Annual School Report 2010 - St George Girls High School

Transcription

NSW Department of Education & Training
2010 Annual School Report
St George Girls High School
NSW Public Schools – Leading the way
8136
Our school at a glance
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Significant programs and initiatives
A number of programs continued to run in 2010.
These were:
Aboriginal Education
Multicultural Education
Respect and Responsibility
Student Welfare
Gifted and Talented
Student Leadership
Technology
Students
Careers
St George Girls High School is an academically
selective school for girls.
Student achievement in 2010
To gain a position at the school, students attempt
the Selective High Schools Placement Test in
English, mathematics, writing and general ability.
Moderated results in English and mathematics
from a student‟s primary school are also
considered.
In 2010 Year 7 students were enrolled from 79
primary schools. Twenty-nine percent of Year 7
students were the only ones to enrol from their
particular school.
There was a total enrolment of 947 students. The
student population is stable with retention rates in
recent years being 99%.
Eighty-eight percent of students were from a
language background other than English
(LBOTE). The largest LBOTE background groups
are of Chinese background (59%), Indian
background (9%), Vietnamese background (9%)
and Korean background (3%).
At St George Girls High School a strong
academic curriculum is designed to prepare
students for entry to a range of tertiary
institutions. In 2010, 98% of students‟ post school
destinations were university.
A diverse program of extra-curricular activities
gives students the opportunity to develop their
talents fully. The teaching staff is highly
experienced in meeting the needs of gifted and
talented girls.
Staff
In 2010 the school had a staffing establishment
of 64. This consisted of a Principal, two deputy
principals, ten head teachers, 55.1 classroom
teachers, a teacher librarian, a careers adviser
and a school counsellor and ESL teacher for one
day a week. There was an administrative staff of
twelve.
NAPLAN
The National Assessment Program Literacy and
Numeracy (NAPLAN) was undertaken by Years 7
and 9.
In literacy and numeracy both Year 7 and Year 9
performances were significantly above the state.
More detailed information appears later in this
report.
School Certificate
In the School Certificate external tests the
percentages of our students in the higher
performance bands were significantly above the
state average in English literacy, Mathematics,
Science,
Australian
History
Civics
and
Citizenship, Australian Geography Civics and
Citizenship and Computing Skills. More detailed
information appears later in this report.
Higher School Certificate
In the 2010 Higher School Certificate
performances in all subjects were significantly
above state averages. More detailed information
appears later in this report.
Messages
Principal’s message
St George Girls High School is an academically
selective school which aims to educate students
to become independently minded and socially
responsible young women of integrity. Each
student, through the fostering of individual talents
and interests, is encouraged to realise her
potential and to achieve success and fulfilment in
a changing world.
2
St George Girls High School creates a supportive
environment of high expectations where the
gifted girl can realise her full potential to become
a resilient, well-rounded high achiever with a
keen social conscience and a desire to enrich
and lead society in the future.
I certify that the information in this report is the
result of a rigorous school self-evaluation
process and is a balanced and genuine account
of the school's achievements and areas for
development.
Carole Knott
P&C and Mothers’ Committee message
The school is supported by two parent
organisations, the Parents and Citizens‟
Association (P&C) and the Mothers‟ Committee.
Both groups participate in and initiate many
school events and contribute significantly to the
school.
The Mothers‟ Committee organised the
Mother Daughter Dinner. The uniform
shop was staffed by volunteers under the
direction of a Uniform Shop Co-ordinator.
The P&C were addressed by various
guest speakers including the Principal,
Deputy Principals, the technology coordinator, the head teacher PDHPE, the
head teacher TAS, the relieving head
teacher science, the relieving head
teacher English and the head teacher
welfare.
The Mothers‟ Committee was addressed
by the relieving head teacher English, the
Enviroclub, the careers adviser and the
head teacher TAS.
Michael Costello, President P&C
Megan Eriksson,
Committee
President
Mothers’
In 2010, parents served on the Finance
Committee,
Years
7-11
Selection
Committees and staff selection panels.
The P&C funded learning resources for
faculties to the value of $12 145. The
P&C also funded the installation of
interactive whiteboards to the value of
$20 000 and awards to students to the
value of $1000. These projects were
funded by all parents who contributed to
the P&C‟s direct giving appeal in 2010.
The P&C hosted a joint meeting with
Sydney Technical High School in March.
The guest speaker was Dr Tessa Wigney
from the Black Dog Institute who provided
information and strategies for parents to
assist teenagers who may be at risk of
developing depression.
The P&C organised a Year 7 family
picnic, a Father Daughter Dinner and a
Multicultural Food Festival to bring the
community together.
The P&C held three fundraising BBQs at
Bunning‟s Warehouse Rockdale in March,
August and September.
The Mothers‟ Committee provided faculty
support totalling $11 836. The committee
also provided Speech Day and Year 12
Graduation
prizes
and
presented
embroidered school jackets to the School
Captain and Vice-Captains.
The Mothers‟ Committee sponsored the
School and Community Service Award.
Thirty-eight Year 12 students received the
award for demonstrating significant and
sustained school and community service.
Annual Mother Daughter Dinner
Student representative’s message
The Student Representative Council is a student
elected and run organisation providing students
with an opportunity for leadership and a forum to
express opinions. Students are elected by their
peers to represent their interests and an
executive is elected to steer the council. The
executive meets weekly with the principal to plan
events and to discuss ideas and initiatives.
The SRC organised events throughout the year
including a school dance and SRC week with a
Harry Potter theme. The SRC supported a wide
range of charities including the Leukaemia
Foundation, the Children‟s Medical Research
Institute, UNICEF, the Children‟s Hospital and
the Cancer Council. The SRC also subsidised
students engaging in high level sporting
activities. The SRC major project for 2010 was
the installation of air conditioning in the school
library. These projects were funded by student
sponsorship from the walkathon, as well as other
SRC fundraisers over the year.
Grace Kim President SRC
3
Retention to Year 12
School context
Student information
It is a requirement that the reporting of
information for all students must be consistent
with privacy and personal information policies.
In recent years, the retention rates at St George
Girls have remained high. Over the last five years
an average of 98% of students who commenced
Year 7 and entered for the School Certificate in
Year 10 remained to sit for the Higher School
Certificate.
Student enrolment profile
In 2010 there was a total enrolment of 947
students. The student population is stable with
retention rates in recent years averaging 98%.
In 2010 Year 7 students were enrolled from 79
primary schools. Twenty nine percent of Year 7
students were the only ones to enrol from their
particular school.
Eighty-eight percent of students were from a
language background other than English
(LBOTE). The largest LBOTE background groups
are of Chinese background (59%), Indian
background (9%), Vietnamese background (9%)
and Korean background (3%).
Proportion Staying On (SC to HSC)
120
100
80
60
40
20
0
SC04HSC06
SC05HSC07
School
SC06HSC08
SEG
SC07HSC09
SC08 HSC10
State
Post-school destinations
In 2010, 173 students sat for their HSC. 99% of
the 2010 candidates received offers to university.
The main universities chosen were University of
New South Wales 45%, The University of Sydney
23%, and University of Technology Sydney 17%.
The University of Western Sydney, Australian
National University, Newcastle University,
Wollongong University and Macquarie University
were chosen by a smaller number of students. A
small number of students chose to take a gap
year.
Student attendance profile
Student attendance from 2007 to 2010 was
significantly above Region and State averages.
Contact is made with parents/caregivers in the
event of non-attendance. Leave must be applied
for in writing to the Principal.
School Attendance Yr 7-12
Business/Commerce/Economics courses were
chosen by 36%, arts/social science/international
studies by 25%, engineering/science/IT by 22%,
combined law by 12%, design/creative arts/
architecture
by
7%,medicine/medical
science/pharmacy/optometry/dentistry/
physiotherapy/health & applied science by 13%,
combined law by 12%, media and digital media by
7% and psychology/education by 7%. 37% of
students enrolled in combined degrees.
No students at St George Girls High School
undertook vocational or trade training.
98
97
96
95
94
93
92
91
90
89
88
87
86
Staff information
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
2007
2008
School
2009
Region
2010
State
The Head Teacher science retired in 2010. This
vacancy was filled through merit selection. Two
mathematics teachers and one social science
teacher retired. One science teacher was
promoted. Vacancies were filled through transfer.
In 2010 no indigenous staff members were
employed by the school.
4
Staff establishment
Position
Number
Principal
Deputy Principal(s)
Head Teachers
Classroom Teachers
Teacher Librarian
Teacher of ESL
Careers Adviser
Counsellor
School administrative and support
staff (SASS)
Total
1
2
10
55.1
1
.2
1
.6
12
82.9
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
Degree and Diploma
Postgraduate
% of staff
92%
8%
School Captain, Helena Papapostolou, recipient of
Director-General’s Award for Student Excellence
Financial summary
School performance 2010
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent
salaries,
building
and
major
maintenance.
Date of financial summary:
Income
30/11/2010
$
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
374 614.76
548 851.72
137 657.08
1 010 443.37
21 081.62
111 284.33
Total income
1 829 318.12
Expenditure
Teaching & learning
Key learning areas
Excursions
Extracurricular dissections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
382 263.40
360 460.68
180 331.67
23 306.55
44 939.01
54 731.67
166 222.14
238 593.78
85 459.74
53 788.99
136 642.33
171 539.55
1 898 279.51
305 653.37
A full copy of the school‟s 2010 financial statement
can be obtained by contacting the school.
Achievements
Arts
The musical talents of students were
showcased at the Gala Music Night, Sing
10, the Summer Festival of Music, Year
12 Soiree and on occasions such as
Speech Day and Education Week.
Individual students participated in the
NSW
Public
Schools
Performing
Ensembles, the Schools Spectacular, the
Millennium Marching Band and State and
Regional Music Camps.
At the Yamaha Music Festival, the stage
band was awarded a diamond award, the
concert band and orchestra were
awarded gold and the intermediate band
received a bronze award. At the Engadine
BandFest, the concert band and the
intermediate and stage bands all received
gold awards.
Student vocal, saxophone and flute
ensembles performed during Education
Week, and at school events such as
Speech Day.
Anne Qin had her major textiles work
exhibited in TEXSTYLE.
Roslyn Liao, Nicole Ng and Nancy Yu had
their HSC major works nominated for
exhibition in ARTEXPRESS. Roslyn‟s body
of work was also nominated for inclusion in
Art Rules at Hazelhurst Gallery.
5
Cinney Fung, Jenny Yang, Vanessa
Wibawa and Rebecca Xu were nominated
for inclusion in ENCORE.
In debating and public speaking, students
participated in the Premier‟s Challenge
State Competition where the junior team
were successful in reaching the regional
semi-finals. Summer Haidar won the local
Legacy Public Speaking Competition.
Helena Papapostolou won the zone in the
Lions Club Speaking Competition.
Lakshmi Logathassan was one of six
state finalists in the United Nations Youth
Association Public Speaking Competition.
Our annual School Art Exhibition
showcased art work produced by our
junior and senior students.
Jewel Huang won an Achievement Award
in the DET Connected Learning awards
and Belinda Dong won an Achievement
award in the Digital Learning Resource
Award.
Laura Wey was a finalist in the Zonta
Club Young Women in Public Affairs
award.
The Year 9 Japanese class won the best
concept award in the National Japan
Foundation Video Festival.
Anne Jian won the Australia-Japan
Relations Essay Contest conducted by
the Japanese Embassy.
Amelia
Causley-Todd
was
highly
commended in the Sydney Writers‟
Festival Competition.
Lucia Pang was selected to attend the
Digital Photography Workshop for Teen
Vogue in New York.
episode was Australia‟s entry in the
Madrid Children and Juvenile Cinema
Festival. She also starred in a short film
Shelling Peas produced by Darley Street
Disco Productions.
Jenny Yang was one of five finalists in the
UNSW Creative Writing Competition.
Katelyn Harper, Salina Myat, Bronte
Noakes and Sidney Tulau were runnersup in the Kogarah Library Youth Week Art
Competition and had their work exhibited
at Kogarah Town Square Library.
Students in Year 7 – 12 had their art work
exhibited at Rockdale Plaza and Westfield
Hurstville as part of Education Week.
Seven students were selected to attend
the National Art School Intensive Studio
Practice.
Lauren O‟Connor, Jenny Huang and
Tiffany Ha represented the school in
Sydney University‟s Model United Nations
Forum winning the best delegate award
from 100 participants.
Summer Haidar, Belinda Goh, Lily Zhang
and Liesl Ziegler were Grand Final
participants in the Les Gordon History
Debating Competition.
Textiles and Design students exhibited
their work at the annual evening fashion
show entitled “Inspired”.
The school‟s music tutorial program
provides opportunities for 170 students to
access tuition in 19 performance areas.
Students are given many opportunities to
perform both in the school and the wider
community.
Elizabeth Cheung successfully auditioned
to perform on 2MBS-FM Broadcast series
CD.
Kathryn Alchin and Winnie Zhao
performed in the REMIX-MAHLER, a joint
project
between
the
Berliner
Philharmoniker and the Sydney Opera
House in collaboration with the Arts Unit
of the Department.
Alison Wormell and Winnie Zhao
performed in the orchestra for the School
Spectacular and the State Schools‟
Symphony Orchestra.
Jessica Peng played in the Rising Star
2010 Concert in Brisbane.
Noellin Acabado, Lily Zhang and, Stephanie Xu
Premier’s Volunteer Diamond Award Recipients
Two groups of Year 9 IST students had
their films shortlisted for Junior Tropfest.
Brenna Harding appeared in an episode
of My Place produced by the Australian
Children‟s Television Foundation. The
6
Squad and the Sydney East and
Combined High Schools‟ Honour Team.
Sport
St George Girls was named Zone
Champion Girls School in athletics.
Year 9 students instructed Year 7
students in lifesaving. Senior students
assisted as coaches of many sporting
teams. Students in Years 9 and 10
assisted as officials at school, zone and
regional carnivals.
Zone Sporting Blues were awarded to
Caitlin Gratsounas for swimming and Jay
Seto and Christie Douglas for athletics.
Christie Douglas was named School
Sportswoman of the Year.
Year 10 and 11 students took part in the
Annual Ski Trip.
Sydney East Sporting Blues were
awarded to Caitlin Gratsounas for
swimming and to Alice Burrell for hockey.
Caitlin Gratsounas received the Pierre De
Coubertin Award.
Emma Thomas, Laura Wey, Emily Wai,
Michelle Yuen, Celia Xu, Angela Xing,
Brenna Harding and Bronte Wang were
selected to perform in the Sydney Region
Dance Festival at the Seymour Centre.
They
were
the
only
studentchoreographed group selected to perform.
The choreographers were Emily Wai and
Laura Wey.
In swimming, Stephanie Andrews was the
zone 16 years age champion and Caitlin
Gratsounas was the open girls‟ champion.
In cross country, Greta Hayes was the
zone 14 years age champion and Alice
Burrell was the 17 years age champion. In
athletics Greta Hayes was the zone 14
years age champion and Caroline
Kingsford was the 16 years age
champion.
Emma Thomas, Hannah Fordham, Ingrid
Flemons and Amy Reid represented the
school in the Combined High Schools
Competition in rowing at the Sydney
International Regatta Centre.
Greta Hayes, Alice Burrell, Georgina
Hayes and Taylor Innes were selected in
the Sydney East Regional Hockey team
to compete in the state carnival held in
Grafton.
Alice Burrell was selected in the
Combined High Schools Team and in the
All Schools‟ team in hockey.
Hannah was selected as a member of the
NSW Institute of Sport Emerging Talent
Squad.
Stephanie Andrews competed at the NSW
State Age Swimming Championships at
Homebush.
Michaela Scheetz was the 2010 NSW
Golf Club Champion and ranked second
in the 15‟s State Age Championships and
the 2010 Champions Trophy. She was a
member of the NSW Golf Club‟s No 1
Grade team, the 2010 Junior Girls‟ State
Giant Swing – Year 7 Camp
Other
School Captain Helena Papapostolou
was awarded the Sydney Region
Outstanding Student Achievement Award
and the Minister‟s Award for Excellence
in Student Achievement, one of thirtyeight awards state-wide.
Social Science teacher Ms Brown was
awarded the Sydney Region Outstanding
Service to Public Education by a Teacher
and the Director-General‟s Award for
Excellent Service to Public Education and
Training.
Katerina Bampos was awarded the
Sydney Region 2010 Deadly Kids Award.
Morgan Whitby and Katie Lau were
named joint Hurstville Young Citizens of
the Year for their years of volunteering,
visiting patients at St George Hospital.
The school‟s Enviroclub held a Green
Day to highlight environmental issues
and sustainability initiatives throughout
the school. Students and teachers from
nine Sydney Region schools attended to
network and share ideas.
7
The school‟s Enviroclub was highly
commended in the Enviro Inspiro Awards.
Year 10 students acted as mentors for
Carlton Primary students in implementing
the Sydney Region Water Wiseguys
program.
Brenna Harding and Jenny Huang were
invited to speak at a symposium held by
the College of Cultural Inquiry held at the
Australian National University.
Students were awarded ten diamond and
13 gold awards in the NSW Premier‟s
Student Volunteering awards. Stephanie
Xu, Lily Zhang and Noellin Acabado
received their Diamond Awards at the
Inaugural Diamond Award Presentation
Breakfast.
Jessica Horton and Aivee Huynh were
recipients of the St George Workplace
Learning Vocational Excellence Award.
Jenni Neary, Chair of the Public
Education Foundation of NSW, visited
the school as Principal for a Day and
spoke with teachers and student leaders.
Stephanie Yee was the recipient of a
National Future Leaders Role Model
Award for her work as executive member
of the school‟s Enviroclub, one of 19
recipients nationally.
Students and staff from Shiraume
Gakuen High School in Tokyo visited the
school and attended classes and
activities for a day.
Year 11 students raised $695.50 on Pink
Ribbon Day for breast cancer research.
Lucy Lin was invited to read her poem
“Everything” at the Sydney Region White
Ribbon Poetry and Art Exhibition.
Year 9 students raised $2700 for Legacy.
Anne Rong was selected for the National
Computer Summer School at Sydney
University.
St George Girls vegetable garden was
featured in the Sydney Region coffee
table book launched by SBS celebrity
gardener Costa.
Nicole Ng was awarded the 2010 South
Sydney NSW Young Volunteer of the
Year.
Year 12 donated to Compassion an
organisation dedicated to releasing
children from poverty, as their farewell
gift to teachers. They purchased
mosquito nets, chickens, education
supplies, dental care services, a goat and
a new mother‟s kit to be distributed to
underdeveloped communities.
Annie Zhuang and Alice Luo attended a
sister city visit to Cowra as members of
the Kogarah City Council Youth Advisory
Committee.
Ms C Castle conducted an HSC marking
simulation video conference for Textiles
and Design teachers in regional NSW
public schools.
Ms N Leto presented at a Sydney Region
Principals‟ conference on the use of DER
laptops in the classroom.
Senior students continued their volunteer
homework help sessions for primary
students at Kogarah Library.
Students acted as adjudicators for
Carlton South Public School‟s speaking
Competition.
French language students experienced
an overseas excursion to New Caledonia
and Latin students experienced a
classics excursion to Europe.
Year 10 Japanese students won a
national award for the most creative
concept in the Japan foundation Video
Matsuri Contest.
Yatha Jain, Katerina Bampos, Sophie
Weston, May Tran, Lisa Poon and
Brenna Harding represented the school
at a Pink Ribbon Breakfast Fundraiser
held at Parliament House.
Grace Kim, Laura Wey, Sarita Herse and
Amy Li attended the International
Women‟s Day Breakfast held by Kogarah
Council.
The Amnesty Club raised $800.00 in
support of UNIFEM Australia International
Women‟s Day Purple Ribbon Campaign to
empower women migrant workers in
Indonesia.
In the Westpac Mathematics Competition,
students gained 21 High Distinctions, 171
Distinctions and 309 Credits. The following
students finished in the top 1% in the
state: Ji-Ying Sheng, Natalie Lam,
Elizabeth Cheung, Jane Lee and Summer
Haidar.
In the Mathematics Challenge conducted
by the Australian Mathematics Trust, two
distinctions and five credits were gained.
Sophia Xing was invited to the
mathematics summer camp to be held in
2011. This invitation is offered to
outstanding
participants
in
the
Mathematics Olympiad.
Year 12 Chemistry students took part in
the RACI NSW Schools Titration
Competition which was held at St George
Girls.
8
Senior students entered the Biology,
Chemistry
and
Physics
Olympiad
Qualifying Examinations. Sophia Xing was
awarded a certificate of High Distinction
for Biology. Laura Wey was awarded a
certificate of Distinction for Physics.
Students from Years 7-12 entered the
Australasian Schools Science Competition
and were awarded 8 High Distinctions,
150 Distinctions and 300 Credit
certificates.
The
following
tables
indicate
students‟
performance in reading, writing, spelling,
punctuation, grammar and numeracy in Year 7
and Year 9. The results for 2010 are compared
with the school average from 2006-2010, Like
School Group average and the state average for
2010.
Percentage of students in bands:
Year 7 reading
60
This section of the report provides information on
the performance of our students in state-wide
tests: NAPLAN, the School Certificate (SC) and
the Higher School Certificate (HSC).
In the School Certificate and the Higher School
Certificate, the performance of students is
reported in performance bands ranging from
Performance Band 1 (lowest) to Performance
Band 6 (highest).
Percentage of students
Academic
50
40
30
20
10
0
For reporting purposes all Government schools in
NSW have been divided into Like School Groups.
St George Girls High School has been allocated
to the selective schools Like School Group.
4
5
6
Band
7
8
9
Percentage in band 2010
School average 2008 - 2010
SSG average 2010
State average 2010
Year 7 writing
Hilary Qin, Helena Papapostolou, Nicole Ng at
Secondary Schools Leadership Program,
Government House
Information contained in the graphs includes our
students‟ performance in 2010, our students‟
average performance over the last five years, our
students‟ performance as compared to students
in our Like School Group and our students‟
performance compared to the state average.
NAPLAN
Students in Years 7 and 9 sat for NAPLAN in
literacy and numeracy in 2010.
In Year 7 results were reported from Bands 4 to 9
with 4 being the lowest and 9 being the highest
band.
70
60
50
40
30
20
10
0
4
5
6
7
Band
8
9
SSG average 2010
State average 2010
In Year 9 results were reported Bands 5 to 10
with Band 5 being the lowest and Band 10 being
the highest band.
9
Year 7 numeracy
Year 7 spelling
120
70
100
80
60
50
40
30
20
80
60
40
20
10
0
0
4
5
6
7
Band
8
4
9
5
6
7
8
9
Band
SSG average 2010
SSG average 2010
State average 2010
State average 2010
Year 9 reading
70
60
60
50
Year 7 grammar and punctuation
50
40
30
20
10
40
30
20
10
0
0
4
5
6
7
8
Band
9
5
6
7
8
9
10
Band
SSG average 2010
SSG average 2010
State average 2010
State average 2010
10
Year 9 grammar and punctuation
Year 9 writing
80
60
70
50
40
30
20
10
60
50
40
30
20
10
0
0
5
6
7
8
9
5
10
6
8
9
10
Band
Band
SSG average 2010
SSG average 2010
State average 2010
State average 2010
Year 9 numeracy
Year 9 spelling
100
80
90
70
80
60
7
50
40
30
20
10
70
60
50
40
30
20
10
0
0
5
6
7
Band
8
9
10
5
6
7
8
9
10
Band
SSG average 2010
SSG average 2010
State average 2010
State average 2010
11
School Certificate
In English-literacy, 98.6% of students were
placed in the top two performance bands. Our
students‟ average mark was higher than our Like
School Group averages by 8.2 marks and above
the state average by 13.8 marks.
In Science, 96.6% of students were placed in the
top two performance bands. Our students‟
average mark was higher than our Like School
Group averages by 6.9 marks and above the
state average by 13.8 marks
Percentage of students in
performance bands:
School Certificate Science
performance bands:
School Certificate English-literacy
60
70
60
50
40
30
50
40
30
20
10
20
0
10
1
0
1
2
3
4
5
Performance band
6
2
3
4
Performance band
5
6
School Average 2006 - 2010
SSG average 2010
State average 2010
SSG average 2010
State average 2010
In Mathematics, 98% of students were placed in
the top two performance bands. Our students‟
average mark was higher than our Like School
Group averages by 12.7 marks and above the
state average by 22 marks.
In Australian Geography, Civics and Citizenship,
91.3% of students were placed in the top two
performance bands. Our students‟ average mark
was higher than our Like School Group averages
by 12.3 marks and above the state average by
19.5 marks.
Percentage of students in performance
bands: Australian Geography, Civics and
Citizenship
80
70
70
60
performance bands:
School Certificate Mathematics
60
50
40
30
20
50
40
30
20
10
10
0
0
1
2
3
4
5
Performance band
6
1
2
3
4
5
6
Performance band
SSG average 2010
SSG average 2010
State average 2010
State average 2010
12
In Australian History, Civics and Citizenship, 90%
of students were placed in the top two
performance bands. Our students‟ average mark
was higher than our Like School Group averages
by 12.4 marks and above the state average by
17.9 marks.
performance bands: Australian History,
Civics and Citizenship
School Certificate relative performance
comparison to Year 5 (value-adding)
A
student‟s
School
Certificate
relative
performance is a measure of the progress the
student has made compared with students who
performed at a similar level in the Year 5 Basic
Skills
Test.
School
Certificate
relative
performance indicates significant value added
results in all tests. Our results were also
consistently above our Like School Group.
50
School Certificate: Relative growth from
Year 5 (value-added)
9.0
40
8.0
7.0
30
6.0
Relative growth
60
School Certificate relative performance
20
5.0
4.0
10
3.0
2.0
0
1
2
3
4
5
6
1.0
0.0
SSG average 2010
State average 2010
Computer skills
AGC&C
AHC&C
Science
Mathematics
English
Performance band
School 2010
SSG Average 2010
In Computer Skills, 100% of students were placed
in the Highly Competent performance band. Our
students‟ average mark was higher than our Like
School Group averages by 7.9 marks and above
the state average by 14.6 marks.
Percentage of students in performance
band: Computer Skills
100
The following graphs indicate the performance of
HSC candidates in each subject in 2010. These
are compared to the school‟s performance in the
last five years, the school‟s performance against
selective schools and the school‟s performance
against state performance. Only subjects with ten
or more candidates are recorded.
For subjects with less than 10 candidates the
following results were achieved:
90
80
Drama – 100% of candidates achieved Band 5 or
6 compared to 39% state-wide.
70
60
Food Technology – 100% of candidates achieved
Band 5 or 6 compared to 30% state wide.
50
40
Information Process and Technology – 100% of
candidates achieved band 5 or 6 compared to
34% state-wide.
30
20
10
0
CND
C
Performance band
Percentage in Band 2010
SSG average 2010
State average 2010
HC
Music Extension – 100% of candidates achieved
Band 4 compared to 59% state wide.
Textiles and Design – 100% of candidates
achieved band 5 or 6 compared to 46% statewide.
French Beginners – 100% of candidates
achieved Band 5 or 6 compared to 45% statewide.
13
French Extension – 12.5% achieved Band 4
compared to 46% state wide
Japanese Extension – 40% achieved Band 4
compared to 26% state wide.
90
Latin Extension - 100% achieved Band 4
compared to 77% state wide.
70
HSC Results
50
60
40
30
School 2006 - 2010
SSG 2010
State 2010
General Mathematics
Legal Studies
Geography
English Extension 2
English Extension 1
School 2010
100
90
80
70
60
50
40
30
Music 2
History Extension
Modern History
Mathematics Extension 2
Mathematics Extension 1
Mathematics
Vicki Le ranked first in the state in Food
Technology and Anne Rong ranked first in the
state in Information Processes and Technology.
Hannah Phua ranked third and Roslyn Liao
ranked fifth in the state in English (Standard).
Helena Papapostolou ranked second in the state
in Modern Greek Continuers. Anne Qin had her
Textiles major work exhibited in TEXSTYLE.
Roslyn Liao and Nancy Yu had their major work
selected for exhibition in ARTEXPRESS. Cinney
Fung, Jenny Yang, Vanessa Wibawa and
Rebecca Xu were nominated for inclusion in
ENCORE.
State 2010
English (Advanced)
There were also a number of students who were
placed in merit lists in various subjects or who
had their work selected for exhibition as
outstanding HSC works.
SSG 2010
80
The following students achieved outstanding
performances at the 2010 Higher School
Certificate for ranking in the top 2% of HSC
candidates state wide: Emily Brownlee, Annie
Liu, Joy Zhang, Anne Rong, Queenie Chau,
Paula Li, Elsa Wong, Teresa De La Cour, Nicole
Lam, Roslyn Liao, Angela Li, Hilary Qin, Rachel
Dilawari, Vanessa Wibawa, Delia Deng, Tracey
Kumar, Victoria Luu, Jenny Nguyen, Pamela
Karas, Jessica Yip, Hannah Phua, Shirley Zhao,
Ann Ngo, Nicole Ng, Katie Lau, Vanessa Tjen,
Gabrielle Dillon, Vicki Le, Stephanie Yee, Anita
Trinh, Jeanne Kuang, Da-Hee Kim, Helena
Papapostolou, Sambavi Seermaran, Vicki Choh
and Angela Wong.
Thirteen students were named as top all
rounders for achieving the top band in 10 or more
units at the HSC. They were Emily Brownlee,
Teresa De La Cour, Rachel Dilawari, Gabrielle
Dillon, Da-Hee Kim, Vicki Le, Angela Li, Paula Li,
Roslyn Liao, Annie Liu, Ann Ngo, Sophia Phan
and Stephanie Yee.
School 2006 - 2010
100
Latin Continuers – 100% of candidates achieved
Band 5 or 6 compared to 80% state-wide.
The school‟s 2010 HSC results were most
pleasing once again. Our dux was Emily
Brownlee who attained an ATAR rank of 99.65.
School 2010
The school acknowledges teachers Mr D
Abeynarayana, Ms L Aspin, Ms M Brown, Ms N
Leto, Ms R McAlonana, Ms S Oyston, Ms K Ruck
and Ms K Williamson for the exceptional results
attained by their students.
14
School 2010
School 2006 - 2010
SSG 2010
State 2010
100
Higher School Certificate relative
performance comparison to School
Certificate (value-adding)
90
80
Average HSC Relative Performance from
Year 10 (value-added)
70
60
16.0
50
14.0
40
12.0
30
10.0
English (Standard)
Economics
Chemistry
Business Studies
Biology
Ancient History
8.0
6.0
4.0
2.0
0.0
Low
Middle
High
School, 2010
SSG average 2010
National benchmarks
School 2010
School 2006 - 2010
SSG 2010
State 2010
100
The Commonwealth Government sets minimum
desirable standards for reading, writing and
numeracy at particular ages. These are referred
to as national benchmarks.
The performance of the students in our school in
the Year 7 and Year 9 NAPLAN assessments is
compared
to
these
benchmarks.
The
percentages of our students achieving at or
above these benchmarks are reported below.
90
80
70
60
50
40
30
Japanese Continuers
French Continuers
Visual Arts
Physics
Personal Development, Health
and Physical Education
Percentage of Year 7 students achieving
at or above minimum standard
Reading
100.0
Writing
100.0
Spelling
100.0
Punctuation and grammar
100.0
Numeracy
100.0
Percentage of Year 9 students achieving
at or above minimum standard
Reading
100.0
Writing
100.0
Spelling
100.0
Punctuation and grammar
100.0
Numeracy
100.0
15
Significant programs and initiatives
Aboriginal Education
Aboriginal perspectives form a significant part of
the curriculum across all Key Learning Areas
ensuring that all students are educated about
Aboriginal history, culture and contemporary
issues.
Stage 5 history examines issues such as
land rights, reconciliation and the stolen
generation.
Stage 4 geography studies the origins of
the continent from an Aboriginal and
geographical perspective.
English and drama students study plays
such as Box the Pony and Seven Stages
of Grieving which invite students to view
the world from an Aboriginal perspective.
In food technology students have the
opportunity to study, prepare and taste
traditional Aboriginal food.
Acknowledgement and respect were paid
to the traditional custodians of the land at
school
assemblies
and
important
ceremonies such as speech day.
Music students in Stage 5 and 6 study the
traditional and popular music of Aboriginal
cultures through the topics of Australian
music, popular music and music of a
culture.
Through
engagement
in
performance, composition and listening
activities,
students
develop
an
appreciation and understanding of the
dynamic nature of Aboriginal cultures.
In visual arts students examine in depth
the cultural, historical and political forces
which have shaped the art making of
Aboriginal and Torres Strait Islander
peoples. In particular the Stage 6 syllabus
places emphasis on both traditional and
contemporary Aboriginal art forms.
In PDHPE, Stage 6 students examine
Aboriginal and Torres Strait Islander
health issues. Stage 5 students
experience Aboriginal dance.
Multicultural Education
Multicultural
perspectives
are
incorporated into teaching and learning
programs.
A trained staff member is an Anti-Racism
Contact Officer and is available for
students and staff should the issue of
racism arise.
All Year 9 students participated in the St
George District‟s Mosaic Writing Project in
collaboration with the University of NSW.
The project enabled students to explore
through writing their own cultural heritage
and their place in a multicultural society.
A short film titled Two Voices by Anusha
Thomas was elected for Hurstville
Council‟s Harmony Day Film Festival.
In visual arts students study art from a
wide range of cultures including Asian,
Oceanic, African, Islamic and Aboriginal
art forms.
Interpreters in our main community
language are provided for important
parent meetings such as parent-teacher
interviews and Year 10 and 11 subject
selection evenings.
The school community celebrates our
cultural diversity at the Parents and
Citizens‟ Multicultural Food Festival which
is held annually prior to the Summer
Festival of Music.
Respect and responsibility
The culture at St George Girls is marked by
respectful relationships, with each individual
taking responsibility for her own actions. Many
activities within the school foster civic
responsibility and give students the opportunity to
contribute to their local community and wider
society. Some of the projects undertaken in 2010
which demonstrate the values of respect and
responsibility include the following:
Senior Drama Ensemble Perform for
Inspired Showcase
Students raised
40 Hour Famine.
over
$3900
in
the
Students collected over $2500 for Legacy
by selling badges in the local community.
16
Students in Year 10 participated in
Operation Christmas Child donating
Christmas gift boxes which were sent to
children in regions which had suffered
natural disasters.
A student Amnesty International group
was active within the school. This group
which comprises 93 students across all
grades initiated many activities including
attending the UNIFEM International
Women‟s
Day
Breakfast,
marking
Harmony Day, World Health Day, White
Ribbon Day and holding activities to mark
Refugee Week. Students from the
Amnesty group continued their Women
for Women International sponsorship,
sponsoring women in Rwanda enabling
them to access training and job skills to
achieve economic independence. They
also took part in the Kenya Aid Share
Project and the Worldly Soles, shoes and
socks drive.
A student volunteer program continued in
2010 which saw students volunteering in
various capacities in local community
organisations including preschools, aged
care facilities and local church groups.
Senior students continued their homework
help centre for local primary schools at
Kogarah Library after school.
commended award in the NSW State
Enviro Inspiro competition. Students
installed a compost bin and a vegetable
garden and marketed and sold worm farm
fertiliser. The club installed several chilled
water bottle refilling stations with the aim
of becoming plastic water bottle free by
2011. Green Day was held with guest
speakers and students and teachers from
nine Sydney Region schools attending.
The schools vegetable and herb garden is
featured in a Sydney Region coffee table
book about public school gardens.
Special assemblies were held to mark
occasions such as ANZAC Day and
NAIDOC Week.
Student Welfare
The school‟s welfare policy aims to provide
effective learning within a secure and supportive
environment. There is a strong school-wide
commitment to ensure that, for all students,
school is a happy, positive and fulfilling
experience. The school has high, clearly stated
expectations of students articulated in the
school‟s Code of Conduct. Staff work closely with
parents and caregivers to ensure the welfare of
each student.
The school provides a harmonious environment
which is accepting and supportive of students
from a variety of socio-economic, cultural and
religious backgrounds. The curriculum within
each key learning area encourages students to
be proud of their heritage and accepting of other
cultures.
The student welfare team consists of the
Head Teacher Welfare and a Year
Adviser for each cohort. Each Deputy
Principal is responsible for the welfare of
alternate years. This team meets regularly
to discuss any individual or group welfare
issue.
A further welfare meeting comprising the
Head Teacher Welfare, the Principal, the
two Deputy Principals and the School
Counsellor occurs every two weeks to
initiate any required action to enhance the
welfare of students.
Anne Qin – Major Work Exhibited in TEXSTYLE
The student EnviroClub continued to be
active. Students hosted the Sydney
Region Ultra Eco Tour and participated in
the Climate Change debate at Parliament
House.
They
received
a
highly
Student achievement is recognised
through acknowledgement at school
assemblies and the presentation of merit,
participation and school service awards.
Exemplary
school
service
is
acknowledged through the presentation of
Dragon Badges.
In 2010, 548 Principal‟s Certificates and
62 Principal‟s Gold Certificates were
awarded. 329 Dragon Badges were
awarded and 28 Super Dragon Badges
were awarded for service to the school. At
Speech Day and the Year 12 Graduation
17
Ceremony combined, 499 awards were
presented to students for academic
excellence, citizenship and sporting
achievements. These awards were a
significant increase on the number
awarded in the previous year.
To assist students and their families in
their transition to high school various
programs were implemented. A Year 7
camp was held early in Term 1 to assist in
the formation of friendship groups.
Year 7 participated in the Peer Support
Program in Term 1 in which specially
trained Year 11 students work with small
groups of Year 7 students to assist in their
orientation and transition to high school.
Student evaluation of the program was
very positive. The program was well
received with 99% of students reporting
that they had enjoyed being part of Peer
Support and 96% reporting they found the
sessions interesting and useful. The new
program reduced the number of sessions
that students were out of class without
compromising the content.
Due to student demand to contribute to
Peer Support, leadership positions were
expanded to include Year 11 Peer
Support leaders, 10 leadership positions
to assist with discussion forums on
Friendship Day and 10 positions to lead
classes of Year 7 in study skills. These
changes were well received by both Year
11 and Year 7 and were continued in
2010.
The Peer Support Program was extended
to include a group of six Year 11 leaders
to provide support to Year 11 students
new to the school. Sessions designed to
orientate new students included meeting
with the school counsellor, working on
study timetables and stress management
to assist them to adjust to a new school
and the demands of a selective context.
In 2010 an invitation was extended to
Year 11 students enrolling in 2011 to
participate
in
our
Peer
Support
Leadership Training Program. Eight of the
thirty three students accepted the offer
and successfully completed the course.
Four students were selected as Peer
Support leaders.
Each Year 7 student was closely
monitored by her teachers to ensure she
was coping with the time-management,
study and organisational demands of a
selective school. A small number of
students identified as having difficulties
were given extra support from the welfare
team.
Year 7 participated in a study skills
program in Term 2 to assist them to
understand their own learning style and to
equip them with study strategies.
Parents and caregivers of Year 7 students
attended a Parent Information Evening
and the P&C organised a family picnic in
Term 1 to welcome all new families to the
school.
Welfare reports have been uploaded to
the intranet improving accessibility for all
staff
while
improving
student
confidentiality.
Year 7 participated in Friendship Day and
joined RAFT, a program promoting
Resilience, Acceptance, Friendship and
Tolerance. This program was expanded in
2010 to include a visit from a police youth
liaison officer who addressed students on
cyber
bullying
prevention
and
accountability.
Camps for Year 9 and 11 students
provided specialised programs in team
building activities and study skills. The
mandatory personal development, health
and physical education (PDHPE) program
Crossroads was delivered at the Year 11
camp. Year 11 also participated in a study
skills program.
Year 10 attended “The Winning Edge”
day presented by a criminal psychologist
and former policeman. This day provided
students with strategies to keep safe as
well as best practice to deal with a
potentially unsafe situation.
Ms Lyn Brown, Recipient of Minister’s Award for
Contribution to Public Education
Gifted and Talented Education
The curriculum at St George Girls High
School is differentiated to meet the needs
of gifted and talented girls. Students
follow an academic pattern of study which
equips them for further study at university
upon graduation.
18
Teachers are experienced in the delivery
of units of work which encourage higher
order thinking and students are required
to demonstrate deep knowledge and
understanding in their learning. Students
are encouraged to see knowledge as
problematic and explicit quality criteria are
evident in assessment tasks.
In 2010 the Duke of Edinburgh Award
continued. Year 12 students, Lillian U,
Nancy Zhang, Nicole Ng, Sabrina Sha
Ruth Chen and Jenny Jin completed their
Gold Awards. Eleven Year 11 girls were
working towards their Gold award. Thirty
five Year 10 students were working
towards their Silver Award and eighty-two
Year 9 students were awarded their
Bronze Award.
Further examples of opportunities for
students to realise their talents are
reported in our achievements.
Student Leadership
Opportunities exist for students to develop their
leadership potential through the prefect system in
Year 12 and the Student Representative Council
(SRC) which has representatives from Year 7 to
Year 11. Students in Year 11 serve on the SRC
executive.
Ms Diane Duffy with Costa at the Launch of
Sydney Region School Gardens Book
Apart from classroom activities and research
tasks students‟ talents are fostered in
extracurricular activities in the arts, sport,
academic competitions and student leadership.
Examples of opportunities to develop students‟
talents beyond the curriculum in 2010 included:
The music tutorial program enables 170
students to access tuition in 19
performance areas. The opportunity to
perform in front of an audience is
provided on many occasions throughout
the school year.
The outdoor chess set was used to hold
lunchtime tournaments throughout the
year.
Students participated in the chess club,
the EnviroClub, the debating club, the Da
Vinci Decathlon and the Tournament of
Minds Regional Competition.
In the Da Vinci Decathlon, teams of eight
students from Years 7 to 10 competed.
The Year 9 team gained first place in
mathematics, third place in English and
forensic
sleuths,
fifth
in
general
knowledge and gained second place
overall in their age group, being awarded
a silver medal.
In the Tournament of Minds eight teams
entered and two teams won tournament
honours, one for the Applied Technology
Challenge and one for the Language
Literature Challenge.
The SRC organised events throughout
the year including a school dance and
SRC week with a Harry Potter theme. The
SRC also supported a wide range of
charities
including
the
Leukaemia
Foundation, the Children‟s Medical
Research
Institute,
UNICEF,
the
Children‟s Hospital and the Cancer
Council. The SRC also subsidised
students engaging in high level sporting
activities.
The SRC major project for 2010 was the
installation of air conditioning in the
school library. These projects were
funded by student sponsorship from the
walkathon, as well as other SRC
fundraisers over the year.
The SRC executive and School Captains
met weekly with the Principal to discuss
student issues and to plan future
initiatives.
The SRC executive was elected after
each candidate participated in a
campaign week and delivered election
speeches on a school assembly.
Julie Tran was elected to represent
Sydney Region in the SRC State
Conference Action Team.
School Captains Helena Papapostolou,
Hilary Qin and Nicole Ng attended the
School
Leadership
program
at
Government House.
The Prefect system enables Year 12
students to become socially responsible
leaders in the school. Fifteen prefects are
elected by their peers and provide role
models for the student body. They
represent the school in the broader
19
community, assist in the running of school
activities and functions and cater for and
represent the opinions of Year 12
students.
DT2 and Room 25. This means the
school now has a total of twenty-four
interactive whiteboards and a total of five
projectors.
Students participated in a number of
district, regional and state leadership
initiatives.
Our Intranet was further developed this
year using Microsoft Office SharePoint
Server. Students and staff can access
resources on this intranet from school,
from DER laptops at school and from
home.
Students in Year 10 attended Step to the
Future Leadership forums.
Helena Papapostolou, Grace Kim and
Julie Tran were recipients of the Long Tan
Leadership and Teamwork Awards.
SRC President Grace Kim shadowed
School Education Director Mr R Megahey
for a day as part of Education Week.
The school is committed to developing the
leadership skills of students and will continue to
provide all students with the opportunity to take
up leadership positions within the school and in
the wider community.
Technology
A number of projects were completed this year to
improve our network infrastructure and increase
network resilience.
Multiple Uninterruptable Power Supply systems
were incorporated into our infrastructure across
the school in 2010. This allows all of the major
networking equipment to remain active in the
event of power problems. This can be particularly
useful for our mobile users who can stay active
on wireless links as long as their devices still
have battery power.
Phase 2 of the Digital Education
Infrastructure was completed this year.
All learning spaces and staffrooms have
wireless access points which allow
students and staff to access resources
provided by DET and our school.
Year 9 students received their DER
laptops and have embraced this
technology and access to resources with
great enthusiasm.
Staff have undertaken professional
learning to expand their understanding of
the software applications available on the
DER laptops.
A computer co-ordinator tied grant, as well as
school funds provided for a Network
Administrator and Technology Coordinator. A tied
grant provided release time for teachers to
receive professional development on integrating
the laptops into teaching programs and
classroom practice.
With the success of our data storage projects, we
have seen a steady growth of usage throughout
the year and as a result have upgraded our NAS
backup systems to cater for this demand. We
now have 2 NAS backup systems located at
opposite ends of the school site that replicate all
backup data with each other providing secured
backup redundancy in the event of accidental
data loss or disaster recovery.
We have maintained a 99% data centre uptime
and will strive to maintain this level of service in
future years
In addition to improvements in major network
infrastructure we also achieved the following
technology goals in 2010:
New computers were purchased for
Computer Room 2. All three computer
rooms now have 31 advanced model
desktop computers available for student
and staff use.
All staffroom and office computers were
replaced with advanced model desktop
computers.
Interactive SMART Boards were installed
in Room 7, Room 20, Room 24, Lab 2,
Naziha Chowdhury, Abida Aura and Neela Rahman,
Participants in the Anti Racism Forum
Careers Education
A full-time careers adviser conducts a career
education program for Years 9-12 including
weekly classes for Year 10 students. In 2010 the
following activities were organised for the
students:
Information sessions
Lunchtime seminars and workshops on
university and private college study
options,
application
procedures,
scholarships, accounting, engineering &
20
business cadetships, study techniques,
GAP year, entry to medicine & health
sciences. The seminars provided senior
students with specific information to
assist their transition to tertiary study and
employment.
A work experience networking database
of current and previous students was
available to assist senior students in
finding appropriate and meaningful work
experience placements.
A “Back to School” morning tea was
organised as a School to Work initiative
to support student transition to tertiary
education. Ex-St Georgians returned to
school to share their knowledge and
experiences in a variety of occupational
areas with current Year 12 students.
Careers and computer technology
The school subscribed to the MHS
Careers Online information service with
registration for the related email service
available to the school community.
An annual subscription to OZJAC online
was updated, offering an expansive
course, occupation and institution search
facility.
„MyGuide‟ a computer assessment and
planning
tool
on
the
Australian
Government MyFuture website was
completed by our Year 10 cohort as a
part of the career education program.
The School to Work Logbook Online was
utilised by Year 10, 11 & 12 students to:
develop a career portfolio, identify and
build employment related skills, develop
enterprise skills, seek and gain work
experience, goal set and plan career
transition/pathways and track progress
throughout the School Certificate,
Preliminary & HSC courses.
Career Voyage was used to guide senior
students through the career decision
making process by using questionnaires,
resulting in personal profiles, lists of
possible careers and accompanying job
details.
Select Year 9, 10, 11 & 12 students
completed the online DET School to
Work student survey “Planning for My
Life after School.”
Career Newsletters and messages were
emailed via the DET portal to students
and staff within the school community.
The Career Newsletters were also
accessible to the school community on
the St George Girls High School intranet.
A Careers “briefcase” filed within the
school network was kept up to date and
accessible to all students, with links to
the above programs as well as other
relevant resources. Links were also
available from the Careers curriculum
entry on the school website.
Roslyn Liao’s Major Work, Bloodlines, exhibited
in ARTEXPRESS
Other school to work and careers activities
Year
10
students
learned
from
experiential activities including work
experience, excursions, career expos
and mock employment interviews as well
as weekly Career Education classes.
Year 10 attended the Inner West Career
Expo Excursion MLC Burwood
Year 11 and 12 students attended the
Sydney Boys/Sydney Girls/St George
Girls Tertiary Career Expo
Excursions were organised to meet the
individual career needs of senior
students. Some examples of events
attended in 2010 were; UNSW Network
School Events including: Australian
Ensemble @UNSW, Law Mock Trial
Workshop, Industrial Design Workshop,
Marketing in Action Workshop, Life
Drawing,
Campus
Tour
UNSW,
Engineering Information Day, DNA
Infectious Disease and Gene Workshop,
Science Talented Students Program,
Environmental Crisis and Human Choice
Workshop, Focus on French Workshop,
Construction Project Manager Workshop,
and other excursions including the
Aspiring Business Leaders Program,
Project Able, Sydney Children‟s Hospital
„Child Health Day‟, Sydney Morning
Herald Career Expo, The National Career
Expo, Powerhouse Museum Design
Workshop, Taronga Zoo‟s „Meet the Zoo
21
Keeper‟, „A Day at UNSW‟, UTS Women
in Engineering Day, UWS Day, “UNI in a
Day‟ at Macquarie University, University
Open Days, UTS „Footpath to Finance‟,
University
of
Sydney
Leadership
Seminar, “Degree in a Day” at the
University of Sydney, CATC Design
Workshops and the UTS Law Outreach
Program.
Individual Year 10, 11 and 12 students
organised work experience placements in
addition to the Year 10 three week
allocation.
All Year 12 students were surveyed in
relation to their career goals and given
the opportunity for one-to-one career
counselling sessions to assist with their
transition to tertiary study.
Year 12 students took advantage of
application and interview coaching,
teacher, Careers Adviser and Year
Adviser
written
statements
and
processing of applications through the
school, to help them apply for
scholarships, cadetships, selective entry
courses, overseas universities and
special entry schemes for tertiary study.
Students and staff participated in the
School to Work Program, which focused
on employment related skills developed in
the KLA‟s and through work experience.
Year 10 students documented these skills
through use of the school to work
resources.
Students from Years 11 & 12 took part in
the Community Volunteer Program.
Student involvement included tutoring at
local libraries, volunteering at a variety of
organisations
including:
hospitals,
nursing homes, St Vincent de Paul, the
Downing Centre and childcare centres.
Numerous Year 9 and 10 students took
part in the NSW Premier’s Student
Volunteer Awards. Three students were
awarded the prestigious Diamond Award
in recognition of 80 hours of volunteer
service to the community at the Sydney
Region
Award
Ceremony.
These
students were Stephanie Xu, Lily Zhang
and Noellin Acabado. Many more
students received gold, silver and bronze
awards for 60, 40 and 20 hours
respectively of volunteer contribution.
The Career Resource Centre provided
students with up-to-date information and
resources on career events, university,
TAFE, Private Colleges, degree/diploma/
certificate and short courses, open days,
scholarships,
cadetships,
subject
selection,
bonus
point
schemes,
interstate and overseas applications,
jobs, industry, GAP breaks, CSP and
opportunities for employment or work
experience.
Year 10 students took part in activities
from „The Real Game Series‟ during
career education lessons.
St
George
Workplace
Learning
Partnership Inc. presented the Vocational
Excellence Award to Aivee Huynh and
Jessica Horton in recognition of their
work readiness and involvement in
vocational activity.
Progress on 2010 targets
Target 1
Continue to integrate the use of laptops
in programs and classroom activities in
Years 9 and 10.
Our achievements include:
Staff professional learning opportunities
were taken up by all teachers.
School Development Days had the
integration of laptops in teaching and
learning as a focus.
Technology
Co-ordinator
assisted
faculties to utilise subject appropriate
software and computer applications.
A survey of Year 9 and 10 students,
parents and teachers indicated that the
laptops were used frequently in class and
were effective in assisting students to
organise their work. Teachers indicated
that the laptops were an effective
learning tool and that the software was
relevant and useful for their students.
Target 2
Prepare for the introduction
Australian Curriculum.
of
the
Head
teachers
attended
regular
consultation meetings and faculties made
on-line
submissions
during
the
consultation process. There has been
high participation of relevant staff
members during the consultation phase.
The head teacher English was involved
in developing the Department of
Education and Training‟s response to the
draft English syllabus and represented
DET at State Board of Studies meetings
and national ACARA meetings. This
ensured the English faculty had detailed
and up to date knowledge of the
22
development of the national English
curriculum.
The head teacher history attended all
consultation meetings and provided
faculty members with copies of the draft
documents. Faculty members were
briefed at each stage of the development
process.
Continued high performance in NAPLAN,
School Certificate and Higher School
Certificate when measured against
similar school groups.
Continued high performance in academic
and co-curricular competitions.
Improved essay writing outcomes for
targeted students.
Resources have been gathered and
evaluated in preparation for the final draft
of the curriculum. In mathematics,
textbooks were reviewed for how they
present the scope and sequence of the
Australian Curriculum as well as the level
of challenge provided for the ability levels
of students at St George.
Target 3
Establish policies, procedures and
protocols for the management of the
newly constructed gymnasium.
Establishing a representative committee
to draft policies and procedures.
Consultation with all stakeholders and
ratification of policy and procedures.
Fair and equitable use of the gymnasium
as a whole school resource.
School development 2009 – 2011
Targets for 2011
Target 1
Strengthen
the
provision
of
a
differentiated curriculum catering for the
needs of gifted and talented girls.
Strategies to achieve this target include:
Revisit and re-evaluate our gifted and
talented policy.
Refresh
staff
knowledge
and
understandings of how best to cater for
the learning needs of gifted and talented
girls.
Use of school development days and
faculty programming days to critique and
modify programs.
Appoint a staff member to work with
students individually or in small groups to
refine and hone their essay writing skills.
Our success will be measured by:
Evidence of gifted and talented programs
to be reported in annual review interviews.
Harry Potter Themed SRC Week
Target 2
Continue
preparation
implementation of Stage
Australian curriculum.
for
1 of
the
the
Strategies to include this target include:
Scrutiny of curriculum documents as they
are released.
Faculty release time to write programs in
line with the curriculum.
Sourcing texts and resources
implement the curriculum.
to
Successful implementation of Stage 1 of
the Australian Curriculum confirmed
through staff survey and focus groups.
23
Target 3
Continue
to
develop
technology
resources and staff expertise in utilising
technology as a learning tool.
Further
installation
of
electronic
whiteboards, banks of laptops, graphics
tablets
and
wireless
keyboards
throughout the school.
Further staff development in the use of
technology to enhance teaching and
learning at school development days and
staff development meetings.
All faculties having access to electronic
whiteboards.
All staff reporting they are utilising
laptops and electronic whiteboards in
teaching and learning programs.
Re-administering 2010 laptop surveys to
students
and
staff
to
measure
improvement.
Target 4
Foster and develop staff aspiring to
leadership positions.
Mentoring of staff by the leadership team
and providing shadowing opportunities
for staff.
Identifying and targeting of staff for
leadership opportunities.
Documenting roles and responsibilities of
leadership positions for the guidance of
relieving staff.
Providing guidance and advice for staff
when applying for positions and the
opportunity for mock interview practice
before being called to interview.
Advertising
professional
opportunities in leadership.
learning
Increasing numbers of staff experiencing
leadership opportunities in relieving
positions.
Increasing numbers of staff applying for
promotion positions and experiencing
success.
Survey staff who held a relieving position
to ascertain benefits and ways to
improve leadership opportunities for staff.
Samira Hoque – Digital Art
Key evaluations
It is a requirement for all NSW public schools to
conduct at least two annual evaluations – one
related to educational and management practice
and the other related to curriculum. In 2010
evaluations were undertaken in staff professional
learning opportunities and staff attitudes towards
and expertise in using technology.
Educational and Management Practice
Teacher Professional Learning
Background
Staff were surveyed about their satisfaction with
professional learning opportunities offered to
them in 2010. The table below shows the
percentage of staff agreement with the
statement.
Findings and conclusions
Statement
I feel that communication to staff of available
professional learning opportunities is timely and
effective.
I feel that I have been given sufficient
professional learning opportunities this year.
School development days have been
professionally rewarding and worthwhile this
year.
The professional learning focus on technology
this year has been useful and effective.
Out of school professional learning courses
have assisted me in the development of
professional skills and knowledge.
I have shared what I have gained from my
professional learning with my colleagues.
I would like to do more professional learning
courses/workshops if the opportunities arise.
98%
95%
93%
93%
96%
90%
98%
24
Staff were also asked to nominate the three
professional learning modes they found most
effective for their professional growth. These are
listed in order from most effective to least
effective:
1.
Curriculum release days
2.
Professional association
conferences/meetings/networks
3.
School Development Day Sessions
4.
Informal collegial interaction
5.
Externally provided courses
6.
Staff meeting training and development
sessions
Staff were also invited to nominate the areas they
would like to see further opportunities arise for
professional learning and they are listed in
descending order: Technology/ICT, subject
specific programming, Australian curriculum,
Quality Teaching and Learning, Interactive
Whiteboard, Gifted and Talented Education,
Leadership and Welfare.
Future Directions
It was clear that staff value the professional
learning opportunities they are presented with
and that the range of delivery modes which staff
find effective is quite diverse. Indicators are that
the staff meeting training and development
sessions could be made more effective for staff
and that external courses need to be widely
advertised to all staff. Curriculum release days
are highly valued as they cater to subject specific
needs. Professional development in technology
was still high on the agenda for staff when citing
need for future professional learning.
Teacher Survey
Statement
My students have used their
laptops to organise their work
effectively.
My students seem more
engaged in their learning since
receiving the laptops.
The software on the laptop is
relevant and useful for my
students‟ needs.
My students use the laptop
frequently in class.
My students use their laptops to
research for assignments
I believe the laptops are a useful
learning tool
Agree
Disagree
92%
8%
73%
26%
96%
4%
100%
0%
96%
4%
100%
0%
Agree
Disagree
87%
13%
75%
25%
91%
9%
92%
8%
86%
14%
83%
17%
Agree
Disagree
76%
24%
72%
28%
86%
14%
94%
6%
88%
12%
89%
11%
Student Survey
Statement
The laptop helps me organise
my work.
I enjoy learning when using my
laptop
The software on the laptop is
relevant and useful.
I use the laptop frequently in
class.
I use the laptops to research for
assignments
learning tool
Parent Survey
Statement
My daughter has become more
organised in her work with the
laptop.
My daughter seems more
engaged with her work since she
has had the laptops.
My daughter seems satisfied
with the software on the laptop.
My daughter uses her laptop in
class frequently
My daughter is able to use her
laptop for researching her
assignments
learning tool
Future directions
CHS Rowing Team
Curriculum
Effectiveness of Laptops in Teaching and
Learning
Background
By 2010 Year 9 and 10 students had been issued
with laptops. Students, parents and teachers of
Year 9 and 10 were surveyed to evaluate their
impact on teaching and learning. Respondents
were asked to respond to a series of statements
either agreeing or disagreeing with the
statement. The findings are presented below.
Staff will continue to use the laptops as a
learning tool in the classroom. They will assist
students to organise their work on the laptops
and to use the laptops as a research tool.
Parent, student, and teacher satisfaction
In 2010 the school sought the opinions of
parents, students and teachers about the school.
Parent Satisfaction
Parents of Year 7 students were surveyed
regarding their levels of satisfaction with the
transition programs provided to assist students to
adapt to the selective high school setting. The
survey asked parents to rate their satisfaction
with many aspects of our orientation and
25
transition program. As the responses show
parents were overwhelmingly satisfied or highly
satisfied with all aspects of our program.
Orientation Day – December 2009
99% Satisfied/Highly Satisfied
Enrolment Day – Day 1 2010
Parent Information Evening and Tour
Peer Support Program – Term 1 2010
P and C Family Picnic – March 2010
Year 7 Camp – March 2010
Friendliness, Helpfulness,
Approachability of Staff
Welfare Support Provided
Satisfaction with the Transition Process
Level of Communication e.g. gazette,
website, parent meetings.
Amelia Causley-Todd addresses the House of
Representatives in Parliament
Staff Satisfaction
Staff responded to a series of statements
concerning
the
Principal‟s
performance,
focussing on the personal and interpersonal
domains of the School Leadership Capability
Framework. Responses ranged from Always,
Usually, Sometimes, On Occasion and Never.
The responses “Always and Usually” were
combined and “Sometimes/On Occasion” were
combined to indicate the percentage of
respondents‟ agreement with the statement.
There were nil “Never” responses to the
statements.
At my school the Principal:
Statement
Treats me with
courtesy, respect
and dignity
Encourages open,
honest dialogue and
actively listens
Challenges herself
and others to
improve
Leads by example
Values my
contributions and lets
me know it
Is fair and consistent
in dealing with
people
Inspires confidence
and trust
Sets high standards
and expects them to
be achieved
Recognises the
efforts and
achievements of
others
Deals with conflict in
an effective manner
Expresses what she
thinks and feels in a
positive manner
Provides useful and
constructive
feedback to staff
Empowers others to
be leaders too
Cares about
students and staff as
individuals
Is prepared to try
new ideas
Consults
appropriately about
important decisions
Encourages personal
responsibility among
others
Acknowledges when
she has made a
mistake
Is approachable and
sensitive to others‟
feelings
Always/
Usually
Sometimes/
On
Occasion
Never
98%
2%
0%
98%
2%
0%
94%
6%
0%
96%
4%
0%
92%
8%
0%
84%
16%
0%
90%
10%
0%
88%
12%
0%
98%
2%
0%
91%
9%
0%
96%
4%
0%
94%
6%
0%
98%
2%
0%
98%
2%
0%
98%
2%
0%
92%
8%
0%
96%
4%
0%
91%
9%
0%
98%
2%
0%
26
Acts decisively when
necessary
Is clear about her
leadership priorities
Is supportive and
loyal towards staff
Attacks the
problems, not the
people
Maintains her sense
of humour
100%
0%
0%
98%
2%
0%
96%
4%
0%
98%
2%
0%
100%
0%
0%
Student Satisfaction
Since 2004, an exit survey has been
administered to Year 12 students. The table
below shows the percentage of student
agreement with the statement comparing the
responses from 2004 with those in 2010.
Statement
2004
2010
I was satisfied with the subjects I
chose.
I felt challenged and intellectually
stimulated.
When making subject choices I was
given good advice.
76%
96%
89%
97%
45%
92%
I acted on the advice I was given.
50%
89%
I have deep knowledge and
understanding of my subjects.
68%
98%
I have been supported as a learner.
86%
99%
39%
84%
61%
92%
63%
98%
68%
98%
75%
97%
95%
99%
57%
87%
62%
95%
66%
99%
95%
99%
70%
98%
83%
98%
The school‟s merit system
appropriately rewards students.
The dragon badge system rewards
community service.
I have had the opportunity to
develop my talents.
I have been exposed to a wide
variety of learning experiences.
I am a confident and critical user of
technology.
I am proud to have attended St
George.
I have been assisted with personal
problems.
I have received helpful and
constructive feedback in my reports.
I have been well prepared to achieve
my best in the HSC.
I have positive and happy memories
of my time here.
I have been encouraged to achieve
my personal best.
Diverse cultures were valued at St
George.
The Library as a place
2007
2010
The collection is adequate for my needs
There is enough comfortable seating
for individuals
The library is a comfortable and
inviting space
The computer facilities/ equipment suit
my needs
Information resources are easy to
access
8.15am to 3.15pm opening hours are
adequate for my needs
There are enough spaces for group
work
There are enough spaces for
individual work
84%
94%
85%
100%
76%
91%
78%
95%
78%
93%
74%
78%
80%
92%
81%
90%
The library staff
2007
2010
92%
85%
80%
96%
96%
97%
Instill confidence in users
Give users individual attention
Are consistently courteous
Are ready to respond to users‟
enquiries
Treat me fairly without discrimination
Provide friendly, quality service
Display professionalism
Acknowledge and handle users‟
problems
Provide accurate and informative help
Provide clear guideance on copyright
My learning outcomes have
improved with the library service
Provides me with user-friendly
catalogue tools
Helps me distinguish untrustworthy
information
Provides me with various types of
information sources
Helps me find resources that
support my studies
Provides challenges to my thinking
Supports my quest for quality
learning
83%
99%
90%
92%
89%
100%
97%
97%
83%
99%
78%
N/A
97%
89%
2007
2010
71%
93%
67%
85%
72%
97%
80%
96%
N/A
84%
77%
93%
Student Satisfaction
Students were also surveyed regarding their
satisfaction levels with the school library as a
learning space, the quality of service provided by
library staff and how they feel the library has
impacted on their learning outcomes. The survey
was initially conducted in 2007 and was
conducted again in 2010. The following
percentages indicate student agreement with the
statement.
Bundanon Art Camp
27
Professional learning
In 2010 teachers participated in the following
professional learning activities:
Use of ICT for teaching and learning
Quality Teaching
Staff attended courses organised by The Board
of Studies, the Department of Education and
Training, the selective schools network and their
professional associations. Staff professional
learning was also undertaken at five school
development days and at staff meetings
throughout the year. The average expenditure on
Professional Learning in 2010 was $650.00.
Syllabus implementation
About this report
Leadership and career development
In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school‟s
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school‟s future development.
Student welfare and wellbeing.
School development days were used to:
In-service teachers in appropriate DER
software to ensure widespread familiarity
with useful electronic resources to
accommodate the continued rollout of
student laptops
Analyse student performance in 2009
Evaluate and modify programs and
assessment tasks to ensure Quality
Teaching best suited to the needs of
Gifted and Talented girls
Compliance training for staff in child
protection (2011 update), anaphylaxis
and use of the epipen, emergency care
training and CPR training
Provide staff with opportunities to
become more familiar with software
including OneNote and SharePoint
In-service staff on the use of the school
intranet as a teaching/learning resource
as well as an administrative tool
Develop cross-faculty awareness of ICT
possibilities employed in other subjects
Develop greater familiarity with electronic
whiteboard technology and pedagogy as
this resource is progressively rolled out
across most classrooms
Develop staff understanding of the
Environmental Education Policy and its
impact on curriculum and prepare to
develop
a
school
environmental
education management plan which
focuses on the areas of curriculum,
resources and grounds
Carole Knott, Principal
Noel Morris, Deputy Principal
Graeme Ponder, Deputy Principal
Lois Aspin, Teaching Staff
Michael Costello, President, Parents & Citizens’
Megan Eriksson, President, Mothers’ Committee
Grace Kim, President, SRC
Cover design and layout by Katherine Lucas
School contact information
St George Girls High School
Victoria Street
Kogarah
Ph: 9587 5902
Fax: 9553 8043
Email: [email protected]
Web: www.stgeorgegi-h.schools.nsw.edu.au
School Code: 8136
Parents can find out more information about
Annual School Reports, how to interpret
information in the reports and have the
opportunity to provide feedback about these
reports at:
http://www.schools.nsw.edu.au/asr
A major focus for professional learning in 2010
was the continuation of provision of modules for
staff in ICT. These were delivered by the
Technology Co-ordinator and staff with specific
expertise in integrating technology in Quality
Teaching and Learning activities. Another focus
was engaging with the Australian Curriculum as
consultations, briefings and updates notified staff
of future directions.
28

Annual School Report 2010 - St George Girls High School

Transcription

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