lithgow high school · school-wide practices for assessment and reporting to monitor, plan and...
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Lithgow High School Annual Report
2015
8125
Introduction
The Annual Report for 2015 is provided to the community of Lithgow 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.
Ann Caro Principal
School contact details:
Lithgow High 1A Pau Street, PO Box 296 Lithgow, 2790 http://www.lithgow-h.schools.nsw.edu.au/school/index.html [email protected] 02 6352 1422
School background
School vision statement
Lithgow High School seeks to develop a culture of equity and excellence, where all students become successful learners, confident and creative individuals, and active and informed citizens. Lithgow High seeks to achieve these national goals through the development of a school culture that values and rewards effort and innovation, collaborative and reflective practice. A culture where organisational systems and practice value learning as a first priority in preparing students for the global environment.
The School Plan 2015 - 2017 will focus on building Stage 6 value added, literacy, digital literacy and numeracy. Organisational structures will be streamlined to ensure students select appropriate courses for their goals and ability and maximise learning opportunities. The school will work on further strengthening school culture by creating quality learning environments and up to date learning facilities. Staff, students and parents will feel they are valued as full participants in the school community.
School context
Lithgow High School is located on the eastern fringe of the Western NSW Region in the Lithgow Valley, two hours west of Sydney. The school is comprehensive and inclusive and is a member of the Western Gateway Education Community (WGEC). The school has a history of academic, cultural, and sporting achievements and provides a broad curriculum including academic extension courses, diverse electives and vocational programs. The school includes a Special Education Unit of six classes catering for a range of students with disabilities. Aboriginal Students are approximately 10% of the student enrolment, attracting (from 2013) substantial additional funding.
The Lithgow Valley is experiencing economic change due to reduced employment opportunities. Once a strong industrial and mining centre many families and young people have had to leave the district to gain employment. This paradigm shift necessitates the school refocusing its efforts to ensure graduates leave with appropriate skills for the 21st Century world of work. The shift is reflected in the increase in the Family Occupation and Education Index (FOEI) from 2013 where it was 124 gaining 8 points to 132 in 2014 indicating increased levels of economic disadvantage in the community.
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.
School Excellence Framework element LEARNING.
At Lithgow High School in 2015 a focus of our strategic Direction covers Curriculum and Learning, Assessment and Reporting. The evidence for the Self-Assessment survey supports growing strengths in building engaging curriculum, through implementation of the BYOD and ALARM projects, and successful development of interest electives. Alliances with other schools and community partnerships enhance transitions to High School and from High School to further study and work at the conclusion of Year 12. Lithgow High School is working towards excellence in developing an integrated approach to quality teaching, curriculum planning and delivery, and assessment promotes learning excellence and responsiveness in meeting the learning needs of all students
At Lithgow High School there is significant growth towards embedding, school-wide practices for assessment and reporting to monitor, plan and report on student learning across the curriculum. Much work has been done in building effective transparent assessment and reporting policies and practices, especially for Stage 6 students. Parents have numerous opportunities: written, online and face to face to gather information in regards to students’ progress. The data team regularly evaluates student progress and compares internal data with external data to monitor and plan for whole school achievement. The school has responded effectively to concerns raised by parents and staff to enhance achievement and create many supports for our Senior Students.
School Excellence Framework element TEACHING
At Lithgow High School a focus is on building and embedding explicit systems for collaboration and feedback to sustain quality teaching practice. Our School-wide and inter-school relationships provide mentoring and coaching support to ensure the ongoing development of staff. Involvement in various projects with the Central West Secondary Schools group has seen the growth of network wide collaborative professional learning in the areas of BYOD and ALARM and across faculties in Year 7 teaching teams. Staff has had regular classroom workshops on a fortnightly basis to integrate technology into teaching skills. The Performance Development Framework implementation has seen the start of collaborative feedback process from the practice of peer observations. Lithgow High School has led the development of a cross network online library and the development of a significant future focussed librarian’s network. The focus at Lithgow High School will be on sustaining and growing collaborative practice and constructive feedback mechanisms to support quality teaching practice.
School Excellence Framework element LEADERSHIP
At Lithgow High School the school leadership team is building a culture of high expectations and community engagement, resulting in sustained and measurable whole-school improvement. In 2015 significant work was done on developing the leadership capacity across the staff of the school by clarifying and developing whole school responsibilities. Strong links and collaborative projects have been developed across the Lithgow Community and with schools across the Central West.
The school plan is at the core of continuous improvement efforts, with the school’s vision and strategic directions evident in its main activity. Plan priorities and directions were developed via extensive consultation with all stake holders. The school leadership exhibits a relentless focus on areas identified from consultation to create significant improvements in student outcomes. Evidence of the impact of the plan directions includes: ninety three Year 7 students completing Premier’s Reading Challenge, huge take up of Senior Study Sessions, successful implementation of BYOD and significantly increased technology skills in staff. Substantial evidence has been gathered and continuously analysed and the strategic plan modified in response to the findings.
School resources are strategically used to achieve improved student outcomes. Effective staffing and use of additional funding has been used to ensure that all students access the broadest curriculum possible. Innovative thinking around curriculum development is working to lift levels of student engagement. Additional resources have been used to upgrade technology access throughout the school. Learning spaces are being developed to cater to 21st Century learning and additional staff hired to support students of all abilities and needs. The schools’ leadership is focussed on building staff capacity to lead teaching and learning in the Lithgow High School context.
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
Teaching and Learning
Purpose
Our purpose will be achieved through the development and implementation of high quality curriculum and assessment designed to increase the learning of every student.
A whole school focus on embedding literacy, digital literacy and numeracy pedagogy in all teaching programs.
A focus on building capacity of staff to develop professional outcomes driven Stage 6 pedagogy leading to improved performance in higher achieving students in all subjects including VET.
Overall summary of progress
The strategic direction of teaching and learning incorporated a number of processes with a focus on Stage 6 growth and value adding. It refined assessment practices, whole school literacy strategies and support mechanisms to assist with the introduction of the Bring Your Own Device Policy.
After review and evaluation of trend data and HSC results analysis the school developed a number of strategies to improve value added and trend data for students in Stage 6. The strategies included the implementation of a Senior Study Program that included the introduction of continual evaluation of student results at key stages throughout the year. The data was used to establish individual support for students in specific subjects. In addition to this the two tutors were based in the library to assist students with assessments and study skills. An experienced English tutor was also employed to tutor students one day per week. This was also supported by regular small group sessions with a Mathematics teacher once per week. As part of the ongoing support, study days were held and external providers worked with students (Elevate Education). As the year progressed the evaluation indicated that more students accessed the programs and utilised the support offered.
To support the Stage 6 strategies the school researched the benefits of ‘A Learning And Response Matrix’ (ALARM) that was being implemented in other schools with success. The school identified a team with members from each faculty. The team was trained and the ALARM strategies were embedded into programs with particular emphasis on the English and Science faculty. Selected staff have presented successes at faculty and full staff meetings. ALARM is currently being embedded into a number of Year 12, 2016 programs.
To complement the work in Stage 6, the school also undertook a review of assessment practices. All assessment tasks for Stage 6 are now entered on the Millennium Markbook. Timelines are strictly followed to guarantee consistency across faculties and a fair spread of assessment tasks to ensure that students have appropriate time to complete assessment tasks. The HSC and Preliminary Assessment Policies were also rewritten based on a range of feedback mechanisms. Any changes or modifications to the Assessment Policies in the school closely followed BOSTES requirements and information was communicated to parents in a range of forums.
During 2015 the school prioritised a number of literacy strategies. This started by evaluating and reenergizing the DEAR program. This was achieved through promotion, celebration of student
participation and monitoring. The school also took part in the Premier’s Reading Challenge and delivered a 60% completion by Year 7 students. Writing workshops were organized in the Independent Learning Centre by Paul Stafford (Author) for students in Year 7 and 8. This was sourced as a result of previous NAPLAN analysis that indicated a need to improve writing for male students. The school also subscribed to the Literacy Planet website to support student learning.
The Bring Your Own Device policy has also been a priority for implementation across the school. Lithgow High has participated in ongoing Professional Learning with the Head Teacher Teaching and Learning BYOD. Faculties receive individual and group support on a fortnightly basis. The focus has been on the use of Google apps and Microsoft 360 in the classroom and as an administrative function in the school. The school also held morning sessions, (Google Gurus) once per week for staff interested in using Google classroom. During 2015 the BYOD focus was on students in Year 7. This included the introduction of processes to ensure that all students have access to technology. This was made available through borrowing procedures in the library and payment plans being made available to families.
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year $420 378.66
Improved trend data in NAPLAN Reading, Writing and numeracy in Year 9
Improved trend data for HSC subjects. Evidenced by HSC assessment marks align closely with school assessment marks and HSC candidates show positive growth from the Preliminary Year to HSC result Increased number of HSC courses trend towards state average.
The school is working towards improved trend data in NAPLAN with data showing – Year 9 proficiency in reading 25%, Writing 8%, Numeracy 18%.
In 2015, 93 students completed the Premiers Reading Challenge with continued growth expected in 2016. Student’s competed in Western Region Debating finals.
Groups of students in Year 7 and 8 have participated in Writing Workshops with the Author Paul Stafford.
Years 7, 11 and 12 participated in the Elevate Education workshops to strengthen study skills and higher order thinking skills.
The DEAR program has been revised and strengthened throughout the school, online literacy and numeracy programs purchased and utilised by the whole school.
A number of courses had outstanding subject performance results above or close to state average including Engineering Studies, Construction, Primary Industries, Visual Arts, Senior Science, Industrial Technology and Music. In 2015, 33 students received a range of results in the top two bands with 8 students achieving Band 6 results. Three students’ major artworks were included in the annual Art Express exhibition while another student was accepted into Encore for music.
All Year 10 & 11 students subject choices were reviewed to ensure high expectations and aspiration. Internal performance data comparison indicates growth in Stage 6 targeted senior study group.
HSC marks show increased alignment with school assessment marks. ALARM embedded in Year 12, 2016 HSC programs.
Identification of 2016 group with a significant increase in Year 11 students accessing library tuition.
Internal performance data comparison indicates growth in Stage 6 target group.
Next steps
As a result of ongoing evaluation the school has continued to focus on Stage 6 strategies by maintaining the Senior Study Program that includes the English and Mathematics tuition and the support of Senior tutors. Further evaluations indicated that students wanted more time available to access resources after
school. The school has committed to open the library for study three afternoons per week. This will provide students with a teacher and a quiet environment to access resources for improved results. The school will continue to collect data and has also included teacher mentors to assist students with work and study practices while acting as a motivator and advocate. Mentors will be given detailed assessment data on individual students who elect to participate in the program.
This focus on literacy will continue into 2016 with the introduction of Wheelers ePlatform (eBook Library) and the continued embedding of text types across all faculty areas. A wide reading program will be developed in 2016 and further analysis of NAPLAN data will indicate future directions. Numeracy strategies include the introduction of the Mathletics Program and portfolios across all classes.
Assessment processes will continue to be reviewed and evaluated. All ‘N awards’ will need to be signed by the Principal and parents must be contacted by the teacher via a phone call. This has been introduced to assist with communication and to prevent any future concerns. Feedback from the changes made to Assessment Policies has been positive with parents and students indicating the documents ease of use and understanding.
As the school moves into 2016 almost all of the current Year 7 students are using technology in all classes and some faculties have moved to paperless systems for teaching and learning. Ongoing staff reflections and parent feedback has indicated that students have embraced technology in the classroom and have developed a range of new skills. The school will continue to professionally develop staff and set up operational systems to ensure that all students have access to devices and the network. To ensure that BYOD is embedded, all courses must schedule one task for Year 7 and 8 with a BYOD component. The School has started a Science Technology Engineering and Mathematics (STEM) course in 2016. Research has indicated that this type of learning will benefit all students in the future. To further develop STEM the school has also been selected to participate in a Robotics Competition in 2016.
Strategic Direction 2
School Culture and Quality Learning Environment
Purpose
Our purpose will be achieved by the development of a highly positive
school culture which values innovation, experimentation and reflective
learning practice.
A school which values all learners, allows risk taking and failure, where
students and staff are rewarded for effort and achievement.
Where success is celebrated at all levels. Students and staff are
engaged in the positive learning process. School procedures and
management ensure positive student and staff wellbeing for learning.
A culture of embedded evaluation and review and challenges notions of
“custom and practice”.
Overall summary of progress
A positive school culture is crucial to a highly effective school. At Lithgow High we have made ‘school culture and quality learning environment’ one of our strategic directions. This year we have reviewed learning and support processes, implemented a number of Welfare and Wellbeing Programs, carried out improvements to school learning environments and reinvigorated Positive Behaviour for Learning (PBL).
A review of Learning and Support processes in the school indicated that welfare teams needed to have a more consistent and combined approach to supporting student learning. As a result of the review meeting times were altered and role statements reviewed for participants. Part of the process included the review and introduction of new anti-bullying policy and procedures based on the wellbeing framework. The new structures have led to the introduction of a number of policies that have been jointly written and implemented with a range of stakeholders including Students, Parents, Executive, Year Advisors, Counsellors and Teaching Staff.
As part of support provided to students a number of wellbeing programs have been implemented to assist students. These have included Mindfulness training for Year 12, the Resilience Doughnut, Listening Program and a Song Writing and Music Program for disengaged students. All of these programs were sourced and supported by the school and external support agencies. The programs have provided varying benefits to individual students.
Feedback from the students and community indicated a need to improve student and staff learning and teaching environments. A technology audit was carried out at the beginning of the year and classrooms were provided with technology (Laptops, Smart boards) that had not been previously available. A library refurbishment was completed at the end of 2015 which provided students with more study areas, ergonomically correct furniture and video conferencing facilities. The refurbishment has promoted the use of the library as the key study area in the school.
A School Evaluation Tool was completed at the beginning of 2015 by an external PBL coach. The results indicated that the school needed to move beyond Universal Tier 1 Expectation, develop improved data collection techniques and promotion of PBL in the school. The Senior Executive made a commitment to attend all PBL meetings and a new team was formed with an internal and external coach. During the year the team evaluated and adjusted the whole school matrix, designed and created a sequence of lessons linked to the PBL expectations and established improved forms of collecting and evaluating data. Members from all faculties joined the team and assisted with the ongoing implementation of PBL across the school. Staff, parent and student surveys have indicated an improved response to communication of requirements and consistency of teaching desired expectations.
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year $33 587.08
Reduced behaviour referrals and suspensions. Increased levels of gold awards. Improved attendance across the school.
Increased numbers of staff participate in collaborative professional learning projects. Increased staff presentations at staff meetings and SDDs from 10 in 2014 to 15 in 2015.
The following progress has been achieved throughout 2015:
PBL universal strategies embedded and school prepared for classrooms (tier 2) in 2016. As part of this process Matrix revised, 4 week lesson sequence completed, review of meeting structures and specific roles assigned. Review of commendation and reward system.
Evaluation of data from Millennium indicated that Long suspensions Years 7-10 had reduced by 10% (80) and Gold commendation awards Years 7-10 had increased by 10%.
The school has recorded a very pleasing year in regards to attendance. The school overall attendance rate was at 89.1% and Year 11 and 12 attendance 92%, best in school, above state average.
Welfare program evaluations indicated that the Rage Program resulted in a decrease of negative referrals for specific students. Listening Program evaluation data showed an extensive increase in skills in a range of key learning skills. The social skill program completed in 2015 indicated an improvement in expected behaviours for individuals in a range of school settings. Self- monitoring behaviours were reinforced throughout the program. The song writing and music program evaluation indicated that students participating in the program had improved confidence, self- esteem and attendance.
Significant increase in the number of professional learning projects in the school. Professional learning projects include ALARM, BYOD, Clickview, Wheelers Books, VIVO, PBL, Curriculum including Literacy and Numeracy projects, Mathletics and Literacy Planet. Staff Presentations increased from 10 to 17 in 2015 with increased expected in 2016.
Next steps
As part of the review of Learning and Support processes a ‘Wellbeing Policy’ will be developed and implemented in 2016. A Year meeting scope and sequence will be developed to assist Year Advisors when presenting at Year meetings. The content will be relevant to Year Group and time of the year. The school will also complete an attendance monitoring review in early Term 1. Its focus will be on how to maximize the learning of students in every lesson. As part of the ongoing review of data, the school will be investigating an alternative program for disengaged students. This will be completed in consultation with the community, external agencies and Departmental staff.
The PBL structures in the school will continue to be promoted across the school. Lithgow High has been made eligible to complete the next phase of the implantation process. In 2016 we will be moving into classroom systems. The school has also investigated and purchased the VIVO Online Reward System. This was based on evaluation of positive behavior monitoring systems.
The school will continue updating some of the areas of the school to ensure a quality learning environment. This includes a new Common Room, Support Faculty Refurbishment and a Technology Audit to ensure that all classrooms have a fixed and functional projector. In 2016 a group of staff will be trained in the use of the sound system.
Strategic Direction 3
Organisational Leadership
Purpose
Our purpose will be achieved when all policy and procedures provide consistent and clearly
understood management practice, minimising paperwork and enhancing learning focus.
Staff, students and parents will collaborate in building policy around student wellbeing, transition,
opportunities and assessment processes.
Communication pathways within the school and to the extended community will be clear and positive,
celebrating consistently all school successes.
Overall summary of progress
During 2015 the school completed a review of organisational procedures to maximise student learning and to ensure that time management was a priority. The teaching staff continued to be supported with targeted Professional Learning as they move towards all staff being accredited with BOSTES by 2017.
The school reviewed assembly organisation and implemented faculty run assemblies that places the responsibility of agenda and organisation with the Head Teachers. The assembly times changed and Year meetings were included as part of the review. Students responded well to changes and benefited from the new assembly structures.
To improve communication the school utilised the Millennium Parent Portal to allow parents to identify information relevant to their child. Booking systems for Parent teacher nights were moved to an online format and school dates and assessment tasks were published on the calendar.
All beginning teachers in the school participated in a structured fortnightly Induction Program. Personal Development Plans were implemented for all teaching staff and included regular observations in the classroom.
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year n/a
Assessment procedures in Stage 6 are consistent with published policy. Stage 5 and 6 reduced number of N Award warning letters.
All teaching staff enter the BOSTES accreditation environment by 2017.
The HSC assessment Policy was revised in 2015. The assessment schedule presented and published at the HSC information evening. Individual student interviews completed at each transition stage to ensure an appropriate Stage 6 pattern of study. Students completing an ATAR pattern of study increased from 53% to 63% in 2015 compared to 61% from similar schools. During 2015 the Year 12 Aboriginal and Torres Strait Islander student’s completion rate increased by 5%.
Millennium Parent Portal effectively used for Semester 1 reports and parent teacher night booking. Noticeable increase in parent attendance at parent teacher night.
All beginning teachers successfully participated in induction program including fortnightly meetings, allocated release time and a mentor. School has aligned processes in the school in preparation of BOSTES accreditation in 2017 All staff have completed the first cycle of the Performance Development Planning process with 3 goals identified.
Professional Learning aligned with school plan and observations completed.
Next steps
As part of the review process, transition was included as part of strategic direction 3. Year 7 teaching teams were established to identify the most effective teaching and learning conditions for students. A Learning and Support teacher was allocated to Year 7 classes. The teaching and learning team will establish a teaching and learning scope and sequence with Individual Learning Plans.
Beginning teachers will continue to get allocated time on a weekly basis. A mentor has been allocated to assist them in their first years of teaching. Personal Development Framework has provided the school with an opportunity to ensure that all Professional Development Plans are negotiated and linked to the standards. In 2016 the school will have some teaching staff applying for higher levels of accreditation.
Next Ste
Key initiatives and other school focus areas
This section includes:
Key initiatives (from School planning template B).
Policy requirements such as Aboriginal Education, Multicultural Education and Anti-Racism Education.
Initiatives and other school focus areas which may not have been included in the school plan such as Early Action for Success, Student Leadership, Partnerships and Projects.
Key initiatives (annual) Impact achieved this year Resources (annual)
Aboriginal background funding
Completion of Personalised Learning Plan’s that are monitored by staff and referred to at specific times throughout the year.
Implementation of SistaSpeak and BroSpeak programs throughout the year.
Learning opportunities including NAIDOC Assembles & Bangarra Dance. Horticultural skills increased by implementation and ongoing maintenance of Aboriginal Garden
2015 winners in NAIDOC Debating
$56 258.00
English language proficiency funding
Three percent of students identified through enrolment as EALD. Teacher completed EALD training. Identified students received regular tuition with pre and post testing indicating improvement in word identification and reading.
$2 506.00
Beginning Teachers – non new scheme
Support for beginning teachers
Temporary beginning teachers on whole year blocks were supported through release from face to face, with targeted Mentor Teacher assistance and professional learning targeted towards their level of need in their teaching practice. All beginning teachers participated in regular meetings with HT T&L and DP regarding induction processes for the school and DEC.
Beginning teacher funds were spent to release targeted teachers for the time allocated per cycle. Funds remaining enabled teachers to be sent to professional learning courses that specifically targeted their level of experience and identified areas for development.
$20 000.00
$43 231.48
Enhanced Student Assistance A number of resources were allocated to assist students in meeting learning needs including devices, uniforms, excursions, nutrition and other resources to assist student needs.
$40 000.00
Attendance Program Attendance rate at state average. Year 11 and 12 attendance increase to 90%. Daily phone out for unexplained absences/truancy. Maintenance of LHS Facebook, Web page & publicity.
$61 400.00
Integration Funding Support
Low level adjustment for disability funding
Integration Funding Support and Low level adjustment for disability funding. Individual Learning Plans (ILP) negotiated and implemented for individual students with stakeholders included in all meetings and effective communication to staff. Learning and behaviour assessments completed when required. Data from NAPLAN and internal assessment used to complete ILP. In class support in identified subjects that require additional support. Accommodations and adjustments developed with teaching staff around modifications to assessment tasks and or learning environments. Individual and group Literacy, Numeracy and Social Skill sessions. Year 7 teaching teams - LaST allocated to individual classes. Supporting transition Operation of the Independent Learning Centre (ILC) and HUB for students requiring tuition or individual and group support. As a result the school saw an increased use of the ILC and HUB in 2015.
$105 250.00
$69 925.00
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
Student attendance profile
Student Attendance Profile
The Attendance Team, comprised of a Deputy, CLO, HSLO, one SASS member and six teachers acting as coordinators for each year, met every week in Term 1, and every fortnight for the rest of the year. This team provided a solid base of reliable data, both anecdotal and statistical, for the identification of problematic students and local issues relating to attendance. Attendance for 2015 was 89.1%, which was only 0.6% off state. This has improved when compared to 2014 that indicated a difference of
0.8%. Lithgow High School attendance rate compares favourably with comparable schools in the greater district, such as those in Orange or Bathurst.
The ‘unexplained absence’ rate was at 48% which is a good outcome for 2015.
Management of Non - Attendance
Several methods were used to deal with poor attenders and truants, including regular letters, phone calls, referrals to relevant agencies and people such as the home school liaison officer, school counsellors, mental health professionals, welfare agencies, the school’s learning support team and the school’s student support officer. The team also liaised with local police; including the regions police youth liaison officer.
A daily phone intervention program conducted by the community liaison officer provided the team with accurate information as well as immediate follow-up on absences in Years 7-10. This has significantly reduced unexplained absences and assisted in the immediate identification of clerical errors from the morning roll call marking. The introduction of electronic roll marking every lesson has also tightened the accuracy of roll marking from period to period.
Monitoring cards were used by the year coordinators to reduce truancy. The improvement of senior attendance in 2015 can be directly attributed to strategies adopted by the senior attendance coordinators.
Post-school destinations
Proportion of students moving into post-school education, training or employment
Year 10
%
Year 11
%
Year 12
%
seeking employment
0% 0% 14%
employment 44% 36% 22%
TAFE entry 0% 34.5% 10%
university entry 0% 0% 45%
other 55% 23% 5%
unknown 0% 6.5% 4%
Year 12 students undertaking vocational or trade training
Course numbers (mainstream)
Construction: 11 students
Primary Industries: 7 students
Metal and Engineering TVET (TAFE-delivered VET courses) Animal Care; Beauty Therapy; Community Services; Hospitality; Human
0
500
1000
2009 2010 2011 2012 2013 2014 2015
Stu
de
nts
Year
Enrolments
Male Female
0
25
50
75
100
2009 2010 2011 2012 2013 2014 2015
Att
en
dan
ce r
ate
Year
Student attendance rates
School State DoE
Services; Tourism: Metal and Engineering 58 students
Total number of mainstream VET students in Year 12, 2015 was: 76 students
Course numbers (Support)
TVET Hospitality: 5 students
Total students in Year 12 who took VET courses: 81 students
Percentage of Year 12 students who took VET courses in 2015 (81/119): 68%
Year 12 students attaining HSC or equivalent Vocational Educational Qualification
Of the 81 Year 12 students who took VET courses, (8 left for employment) the remaining 73 all attained an HSC: 100%
Retention Year 10 to Year 12
174 students completed Year 10 in 2013 115 students completed Year 12 in 2015 Percentage of Year 10 who completed Year 12 in 2015 = 66%
Workforce information
Workforce composition
Position Number
Principal 1
Deputy Principal(s) 2
Head Teachers Curriculum 9
Head Teacher Support 1
Classroom Teacher(s) 44.7
Support Teachers 8.9
Learning and Support Teacher(s) 1.8
Teacher Librarian 1
Careers Advisor 1
School Counsellor 1
School Administrative & Support Staff 17
Total 88.4
Indigenous employees are employed on a casual and temporary basis to support and assist with Aboriginal programs. The Indigenous composition of the workforce reflects the employment policy of the department of Education
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 26
Professional learning and teacher accreditation
Professional learning funds for 2015
The table below describes expenditure on professional learning focus areas from the Staff Professional Learning tied grant:
Professional Learning Focus Area
Expenditure $
Beginning Teachers 9 238.69
The use of ICT for Teaching and Learning
7 730.86
Quality Teaching 2 622.08
Literacy and Numeracy 5 690.51
Syllabus Implementation 5 353.97
Leadership and Career Development
17 420.50
Welfare and Equity 4 975.20
Beginning Teachers
Beginning teachers were supported through professional learning funds to attend courses on; curriculum development and student management practices. Release from face to face teaching time was also made available for these teachers to plan for the implementation of the knowledge they gained.
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/or Community Groups. Further details concerning the statement can be obtained by contacting the school.
Date of financial summary 30/11/2015
Income $
Balance brought forward 1 216 474.88
Global funds 784 667.27
Tied funds 1 033 878.04
School & community sources 273 629.77
Interest 43 752.14
Trust receipts 75 168.46
Canteen 0.00
Total income 3 427 570.56
Expenditure
Teaching & learning
Key learning areas 394.53
Excursions 69 541.58
Extracurricular dissections 193 780.47
Library 197.69
Training & development 12 325.91
Tied funds 1 098 201.62
Casual relief teachers 240 027.55
Administration & office 183 917.86
School-operated canteen 0.00
Utilities 123 164.88
Maintenance 94 957.17
Trust accounts 76 131.41
Capital programs 0.00
Total expenditure 2 092 640.67
Balance carried forward 1 334 929.89
School performance
NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 Literacy and Numeracy Assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
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.
NAPLAN – Literacy
The results for Year 9 reading indicate that there has been a significant growth of students achieving Bands 9 and 10 from 2013 to 2015. 2013, 13% of school while 2015 was increased to 21.2%
Year 9 reading results indicated that 57.6% of students had a greater than or equal to expected growth.
Year 7 average scale score growth in Writing was above the state growth of 30.2
The results indicate that 60.7% of Year 9 girls achieved greater than or equal to expected growth in writing.
0
10
20
30
40
5 6 7 8 9 10
Pe
rce
nta
ge o
f st
ud
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ts
Bands
Percentage in bands: Year 9 Reading
Percentage in Bands
School Average 2010-2015
SSG % in Band 2015
0
5
10
15
20
25
30
35
4 5 6 7 8 9
Pe
rce
nta
ge o
f st
ud
en
ts
Bands
Percentage in bands: Year 7 Writing
Percentage in BandsSchool Average 2011-2015SSG % in Band 2015State DoE % in Band 2015
NAPLAN - Numeracy
The results indicate that 56% of Year 9 boys achieved greater than or equal to expected growth in Numeracy.
Higher School Certificate (HSC)
In the Higher School Certificate, the performance of students is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).
The HSC pattern of study and achievement covers academic courses, creative and performing arts and vocation education. A number of courses had outstanding subject performance results above or close to state average including Engineering Studies, Construction, Primary Industries, Visual Arts, Senior Science, Industrial Technology and Music.
In 2015, 33 students received a range of results in the top two bands with 8 students achieving Band 6 results. Three students’ major artworks were included in the annual ArtExpress exhibition while another student was accepted into Encore for music.
Parent/caregiver, student, teacher satisfaction
In 2015, the school sought the opinions of parents, students and teachers about the school.
Mechanisms for communication include the School Evaluation Team and the Aboriginal Parents Advisory group. The P&C and Canteen Committee have continued to operate and provide another avenue for parents to provide feedback to the school.
The school also completed the Focus on Learning Survey devised by the Learning Bar, a state government initiative. There is a teacher,
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student and parent survey that were completed throughout 2015.
Areas of strength
Parent Survey indicated that students were
clear about the rules and expectations of the
school. Parents indicated that students had
a clear understanding of PBL expectations
Positive feedback through P & C meetings
regarding the revised Stage 6 assessment
policies
Parents satisfied with Millennium for tracking
assessment tasks across the year. Parents
satisfied with scheduled tasks being adhered
to at all stages
Surveys and Business Intelligence data
indicates increased number of parents and
students continue to develop interest in
university as a post school option. This is
also indicated in the number of students
completing an ATAR pattern of study
Strengths included effective communication
systems with school and community.
Areas for attention
School conducted a review of the
commendation scheme including the reward
system. Students, parents and staff were
surveyed to identify strengths and
weaknesses. The feedback indicated an
issue with the ‘I’ Card system and the length
of time it took to record and reward students.
The rewards offered were also not
motivating for students. Based on this
information the school has researched other
systems that will be implemented in 2016.
School and classroom environment
feedback indicated that learning spaces
required attention. As a result funds have
been allocated in 2016 to modernise and
implement 21st century learning spaces
across the school. This commenced in 2015
with the Library refurbishment.
Parents and students indicated concern over
the introduction of the Bring Your Own
Device policy implementation and the
implications for home and school. Feedback
also pointed to the use of 21st century
technology teaching and learning strategies
in the classroom. Throughout 2016 this will
continue to be a major focus for the school
community.
Aboriginal Education
The NSW Department of Education is committed to improving the educational outcomes and wellbeing of Aboriginal and Torres Strait Islander
students so that they excel and achieve in every aspect of their education and training.
BroSpeak
2015 was Lithgow High School’s third consecutive year of offering the BroSpeak Program.
Eleven boys, ranging from Year 7 to Year 10 participated in ten weekly sessions of discussion, activities and music based on Aboriginal Cultural Connection and Identity. Under the guidance and advice of AECG President, Uncle Owen Smith, the student group was mentored by a generous team of Aboriginal Community Members. This group included Musicians, Health and Social Workers, Policemen, Mothers and Elders. Through the experience and support of these mentors, the BroSpeak boys were keenly engaged in a variety of valuable, focused exercises. These involved: constructing a Gunya (traditional shelter), learning cultural knowledge and language, building self-esteem, considering individual educational concerns, as well as thoughtful discussion on issues facing contemporary Aboriginals and their communities.
The BroSpeak group grew in its scope and maturity with the boys working with a female mentor for the first time. Their positive and considerate attitude was a credit to them. BroSpeak also invited the SistaSpeak group to their final family session. This celebration was a sublime conclusion to the program with poignant live stories and music played by Jimmy Beale and Matthew Williamson.
NORTA NORTA
In 2015, the school continued to provide Indigenous Students with a range of effective tutoring options. Senior Students were able to access a Norta Norta teacher or the Senior Tutoring Aides during their Study Periods in the Library. Students were also able to access after-school tutoring through the Kip McGrath Education Centre. Junior Students were able to receive assistance in Literacy, Numeracy and Assignment Completion from a Norta Norta
Teacher. As a result, students have benefited from increased academic results, improved study habits and a greater confidence in their academic abilities from both on-site and after-school tutoring. Through Norta Norta, parents have a friendly contact at the school who they can communicate with regarding all aspects of their child’s schooling.
APAG
Norta Norta staff have continued to build relationships with Parents and Carers of the Aboriginal Students and the Aboriginal Community within the Lithgow area through the Aboriginal Parents Advisory Group Dinners. Once a term, parents and carers were invited to attend a dinner where they could discuss their child’s needs, meet other parents and discuss the school’s Aboriginal Programs.
SISTASPEAK
In 2015 SistaSpeak was offered to Years 7 and 8 Aboriginal Girls. The program was very successful and focussed on the importance of education, improving self-esteem and engaging with mentors from the Aboriginal Community. During the program the students were able to participate in many cultural activities including: Dance, Bush Tucker Cooking and Art Activities including the painting of the garden’s mural. They were also given the opportunity to learn Photography Techniques while ‘on country’.
BIG SISTA
Senior Aboriginal Girls in Years 10 and 11 took part in the Big Sista Program in Term 4. The Big Sista Program builds on skills and knowledge learned in the SistaSpeak Course and targets Senior Girls who have graduated from the Junior Program. Annette Campbell, the SistaSpeak facilitator, provided valuable assistance and direction.
Big Sista incorporates skills and methods designed to teach older girls how to be role models and mentors to younger girls with an awareness and emphasis on the issues that young girls face in our changing society. The program targets the important concepts of resilience, self-esteem and positive conflict resolution. A feature of the program was the opportunity for the girls to learn and practice essential skills in Resume Preparation, Job Applications, addressing Job Criteria and Interview Practice with expert advice from Aboriginal Employment experts at Verto.
Gawaymbanha Ngurambang Bush Tucker and Sustainability Garden
The garden was the venue for some fantastic learning for students in 2015. The students in 7A
were able to work with Dr Megan Halcroft to create a ‘Bee Hotel’ and plant pollinator-attracting plants. Many students enjoyed Bush Tucker Tours through the garden and into the bush beyond. The Atlas Class in the Support Unit collected the school’s green waste and composted it in the garden’s compost bay.
Multicultural Education and Anti-Racism
Multicultural Education is for all students and school communities. It promotes intercultural understanding and community harmony, provides programs for English language learners, refugees and newly arrived students and supports engagement with culturally diverse communities.
All schools are required to have a trained Anti-Racism Contact Officer (ARCO). This officer assists parents, staff and students who have complaints regarding racism and facilitates the complaints handling process.
Other school programs
CAPA (Creative & Performing Arts)
Photography
In 2015 Lithgow High had numerous winners in the ILFORD Student Photographic & Digital Imaging Competition. For ‘BEST print’ in the digital category students were awarded with an engraved plaque and prize money. LHS had two students awarded
‘BEST print’, one in Year 11 and the other in Year 12.
Merit Certificates in the digital category are also awarded to students. Merit Certificates were achieved by four students in Stage 5 and two students in Stage 6.
In the top six school positions for 2015 (Digital Category), Lithgow High held 4th place for both Terms 2 and 3.
Dance
Emma Cross, Year 9, successfully auditioned for the State Dance Ensemble. She performed at the State Dance Festival and School Spectacular.
Visual Arts
Twenty eight students sat the 2015 HSC Visual Arts. Five students achieved Band 6 and nine students achieved Band 5. Three Visual Arts students were selected for the 2016 Artexpress Exhibition. They were Louis Long-Jaccoud, Jessie Luchetti and Sophie Beale.
Music
Once again Music played a prominent role in the school life at Lithgow High School. The Annual School Musical, Cinderella, was a huge success. Not only did the public support it but the cast really enjoyed their participation and are very enthusiastic about the 2016 production. For many students the musical is the highlight of their school life.
The Choir performed at the Education Week Celebration as part of the Combined Schools' Group. They sang for the Combined Schools' Carols night where they performed brilliantly and raised a considerable amount of money for the Cancer Council.
The Annual Performance Night was a great success with bands and soloists entertaining the audience resulting in raising the profile of music in the school. Many of our talented students performed at assemblies providing items for Presentation Days and singing the National Anthem.
The HSC results were of a high standard with one student attaining a Band 6 and all others gaining their best marks in Music. All results were above the state average and one student, Courtney Clarke was selected to present a performance for eligibility in ‘Encore’ the showpiece of the Department of Education for very gifted and talented students. Courtney was also selected for the Talent Development Program and as a featured artist in the School Spectacular.
Film Making
2015 was an exciting year for the Film Making arm of Visual Arts. Students had some notable achievements with a number of films being recognised and honoured.
‘Bullets to Buttons’ our documentary about World War One was nominated for a number of awards and received recognition with an ATOM Award in Melbourne as well as screening in
Sydney as part of Flickerfest where it received a special Jury Commendation Award. ‘Bullets’ was a feature of this year’s school ANZAC ceremony and had its red carpet premiere at the Blue Shorts Film festival where it screened out of competition to a standing ovation. ‘Bullets’ also won an award for best set design at the prestigious Robin Anderson Film Awards.
‘Wiped Out’ a documentary made by students Emma Cross and Rosa Lynes Ross also garnered a number of accolades including three awards at the Blue Shorts Film Festival, a nomination at the Robin Anderson Film Awards and a screening at Flickerfest. Emma and Rosa attended the screening and were able to meet a number of well-known celebrities!
Our Zombie love story ‘The Gift’ was nominated for a number of awards, winning an ATOM Award, and an award at Blue Shorts as well as being selected to screen at the Prestigious Cinequest Film Festival in San Jose California in 2016.
Students had the opportunity to work with professional film productions including ‘My Secret Monster’ currently filming around the Lithgow area. New productions included location filming at State Mine Museum and a collaborative project on ANZAC Day with Hampton Public School. Students also collaborated with Lithgow Public School on a series of short films acting as mentors for the Junior Film Makers!
Festival of Speech
Lithgow High School hosted its 49th Annual Festival of Speech on 29th May. The festival is nearly 50 years old and is still going strong with many schools participating from the Western Region to the Blue Mountains Area.
This event gave students the opportunity to display their Public Speaking and Debating Skills across a range of topics. Students from Years 7 to 11 participated in debating and helping on the day of the festival. Eight schools from the Public and Private Sectors travelled to Lithgow to participate in this wonderful battle of minds, words and wits.
The structure of the competition allowed students to engage with the wider school community and to match wits and intellect with students from a range of backgrounds and school environments. Teams competed in three debates which lead to a final. This allowed students to experience working under time pressures while refining their rhetorical skills. Lithgow High Students consistently stepped up and faced these pressures with grace and professionalism.
Lithgow High entered six teams into the competition this year, with twenty four students actively involved in the Debate Competition. Our Junior Teams debated some very difficult topics, and the competition was very fierce. In the Premier’s Debating Challenge the Junior Debating Team for Years 9 & 10 went on to the finals as did the Senior Debating Team. Amy Muir was also selected to represent the Western Region for the NSW School’s Debate in Term 4.
Drama
2015 was a tremendous year for Drama. Classes ran in Year 7 and Stage 5 as well as both Preliminary and HSC. The HSC class was the first in many years and achieved high results including a Band 5 and Band 6. The Year 7 Extension Class toured to Lithgow and Cooerwull Public Schools with ‘Wide World of People’. The Stage 5 Class did the same with their production of ‘The Twits’. One of our Preliminary Students was accepted into the State Drama Ensemble. Many of our Drama students also participated in the School’s Performance Night.
The Annual Performance Night in Term 4 showcased many talents from Music, Dance and Drama. Year 11 Drama Students demonstrated skills in comedy through a student's group devised piece on love and the fragile emotions that can often go with it. Stage 5 Drama students also performed on the night, showcasing their play building skills. Students in the Stage 5 Class also performed during an assembly to encourage Positive Behaviour for Learning, expectations about using technology appropriately and challenged young people's ideas about cyber bullying and its consequences.
It cannot be overstated how well the Drama students have worked this year. For each of these performances they have taken on many production roles as well as acting ones. The teamwork they have shown and the results they have achieved have been nothing short of inspiring.
ALARM (A Learning and Response Matrix)
Since the inclusion of ALARM into the School Plan the ALARM team has worked hard to establish the matrix into common teaching practice. A series of documents have been prepared for the support of ALARM teaching, resourcing both students and teachers. Many faculties, including English, Science and Computers have embedded ALARM into their teaching programs and ALARM has become a regular part of Senior Study Days. The school
will continue to monitor data and measure the effect of ALARM on the Senior Student Results.
SRC (Student Representative Council)
The SRC were involved in numerous activities in 2015. They included:
A Mufti Day and BBQ in Term One
Fundraising for Stewart House and Jeans for Genes in Term Two.
In Term 3, students conducted a social for visiting Japanese Students and also were involved in the Annual Legacy Appeal. They also ran a Jersey Day.
In Term 4, students conducted a Bandana Day, raising money for ‘Canteen’. They also ran a Purple for a Purpose Day, which supports people suffering from Pancreatic Cancer.
On Friday 30th October, sixteen SRC members attended the GRIP (Generosity, Responsibility, Integrity, People) Leadership Conference at Sydney Olympic Park. During the day there were a variety of sessions on topics such as: Team Building, Making Meetings Effective, Making Speeches and Events Dynamic; Motivating others and Eliminating Bullying. Students came away from that event with enthusiasm and many ideas for future events.
BYOD (Bring Your Own Device)
BYOD was introduced into Lithgow High for the first time in 2015. The initial rollout targeted Year 7. During Term 3 and 4, 2014 a series of workshops, presentations and information sessions was provided for parents, students and teachers in preparation. 87% of Year 7 Students brought their own device. To support students without a device the school purchased 10 Chromebooks as well as placed a laptop trolley of 20 laptops in the Library. These devices were
made available for students on short term and long-term loans. This strategy enabled every student for every lesson to have access to a device.
To support students a Technical Support Officer was employed full time for the first 6 months. This position helped provided technical support for students and teachers in implementing and integrating the use of BYOD into classroom practice.
Professional learning was a key focus in 2015. Lithgow High School became a member of a consortium of 9 schools to employ a Head Teacher - Teaching and Learning (BYOD). This enabled regular focused and targeted professional learning for individual teachers and faculties. The school also developed a “Google Gurus” group. This group met once a week over the year to provide workshops, technical support and training for all teachers.
Sporting Achievements
2015 was another successful year for Sport at Lithgow High School.
Open Girls Hockey team – NSWCHS Knockout champions
Open Boys Hockey team – 3rd place in NSWCHS knockout
U/15 Girls Basketball team – 5th place in NSWCHS knockout
Lithgow High had students representing NSWCHS in these sports:
Sam Gray selected in NSW U/16 All Schools team and then selected in Australian U/16 Hockey team.
Clare Bosman selected in NSW CHS Girls team.
Lachlan Sharp selected in NSWCHS Boys Hockey team
Lachlan Sharp awarded a NSWCHS Blue for Hockey
Lithgow High had students representing the Western Region in these sports:
Swimming, Athletics, Soccer, Touch, Cricket, Hockey, Basketball, Rugby League
Goalball
Goalball is an inclusive team sport designed specifically for athletes with vision impairment. At school and national level any students can play as all competitors are blindfolded. Participants compete in teams of three. The object of Goalball is to roll the ball into the opponent's goal while the opposing players try to block the ball with their bodies. Bells inside the ball help to orientate the players by indicating the direction of the oncoming ball.
Alice Kingston from Lithgow High School is part of the NSW Goalball squad. In 2015 she competed in the Pacific School Games in Adelaide where the NSW team won the State Championships. Competitions have also been in Bendigo, China and Ipswich.
The 2015 ‘Vision Big Day Out’ in conjunction with Goalball NSW, organised a ‘Come and Try’ day at Lithgow High School. Students with vision impairment from the Central West joined some of the students from Lithgow High School to learn more about the sport of Goalball.
This event was supported by the Lions Cub of Lithgow, Lithgow Free Range Meats, Lithgow High School and the Central West Vision Team.
Stage 3 Science Transition Program
Local primary schools have been supplied with a basic Stage 3 Science program that covers all the required syllabus outcomes for that stage. The Thursday visits to each main feeder primary school continue with activities that support the new program. Student and primary teacher feedback is very positive, particularly when Year 7 students first arrive to high school – nearly all arrive with a great enthusiasm for Science. The first set of kits with materials to support in class practical activities should be supplied in Term 2 2016.
Agriculture
Agriculture at Lithgow High School continued to increase in popularity during 2015. Class numbers have increased in 2016 and the shows that we attend with the schools livestock have been well supported.
Classes
In Year 8 the students complete a unit on chickens. This is a popular unit as the students incubate and raise a clutch of chickens in class. Then complete a growth trial as the chickens develop.
Stage 5 also has 2 Agriculture classes. They are studying units on cropping and cattle. It is very pleasing to have these increases in the junior classes.
Shows
In 2015 the Show Team attended the Sydney Royal Easter Show & Dubbo Show with our stud Corriedale sheep and the Upper Hunter Beef Bonanza with a heifer donated by Mr and Mrs Pate. Our results were very pleasing:
Sydney Royal Easter Show we came home with 4 ribbons; 2 Thirds, 1 Second and a Fourth.
Dubbo show we won 4 First, 2 Seconds, 4 Thirds and 2 Fourth places.
Upper Hunter Beef Bonanza we received a highly commended.
In 2016 we will be attending Sydney Royal Easter Show, Bathurst Show, Dubbo Show and the Upper Hunter Beef Bonanza.
To be part of the schools show team students need to have selected Agriculture for an elective or selected cattle show for sport.
At the 2016 Upper Hunter Beef Bonanza we will be entering our own steers that were bred at school.
Stud
In 2015 we joined 25 ewes to the chosen ram and from that we had 39 lambs born including one set of triplets. 2016 lambs are due to be born early in Term 3 and have been sired by 2 of our own rams. It is always an exciting time of year full of expectation for the next show season.
About this report
In preparing this report, Staff has gathered information from evaluations conducted during the year and has analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Parents can find more information about Annual School Reports at: http://www.austlii.edu.au/au/legis/cth/num_reg/aer2013n195o2013384/s60.html
Contributors
Ann Caro - Principal
Matt Quirk - Deputy Principal
Karin Mawhood - Deputy Principal
Wendy Kirk - Business Manager
Rebecca Hamment - Careers Adviser
Deb Farebrother Head Teacher Administration
Rosie Galloway - LaST
Charles Russell Support Teacher
Abigail Cases - English Teacher
Jon Abbott - Agriculture Teacher
Lee Middleton - HT Science
Rae Burton - Music Teacher
Peter Brownlow - HT TAS/Computing
Brett Jeffers - HT English
John Bawden - HT CAPA
Jeff Dean - HT PDHPE
Pru Jobling - ISTV
Tracey King - School Administration Manager