar after school; somewhere where you
can get all the meals you can think of
and enjoy the atmosphere too.
Horticulture
In 2015, we had 11 enrolments in our Certificate II in
Horticulture, led by trainer Ian Sutton. Students learn
conservation, land management and horticulture
techniques via a fusion of theory and practice, changing
their outdoor classroom to suit the specific eco-systems
of study each week. Theyve brought a new lease on life to
many parts of our Penang Parklands site, including a breakout area for our students to enjoy on their lunch-breaks.
Indigenous student Kane knows that working outdoors
makes a real difference to his engagement.

I love getting to go to different placeswetlands, rainforests, national parksdepending on what were learning and
when youre out there connecting to
the land, other stuff fades away and
possibilities feel pretty limitless.
Automotive
Our Automotive aficionados undertake weekly training
in automotive body repairs, using the workshop at
our trade enterprise The Skills Generator. Utilising

industry-standard facilities, students learn the basics of

maintenance and repair work, get to work on real cars
and see some of TSGs other Auto projects in action. The
group even attended the Eastern Creek Drag Races to see
what the Fast and Furious lifestyle is really like, checking
out the view from the drivers seat!
Joel loves the chance to get his hands dirty and take a
hands-on approach to learning in the auto workshop.

Its really different to being in the

classroom. I love cars and working that
way makes sense to me. Seeing the v8
engines on the track was so cool.
Construction
Led by NGC Head Teacher and Construction trainer Thorr
Ivatt, our construction crew are the on-call handymen on
our site. Working on a range of projects, students gain
foundational skills in construction and cabinet-making.
As part of National Skills Week, a few of our aspiring
brickies got a taste of apprentice life. The Skills Generator
coordinated a Step Out bricklaying taster course in
partnership with Australian brick and Block-Laying
Foundation and Sarina Russo Apprenticeships, where
students created a wood-fire pizza oven from start to finish.
Tristan was one of the stand-out participants of the
course.

It was great working with the trainer

Dave and it actually felt like we were
on a proper job-site. We got to manage
building the oven the whole way through,
so it felt like wed really achieved
something by the end of the week. Id love
to build one for the school next!

26

DANIELLE
MORGAN

Danielle Morgan is a budding artist, keen scientist

and animal rights advocate with a bright future. That
list of talents becomes only more impressive when
you learn she is a Year 9 student!

characters from scratch. To celebrate Halloween and

their Gothic Genre Unit in English, Danielles class
complemented their studies with hand-crafted
masks and spooky decorations for their classroom.

Danielle has overcome significant barriers in

mainstream education, found it hard to engage both
academically and socially and has dealt with mental
health issues that made a comprehensive high school
challenging. Now, she is accessing a wealth of support
in and out of the classroom and her enjoyment of
school life has exponentially improved.

NG Central facilitates a proactive approach to mental

health and views student engagement as the sum
of many factors. We employ caseworkers on site to
provide additional support and leverage extensive
partnerships with health providers, counselling
services and psychologists to ensure help is always
available. Danielle notes that she feels like she can
be herself, seek support when needed and talk freely
when she needs to.

Often when work is moving too fast in class, it could

be embarrassing to ask for help at my old school. That
means that you either end up uncomfortable or you
dont ask at all. But here, I find it a lot more open and
supportive. I dont always deal with change easily,
so the pace of mainstream school could be quite
stressful. But the teachers here provide help one on
one and whenever you ask for it, which means Ive
improved with all my subjects.
Danielle has a burgeoning interest in Science, loving
the array of hands-on experiments that dominate
the classes and is a talented English student who
frequently writes her own fan-fiction and makes up
stories regularly in her spare time. But not content
to stop there, Danielle shows great potential in
Visual Arts, being innately creative and interested in
the Japanese art form Anime and creating her own

This is the best school Ive ever been

to. Im a lot happier here because I
can learn more easily and feel a lot
more comfortable around everyone.
Im proud to have overcome some
hard times because now Im really
passionate about helping other people.
Danielle has many years to figure out her future career
path, but she is fairly certain it will involve creativity,
with drawing and music being huge parts of her
everyday life. Shed also like to work with animals, in
rescue, advocacy and rehabilitation. We look forward
to seeing what incredible accomplishments Danielle
achieves in her last three years of school and know
there is a diverse and exciting future awaiting her.

27

HALLOWEEN
This year, Halloween was marked by a
c
Freaky Friday of epic proportions. All students
and staff got into the spooky spirit with their
costumes and classroom decorations; but
none more so than Ms Sinister from Sylvania
(formerly known as our Science teacher Pola!).
The day kicked off with Ms Sinister leading
some wacky experiments in her laboratory,
concocting fake blood and conjuring up
some homemade dry ice. Students tested
their pumpkin carving skills, jumped skyhigh through a horror movie screening and
showed off their papier-mch masks created
in Visual Arts.
Its hard to say who had more fun.between
Witchy-Poo Ange, Ms Sinister and Zombie
Apocalypse Rick, our staff may have a tough
time topping their creepy costumes next year!

28

CHRISTMAS
ITS BEGINNING TO LOOK A LOT LIKE
CHRISTMAS! Our annual festive feast was our best
one yet- not only did we have all NG Central students
and staff in attendance, but we even managed a
surprise visit from football star Jamal Idris! Jamal
stopped by to meet and greet our students and
(equally star-struck) staff and sit down to our roast
lunch in the Coolamon Cafe. Teacher Ange and our
Hospitality students had been busy whipping up
the ultimate spread, finishing off with intricately
crafted ginger-bread houses and a DELICIOUS
Oreo Cheesecake.
A really special part of our celebration is the
exchange of presents, where every student receives
gifts donated from our staff and local community.
In this case, giving trumps receiving every time and
the excitement in the room is infectious. Thanks to
Case Manager Lee for her outstanding Santa act;
you look fabulous in red! We finished the day off
with a fierce waterballoon fight- our students took
no prisoners when it came to showing staff what
they were made of.
Days like this could not be possible without the
generosity of our staff team, who ensure that
every detail is attended to and every student walks
away feeling appreciated. Thank you to all Youth
Connections staff who donated gifts and took
the time to celebrate Christmas with our
school.

29

HUNTER
MILLS
Year 10 student Hunter Mills is a young man on a
mission. An amazing Masterchef and barista in the
making with talents in automotive to boot, Hunter
has been excelling in the alternative education
environment of NG Central and has made huge
progress academically and personally.
Hunter found mainstream schooling difficult, as he
needed more intensive support to comprehend class
material and to improve his literacy and numeracy. At
NG Central, Hunter has proudly made huge advances
with his literacy, praising his English teacher Ange for
her innovative, solutions-focussed teaching style.
At a regular school, there arent enough teachers to
give you individual help. I would get left behind a lot
when I struggled with my reading, but here you can
get much more support and it isnt uncomfortable to
ask for it. My literacy is definitely whats improved the
most- Ange always sits with me and goes through
everything step-by-step.
When it comes to vocational education, Hunter
is (quite literally) a man of many trades. He has
cultivated serious talent both with cars, and in the
kitchen. He is working towards his Certificate II
in Hospitality, gaining work experience in Youth
Connections on-site cafe and commercial kitchen
and learning the art of coffee-making. Hunter is a
self-confessed baking expert, with enviable white
chocolate brownies in his repertoire.
I definitely make good brownies. Its great training in
the cafe, all you have to do is ask if you want to try out

a new recipe and they supply the ingredients and let

you have a go.

I absolutely love cooking. When

you take time to cook something and
someone really enjoys it and you see
that smile on their face- its such a
good feeling.
Hunter enjoys the regular excursions, particularly
to play indoor sport, go to the beach and spend
time going bush at Camp Quoll, a Community
Protectors Camp. He thinks the time out to engage
in group activities where everyone can relax and be
themselves is important to success in the classroom.
Hunter has also accessed yDrive, Youth Connections
learner driver mentor program which assisted young
people in achieving their probationary licence when
they did not have access to a vehicle or supervising
driver. Hunter had barely scratched the surface of his
hours initially, but vastly improved with individual
driving lessons. He was quick to praise his instructor
for a relaxed, responsive teaching approach that
allowed him to target his weak areas and learn
efficiently. Hunter is now well on his way to achieving
his probationary licence and is ready and waiting
with his own car; a prized possession which gets
attentive automotive care.
He has some big plans for his future, with an
entrepreneurial drive to open his own one-stop-shop
cafe and bar, where we will all surely enjoy those
piece de resistance brownies one day in the future!

30

FAIRWORK
TASKFORCE
HEARING
In September 2015, YC was well-represented
at the Fair Work Task Force hearing that took place
in Gosford. NG Central students were invited by Ms
Deborah ONeill to speak to a panel of local MPs about
how Youth Connections programs have addressed
their needs. Tiana, Breagh and Jayde spoke beautifully
and eloquently about how alternative education has
changed their perspective on learning and given them
insight into the wider world of community, work and
training. What a great opportunity for students to
see civic engagement in action and to speak to key
decision-makers about the issues most
central to their lives.

31

TRISTAN
SOMMERVILLE
Year 11 student Tristan Sommerville is a force to be
reckoned with and a talented and aspiring bricklayer with serious construction skills.
Mainstream schooling didnt suit Tristans handson approach to learning and he needed some
additional support in the classroom to increase his
comprehension and engage with his studies. Tristans
understanding of genre and narrative has come alive
in English through a spooky foray into horror writing,
while his engagement in Science is aided through
hands-on experiments including dissections, clay
modelling of the human skeleton and creating
customised hover-boards.
For students like Tristan, NG Central strives to relate
the curriculum to the world outside the classroom
and places emphasis on vocational training as a
touch-point that can raise student aspirations and
employable skills.

Construction is definitely my strong

point and my favourite thing about
school. Ive had some bricklaying
experience before and always enjoyed
carpentry and building things. Thats
definitely where I want to head after
school.

Tristan regularly works on construction projects

on-site and is also completing his Certificate II in
Construction at Ourimbah TAFE as a TVET subject.
He has visited local Try a Skill expos, is training in
his Certificate II in Skills for Work, achieved his First
Aid certificate and recently took part in a bricklaying
taster course for National Skills Week.
The bricklaying course was an initiative of Youth
Connections trade enterprise The Skills Generator
which connects jobseekers to employment and
training. Tristan worked with other aspiring brickies
to construct a wood fire pizza oven from scratch
and received fantastic feedback from the course
instructor.
Im really suited to hands-on work and we got to
create the whole pizza oven from start to finish. The
trainer Dave was awesome, he really let us try out
things ourselves and helped us out when we needed
it. Now I want to build one on-site at our school.
Tristan aspires to take on a school-based
apprenticeship in bricklaying before graduating
and would then like to pursue construction and
engineering for the Australian Defence Force. Hes
definitely got the drive and talent to get there and
we look forward to watching him succeed.

32

REPORTING
POLICIES

attending the school and other criteria determined

by the school from time to time. Once enrolled,
students are expected to act consistently with the
schools ethos and comply with the school rules to
maintain the enrolment. Parents also are expected
to be supportive of the ethos of the school.

Enrolment policy
Ngaruki Gulgul is a specifically designed to reengage disenfranchised and at risk young people.
Our school aims to provide opportunities to young
people who wish to undertake their education within
an alternative learning environment.

Continued enrolment

The selection criterion focuses on eight key areas:

All policies undergo an annual review. Only minor

or cosmetic changes took place in the following
policies in 2015. For a set of the full text please
contact the office on (02) 4346 1111.

Learning difficulties/disabilities
Behavioural difficulties/disabilities
Social disadvantage
Age
Academic achievement
Financial disadvantage
Non-English speaking
Aboriginal and/or Torres Strait Islanders
Isolation

Ngaruki Gulgul cannot cater to students who are

functionally illiterate or who require intensive
behaviour or health support. We provide case
management to all students who are enrolled in the
school but are not in a position to manage students
who cannot operate within our open learning
environment.

Once students have gained entry to the school, it is

expected that they will complete their schooling with
us and their enrolment is automatically continued.
Other school policies

Student Welfare Policy

An ethos of care is embedded in our school
and organisational values. Pastoral Care is every
employees job, however, in situations of higher
need, young people are to be referred to our Youth
Case Worker.
We define Pastoral Care as:
Fostering young peoples social, emotional,
physical and spiritual development
Encouraging values of mutual respect
through extra-curricular activities
Enhancing students wellbeing which is
increasingly attributed to:
- School conditions
- School relationships
- Means of fulfilment
- Health status

All students who apply to attend Ngaruki Gulgul

within the designated intake times shall be offered an
interview as part of the application process. Students
acceptance into the program is dependent on their
presentation at interview and their demonstrated
ability to work within the policies and philosophy of
Ngaruki Gulgul.

Anti-bullying

Refer to Interview Format and Application Forms for

more information. Students and parents will also be
provided with the current requirements for meeting
ROSA outcomes and the certification structure.

Our students attend our programs to participate in

quality education that will help them become selfdirected, lifelong learners. There is an expectation
that students will be safe at Green Central, free from
fear of bullying, harassment and intimidation.

All students who are enrolled at Ngaruki Gulgul will

need to undergo a Literacy and Numeracy assessment
if the teaching staff deems it necessary. This may be
conducted prior to enrolment if required.
All applications will be processed in order of receipt
and consideration will be given to the applicants
support for the ethos of the school, siblings already

Harassment, violence and bullying will NOT be

tolerated at any level at youthconnections.com.au.
No one has the right to bully, harass or intimidate.
Students, teachers, parents, caregivers and members
of the community have a shared responsibility to
create a safe and happy environment, free from all
forms of bullying. If a bullying incident is reported all
students will receive appropriate support.

33

Harassment and bullying can be defined as

intentional, repeated behaviour by an individual
or group of individuals that causes distress, hurt or
undue pressure.
Student discipline
In this Policy, breach of discipline means: Conduct
that impairs the reasonable freedom of any person
(whether or not a student) to pursue his or her studies
or work with Ngaruki Gulgul or on the premises
leased by the school, or elsewhere related to school
activities.
However, Ngaruki Gulgul believes in allowing
students the opportunity to learn by their mistakes.
Should a student persist in breaching the guidelines
of the school there are 3 levels of discipline that can
be progressed through.
Reporting complaints and resolving grievances
Students have the right to complain or report any
misgivings at any time. The teacher in charge of that
class will deal with matters concerning the classroom.
For issues concerning the teacher the Principal will
handle the matter. For complaints regarding the
Principal, an appropriate external source will need to
be identified.
Procedural fairness
Procedural fairness is a basic right of all individuals
dealing with authorities. All members of the Ngaruki
Gulgul community have a legitimate expectation that
Youthconnections.com.au and/or Ngaruki Gulgul
staff will follow these principles in all circumstances,
including when dealing with suspensions and
expulsions. Procedural fairness is generally recognised
as having two essential elements: The right to be
heard and the right of a person to an impartial
decision.
The decision making process regarding a students
withdrawal or suspension of placement will be made
in the first instance by the Teacher. If necessary the
Principal will become involved as a part of the Appeals
process. To ensure the elements of procedural
fairness are met, it is appropriate to provide students
and their parents or caregivers with details of all
allegations relating to the incident.
Corporal Punishment
Ngaruki Gulgul does not permit corporal
punishment of students attending the school under
any circumstances. Corporal punishment includes
the use of force, striking or withdrawal of basic

life needs to be used as a form of punishment on

the student. The school and its staff are also not
permitted to use corporal punishment regardless
of whether the parent or caregiver has requested
or given permission to do so. The school also
does not explicitly or implicitly sanction the use
of corporal punishment by a parent or caregiver
or any other non-school persons to reinforce any
discipline actions implemented by the school or any
disciplinary decision by a parent or caregiver. This
is not to say that reasonable force cannot be used
in self-defence, protection of another student, or in
provision of protection against harm to the person
who is acting violently.
School determined priority areas for
improvement
Extremely low levels of literacy have emerged as a
priority area and were focussed on in 2015. Student
attendance and engagement is also a priority area
for improvement.
Parent, student and teacher satisfaction
Ngaruki Gulgul is an independent school and
as such parents can decide at any time whether
their children should remain at the School. Parent
and student satisfaction can thus be determined
in one way by the number of student withdrawals
where parents choose to enrol their child in their
local public school or another similar independent
school as an indicator of parent dissatisfaction. The
percentage of student leavers in this category each
year is always very small when compared to the total
school population which suggests a high degree
of parent and student satisfaction. Students are
happily extremely verbal about their satisfaction and
dissatisfaction and comments are taken seriously
and addressed.
Staff turnover at the School was low this year suggesting
increased satisfaction, stronger processes, a more
stable working environment and good relationships.
Mid-year we lost a long term Team Leader due to better
job prospects and our Maths Teacher.
We have an open channel of communication with
the parents who can phone, email, write or visit
the School at any time during work hours. We hold
a monthly parent group which is well attended
suggesting a high need for an environment in which
parents with similar issues and concerns can network.
This also provides a forum for parents to raise any
concerns which are immediately addressed.

34

Summary of Financial Information

For The Year Ended 31 December 2015
Income
Commonwealth Per Capita Funding
State School Per Capita Funding
Tuition Fees
Other Income

Expenditure
Employee Remuneration and on-costs
Capital Expenditure
Other Expenses

% of Income
77.13%
16.81%
5.55%
0.51%
_________
100.00%

$ Value
720,366
156,972
51,835
4,723
_________
933,896

% of Expenditure
78.76%
2.28%
18.96%
_________
100.00%

$ Value
751,614
21,809
180,930
_________
954,353

CONTACT
US
Ngaruki
Gulgul
Central

Green Central
Gate 1, Kangoo Rd, Kariong NSW 2250
Ph: (02) 4346 1111
Fax: (02) 4346 1112
admin@ngc.nsw.edu.au
www.facebook.com/youthconnections.com.au
www.youthconnections.com.au/ngc