2015 Annual Report - Girraween High School

 Girraween High School Annual Report 2015 8500 Introduction The Annual Report for 2015 is provided to the community of Girraween High School as an account of the school’s operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self‐assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. Julie Kennedy Principal School contact details Girraween High School 110 Gilba Road Girraween, 2154 Ph: (02) 9636 7293 Fax: (02) 9896 3274 Email: girraween‐[email protected] Web: www.girraween‐h.schools.nsw.edu.au 2014 – 2015 Prefects. Message from the Principal I am delighted to be able to acknowledge the outstanding achievements of our school for 2015. This year we embarked on the first year of our three year School Plan and I am thrilled with the progress that we have made in each of the strategic directions. Our students continue to excel and our teachers continue to have high expectations and a clear and determined focus on every single child being able to achieve outstanding results in all domains. Recent impressive academic achievements have been maintained. The commitment and dedication of both students and staff is clearly demonstrated by our outstanding results in NAPLAN and VALID Science 8 assessments, as well as our exceptional results in the Higher School Certificate. Congratulations to our Dux for 2015, Anubhav Katyal, who received an ATAR of 99.90. A number of students also achieved State ranks that included: Eric Lai 1st in the State in Physics; Louise Yau 6th in Senior Science; Yunke Qu 8th in Software Design and Development; Phoebe Liang (Accelerant) 15th in Chemistry; Teij Beharee (Accelerant) 18th in Chemistry; and Maardavi Patel ranked 18th in Personal Development, Health and Physical Education. Two Girraween High School Year 12 students were worthy recipients of Minister’s Awards for Excellence in Student Achievement. Students who are nominated for these awards must demonstrate academic excellence, sporting and/or cultural achievements, leadership skills, commitment to the school community and demonstration of values. Congratulations to our worthy recipients Laksshini Sundaramoorthy and Lillian Tong. Reuben Devaseelan was the recipient of the Pierre De Coubertin Award, an award that recognises senior secondary students who demonstrate values which are consistent with the Olympic Movement through participation in sporting activities. Minnie Tong and Shivanjali Ratnaseelan of Year 12 were both awarded Face of Holroyd Awards for their achievements, dedication and hard work in our local community. Lillian Tong also received a Highly Commended Certificate for the Dame Marie Bashir Peace Awards program. We continue to enhance our school grounds and buildings and this year we were fortunate to have funding provided for a new kitchen in the Technological and Applied Studies (TAS) block. New paths were installed including a ramp to improve access from the Top COLA to the Multi‐Purpose Centre (MPC). The Parents and Citizens Association (the P & C) provided funding for the refurbishment of the Drama room so that it may accommodate Dance classes as well. We also farewelled a long standing member of staff, Mrs Stuart, who has taught Languages at our school for many years and organised several overseas excursions for students. Ms Bhave accepted a position on merit as Head Teacher Science at another school, while Mr Phull, another of our Science teachers, accepted a position at another school. I certify that the information contained 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. Julie Kennedy Principal 8500 1 GIRRAWEEN HIGH SCHOOL P & C Message The Parents and Citizens Association (the P & C) provides a forum for our parents to provide input into various issues across the school and to receive information on school initiatives. The P & C works closely with the school executive to financially support the upgrade of school facilities. P & C meetings are held on the fourth Wednesday of every month during school terms. Monthly meetings are a crucial component of the P & C, providing parents with an opportunity to know about what is happening, the direction school is taking and its future plans. The school’s Senior Executive (Principal and Deputy Principals) attend all P & C meetings and are happy to participate in the discussions and to answer queries from the parents. The P & C acknowledges the time and effort put in by the Senior Executive in this regard, as well as other staff who deliver wonderful presentations about various initiatives and achievements. P & C meetings have also served as forums for students to showcase their achievements, with the P & C providing financial support to students representing the school in national and international events. It has also been encouraging to have representatives from the Student Representative Council (SRC) at meetings to enhance and maintain the strong rapport between students and parents. The school P & C operated Canteen successfully provided nutritious and fresh food for students and staff. Thank you to the paid staff, the parent and student volunteers as well as to the P & C Canteen Co‐ordinator for another successful year operating the canteen. A special thanks to Ms Jackie Lau, the Canteen Manager, who has left after many years of service to the school community. In December 2015, the P & C appointed a new Canteen Manager, after placing an advertisement in Seek to attract the best talented and professionally qualified candidates. After a rigorous screening, selection and interview process, Mr Raj Sharma was selected as the new Canteen Manager (to start at the beginning of 2016). As Raj is a qualified and professional chef, we are excited about the possible enhanced menu with a greater variety. The P & C supported Parent Information Evenings throughout the year by providing refreshments. The P& C provided good value items for families through the second‐hand uniform shop and we continued to sponsor awards for the Annual Presentation Day. The P & C also played an active role in placing parents on staff recruitment panels, such as the Head Teacher Welfare panel, and on student selection panels. To summarise the financial support provided to the school by the P & C during the year: 
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Computers for the Multi‐Media Centre (MMC) funding of $10 476 Upgrade to the Drama and Dance room funding of $4586 Provision of funds of $15 000 to install further power points in the TAS practical rooms (Rooms 35T, 36T). The P & C has made successful representations to the State Government for a much needed and long pending electrical power upgrade to the school. The P & C is continuing to work on getting a direct bus service from the Glenwood / Rouse Hill area to the school in the morning. To be able to do what has been done during the year, I am proud to say that I had the best P & C Executive team, who were professional, flexible, cooperative and focussed to achieve the P & C objectives. I would like to thank our leadership team of Mr Anand Antony, Mr Kuru Kuruparan, Mr Arivindhan Siva and Mrs Angela (Connie) Boris for their excellent contribution and assistance. Anand and Kuru have supported the P & C extensively in various capacities over the last 6 years, while Aravindh and Connie have done a wonderful job after joining the Executive team this year. I would like to take this opportunity to thank all the parents who contributed to the successful running of the P & C activities, with special mention to current Executive members who are leaving, including Mr Anand Antony (Secretary) and Mr Kuru Kuruparan (Vice‐President). I invite all parents to keep up the momentum of supporting the school by taking an active role in the P & C. I have worked with the P & C for the last several years in various capacities and I have wonderful memories of working with committed, dedicated P & C and school executives. In leaving the P & C, I am wishing our beloved association and school all the best. Ram Matta 2015 President P & C Association GIRRAWEEN HIGH SCHOOL 2 8500 Student Representative Council (SRC) Message The Student Representative Council (SRC), led by President Marie Echevarria, Vice President Lavan Subenthiran and Co‐ordinator Ms Alecia Brown, made a variety of contributions to the school and wider community through their coordination and participation in a number of events throughout 2015. At the beginning of the year, the SRC received suggestions from students across all Year groups regarding the most important issues within the school. Some of these included maintaining hygienic bathroom facilities, expanding available sports and recreational activities, and improving the environment of classrooms across the school. As a result of this consultation, hand wash and paper towels were installed into all student bathroom facilities across the school to increase convenience for students. The SRC were able to organise a variety of activities to raise funds for school enhancements and for charitable organisations. This included an Easter Raffle combined with an Easter Egg Guessing Competition in March, and a pizza stall fundraiser in October. Girraween High School was proud to host the annual International Women’s Day Luncheon, with representatives from schools across the State in attendance. By selling badges and other merchandise, we were also able to assist Legacy Australia in their support of disadvantaged families of veterans. Over the past year, the SRC was more focused on running events in collaboration with local and global charities. A clear example of this was seen when some of our representatives attended the World Vision’s What I Stand For convention held in Luna Park, through which critical knowledge was gained and brought back to the school resulting in many successful fundraisers. In 2015, Girraween High School participated in the inaugural, student‐run 40 Hour Famine Inter‐School Competition, in which we raised over $5500 for World Vision to support worthy causes across the globe. Later in the year, the SRC was able to field a team of 24 students and 7 teachers across all Year groups and faculties to participate in the Cancer Council’s Relay for Life event to support the carers of cancer patients and survivors of cancer. This 24‐hour event raised over $1500 as students and staff walked a combined total of over 1050 kilometres around the athletics track at the Blacktown International Sports Park. Continuing the tradition from previous years, the SRC coordinated activities to entertain students at lunchtimes during the school’s annual Spirit Week. These events included FilmFest, an event that showcased student‐made short films; a Trivia competition; GirraJam, a newly introduced lip‐syncing competition; Year 11 versus Year 12 Quidditch; and the traditionally well‐loved volleyball game between the students and staff. Overall, this eventful week was immensely successful in bringing the school together. The 2015 / 2016 SRC team have begun to discuss ideas that could further enhance Girraween High School throughout 2016. We are optimistic that we will be able to continue traditions such as Spirit Week, as well as participating in events such as the 40 Hour Famine and Relay for Life, while expanding our goals to assist both the school and wider community in numerous ways. On behalf of the 2015 Student Representative Council: Marie Echevarria (President) Lavan Subenthiran (Vice President) Ms Alecia Brown (Co‐ordinating Teacher) 8500 3 GIRRAWEEN HIGH SCHOOL School background School vision statement Girraween High School is futures focussed, ready to surmount any challenges and adept at capitalising on opportunities that will emerge in the short and long term. Students come to our school with enormous potential and leave as resilient, lifelong learners prepared for tertiary study and the world of work. We strive for exceptional academic results driven by breadth and depth of curriculum designed for students who aspire to achieve. We foster safe, engaging classes delivered by experienced staff. Our students will continue to flourish in the academic, sporting and cultural domains, while continuing our reputation for excellence. Girraween High School provides a positive, caring environment for students and staff that is underpinned by our Positive Education Model. This promotes a positive and cohesive atmosphere where staff and students flourish. This also includes continued enhancement of our physical environment and the provision of resources and facilities to support teaching and learning. Our staff will be supported through the teacher accreditation process, leading to pedagogical expertise and subject mastery. Students will benefit from expert instruction, leading to improved student learning outcomes. School context Girraween High School (760 students, 92% from a non‐English speaking background), is an academically selective, coeducational high school. Student wellbeing and academic excellence are fostered through a comprehensive approach to positive education principles including mentoring, resilience programs and the implementation of our Positive Education Model. The curriculum focuses on high expectations of student academic achievement. Student and staff leadership opportunities are promoted in a supportive environment. Our core values – Aspire, Respect and Unite – permeate our school community. Music, the Arts, Sport, and Co‐curricular activities ensure high levels of student engagement. Dedicated staff provide learning experiences to meet the cognitive and affective needs of gifted students. School culture ensures the positive partnership of the community in school life. Self‐assessment and school achievements Self‐assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self‐assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. This year, our school undertook self‐assessment using the elements of the School Excellence Framework. Progress Achieved in the Domain of Learning Within this domain Girraween High School has been excelling, as well as sustaining and growing. The school has demonstrated well‐developed and current policies designed to monitor student learning needs. There is a strong focus on student wellbeing, providing students with the opportunity to connect, succeed and thrive. Teachers are continually developing their practices in curriculum differentiation to cater for the learning needs of our gifted and talented students. Parents are partners in learning through the provision of timely feedback at key points. The collection and analysis of data informs curriculum delivery and the school has a clear focus on ensuring value‐adding for every student. Progress Achieved in the Domain of Teaching Within this domain Girraween High School has been both delivering, as well as sustaining and growing. Performance data is regularly used to evaluate the effectiveness of teaching practice and to inform future school directions. Individual students are provided with learning plans to ensure they are achieving to their potential. Teachers clearly understand and utilise assessment for learning, assessment as learning and assessment of learning GIRRAWEEN HIGH SCHOOL 4 8500 in determining their teaching directions. Mentoring also fosters teaching and leadership practice. Collaboration between staff is a priority and there are embedded systems to identify teacher expertise in order to ensure improvement in student learning outcomes and teaching practice. Accreditation processes are underway and ensure that teachers are committed to their ongoing professional learning as members of the teaching profession. Progress Achieved in the Domain of Leading Within this domain Girraween High School has been sustaining and growing. Opportunities are provided for staff to develop and enhance leadership capacity. Strong leadership facilitates the achievement of educational priorities of the school, succession planning and drives whole school improvement. External agencies and the wider school community also support students and staff in promoting learning, leading and innovation. Administrative and financial processes and structures support ongoing school improvement. Achievements of both individuals and groups are both acknowledged and celebrated. Our self‐assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students. Strategic Direction 1 Challenging, Differentiated Learning Curriculum and assessment is challenging and differentiated for gifted and talented students to maximise their academic performance. Purpose The school nurtures students in achieving their full academic potential. Our students are hard‐working, creative, higher order thinkers who are equipped with the skills necessary for lifelong learning. Overall summary of progress At the two school planning days held in December 2015, the School Planning Team reflected on the progress made towards meeting the 2015 milestones. Ongoing self‐assessment has been embedded into whole school practice throughout 2015. This has included:  2014 HSC SMART and RAP data was analysed at Staff Development Days to enable staff to monitor student 
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achievement and to identify skill gaps for improvement in the 2015 HSC Regular Executive meetings and Professional Learning Committee meetings HSC and Preliminary Course monitoring takes place each term Head Teachers lead Faculty meetings and professional learning focussed on data driven practice A Curriculum Review of the History and Social Sciences Faculty (HSIE) focussed on student skill development, program differentiation and student engagement in Years 8 and 9 Mandatory History and Geography, and in Elective History. The Review sought to ascertain which skills required further development to enable students to successfully progress to senior courses. Throughout 2015, staff analysed student data at strategic points to inform teaching and learning practice. Progress:  Assessment instruments are used regularly to help monitor student learning progress and to identify areas for improvement  Staff have been trained in the use of external SMART and RAP data  Teachers incorporate data analysis in their planning for learning  External consultation in curriculum differentiation undertaken in CAPA, PDHPE, HSIE and Science Faculties. 8500 5 GIRRAWEEN HIGH SCHOOL Progress towards achieving improvement measures Resources (annual) Improvement measure $9849 Progress achieved this year (to be achieved over 3 years) For each year (2015 – 2017), students achieve more than 150 Band 6 / 80 Band E4 results across all HSC Courses. In the 2015 HSC, progress towards this Nil improvement measure is evident. Girraween High School students achieved 270 Band 6 results and 121 Band E4 results across all HSC courses. This is a significant improvement upon 2014 HSC results where Girraween High School students achieved 256 Band 6 Results and 83 Band E4 Results across all HSC courses. Year 7 and 9 NAPLAN: Consistent increase by at 2% in Band 9/10 results in the NAPLAN writing component. Year 7 NAPLAN Writing component: 73.4% of students achieved results in Bands 9 / 10 in 2015 (compared to 72.9% in 2014). This is an increase of 0.5%. $9849 Year 9 NAPLAN Writing component: 43.7% of students achieved results in Bands 9/10 in 2015 (compared to 58.9% in 2014). This is a decrease of 15.2%. This decrease is in line with State and National trends. Students in Year 9 demonstrate Year 9 Grammar and Punctuation: 80.7% of increased mastery of Grammar students achieved results in Bands 9 / 10 in 2015 (compared to 89% in 2014). and sentence structure. Nil This is a decrease of 8.3%. This decrease is in line with State and National trends. Next steps What are the next steps required for 2016 to ensure Strategic Direction 1 is successfully implemented?  All staff to consolidate and to build confidence in using internal and external student achievement data  Continued engagement of external consultants to provide staff with professional development in curriculum 
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differentiation Adopt a common assessment task notification template, including outcomes to be assessed, weighting and other relevant information Continued identification of underachievers at Faculty and Wellbeing Team meetings Underachieving students to be referred to Learning and Support Teacher (LaST) as required Continued development of Individual Learning Plans (ILPs) The HSIE faculty intends to explicitly indicate curriculum differentiation in programming; investigate other strategies, including the flipped classroom, to increase student engagement in Geography; and to systematically teach skills through the refinement of all programs and the integration of online learning management systems. GIRRAWEEN HIGH SCHOOL 6 8500 Strategic Direction 2 Innovative, Collaborative Practice Innovative, collaborative and reflective teaching practice based on current research to promote and inspire active student learning. Purpose The school fosters an environment where students are actively engaged through innovative teaching practices. Staff continually reflect upon and refine their teaching methods to maximise student achievement. By promoting a culture that fosters curiosity, mastery of skills and the ability to overcome challenges, we inspire individuals to explore and develop their gifts and talents. Overall summary of progress At the two school planning days held in December 2015, the School Planning Team reflected on the progress made towards meeting the 2015 milestones. Progress:  Professional Learning focussed on current pedagogical research, classroom observation protocols (Monday 26 October 2015) and ICT based teaching and learning strategies (Office 365 training on Monday 14 September 2015; Moodle and Inter‐Active Whiteboard (IWB) training on Monday 7 December 2015; Performance and Development Framework Training on Monday 11 May 2015)  Appointment of a Teacher Accreditation Co‐ordinator (TAC) to support teachers undertaking the accreditation process  Teachers provided with support to develop and maintain collaborative and collegial teaching practice (Integration of Aboriginal perspectives training, training session on providing positive constructive feedback to students)  A Review of the Australian Business Week (ABW) program sought to evaluate the development of student skills and overall program delivery. Survey comments indicated that students generally felt that their skill level was increased as a result of the program and provided suggestions for program enhancement. Progress towards achieving improvement measures Improvement measure Resources (annual) $24 084 Progress achieved this year (to be achieved over 3 years) Increased percentage of staff Two staff members undertook formal training in attaining accreditation at higher attaining higher levels of accreditation levels. All staff informed of requirements of high level accreditation process at whole staff meeting (Monday 27 April 2015) Focus group of staff interested in high level accreditation conducted, with staff identifying which level of accreditation, either Highly Accomplished or Lead, they could undertake (Monday 3 August 2015). Increased evidence of differentiated and innovative teaching practice. External consultants worked with faculties on program modification, including curriculum differentiation and the quality of assessment tasks Internal faculty workshops focused on program modification, collegial marking practice, integration of ICT, integration of Aboriginal perspectives into teaching and learning programs, integration of literacy strategies, integration of GAT teaching and learning strategies Five staff completed the course Beginners Guide to Grammar to Improve Writing K–12. Saturday course (course fee $440) Professional Learning (PL) Budget $9150 RAM Funding $3000 8500 7 GIRRAWEEN HIGH SCHOOL Improvement measure Progress achieved this year Staff participated in classroom observations within and outside their Faculty areas, with 48% of staff indicating that they had conducted a lesson observation with a colleague outside of their Faculty or by a member of the Senior Executive, while 96% of staff indicated that they found the Lesson Evaluation Template easy to use Teacher Accreditation Coordinator (TAC) 1 day per fortnight cycle (release time) : $8600 New Scheme Teachers worked collaboratively with the Teacher Accreditation Co‐ordinator (TAC) and experienced staff on accreditation and constructing annotations (5 Professional Learning days taken in 2015 in addition to fortnightly meetings). $2000 (Casual relief) (to be achieved over 3 years) Increased staff collaboration evident in all faculty areas. Increased evidence of integration of Aboriginal perspectives into teaching and learning programs. Total for increased staff collaboration = $10 600 Modification of teaching programs promoting active $894 and engaged student learning and integration of Aboriginal perspectives Staff Development Day presentation on effective integration of Aboriginal perspectives (90% of staff indicated that their understanding of integrating Aboriginal perspectives into teaching programs was enhanced by the presentation. 19% of staff indicated that they would like more professional development on the integration of Aboriginal perspectives) Community Link: Aboriginal Elder Uncle Greg attended and spoke at formal assembly and gave formal welcome to country (Monday 25 May 2015). Next steps What are the next steps required for 2016 to ensure Strategic Direction 2 is successfully implemented?  Teacher Accreditation Co‐ordinator (TAC) position to continue in 2016 and will consider engaging an additional staff member to shadow this role  Further professional learning on ICT based teaching and learning strategies, classroom observation protocols and integration of Aboriginal perspectives  Further training on curriculum differentiation to be undertaken across all faculty areas  Growth Coaching principles to be continually reinforced with Executive staff and selected teachers  Review of the current induction program for beginning and early career teachers, which may include developing pedagogy through mentoring or other programs  Improvement of the accessibility and functionality of technology across the school  The 2016 ABW program to provide students with materials one week in advance; the number of speakers and mentors will be revised to provide more targeted guidance; and the timing of submissions and judging will be adjusted to facilitate student presentations. GIRRAWEEN HIGH SCHOOL 8 8500 Strategic Direction 3 Flourishing Community Students and staff flourish within a vibrant learning community that provides opportunities for individual and collective growth. Purpose Our school community promotes the wellbeing and resilience of staff and students as key factors in the achievement of a holistic education. Through implementation of the Positive Education Model which is underpinned by our core values, we nurture and build global citizens who contribute meaningfully to the wider community. Overall summary of progress At the two school planning days held in December 2015, the School Planning Team reflected on the progress made towards meeting the 2015 milestones. Further reflection was undertaken at the Wellbeing Conference in December 2015. A variety of reflective and collaborative processes were undertaken including:  Professional Learning for all staff and students through internal and external courses to deepen understanding of the principles of Positive Psychology and the school’s Positive Education Model  Evaluation and refinement of Wellbeing Programs  Ongoing tailored support for identified students and Year groups. Progress:  Presentation of the Girraween High School Positive Education Model at a Staff Meeting (Monday 17 August 2015)  P & C presented with the Girraween High School Positive Education Model (Wednesday 26 August 2015)  Six staff members attended the Positive Schools Conference and collected resources for use in the implementation of the principles of Positive Education (Thursday 11 and Friday 12 June 2015)  Formal Year 7 Wellbeing lesson program has been implemented in 2015 and will continue to be refined in 2016  Development of a targeted Wellbeing Day for Year 8 students tailored to the needs of the Year group (Friday 20 November 2015)  Implementation of the Sentral Wellbeing Module across the school, with all staff provided with a User Guide and training in 2015  Employment of Learning and Support Teacher (LaST) increased by one day per week throughout 2015 (ie increased to 3 days per week in 2015)  Head Teachers identified underachieving students, then referred them to the Head Teacher Welfare and the Learning and Support Teacher (LaST) (Term 3)  Identification of underachievers and construction of Individual Learning Plans (ILPs) in 2015 (12 students were identified as underachievers by staff in 2015 and referred to the LaST and the Wellbeing Team for support, while 25 ILPs were established in 2015 in addition to the students already receiving support). 8500 9 GIRRAWEEN HIGH SCHOOL Progress towards achieving improvement measures Resources (annual) Improvement measure $30 286.83 Progress achieved this year (to be achieved over 3 years) Early detection of Wellbeing Concerns in Year 7–10. $4080 for Autism Student wellbeing concerns are effectively Spectrum Disorder managed through the refinement of reporting Conference; $1790 for and monitoring procedures at Wellbeing, Mind and its Potential; Executive and Faculty meetings $1800 for Dr Carmel Harrington Referral procedures improved through the Nil implementation of Sentral Wellbeing Module and through collaboration with School Counsellors Increased self‐referrals by students in Years 7–10 (12 self‐referrals in 2015), due to the clarification of the School Counsellor’s role during targeted Wellbeing lessons. Increased staff promotion of the Positive Education Model across the school. Professional Learning (PL) funds ($6506.83 expended on casual relief for Wellbeing planning days) The Positive Education Model is embedded in all Positive Education Co‐ordinator 1 day a Wellbeing programs across the school cycle ($12 480) Staff presentation on the Positive Education Nil Model (Monday 17 August 2015) Parents have been informed about the principles $3630 for Positive of Positive Psychology and the Positive Education Schools Conference Model (Wednesday 26 August 2015) Staff received training on providing constructive Nil feedback and on the use of positive language (Monday 1 June 2015). Next steps What are the next steps required for 2016 to ensure Strategic Direction 3 is successfully implemented?  Formal Wellbeing lesson program for Year 7 will continue to be refined in 2016  Standard letters to be attached to the Sentral Wellbeing Module (such as N‐Award warning letters), as well as integrating positive incidents and commendations into the Sentral Wellbeing Module  Review of the Senior student Mentoring Program to be conducted by the Wellbeing Team  Increase the employment of the Learning and Support Teacher (LaST)  Continued identification of underachievers and construction of Individual Learning Plans (ILPs). GIRRAWEEN HIGH SCHOOL 10 8500 Key initiatives and other school focus areas Key initiatives (annual) English language proficiency funding These funds were expended on two main initiatives: (1) Staff undertook the course Beginners Guide to Grammar, which was conducted over 6 weeks by a Literacy consultant (Ms A. Leaf) (2) An audit of Stage 6 Assessment tasks was conducted in each KLA. Impact achieved this year $9849 Five staff successfully completed the course Beginners Guide to Grammar to Improve Writing K–12 and then undertook an Action Research Project with a class. The results of this were shared in faculty areas. Assessment Task audit results indicated some variation across faculties with regard to information provided to students. The findings were shared with the Executive Team and recommendations are to be implemented in 2016. Low level adjustment for disability funding $25 124.27 These funds were expended on: Resources (annual) (1) Staff attendance at a course Staff who attended the course on Autism on Autism Spectrum Disorder Spectrum Disorder were able to share their insights with the Wellbeing Team to deepen awareness and understanding. (2) The engagement of an external expert on curriculum differentiation, which included casual teacher relief Seven faculty PL days were used to enable staff to concentrate on faculty specific curriculum differentiation and development of teaching and learning programs. (3) The Learning and Support Teacher (LaST) was employed for an additional day each week to support underachieving students. The LaST worked consistently with individual students and teachers on the development of Individual Learning Plans. 8500 11 GIRRAWEEN HIGH SCHOOL Key initiatives (annual) Impact achieved this year Resources (annual) Socio‐economic funding $9024 These funds were expended on: (1) Staff attendance at the Positive Schools Conference, and the Mind and Its Potential Conference and casual teacher relief. A deeper understanding of the principles of positive psychology was gained and how this is an integral part of our Positive Education Model. (2) Dr C. Harrington (sleep expert) engaged to present to Year 9 and 10 students and parents, as well as to the whole staff. Staff, students and parents have increased awareness of the importance of sleep and the link between sleep, academic success and wellbeing. Support for beginning teachers $37 599.85 These funds were expended on a variety of initiatives including release time for the accreditation process, for faculty and individual needs, and for external PL courses. All beginning teachers: Engagement of Teacher Accreditation Co‐ordinator for one day per fortnight Teacher Professional Learning (1) completed BOSTES accreditation requirements for the level of Proficient (2) were supported by both the TAC and their Head Teachers in planning for their individual needs and requirements throughout the year including lesson planning, programming and assessment. A member of the teaching staff was provided $8600 with release time from classes for one day per fortnight in order to work with New Scheme Teachers and early career teachers throughout the BOSTES accreditation process. This initiative was successful (based on survey results) and will continue into 2016. Teachers applied for Professional Learning (PL) funds based on alignment to the School Plan and their Personal Development Plan (PDP). Information regarding specific details and outcomes is reported below. $62 883.73 GIRRAWEEN HIGH SCHOOL 12 8500 Post‐school destinations Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student enrolment profile Enrolment in 2015 remained consistent with previous years. Year 7 entries are capped at 120 and these numbers remain stable up until Year 10. Approximately 20 additional students are enrolled in Year 11. Enrolments
Students
1000
0
The student attendance rate for Years 7 – 12 in 2015 of 97% was significantly above the Regional and State averages for Secondary schools. In 2015, further developments in the monitoring of student attendance were enabled by modifications to the Sentral attendance system. At Girraween High School, attendance is monitored by the School Administrative and Support (SAS) staff and the Head Teacher Welfare, in liaison with the Home School Liaison Officer (HSLO). Students with concerning rates of attendance are monitored, with interviews and individualised support plans central to improving punctuality and attendance. High levels of student engagement and dedication to learning are reflected by the excellent student attendance rates. Attendance is monitored daily, on a period‐by‐period basis. Timely and effective communication is maintained with parents and carers through an efficient SMS message system. Year 12 % % % seeking employment employment TAFE entry university entry other unknown 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 93% 7% 0% %
University of New South Wales 42%
University of Sydney 28%
University of Technology Macquarie University 4%
11%
Western Sydney University 7%
Australian Catholic University 2%
University of Newcastle 2%
Melbourne University 2%
Australian National University 1%
Monash University 1%
Academy of Interactive Entertainment 1%
Year 12 students undertaking vocational or trade training No students undertook vocational or trade training in 2015. Year 12 students attaining HSC or equivalent vocational educational qualification Student attendance rates
In 2015, all Year 12 students completed the Higher School Certificate and 99% of students were eligible for an ATAR. A pathways option was available where the individual circumstances of any student required it. 100
Attendance rate
Year 11 Institution Student attendance profile 8500 Year 10 Students from Girraween High School are focused on entry to tertiary institutions. All students who successfully applied for university entrance received early offers in December and in the main round offers of a place in a university course. 500
2009 2010 2011 2012 2013 2014 2015
Year
Male
Female
Proportion of students moving into post‐school education, training or employment 75
50
25
Workforce information 0
2009 2010 2011 2012 2013 2014 2015
Year
School
State DoE
Reporting of information for all staff must be consistent with privacy and personal information policies. 13 GIRRAWEEN HIGH SCHOOL Professional learning was undertaken in a variety of forums including Staff Development Days, scheduled Monday afternoon Professional Learning (PL) meetings, Faculty meetings and at external courses and conferences. Girraween High School supported all members of staff in their professional learning endeavours including permanent, temporary and casual staff. A Professional Learning Committee, with representatives from multiple faculty areas, devised and regularly evaluated professional learning activities throughout the year. Five Staff Development Days were conducted during 2015 and the following areas were targeted:  Integration of the Girraween High School Positive Education Model  Integrating Aboriginal perspectives into teaching programs  Mindfulness meditation  The importance of sleep for staff and student wellbeing  Sentral Markbook protocols and training  Introduction of the Performance and Development Framework (PDF)  Faculty based HSC results analysis using the Board of Studies Results Analysis Package (RAP)  Faculty specific programming and planning  Compliance training, including emergency care and asthma awareness workshops. The 2015 Executive Conference was dedicated to school planning, school vision and the evaluation of elements of the School Plan against the School Excellence Framework (SEF). A key focus of this conference was ensuring that all members of the Executive Team were familiar with the structure of the School Plan so as to ensure that Faculty Plans would align with the school’s strategic directions. The 2015–2017 School Plan became central to all professional learning activities undertaken by staff. The School Planning Team continued to work on evaluating the Implementation and Internal Progress and Monitoring document, including a final assessment of the school’s progress in achieving its 2015 milestones. Resource Allocation Model (RAM) funding was used to facilitate professional learning in terms of release time for faculties to pursue initiatives, such as differentiation of curriculum with Gateways Education. This involved 7 days of programming for the HSIE, CAPA, PDHPE and Science Faculties. Additionally, 6 staff attended the Mental Health and Wellbeing Conference which focused on the integration of Positive Psychology into the school environment. Workforce composition Position Number Principal 1 Deputy Principal(s) 2 Head Teacher(s) 8 Classroom Teacher(s) 40 Learning and Support Teacher(s) (LaST) 0.4 Teacher Librarian 1 Careers Adviser 1 School Counsellor 1 School Administrative & Support Staff 10.6 Technology Support Officer (TSO) 0.2 Total 64.2 The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. The Aboriginal composition of the school workforce is two teachers (or 4%). Workforce retention One staff member was promoted, one staff member accepted a position on merit at the same level at another school, one staff member was appointed to the school, one staff member retired and one staff member resigned. Staff at Girraween High School have an average length of service in their current position of approximately 6 years and 11 months. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Undergraduate degree or diploma 100% Postgraduate degree 40% Professional accreditation learning and teacher All staff, including school administrative and support staff (SASS), actively participated in a range of professional learning experiences throughout the 2015 school year. The priority areas for professional learning for teaching staff included ICT for teaching and learning, quality teaching, career development and welfare. These priority areas were linked to the school’s three strategic directions: challenging, differentiated learning; innovative, collaborative practice; and flourishing community. GIRRAWEEN HIGH SCHOOL 14 8500 Professional Learning Funds Expenditure Summary Total school expenditure on professional learning $62 883.73 ICT for teaching and learning $11 979.48 Quality Teaching $20 739.00 Career Development $20 630.24 Welfare $9343.31 Average expenditure per teacher on professional learning $1151.72 Financial information Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the Parent and Citizens Association in March. Further details concerning the statement can be obtained by contacting the school. Date of financial summary Income Teacher Accreditation Co‐ordinator (TAC) A Teacher Accreditation Co‐ordinator (TAC) was appointed one day per fortnight to support early career and new scheme teachers through the accreditation process and through a New Staff Induction to the school. Teacher Accreditation Summary Percentage of total staff who are New Scheme Teachers 51% Number of New Scheme Teachers working towards BOSTES accreditation 6 Number of New Scheme Teachers maintaining accreditation at Proficient 22 Number of teachers seeking or maintaining voluntary accreditation at Highly Accomplished or Lead 0 $ Balance brought forward Global funds Tied funds 799 604.08
502 554.91
190 764.28
School & community sources Interest Trust receipts Canteen 538 429.87
22 567.41
215 091.89
0.00
Total income 2 269 012.44
Expenditure Total expenditure 118 732.92
243 358.66
224 303.08
11 318.20
9 121.17
184 854.33
102 630.14
212 546.45
0.00
96 549.34
77 954.19
197 352.21
52 898.32
1 531 619.01
Balance carried forward 737 393.43
Total expenditure on professional $13 980.61 learning for beginning teachers 15 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 Beginning Teachers Funding under Great Teaching, Inspired Learning has ensured that beginning teachers at Girraween High School have been supported in developing their pedagogical expertise. This funding has been channelled into a range of professional learning activities including faculty professional learning and programming days, release time for accreditation support and registration and attendance at subject specific conferences. Specific examples include Beginning Teachers Workshops, English Teachers Association Early Career Teachers Big Day Out and a Year 7‐12 Road Safety training course. Beginning Teachers at GHS also attended an induction session on gifted and talented education. 8500 30/11/2015 GIRRAWEEN HIGH SCHOOL School performance In the following graphs, the Statistically Similar Group (SSG) is the aggregate of the performance of schools in the comparable Index of Community Socio‐Educational Advantage (ICSEA) group as reported and used by Australian Curriculum and Assessment Reporting Authority (ACARA). SSG values have been calculated using the latest available 2015 ICSEA provided by ACARA. State means and percentages are for DoE (Department of Education) schools only. Percentage in bands:
Year 7 Reading
Percentage of students
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NAPLAN 6
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School Average 2010‐2015
SSG % in Band 2015
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The National Assessment Program in Literacy and Numeracy (NAPLAN) tests all students in Australia in Years 3, 5, 7 and 9 in Reading, Writing, Grammar and Punctuation, Spelling, and Numeracy, with the results reported on a scale from Band 1 to Band 10. Percentage in bands:
Year 7 Writing
60
Percentage of students
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Year 7: from Band 4 (lowest) to Band 9 (highest for Year 7) Year 9: from Band 5 (lowest) to Band 10 (highest for Year 9) The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data. 50
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NAPLAN Year 7 – Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) Percentage in bands:
Year 7 Spelling
In Reading, 94.2% of students achieved results in the top 2 bands (Bands 8 and 9), compared to 89.6% in statistically similar schools. Percentage of students
100
In Writing, 73.4% of students achieved results in the top 2 bands, compared to 65.7% in statistically similar schools. In Spelling all students achieved results in the top 2 bands, compared to 92.5% in statistically similar schools. 80
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In Grammar and Punctuation, all students achieved results in the top 2 bands, compared to 91.5% in statistically similar schools. 4
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GIRRAWEEN HIGH SCHOOL 5
16 9
8500 In Writing, 43.7% of students achieved in the top 2 bands, compared to 55.6% in statistically similar schools and 11.6% across State DoE schools. Percentage in bands:
Year 7 Grammar & Punctuation
Percentage of students
100
In Spelling, 97.4% of students achieved results in the top 2 bands, compared to 88.8% in statistically similar schools and 25.7% across State DoE schools. 80
60
In Grammar and Punctuation, 80.7% of students achieved in the top 2 bands, compared to 78.4% in statistically similar schools and 17.6% across State DoE schools. 40
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Year 9 Reading
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School Average 2010‐2015
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4
NAPLAN Year 7 – Numeracy All students achieved in the top two bands for Numeracy, compared to 93.9% in statistically similar schools and 25.5% across NSW Department of Education (DoE) schools, with 98.3% of students in the top band (compared to 86.3% in statistically similar schools and 12.8% across State DoE schools). 50
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Year 9 Writing
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Percentage in Bands
School Average 2010‐2015
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Percentage in bands:
Year 7 Numeracy
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School Average 2010‐2015
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NAPLAN Year 9 – Literacy 7
Bands
8
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10
17 6
Percentage in Bands
School Average 2011‐2015
SSG % in Band 2015
State DoE % in Band 2015
(including Reading, Writing, Spelling and Grammar and Punctuation) In Reading, 90.6% of students achieved results in the top 2 bands (Bands 9 and 100), compared to 86.6% in statistically similar schools and 21.7% across State DoE schools. 8500 6
GIRRAWEEN HIGH SCHOOL NAPLAN Year 9 – Numeracy Percentage in bands:
Year 9 Spelling
All students achieved in the top two bands for Numeracy (compared to 94.4% in statistically similar schools and 24.9% across the State), with 94.9% of students in the top band (compared to 84.8% in statistically similar schools and 12.7% across State DoE schools). Percentage of students
70
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VALID Science 8 10
Percentage in Bands
School Average 2010‐2015
SSG % in Band 2015
State DoE % in Band 2015
The Validation of Assessment 4 Learning and Individual Development is a compulsory annual assessment program for all students in Year 8 and consists of an interactive, multimedia online test called VALID Science 8. This diagnostic test provides information about what Year 8 students know and can do in Science. Students are asked questions about Science knowledge and understanding, skills in planning and conducting investigations, critical thinking and problem solving. Percentage in bands:
Year 9 Grammar & Punctuation
Percentage of students
60
50
40
Girraween High School Year 8 students obtained outstanding results in the 2015 VALID Science 8, with all students placed in the top 3 levels (Levels 4–6), with 87.8% of students in Levels 5 and 6 (which is well above the State average of 15.7%), while 11.3% of Girraween High School students achieved a Level 6 (compared to only 0.7% in the State). Students from our school had an average score of 102.9, which is higher than the overall selective high schools average (99.9) and the State average (86.4). 30
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9
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School Average 2010‐2015
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Percentage in bands:
Year 9 Numeracy
120
100
Higher School Certificate (HSC) 80
In the Higher School Certificate, the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest). 60
40
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7
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8
9
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School Average 2010‐2015
SSG % in Band 2015
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GIRRAWEEN HIGH SCHOOL The following 3 graphs show the mean (average) score of students in each of the Higher School Certificate courses with ten or more students. The graphs illustrate the exceptional results of Girraween High School students in the 2015 HSC. 10
18 8500 English School 2015
School Average 2011‐2015
In Advanced English, 87.8% of candidates achieved results in the top 2 bands (Bands 5 and 6), compared to 57.9% across the State, with 54 students being placed on the Distinguished Achievers List (for receiving a result in the top band). The percentage of Band 6 results of Girraween students was 38.9% compared to 15.4% across the State. The mean mark for Advanced English was 87.1%, well above the DoE State mean of 80.2%. English (Advanced)
Economics
Chemistry
Business Studies
Biology
Ancient History
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In English Extension 1, all candidates were awarded results in the top 2 Bands (E3 and E4) compared to 94.3% across the State. The mean mark of 45.1 out of 50 was above the State mean of 42.1 out of 50. Also, 23 candidates were placed on the Distinguished Achievers List for Extension 1 English. In English Extension 2, all candidates were awarded results in the top 2 Bands (E3 and E4) compared to 82.5% across the State. The mean mark for English Extension 2 at Girraween High School was 43.2 out of 50, while the State mean was 39.5 out of 50. Three students were placed on the Distinguished Achievers List for English Extension 2. School 2015
School Average 2011‐2015
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Mathematics Mathematics Extension 2
Mathematics Extension 1
Mathematics
Legal Studies
English Extension 2
English Extension 1
Overall performance continued to be very strong in all 3 Mathematics courses in 2015. In Mathematics (2 unit), 92.4% of students finished in the top 2 bands (Bands 5 and 6) compared to 52.3% across State DoE schools, with 43 students (54.4%) being placed on the Distinguished Achievers List. The mean mark was 88.5% compared to the DoE State mean of 77.9%. There were no students in Bands 1 – 3 and only 6 students in Band 4. In Mathematics Extension 1, 98.9% of students finished in the top 2 bands (Bands E3 and E4), compared to 84.1% across State DoE schools, with 61 students (64.2%) being placed on the Distinguished Achievers List. The mean mark was 44.6 out of 50 compared to the State DoE schools mean of 40.6 out of 50. There was only one student in Band E2 and none in Band E1. School 2015
In Mathematics Extension 2, all students finished in the top 2 bands (Bands E3 and E4), compared to 86.1% across State DoE schools, with 27 students (50.9%) being placed on the Distinguished Achievers List. The mean mark was 88.1% compared to the State DoE schools mean of 82.3%. Senior Science
Physics
Modern History
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90
80
70
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8500 19 GIRRAWEEN HIGH SCHOOL Science There were some outstanding results in each of the Science subjects, with students continuing to achieve excellent results in the Higher School Certificate. In Biology, 95% of students achieved results in the top 2 bands, with the mean mark of 88.9% being 19.4% above the State mean and 4.5% above the mean for students from selective high schools. In Chemistry, 92% of students achieved results in the top 2 bands. The mean mark of 88.8% was 13.3% above the State mean and 3.9% above the mean for students from selective high schools. The entire class of Year 11 Accelerants achieved in the 2 bands, with 86% of the class obtaining a Band 6. Two students from this class received State ranks, with Phoebe Liang being ranked 15th and Teij Beharee being ranked 18th in the State for HSC Chemistry. In Physics, 77% of students achieved results in the top 2 bands. The Physics HSC mean mark of 85% was 12.9% above the State mean and 1.7% above the mean for students from selective high schools. Eric Lai was ranked 1st in the State for HSC Physics. Senior Science was once again the best performing Science subject with all students achieving results in Bands 5 and 6. The Senior Science HSC mean mark of 93.2% was 24% above the State mean and 9.3% above the mean for students from selective high schools. Louise Yau was ranked 6th in the State for HSC Senior Science. History The overall performance in the HSC continued to be very strong in the History and Social Sciences Faculties with the majority of our students receiving outstanding results. In Ancient History 67% of students were placed in the top 2 Bands and their results were 8% above the State, with 42% of Ancient History students being in the top Band. This was an improvement of 25% in the top Band 6 from the previous year. Modern History results maintained the upward trend of recent years, with 95% of our students being placed in the top 2 Bands compared to almost 44% across the State. Critical analysis of the results shows a continued improvement in student responses and a mastery of course concepts and skills. History Extension students performed exceptionally well in this demanding course with all students receiving either a Band E3 or E4 (replicating the results of the 2013 and 2014 Girraween candidates), compared to 78% across the State. GIRRAWEEN HIGH SCHOOL 20 Social Science Legal Studies students continued to excel this year. It is difficult to surpass the 2013 results that saw all candidates in the top 2 bands, yet 2015 continued to see the solid results that were also evident in 2014, with 95% of our students in the top 2 bands (compared to 40% across the State). Society and Culture students did very well with all students achieving their personal best by gaining Band 5 results, while their HSC mean mark was 9.1% above the State mean. In Business Studies, where the number of Girraween candidates has continued to grow, all students achieved results in the top 2 bands and their mean mark was 15% above the State mean. Economics has long been a very demanding course and whilst it challenged many of our students, we saw many of them achieve extremely pleasing results with 73% of students achieving results in the top 2 bands (compared to 46% of the candidates across the State). The mean mark of 82.2% was 5.8% above the State mean. Technological and Applied Studies (TAS) Engineering Studies results continued to rise with all students being placed in the top 2 bands and over 66% of our students achieving a Band 6 (compared to only 9% of students across the State), while the mean mark of 92.4% was 16.6% above the State mean. This improvement is due to continued modifications to the curriculum, with special attention to how each student learns and is engaged in the course material. By many of our students previously participating in the F1 in Schools Challenge, the largest schools‐based STEM (Science Technology Engineering and Mathematics) competition in the world, they have become enthusiastic and passionate about Engineering. Analysis shows there is a definite correlation between the application of the STEM principles and the results in the Engineering Studies HSC course. All students in Software Design and Development (SDD) achieved results in the top 2 bands, compared to 30.4% of students across the State, while the mean mark of 89.3% was 15.8% above the State mean. Yunke Qu was ranked 8th in the State for SDD. Student passion for the subject this year and continual improvements to teaching and learning programs has led to these very pleasing results. 8500 Personal Development, Health and Physical Education (PDHPE) The PDHPE class for 2015 performed exceptionally well, with all students finishing in the top 2 bands (compared to 24% across the State and 73% of all selective schools). The mean mark of 84.9% was 16.9% above the DoE State mean, trending an improvement over the past 4 years. Analysis shows students performed consistently in this subject when compared to their other subjects. The school target of improving percentages of Band 5 to Band 6 was once again achieved with a decrease in Band 5 results and an increase of 18.7% in Band 6 results compared to the 2014 HSC. Faculty targets of improving results in Multiple Choice and Extended Responses were achieved, contributing significantly to the overall results. Maardavi Patel achieved a rank of 18th in the State, which is the highest result for an individual in this subject at our school. Record of School Achievement (RoSA) All students continued their studies from Year 10 (Stage 5) into Years 11 and 12 (Stage 6) and therefore a RoSA was not awarded to any student. Parent/caregiver, student, teacher satisfaction Throughout 2015, the opinions of parents, students and teachers regarding the progress and direction of the school were largely positive. The Girraween High School Positive Education Model was finalised and embedded into whole school practice. This included Year 7 Wellbeing lessons, student workshops and parent information evenings. The model was also presented to the P & C. Overall, this initiative has been very well received as part of developing well‐rounded and resilient young adults. Languages 2015 saw the continual improvement of results in HSC Language courses, with all students performing to a high level. The 2015–2017 School Plan was developed and refined throughout the year with the involvement of all stakeholders. A transparent and inclusive process was used to develop and refine the School Plan at Staff Development Days, Executive Conferences, P & C Meetings, Staff Meetings, student and parent focus groups, and professional learning days. Feedback from the school community indicated their appreciation of the consultation undertaken. All students in Japanese Continuers achieved results in the top 2 bands, compared to 54.5% of students across the State, while the mean mark of 90.1% was 10.7% above the State mean. Japanese Extension continued to demonstrate the ability of our students to perform at a high level with all students achieving a Band E4, compared to only 33.2% of students across the State. Languages continues to demonstrate the ability of our students and the quality teaching of our staff to support and guide our students to excellent results. In 2015, the student retention rate increased to 98% (up by 3% from 2014). The majority of students indicated in their Exit Surveys that the primary reason for their departure was the geographical location of their new school. This is indicative of a high level of parent and student satisfaction with Girraween High School. Creative and Performing Arts (CAPA) The small but musically gifted Music Course 1 class achieved excellent results in the 2015 HSC, with all students placed in the top 2 bands, compared to 61.8% across the State, while the mean mark of 88.4% was 6.6% above the State mean. These results are a significant improvement on recent HSC results. The outstanding value adding of our 2015 HSC results has greatly contributed to positive feedback about the high quality of education delivered at the school. This has contributed to an increased level of interest as demonstrated by the significant parent and student attendance at our annual Open Night and the high number of applicants for places in Years 7–11. The 2 students who completed the Music Course 2 performed very well, achieving results in Bands 5 and 6, and their mean was 2% above the State mean. This is an improvement on recent HSC results and is a reflection of the success of a targeted program to enhance student analytical and aural skills in the written paper. Extension Music had one outstanding candidate who gained a very well deserved Band E4. 8500 21 GIRRAWEEN HIGH SCHOOL students presented a Welcome Address in a range of languages. More than 200 people attended this Dinner, which is a great way to celebrate the different cultures represented at our school. Policy requirements Aboriginal Education The School recognised Reconciliation Week and NAIDOC Week, and the importance of the Mabo decision. The Aboriginal Education Committee is developing and implementing strategies to incorporate Aboriginal perspectives in all curriculum areas. The School Multicultural Day, held in Term 3, is always a highlight and commenced with a whole‐
school Flag Parade, which saw students parade through the Assembly Area with a large number of national flags. Activities held on the day included a multicultural talent show, multicultural food stalls and a multicultural trivia quiz, which were all wonderful successes. Students arrived in traditional and cultural clothing and participated in a wide range of cultural and sporting activities, such as Origami, Cooking and Dancing. Dr Kavita Ayer and I ran a combined ARCO/Social Justice Stall to highlight the importance of tolerance and pluralism. A team of three staff presented at our Term 2 Staff Development Day on the Aboriginal Education and Training Policy and its link to effective integration of Aboriginal perspectives into teaching and learning programs. Ninety percent of staff indicated that their understanding of integrating Aboriginal perspectives into teaching programs was enhanced by the presentation. Nineteen percent of staff indicated that they would like further professional development on the integration of Aboriginal perspectives. In addition to this, Aboriginal Elder Uncle Greg attended and spoke at a Formal School Assembly on Monday 25 May 2015 where he delivered a formal Welcome to Country. Konstanze Kwiet Anti‐Racism Contact Officer (ARCO) Other school programs Australian Business Week (ABW) As a result of our ongoing commitment to Aboriginal education, in 2016 the Aboriginal Education Committee will be expanded to include more representatives from across the school. Australian Business Week (ABW), which is often considered a highlight on the Year 10 calendar, incorporates computer simulated business environments in which Year 10 students, working in 12 teams of 10, are given the task of setting up and running a small business, in this case a café. Each group is responsible for designing their own business model, with creativity and each other the only available resources. By the end of the week, groups had to have created a video commercial, authenticated a trade display and participated effectively in a financial simulation of their business. Multicultural Education and Anti‐Racism One of the greatest assets of Girraween High School is the cultural diversity of students and staff, with 92% of students having a language background other than English, coming from 39 different language groups. Cultural significance is an important element of the Quality Teaching Model and is embedded in teaching and learning strategies. Respect for all cultures plays an integral part in the School Wellbeing Program, underpinning the School’s Anti‐Racism and Anti‐Bullying Programs. This year, I completed formal training and accreditation as Anti‐Racism Contact Officer (ARCO) and communicated with students, parents and staff about the NSW Department of Education Anti‐
Racism Policy and Multicultural Education Policy. Together with the Social Justice Committee, we worked on an I Stand With Goodes display and forum. In 2015 there were no complaints brought to me in my capacity as ARCO. The ABW program gives students many skills to take with them in the future such as leadership, entrepreneurial skills, mindset, teamwork, problem solving and many more. The randomly chosen groups were given nothing more than the basic necessities and their own imagination to create the Café. A strict timeframe was given for everything to be completed by, ensuring that not only students learnt how to stick to deadlines but how to be able to communicate effectively in order to work efficiently. The Trade Display was the most rewarding and intensive section of the Competition, taking most of the week to complete. All groups were immensely proud of their cafés and their creativity in designing themes that best targeted their desired market. Timed to coincide with Harmony Day (March 21) in Term 1, the school held a Welcome Dinner in the MPC for the Year 7 students and their parents. Families brought food from their culture and the GIRRAWEEN HIGH SCHOOL 22 8500 The financial simulation was considered to be difficult as student groups needed to undertake a combination of calculated risks and market research. As such it legitimately demonstrated the difficulty in running and managing a business, and provided valuable lessons to students. Duke of Edinburgh Award Scheme The Duke of Edinburgh’s Award Scheme provides opportunities for students to enhance their social, physical and organisational skills. The program involves students undertaking activities in areas such as adventurous journeys, physical recreation, volunteering and skills. During 2015, one student achieved the Silver award, while eight students completed the Bronze award. Mr Surinder Singh, with the assistance at times of Mr Roy Aylett, provided support to students enrolled in the scheme by conducting general information and hike training sessions, as well as organising hikes. In the midst of all of this, groups were to create a 30 second commercial in which appealed to their target market. This task bought out many unique, and wonderful ideas in which groups chose to foster and develop into full featured advertisements. The Chief Executive Officer (CEO) and Chief Operating Officer then collected and analysed the information over the week into a Business Report and presentation with a goal to attract investors and to convince the three experienced guest judges that their café had been the most successful one for the week. On the final day, Year 9 students sampled food from each café, as well as watching the video advertisements and then voting on the best advertisement. Year 9 students, along with staff members, were very impressed with how each group managed to complete the required ABW tasks in such a limited amount of time and to such a high quality. Student Leadership Girraween High School is committed to encouraging and providing leadership opportunities to students across all Year groups through a range of roles, programs and initiatives. The vast leadership opportunities on offer at the school ensure that students gain invaluable experience across their school years, whilst maximising their leadership potential. Ms Angela Hopkinson and Ms Jennifer Nguyen co‐ordinated the student leadership team, which consists of students from Years 7–12 in a range of leadership roles including House Leaders, House Captains, Prefects, and School Captains. Students also have countless other opportunities to experience leadership roles in areas such as Peer Support, High Resolves and being elected for the Student Representative Council (that is coordinated by Ms Alecia Brown). The Year 10 cohort took this competition on as an opportunity to bond, as well as develop further skills in which would be vital for their future careers. A huge thank you goes to Ms Alecia Brown, who in running this program as the Co‐ordinator for the first year, made it as successful as previous years. A special thanks also goes to Mr Joseph Mikhaiel, Mrs Eman Youhana in the organisation of the week, and to the Year 12 students who had recently completed their HSC and willingly volunteered their time to help the Year 10 cohort flourish in this competition. Students should feel immensely happy and proud of what they achieved during ABW and more confident in their own skills as entrepreneurs. The Passport to Excellence scheme is designed to reward students who participate in a myriad of school activities, including school sports carnivals and extra‐curricular activities throughout the year. The scheme provides students with the opportunity to record their accomplishments in the areas of academic achievement, sport, and leadership, as well as interest groups such as Music and Dance (which includes companies, ensembles and bands), volunteer and school community service. Students have continued to engage with the Passport to Excellence scheme this year as they work towards senior student leadership roles. Australian Red Cross This year a dedicated team of four Year 11 students participated in the Australian Red Cross Blood Service 2015 Youth Ambassador Program, and then showed effective teamwork and communication skills by informing fellow students and staff about the services provided by the Australian Red Cross, as well as encouraging others to donate blood when they can. On Thursday 3rd September 2015, the Australian Red Cross Blood Bus was at the school. Students and staff who donated blood were pleased to participate and found the experience very positive and rewarding. 8500 The 2015 Prefect body continued to deliver many treasured traditions to our school community as well as introducing their own initiatives. In Term 1, the Quad‐Schools Tournament was again a great success with our Prefects collaborating with student leaders from other local selective high schools (Baulkham Hills, James Ruse Agricultural and Penrith High Schools). This competition strengthens school 23 GIRRAWEEN HIGH SCHOOL Year 9 High Resolves Group, along with Dr Kavita pride while encouraging friendly rivalry and Ayer, by raising the awareness of grit, growth cooperation between local selective schools as they mindset and mastery among their peers and in the compete in basketball, soccer, touch football and volleyball. A Halloween celebration was also community, and also the tireless fundraising efforts of Ms Colleen McMillan. I would also like to co‐ordinated by the Prefects and proved to be a acknowledge the volunteering efforts of senior wonderful day for all involved. Students had the students who contributed to school service in a opportunity to be creative and dress to impress, whilst participating in activities and games with their multitude ways throughout the year.
peers. Other 2015 highlights include the work of specific Year 11 students. Harrish Sathanesan received the School Spirit Week further enhanced school spirit and developed the organisational and leadership Face of the Holroyd Council Award in recognition of student volunteering services. Harrish continued his skills of students involved. Prefects also attended commitment to community and school service by cluster meetings and Afternoon Teas at other initiating a Student Charities Council at the school schools, which strengthened their school networks and successfully organising fundraising for the Food and provided opportunities to discuss various school Charities Council. and wider community issues. These examples show that students who volunteer In addition to the various school‐based activities, gain invaluable skills and experiences and then students were also given opportunities to attend continue to inspire, serve and lead long after their many invaluable leadership conferences and forums at both local and international levels, such as the involvement in the volunteering program. National Young Leaders Day Conference. Ashvin I would like to thank all the students involved, as Bandodkar of Year 11 participated in the prestigious well as their families, staff and community Secretary for a Day program. members.
Aartee Saki Volunteering Student Volunteering Awards Co‐ordinator The DoE Student Volunteering Awards Program, previously called the NSW Premier’s Student Sister School Program Volunteering Awards Program, encourages and The Girraween / Hisai Sister High School exchange recognises students who undertake any unpaid program has been in place since 1994. activity of benefit to others. It is at present only In March a group of Japanese students and their open to students in Years 9 and 10, though there are teacher visit Girraween for 2 weeks, while in many students at Girraween High from other Year September / October, a group from Girraween groups who also do volunteer work, often without travel to Japan. official recognition. The 2015 trip to Japan was an extremely valuable By early December 2015, 40% of all Years 9–10 and memorable one. Every experience in Japan was students had completed and logged sufficient a new and exciting adventure, with the Girraween volunteering hours to receive Certificates. These and Hisai students bridging the cultural gap and included 3 Black Opal, 4 Diamond, 4 Gold, 7 Silver creating memories that will be cherished forever. and 30 Bronze Certificates. Of particular significance were the students who received the Black Opal During our stay, students attended various school Certificate, the highest honour in the Student lessons with their host students. Their biggest Volunteering Awards Program. In total, close to challenge was to overcome the language barrier, 2000 hours of volunteering services were logged in which was soon forgotten due to the kindness and the year 2015 by Girraween students, a tremendous generosity of the host students, their families and achievement! the Hisai teachers. It was a great opportunity Volunteering at Girraween High School is closely for Girraween students to experience and connected to the many extracurricular activities understand Japanese school life, as well as a available at the school. These include Peer Support, different culture in the home. An excursion to the High Resolves, the SRC and other student leadership ancient shrines and temples of Kyoto took in the programs such as the Tech Crew, school bands and beautiful mountainous scenery and the rare Drama groups, as well as the reading group who go spotting of a geisha. Students enjoyed a visit to to Girraween Public School. In this context, I would Osaka where they were able to experience the like to acknowledge the inspirational work of the energy and fast pace of a huge Japanese city. As GIRRAWEEN HIGH SCHOOL 24 8500 expected, a great highlight was the opportunity to taste lots of wonderful, authentic Japanese cuisine. The sister school exchange program is a great Girraween High School tradition, enabling participants to develop their language skills, explore another culture and forge new friendships. Creative and Performing Arts The Creative and Performing Arts Faculties continued the tradition of annual productions in June with MADD 2015 (Music, Art, Drama and Dance). This year there were record audiences with both Thursday and Friday evenings sold out, while the matinée performances for Girraween Public School were also a great success. Once again, MADD was the highlight of the year for the Music Faculty with students from our junior and senior elective classes and ensembles playing a diverse and entertaining repertoire across both nights and matinées. 2015 was a successful and productive year for the Music Ensemble Program, with ensemble fees being used to help sustain equipment and resources. New folders, music stands, and exciting band arrangements were purchased. The end of year Christmas Concert was once again a great success, with a relaxed evening of music and festivity enjoyed by all. We are proud of our highly achieving Music students: Regina Wang (Year 12) was nominated for the prestigious Encore Performance for solo piano; Caleb Wang (Year 8) attended the Suzuki International Violin Conference in Switzerland; while Marina Jin (Year 8) won her piano accordion division in the Australasian Competition held in New Zealand. The Visual Art exhibition for MADD 2015 demonstrated the outstanding creativity as well as the diverse talents of our students. All Year groups from Year 7 through to Year 11 Visual Arts submitted pieces for the exhibition. The works ranged from paintings and drawings through to sculpture, traditional photography and digital artworks. New furniture and a new mural, designed and painted by the Year 10 Visual Arts class, were added to the Art Quadrangle to give the area a facelift and to encourage students to engage their creative ideas and concepts. Our Year 9 and 10 Drama students performed at MADD 2015 and Shakespeare Night. A Year 10 group was selected to perform their piece The Banshee at the Q Theatre in Penrith as part of the Western Sydney Drama Festival – Lights Up, while Divya Saxena and Harrish Sathanesan had the outstanding 8500 25 achievement of being selected for the Year 10 and Year 11 State Drama Ensembles respectively. Our Year 9 Drama students went and supported them at the NSW Public Schools State Drama Festival in October, where they learnt many important theatrical elements. The Co‐curricular Dance Program had a highly successful year in 2015, with enrolments more than tripling in size since its initial introduction in 2013. Students had the opportunity to attend weekly dance classes in the styles of Jazz, Contemporary and Cheerleading, as well as performing at MADD and the Australian All Star Cheer Federation (AASCF) State Competition. In 2015, students in the first ever Year 9 Elective Dance class worked incredibly hard to produce outstanding results across all areas of the course. The renovation of Room 28 into a fully functioning studio and performance space occurred this year thanks to the generosity of our school P & C. The room now has a full wall of mirrors, a ballet barre and curtains that have not only transformed the area into a beautiful Dance space, but also created an area in the school that can be shared across all Creative and Performing Arts subjects. Sport The weekly Sport program continued this year, based on enhancements made in 2014. Students in Years 8–11 completed Recreational Sport in Terms 1 and 3 (where they participated in activities such as Yoga, Salsa dance, rock climbing, self‐defence, boot camp and indoor sports), while in Terms 2 and 4, they were involved in an Inter‐House Competition (where they competed against each other in a variety of sports including European handball, Oz‐
tag, T‐ball, touch football, compass cricket, volleyball and netball). Year 7 Sport was integrated into the school timetable. Students benefited from having more specialised assistance from Physical Education (PE) teachers as well as competing against their peers in inter‐class competitions. School carnivals continued to be very successful with over 720 students attending each of the Swimming, Athletics and Cross Country carnivals. The healthy rivalry between Houses continued with Chappell champion House for Cross Country; while Newcombe was the champion House for Swimming and Athletics as well as the overall champion House for the Sports carnivals. When all school inter‐House points and Sports carnivals were taken into consideration, the overall House points champion was Chappell House. GIRRAWEEN HIGH SCHOOL Forty‐four students in Years 7 and 8 competed in the Australian Problem Solving Mathematical Olympiads (APSMO) with great success. At the end of the 3 term program, 2 students from Year 8 and 2 students from Year 7 were placed in the top 10% of the candidates, with three students, Hooriah Anwar and Arthiga Vickneswaran from Year 7 and Harrish Mathiyalagan from Year 8, receiving trophies for their outstanding performances. The annual International Competitions and Assessments for Schools (ICAS) Science Competition forms part of the Science assessment for each student in Years 7–10. In addition to providing a challenging Science quiz for each Year group, the ICAS provides an extensive evaluation of students’ skills, knowledge and understanding in Science. Students from Girraween High School once again achieved excellent results with 13 High Distinctions (2.7% of Girraween High students), 172 Distinctions (36.3%), 229 Credits (48.3%), 26 Merits (5.5%) and 34 Participation Certificates (7.2%). In total, 20 students from Year 12 and Year 11 Accelerants (Chemistry) were selected and trained by 2 Science teachers to compete in the NSW Schools Titration Competition in June, 2015. One Girraween High team, comprising Joyce Ly, Adithya Vignaraja and Felicia Tan (all Year 12), finished 2nd in their regional venue and qualified to compete at the National Level. This team then finished 6th out of the 25 teams that competed at the National Titration Competition held at the University of New South Wales. In the National competition, Joyce Ly won a Gold award, while both Adithya Vignaraja and Felicia Tan achieved a Silver award. The Australian Science Olympiads is one of the most prestigious high school Science competitions in the world and endeavours to cater for highly gifted and talented Science students. The top 20 students in the nation qualify for summer school training in their respective Science discipline (Biology, Chemistry, Physics) and then sit for final exams to determine who represents Australia in the International Science Olympiad of their Science discipline. In 2015, our students achieved excellent results: Biology (2 Distinctions, 1 Credit); Chemistry (9 High Distinctions, 3 Distinctions, 3 Credits); Physics (2 Distinctions; 4 Credits; 2 Participations). Throughout Terms 2 and 3, Girraween students were involved in many Chess competitions and tournaments. In the Metropolitan Secondary Schools Chess Competition, 5 Girraween teams participated: two in the Junior division (Years 7–8), two in the Intermediate division (Years 9–10) and Girraween High School continued to dominate the Blacktown Zone with many great individual performances and overall participation. We were the champion school for all zone carnivals as well as the overall champion school, once again retaining the Patron Trophy. We had a large number of students competing at Combined High Schools (CHS) tournaments throughout the year for a wide variety of sports including athletics, swimming, cross country, volleyball, tennis, rugby league and basketball. Two of our Year 12 students, Reuben Devaseelan and Airfun Javam, both received Blacktown Zone Sporting Blues for their commitment and success in representing the Zone. These awards are the highest recognition students can receive for school Sport from the association. Students were also given the opportunity to undertake a variety of knock‐out sports throughout the year. The most notable performance was from the Girls Under 15’s Netball team, who travelled to Hawkesbury Indoor Stadium to participate in the Sydney West Gala Day. Regional, State, National and other Competitions Girraween High School students performed extremely well in the Australian Mathematics Competition, with over 80% of the participating students receiving Credits, Distinctions or High Distinctions. The number of students competing in 2015 was 570, representing over 75% of the school. Seven students were placed in the top 1%, while 26 students received a High Distinction meaning that they were placed in the top 2% of candidates drawn from the most able mathematicians across Australia, South East Asia and the Pacific. Girraween also received 128 Distinctions and 305 Credits. Chris Cheah of Year 7 was the recipient of the Prudence Award for correctly answering the highest number of consecutive questions in the competition at Girraween High School. Harrish Mathiyalagan of Year 8 was placed in the top 0.3% of candidates and was awarded a prize for his brilliant achievement. Of the 44 students from Years 7–10 who competed in the extremely challenging Mathematics Challenge for Young Australians, 2 students were awarded High Distinctions and 4 students were awarded Distinctions in the Challenge stage. In the gruelling Enrichment stage, 1 student was awarded a High Distinction and 7 students were awarded Distinctions. Parviz Ahmadi of Year 10 participated in the Australian Intermediate Mathematics Olympiad and achieved a Credit. GIRRAWEEN HIGH SCHOOL 26 8500 one in the Senior division (Years 11–12). All students from Years 7–10 competed in the The Intermediate A team (Years 9–10) did annual International Competitions and Assessments exceptionally well by finishing 1st in their division, for Schools (ICAS) Computer Skills Competition which while the Junior B Team (Years 7–8) finished 2nd in is run by the University of New South Wales. This competition involves over 1 million students from their division. over 6300 schools in Australia and New Zealand The University of New South Wales Economics and alone, with additional students competing from 20 Business Competition are challenging and rigorous other countries worldwide. Our students performed competitions that our students compete in annually. well above the State average, with many achieving In the Economics Competition our students received High Distinctions and Distinctions. high results, while in the Business Competition many 2015 saw the continued success of Girraween High students achieved a Distinction with Arrjun School in the F1 in Schools Challenge, the largest Rajaratnam of Year 10 achieving a High Distinction. schools‐based STEAM skills (Science, Technology, Engineering, Art and Mathematics) competition in The University of Newcastle Business Plan the world. Students must design, manufacture, Competition is a state‐wide completion where market and race a miniature Formula 1 Racing Car, students are required to develop a Business Plan for powered by compressed‐air, using industry‐
a new and innovative product or service to benefit standard software and manufacturing techniques. consumers. All of our participating students They must justify their engineering, marketing, received impressive results with many High manufacturing and professional collaboration Distinctions and Outstanding Achievement. Two of initiatives to industry professionals, as well as our Year 11 students, Harrish Sathanesan and Eric gathering sponsors to finance their project. Liu Ye, were placed within the top 20 in the State. A Girraween High School Team of 6 students represented NSW in the National Finals held in March 2015 during the Melbourne Formula 1 race at Albert Park. The team performed with distinction and won the National Fastest Reaction Time award. Geography students from Years 9 and 10 participated in the annual Australian Geography Competition which tests the students’ Geographical skills and knowledge. Our students once again were awarded High Distinctions and Distinctions. In June, the school hosted its own Girra F1 Day. Guests from Re‐engineering Australia (South Western Institute of TAFE), as well as many industry leaders including scientists from BOC Australia, and Engineering student mentors from the University of New South Wales, helped to run the day. Past National finalists also helped with the running of the day and judging of cars. The President of the Lamborghini Club of Australia also attended, arriving in a Lamborghini Galado, which students and staff admired and sat in. In September, Girraween High School hosted and managed the F1 in Schools Regional Finals. The day was a great success with over 100 students from primary, DoE and independent schools all competing to represent NSW in the State Finals at Newcastle University. Girraween High School successfully saw 3 teams move to the State finals and perform admirably. Our students are truly inspiring, working together to develop their STEAM skills to represent not only our school or region, but our State at such a high level. The skills demonstrated by these students are of the highest quality and we are all proud of their achievements. Debating provides a valuable opportunity for students to work as a team, apply their general knowledge, create a logical, sustained argument and develop the challenging skill of Public Speaking. All students at Girraween have the opportunity to experience Debating in Year 8 English classes. An inter‐class competition is held at the end of Term 4 where the best teams from each class are selected and debate in front of the whole Year group. Ms Nicole Dalby and Ms Maria Thoms coached and organised the 3 Girraween representative Debating Teams that were entered in the NSW Premier’s Debating Challenge. Students debated a variety of topics, ranging from Education and Sport to Politics and Media. Students competed against other local schools that included Chifley College, James Ruse Agricultural, Kellyville, Blacktown Boys, Rooty Hill and Seven Hills High Schools. Two teams were Zone Champions, with all teams experiencing success in winning at least one debate. In addition, Year 7 student Lucie Oliver competed in the NSW Junior Legacy Public Speaking Award and won the 2015 Western Sydney Regional Final. 8500 27 GIRRAWEEN HIGH SCHOOL