springwood high · pdf filespringwood high school is a comprehensive high ... grip student...
TRANSCRIPT
[school code]
Springwood High School
Annual School Report 2014
8446
1
School context statement
Springwood High School is a comprehensive high school, catering for students with diverse interests, needs and post‐school aspirations. The school is committed to academic and personal excellence, and the fostering of creativity and personal responsibility.
Messages
P&C message
Springwood High School P&C has much to be proud of from 2014. We coordinated the 38th Springwood ART SHOW which is both our main fundraiser for the school and a significant community art event on the Blue Mountains calendar. We believe it to be the first and longest running art show in the Mountains.
Our 2014 show was particularly notable for excellent numbers attending over the three days and for the professional presentation of the artwork in our school hall. In 2013 the P&C purchased a new hanging system for the walls of the hall and in 2014 parent working bees built 30 art stands. These stands can be put together in many different configurations. It was a great feat of design and volunteer hours to complete this immense task.
The ART SHOW raised approximately $19,000 from art and craft registrations, admissions, art and craft sales, cafe, raffle and silent auction. This increased revenue offset the outlay for the new stands. Other highlights from this year were the Opening Night Panel discussion with local artists, Mathew Lynn, Victor Peralta and Mick Bales, and having new bright artwork for the advertising.
Celebrating Design ARTISAN MARKET (a pre‐Christmas shopping day) brought in approximately $5500 before costs (advertising and food) were deducted. Springwood High School 2013 P&C President, John Van der Have handed a donation of $1,500 to Geoff Booth, Deputy Captain of the Faulconbridge Rural Fire Service. The money was donated by the community at the Celebrating Design Artisan Market, held in November 2013.
The new Facebook page for the event was open to the craftspeople to load images of their work and invite their network of followers.
We had success with the Blue Mountains Flexible Community grant for $46,000. This is an initiative of the P&C but to be jointly administered with the school and Faulconbridge Rural Fire Service. This plans to:
involve students in increasing the fire resistant nature of the school gardens,
encouraging interested students to do RFS cadetship training as a sports option,
supporting interested students to do Work experience at the Fire and Rescue Training College in Alexandria
providing funds for community building and mental health activities in our student body.
The P&C is involved in many processes with the school, such as being involved in staff selection and policy review. These activities assist the school by having a partnership with their parent body. I believe our involvement as parents also shows our children that school is important and that we expect them to put in effort and focus on achieving their own life goals.
The P&C at Springwood High has achieved much in raising funds and working positively for the benefit of the school and the broader community. We have a proud tradition as the Springwood ART SHOW moves into its 40th year and the school celebrates its 50th in coming years.
Rhyan Andrews President of the P&C 2014
2
Student Representatives’ Message
Many successes were achieved by the Student Representative Council (SRC), contributing to diverse aspects of the school. The SRC has continued to be a positive, highly cohesive and well‐knit group that is actively committed to giving voice to student issues and developing the leadership skills of its members. The following outlines some of the highlights the SRC had in 2014.
In March, Springwood High School held their annual Harmony Day to celebrate the cultural diversity of Springwood High. The day consisted of the traditional Harmony Day assembly run by the SRC representatives, celebrating cultural diversity in our local community. Guest speaker on the day was a Buddhist monk from a local monastery. The assembly was followed by an international food fair where various faculties prepared and sold cuisine from cultures around the world.
Over the course of the year Springwood students reflected on and commemorated Australian service and sacrifice in all forms. In April, students lead assemblies to commemorate the 99th anniversary of the Gallipoli landings and on ANZAC day Springwood High students, including SRC members, marched through Springwood before laying a wreath on the school’s behalf. Members of the SRC also represented the Springwood High School in the annual Foundation Day celebration, joining a range of student groups performing on the day.
Over the course of 2014, Springwood High School SRC representatives participated in a range of leadership conferences and courses aimed at developing a range of leadership skills. The school captains participated in the Secondary Schools Student Leadership Program, which is run by the Parliament of New South Wales, gaining
experience in constitutional and parliamentary proceedings. Seven students travelled to Sydney to participate in the World Vision Global Leadership Convention (GLC), which focused on poverty and hunger in Central Africa. The GLC both inspired and empowered the SRC representatives to be active members in the community.
Recognising that public speaking skills are an important asset for any leader, the SRC partnered with Springwood Toastmasters to provide an eight‐week public speaking course to SRC members. The course ended with a Youth Showcase Evening, where students were able to display the skills they had developed over the course of the program.
At the start of Term 4 a new group of students were inducted into the SRC, with new captains and vice‐captains assuming their leadership roles. After an orientation, the new SRC participated in a range of leadership conferences to prepare them for their future roles as student leaders. Year 9 and Year 10 representatives attended the GRIP Student Leadership Conference at Sydney Olympic Park, which consisted of workshops on public and motivational speaking, dealing with conflict, and creating a positive school culture. Year 11 student representatives attended the annual National Young Leaders Day where they listened to engaging keynote talks and multimedia presentations from speakers including Olympian Jeremy Rolleston and the CEO of CPA Australia, Alex Maley.
To bring 2014 to a close and to prepare for an exciting 2015, the entire Student Representative Council attended a Youth Leadership Master Class at the University of Western Sydney in Parramatta. The workshop was organised by The Academy at UWS and the Halogen Foundation, and focused empowered students to think critically and creatively by allowing them to hear
3
from young speakers who have succeeded in their aspirations of leadership, such as 2014 NSW Young Woman of the Year, Lakshmi Logathassan, followed by participation in workshops on Social Justice, Mental Health, Sustainability and Education. The master class allowed students to learn how to practically develop their proposed ideas and achieve results.
In 2014 the SRC has worked effectively and cohesively to give voice to student issues, and to celebrate student successes here at Springwood High School. Student representatives enjoyed numerous opportunities to deepen their understanding of leadership and develop a range of skills essential for all leaders in the 21st century. On behalf of all members of the SRC we wish to thank students, teachers and the broader community for their support and encouragement of student leadership in 2014.
Georgia Uebergang and Nathan Harvey School Captains
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
Management of non attendance
Student attendance is closely monitored. Contact is made with parents when a student is absent for an extended period of time without explanation or if a student has not provided a note explaining the reason for their absences. As required, we work with parents to address identified issues impacting on student attendance. Strategies include follow up of absences, student and parent interviews, the involvement of the Home School Liaison Officer (HSLO) or the Aboriginal Student Liaison Officer (ASLO), referral to the school's Learning and Support teacher and, where appropriate, linking students and their families with relevant support agencies.
Parents who know that their son or daughter will be absent for an extended period of time in the future may apply for extended leave for him or her. Where appropriate, a Certificate of Extended Leave can then be issued.
0
100
200
300
400
500
600
700
800
900
2008 2009 2010 2011 2012 2013 2014
Students
Year
Enrolments
Male Female
Year 2008 2009 2010 2011 2012 2013 2014
7 92.6 91.7 93.0 92.3 92.0 91.1
8 90.8 91.1 89.1 88.6 90.4 87.3
9 89.4 89.6 89.4 87.4 88.1 87.8
10 85.9 87.3 84.1 83.9 87.5 85.3
11 86.1 88.2 83.6 85.1 86.4 87.0
12 88.2 88.0 86.0 87.3 87.0 85.6
Total 88.5 88.9 89.3 87.5 87.3 88.6 87.4
School
0
25
50
75
100
2008 2009 2010 2011 2012 2013 2014
Attendance rate
Year
Student attendance rates
School State DEC
4
Post‐school destinations Post‐school destinations
Year 10 %
Year 11 %
Year 12%
seeking employment 0 0 0
employment 1 2 30
TAFE entry 0 1 11
university entry 0 0 41
other 0 1 13
unknown 1 6 2
Nine percent of Year 12 leavers are studying at private tertiary institutions, whilst four percent are continuing with their HSC studies.
Year 12 school leavers totalled 90. Of the total number of Year 12 students, 38 (42%) were offered places at university, one of these students being offered a place in a university preparatory diploma course. Ten students are studying at TAFE and eight students are studying at private tertiary institutions. Nine students stated that they would defer their university studies to travel and work.
Four students are continuing with their HSC studies via HSC pathways at Springwood High School. Twenty‐eight students (31%) students left school for employment, two having gained employment and training with the defence forces and a number having gained apprenticeships.
The majority of university places were offered by the University of Western Sydney. Other students were made offers (in order of numbers) by Macquarie University, University of Technology, University of Sydney, Charles Sturt University, UNSW Australia and the University of Wollongong.
Year 12 students undertaking vocational or trade training
Twenty‐six students (28%) were studying vocational courses as part of their HSC studies.
Year 12 students attaining HSC or equivalent Vocational educational qualification
Eighty‐eight students (96%) attained their HSC or equivalent qualification.
Workforce information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Workforce composition
Position Number
Principal 1
Deputy Principal 1
Head Teachers 9
Classroom Teacher(s) 45.2
Learning and Support Teacher(s) 0.6
Teacher Librarian 1
School Counsellor 1
School Administrative & Support Staff 12.6
Total 72.4
The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.
The school has one Aboriginal member of staff.
Springwood High School’s teaching staff has remained stable for many years. We said farewell to Mrs Asboth, Mr Tota, Mrs Green and Mr Drew upon their retirements. We thank them for their contributions throughout their careers to public education and the advancement of students’ learning. We wish them well into their futures.
Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff Degree or Diploma 87
Postgraduate 13
Professional learning and teacher accreditation
The key components of professional learning expenditure in 2014 related to quality teaching at all levels of teacher experience and across all years of secondary schooling, student wellbeing and engagement, HSC syllabus implementation and programming, educational leadership for both experienced and aspiring school leaders, targeted literacy and numeracy support for students in need, and Information Communication Technologies in teaching and learning. These focus areas allowed teachers to further their subject and pedagogical knowledge to enhance student learning, and to evaluate and refine school processes and professional practices that support school efficiency and student wellbeing.
The introduction of the Australian Curriculum and the new K‐10 syllabuses incorporating its content,
5
which have been developed in NSW by the Board of Studies, Teaching and Educational Standards (BOSTES), continued to shape planning and resource allocation for professional learning to a noteworthy extent.
The first phase subjects of the Australian Curriculum are English, mathematics, history, and science and technology. The implementation of the new syllabuses for these subjects began in 2014 and continues in 2015. Accordingly, substantial release time was again made available to teachers of the phase one subjects, enabling them to undertake further program evaluation and development, and to attend professional learning. This advanced collective understanding of the new curriculum, enabled program development to continue, and secured a smooth beginning to the process of implementation.
Significant professional learning time was allocated at school to building the capability of staff to meet key priorities, including: inclusivity and supporting students with special needs; Year 7 transition, enrichment and class formation; academic writing strategies in the HSC context; and approaches to mixed‐ability teaching. Time was also allocated to allow staff to reflect on and plan for career‐long professional development through collaboration in the process of evaluating school culture and planning for its future that activated the development of the school strategic plan for 2015 to 2017.
All teachers required to complete professional accreditation requirements in 2014 were successful. They were supported through professional learning opportunities and guidance from supervisors and colleagues in the implementation of their professional learning plans.
Beginning Teachers
Throughout 2014 new scheme teachers at Springwood High School engaged in a range of professional development activities. Staff took advantage of registered, non‐registered and developed courses that focused on curriculum knowledge and quality teaching, school leadership roles, and student wellbeing and engagement. Staff maintained their professional development in their professional learning diaries, allowing them to log their learning as well as plan future activities.
The professional learning programs have built the capacity of all new scheme teachers at Springwood High to engage in meaningful teaching and learning activities with our students, as well as to share their new skills and knowledge with other more experienced members of staff. The programs have also enabled the teachers to participate in wide‐ranging professional networks in support of their professional development.
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary 30/11/2014
Income $
Balance brought forward 693,077.87Global funds 514,752.01Tied funds 266,536.19School & community sources 302,481.57Interest 19,054.83Trust receipts 41,707.30Canteen 0.00
Total income 1,144,531.90
Expenditure
Teaching & learningKey learning areas 103,191.14Excursions 0.00Extracurricular dissections 112,755.54
Library 5,883.10Training & development 2,539.77Tied funds 229,646.10Casual relief teachers 197,450.61Administration & office 242,151.12School‐operated canteen 0.00Utilities 149,213.78Maintenance 39,751.29Trust accounts 40,349.94Capital programs 75,669.15
Total expenditure 1,259,402.98
Balance carried forward 578,206.79
Of the $578,206.79 carried forward in 2015 $151,242.47 is in tied funds and $38,909.98 is in trust funds. Tied funds can only be spent on designated activities. Trust funds are funds that the school receives to which the school does not have access for normal expenditure. A portion of the remaining balance carried forward is to cover unpaid orders, invoices and casual salaries for December.
A full copy of the school’s 2014 financial statement is tabled at the annual general
6
meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.
School performance 2014 Achievements
In 2015 approximately 22 students raised $3,441 in World Vision’s 40hr famine. Top performing students include Zoe Medianik, Lucy Adams, Lucas Pedley, Hamish Lelliot and Martha Aubrey.
Springwood High School received five nominations in 2014 for HSC Dance ‘Callback’. Brett Hartnett was nominated for Major Study performance, Core Performance and Core Composition. Samantha Egan was nominated for Major Study Performance and Core Performance.
Alix De Jersey received an outstanding VET student certificate at the Regional Schools Industry Partnerships Awards.
The Year 9 and Year 10 information and software technology classes were deeply involved in the building and programming of LEGO robots.
Our excellence in drama was again on show in 2014 with Jaidan Johns being nominated for ‘Onstage’ for her HSC Drama Individual Perfomances. The Group Devised Performance by Jaidan Johns, Dominic Bleijie, Eden Stubbs, Georgia Addison, and Elana Andrews‐Marney was also nominated as an outstanding work.
Sponsorship continued for Nosipho Motlemelo of Lesotho South Africa. The sponsorship provides Nosipho and her community with healthcare, water, nutrition and education. Sponsorship is vital and gives third world children the platform of good health and education to make something of their lives. It further affirms global citizenship, diversity and helps to create positive relationships.
Eight students attended World Vision’s Global Leadership Convention, which investigated student actions and leadership opportunities, and the development of greater social justice.
Hospitality students have continued to run a café style establishment in the alfresco area of the kitchen development. The café runs each Thursday lunch time and provides students an opportunity for firsthand experience and the collection of valuable work experience hours. Our hospitality students are a valuable resource for the school. They have assisted in the catering
of a number of school events and functions, including Expo and Orientation Days.
HSIE CSC students attended Geography field days as well as the Katoomba Buddhist Temple. Year 9 visited the Jewish Museum, Year 8 attended a medieval presentation in the school hall, and Year 10 learnt from our guest speaker from the Jewish Museum. In addition to these excursions, business studies and studies of religion had guest speakers come to talk to them about a range of topics.
Hospitality students were provided the opportunity to complete the St John’s Ambulance First Aid Certificate. This certificate enables students to gather the necessary qualifications for work placement and employment. A 100% success rate was achieved at the conclusion of a fun and informative day for all.
After an outstanding commitment, total money raised over seven years’ participation in the 40 Hour Famine is approximately $22,500.
Four teams from Years 7‐10 competed in the Blue Mountains Debating Competition, a round‐robin competition for local schools, including: Winmalee High, Blue Mountains Grammar, St Columba High and the newly joined Xavier College. Our teams prepared and presented themselves well in the debates. The students involved were Miya Chesterman, McKenna Dimmock, Eva Vale, Mara Lee‐Griswold, Harold Saltis, Isabella Brown, William Goodwin, Lucas Pedley, Chadwick Wanschers, Kaitlyn Johnson, Royang Huangfu‐Murray, Joshua Hatch, Lucas Venn, Thomas Hart, Jake Godfrey, Eliza Shalders, Angeline Cooney and Sophie Holloway. The Year 9 team debated their way into the semi‐finals. Springwood High School hosted the semi finals and finals and all of our debating students were actively involved in the smooth running of the day.
7
Child studies students experienced parenthood through the use of the interactive baby. A visit to the Safety House at Westmead Children’s Hospital was very informative.
In 2014 a graphics technology course was added to the subjects offered by TAS. A growing interest continues for metals technology.
Arts
Students and staff are to be congratulated on the musical ‘13’. A contemporary, high‐energy story, ‘13’ focuses on twelve‐year‐old ‘Evan Goldman’ as he transitions to a new school, new friends and new life, on his way to becoming a teenager. In addition to the strong positive messages in the story, ‘13’ provided the school with a unique opportunity to work with local public schools. For the first time a prequel was written by students and staff for local public schools to perform. Students from Faulconbridge and Springwood Public Schools performed ‘12’ before each show to over 500 people in total, as well as taking part in the final musical number of ‘13’.
The school jazz band continued to grow across 2014. The jazz band performed at a range of public and school events as well as forming the majority of the band that played all the music for the musical ‘13’.
A significant highlight for Year 12 dance was Brett Hartnett’s successful audition for a full‐time dance course with Ettingshausens, a renowned dance training institution in Sydney.
A number of students took opportunities offered by the Arts Unit, with Lachlan Johnson and Peta Coffa taking part in the Millennium Marching Band, while Paulo Bassa‐Martinez was a member of the Urban Youth Dance group.
Students from Years 7 through to the HSC years again demonstrated their deep and instinctive connection to music and performance in our
annual Acoustic Evening. ‘Acoustic Night’ is a showcase of our singer‐songwriters within the school, providing them with an opportunity to perform for both the school and the greater community.
This year our School Dance Company, comprised of the Junior Dance Ensemble and the Senior Dance Ensemble, went from strength to strength. The ensembles are extracurricular programs, requiring students to rehearse in the mornings before school starts. Students audition to secure a place in the program and are given a wide variety of performance opportunities throughout the year, including festivals such as the Blue Mountains and Nepean Dance Festival, and the Sydney West Dance Festival.
In March 2014 the Springwood High School Theatre Company presented ‘The Laramie Project’. This experience in verbatim theatre provided students with an insight into the 1998 murder of University of Wyoming student Matthew Shepard in Laramie, Wyoming.
Springwood High’s commitment to the MOC’s Indigenous Art Workshops continued in 2014, with Chris Tobin working with students to create ephemeral tree paintings within the school grounds. Students gained a great insight into Aboriginal culture and art and enjoyed this form of visual representation and documentation.
Once again our HSC showcase provided Senior Year 2 students with an opportunity to perform their drama, dance and musical performances. These performances took place after our visual arts exhibition, where HSC students displayed their art Bodies of Work. The exhibition this year showcased the full range of expressive forms: painting, drawing, design, sculpture, film and installation.
Felicity Hall of Year 9 was selected for the Regional Dance Ensemble with performances in Pulse, Sydney West Dance Festival, State Dance Festival and Schools Spectacular.
One of the dance highlights of the year was the participation of Felicity Hall, Abbey‐Anne Travers, Abby Seamen, Martha Aubrey, Mayah Nathan and Amelia Sheil in the senior dance camp, ‘Dance Off’. The dance camp was run over three days and students took part in workshops ranging from ballet, hip hop and contemporary styles.
8
Samantha Egan was selected to perform her Core Performance work in the ‘Callback’ 2014 Showcase and, through this opportunity, was able to work alongside industry professionals and other creative individuals.
Samantha spoke of the experience in a positive way: “It was an amazing experience and privilege to be chosen for the 2014 ‘Callback’ showcase. This opportunity has inspired me to continue to strive to be successful in dance and across all my studies.”
Sport
Springwood High School students were very successful in 2014. The school was well represented at all levels of sport including the Nepean Zone grade sport competition, the NSW CHS knock‐out competition and various tiers of competition in athletics, cross‐country and swimming.
Knock Out sport teams competed in a wide range of competitions. The boys’ hockey and boys’ cricket teams were particularly successful, both proceeding to the 4th round.
The boys’ touch team made it through to the final eight in the region.
Zoe Whyte was selected to represent Sydney West in the Girls’ Soccer championships.
The school participated strongly in the Nepean Zone Swimming, Cross‐Country and Athletics carnivals, with many students then proceeding to the regional level.
In Cross Country, 50 students represented SHS at the Nepean Zone Carnival. Ten students subsequently competed in the Sydney West carnival. Jackson Sharp and Luke Simson placed first in their respective races and then represented Sydney West at the state carnival.
Alexander Bonner and Ella Warwick‐Day represented Sydney West in Athletics at the state carnival.
Matthew Taper, Joshua Power, Connor Ogden, Zoe Keown, Isaak Smith and Lachlan Lelliott and represented Sydney West in swimming at the state carnival. Zoe Keown came 4th in the state in the 100m breaststroke.
9
In 2014, SHS teams competed in the NSW Schools Triathlon for a third time. Two of our three teams finished in the top 10 schools in the state.
The Open Girls’ Rugby League team made it to the grand final of their competition. This was our fourth year of participation.
Academic achievements
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.
Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
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 (NAPLAN).
Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.
Higher School Certificate (HSC)
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).
Students at Springwood sat for HSC examinations in 21 subjects in 2014, reflecting the breadth of subjects on offer under the combined senior course pathways curriculum structure.
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).
In 14 out of 21 subjects offered (67%), the mean HSC examination score exceeded that of similar
schools and/or all NSW DEC schools. This reflects a trend of continuous improvement in HSC results since 2011. There was significant improvement in mathematics and mathematics extension 1 with mean scores in these subjects well above the Springwood High School average for 2001‐2014.
The following subjects increased the percentage of students finishing in HSC Performance Band 6 in comparison to 2013 HSC: music 1 (16% increase); mathematics (9% increase); mathematics extension 1 (7% increase); visual arts (7% increase); ancient history (3% increase); mathematics general 2 (2% increase)
There were some strong results in individual subjects. In music 1, 86% of students finished in Band 6 or Band 5. In dance, 62% of students finished in Band 6 or Band 5. In geography, 57% finished in Band 6 or Band 5. In mathematics, 55% finished in Band 6 or Band 5. In visual arts, 47% of students finished in Band 6 or Band 5. In mathematics general 2, 33% finished in Band 6 or Band 5. In society & culture, 33% of students finished in Band 6 or Band 5. No students finished below Band 4 in music 1 or dance. In the creative arts examinations (dance, drama, music 1, visual arts), boys continued to show growth by once again increasing the average score difference from the state to 9 points. Boys in human society and its environment subjects (ancient history, business studies, geography, legal studies, society and culture and studies of religion), technology and applied studies subjects (food technology, industrial technology, and hospitality) and mathematics increased their average difference from the state by four points compared to 2013.
10
0
10
20
30
40
50
60
70
80
90
100Ancien
t History
Biology
Business Studies
Community and Fam
ily
Studies
Drama
English (Standard)
School 2014
School Average 2010‐2014
0
10
20
30
40
50
60
70
80
90
100
English (Advanced)
Food Technology
Industrial Technology
Legal Studies
Mathem
atics Gen
eral 2
Mathem
atics
School 2014
School Average 2010‐2014
0102030405060708090100
Mathem
atics Extension 1
Personal Developmen
t,
Health and Physical …
Physics
Society and Culture
Studies of Religion II
Visual Arts
School 2014School Average 2010‐2014
0
10
20
30
40
50
60
70
80
90
100
Japanese Beginners
Hospitality Exam
ination
School 2014School Average 2010‐2014
11
Other achievements
Program Evaluations
Aboriginal education
In Term 1, Year 8 art classes participated in the “Aboriginal artists in school program” organised by the Mountains Outreach Community Service. We were visited by Chris Tobin who decorated trees in the traditional style using ochre on trees and told stories about the art. Students were encouraged to create their own paintings on trees.
Students from Years 8 to Senior Year 2 continue to participate in the University of Western Sydney engagement program, Pathways to Dreaming. In senior years, the students are provided practical academic support. In junior years, students participate in a number of cultural days, and attend workshops around careers available through the UWS. They also receive membership to access yourtutor, an online homework help program. The students are visited by mentors each month and plan and carry out a project for the school. In 2014 students created a small culture garden with painted story poles at the entrance to the school.
A large mural project with the theme “dreaming” was undertaken with the support of the UTS ‘How Big are Your Dreams’ Program. Katherine Farrelly‐Dodds worked with Murrandah Hampton to develop the concept, and plan and complete a mural across two walls. Individual paintings were completed by a number of groups and brought together with the wall paintings by Murrandah. Please see the photo on the last page of this report.
The school now has a Food Tucker Garden designed and constructed by Joshua Warren and Cody Tattersall. This is a work experience program, undertaken with the guidance of Anna Baird, a qualified horticulturalist. The boys worked one day a week for one term to clear an unused area into a pleasant and functional sitting space.
The school was also involved in a Parent and Engagement Program under the auspices of Ngroo Education. Parents were engaged in meetings to consider how the school can meet the needs of Indigenous students in the school, while students participated in ongoing cultural activities over two terms. The boys worked with
David Newton, learning dance and cultural knowledge. The girls worked with Ceane Towers, completing a painting, learning dance and girls’ cultural knowledge. The program culminated on the 6 November with an all day culture day for Years 7 and 8.
Yarran Hampton took advantage of the UNSW Nura Gili outreach program supporting Indigenous students and spent a week of his winter school holidays attending lectures and participating in cultural and social activities with students from all over Australia.
Multicultural education and anti‐racism
Multicultural education at Springwood High School incorporates a wide range of school activities that have been implemented to promote community harmony and inclusivity, high levels of engagement for students from culturally diverse backgrounds, and anti‐racism.
Our annual Harmony Day in March celebrates the cultural diversity of Springwood High School and indeed our nation. The invited guest speaker in 2014 was a Buddhist monk from a local monastery. The Harmony Day assembly at which he spoke was followed by an international food fair, in which various faculties prepared and sold cuisine from cultures around the world.
Students’ knowledge and understanding of cultural diversity within their local community is enhanced by the volunteering program, which is explained in another section of this report. For example, the assistance our students offer members of the community through volunteering leads them to get to know and positively interact with a very diverse range of people from different cultures.
Ms Helen Blanche, the school’s anti‐racism coordinator, frequently addressed the student body on issues of anti‐racism and cultural understanding and tolerance.
Springwood High School was a pilot school for and has continued to participate in China Connect, a NSW Department of Education and Communities foreign language program that extends and enhances students’ intercultural understandings and capacities. It enables interested junior students who volunteer to participate in the program to have a deeper understanding of the people and culture of one
12
of Australia’s most important and powerful neighbours. In this way, the participating students are extending their readiness to be citizens of the global community.
Significant programs and initiatives –equity funding
Aboriginal background
Resources were targeted to foster quality learning outcomes for students and also to promote learning about Aboriginal histories, cultures and perspectives. Teaching and learning support in this domain constituted 31% of relevant expenditure. Pertinent targeted curriculum and culture based programs were enabled and supported by 58% of available resources. Initiatives and projects in this area strengthened partnerships and promoted genuine collaboration with families and community organisations. Relevant outcomes for students have been identified in this report in the sections relating to Aboriginal Education and School Planning 2012‐2014.
Socio‐economic background
Resource allocation to enable and support major strategies in this domain was primarily targeted at increasing students’ participation and engagement in learning and improving their learning outcomes. Programs and initiatives in support of students’ participation, engagement and general wellbeing were allocated 79% of the relevant and available funding. Relevant programs and initiatives in support of student learning were enabled and supported by 21% of the funding.
Learning and Support
Resource allocation in this domain enabled students with low level disability learning support needs to receive personal care assistance, support in meeting their learning goals and plans, and guidance in developing skills that are personal, social, and educational in nature. Such outcomes were enabled and fostered by a resource allocation of 100% of the relevant funding.
Other significant programs and initiatives
Volunteering builds school and community spirit, foster skills, develops team work and promotes citizenship.
Springwood High School has in place a robust and positive system for rewarding the many students who participate in volunteering activities in and outside the school environment. A Community Service Award is offered for every twenty hours of volunteering. It is separate to the Personal Best or Academic Achievement Awards and is presented at formal assemblies.
Students are eligible for the awards if they:
coach a sporting team
belong to the Rural Fire Service, Cadets, Scouts, etc.
assist members of the community such as elderly neighbours, siblings or relatives
work in charitable institutions such as Op Shops
or perform any other service without being renumerated.
To log their hours, students present the school with a letter from the relevant community group’s leader verifying the hours they have volunteered. Parents can also verify the activity and hours performed.
Within school, there are many opportunities for volunteering activities. In‐school opportunities for service include:
gardening
nursing home visits
Back Stage Production Crew
Student Representative Council.
Gardening as a sport option has seen students improve and beautify the school over many hours.
In the winter months, students can choose Volunteering as a sport and regularly visit local nursing homes. Over the past four years the links forged with the Uniting Care Nursing home in Springwood have led to cross‐generational friendship and service.
13
Springwood High’s back stage crews have assisted in helping produce successful musicals, drama productions, Acoustic Nights, and previously, Rock Eisteddfod productions.
We are proud of our school community and the way in which our students volunteer to enrich it.
School planning and evaluation 2012—2014
School evaluation processes
NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:
Qualitative measures through student, parent and staff surveys and evaluations.
Analysis and evaluation by leaders, teachers and the school self‐evaluation team of data relating to students’ learning outcomes and achievements.
Analysis and evaluation by leaders, teachers and the school self‐evaluation team of data relating to student wellbeing and engagement.
School planning 2012‐2014:
School priority 1
Student engagement and attainment.
Outcomes from 2012–2014
Increase retention to Year 12 from 61.3% 64%. Evidence of achievement of outcomes in 2014:
Retention from Year 10 to Senior Year 2 was 69%.
The proportion of the Year 10 cohort finishing Year 12 increased to 78% from 74% in 2012.
The proportion of the Year 10 cohort finishing Year 12 exceeded the figure for all government schools by approximately 13% and the figure for similar schools by approximately 3%.
Strategies to achieve these outcomes in 2014:
Increased subject offerings enabled by the vertical curriculum structure (CSC) introduced to the senior school.
Students needs and interests as they proceeded to the senior school supported by school to work initiatives, vocational training possibilities, mentoring of students, study skills workshops, academic mentoring, enrolment in distance education when relevant to maximize the curriculum options for some students, and the accessing of external academic workshops and enrichment programs to support identified students.
High levels of engagement and satisfaction amongst HSC students, stemming from the identified benefits of the introduction of the CSC, evident in the student exit survey.
School priority 2
Aboriginal Education
Outcomes from 2012–2014 Reduce the number of Aboriginal students at or below national minimum standards in numeracy from 20% to 10% over 3 years.
Evidence of achievement of outcomes in 2014:
No Aboriginal student enrolled at Springwood High School from year 7 to year 9 was below the national minimum standard for numeracy in NAPLAN; no Aboriginal student in year 7 was below the national minimum standard for numeracy.
NAPLAN result data available for all test components in Numeracy and Literacy indicates that the mean score for all Aboriginal students at Springwood High School exceeded the mean score for Aboriginal students in all DEC schools.
Strategies to achieve these outcomes in 2014:
Norta Norta program enabled individual support for students.
14
Quicksmart program in numeracy implemented through the Independent learning Centre to support the learning of identified students as required.
Cultural and other support programs implemented by the Aboriginal Education coordinator to promote students’ sense of identity, engagement, confidence and wellbeing.
School priority 3
Leadership and Management
Outcomes from 2012–2014
A school culture in which staff members are actively engaged in ongoing professional learning and are encouraged to develop their leadership potential.
Evidence of achievement of outcomes in 2014:
Innovative professional learning related to student learning, for example the ALARM model of approaching thinking and responding in the HSC and Academic Writing, were offered to teachers and highly evaluated by participants.
Collaborative practices related to the development of the new strategic plan have enabled teachers and executive to work collaboratively in leading learning in the school for the future.
All teachers required to complete their professional accreditation obligations in 2014 were successful.
Strategies to achieve these outcomes in 2014:
Professional learning opportunities planned and implemented to support school, system and national initiatives.
Connections made with other schools, institutions, consultants and presenters to facilitate professional leaning to enhance the quality of teaching and meet system priorities.
Staff supported in attaining professional standards and accreditation through support from supervisors and colleagues.
Parent/caregiver, student, and teacher satisfaction
In 2014, the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
1. Combined Senior Curriculum (CSC) Student Exit Survey
Not long before their graduation and the commencement of HSC examinations, the 2014 Senior Year 2 (SY2) students had the opportunity to complete an exit survey in September. In this survey, the students evaluated and provided feedback on their experiences of the Combined Senior Curriculum, a vertical curriculum structure for the seniors which was in operation to its full extent for the first time in 2014.
The survey was completed in the computer labs at school by 51 students (28 male and 23 female) from Senior Year 2. Students completed 19 questions, which included closed (i.e. number based ranking responses of students’ opinions) and open‐ended question formats. The responses were completed anonymously, and students were encouraged to be direct and forthright in their responses in order to facilitate accurate answers.
Thoughts on the CSC
The students identified some very positive experiences and effects from studying within the CSC structure. 65% of students felt that studying three subjects for the HSC allowed a more focused approach to their learning. The majority of students felt the CSC structure was a benefit in their relationships with teachers, in ensuring more consistent learning, and in promoting a sense of belonging to Springwood High School.
The students’ perceptions of the increased focus in learning that the CSC facilitates were reinforced by their thoughts on timetabling. Approximately 50% of students saw the merit of triple periods for specific subjects.
Areas for development identified by the students included the need for greater balance in assessment schedules and the benefits that would stem from teachers giving them more timely feedback. Issues relating to the
15
management of time were identified by the students, including a large percentage of students feeling that they had been unable to catch up on work missed due to a lack of time for revision as a consequence of the CSC structure.
Preparation for CSC in Transition from Stage 5
The importance of preparation for the CSC experience was emphasised by many students. Approximately 80% of students felt that completing Senior Year 1 had prepared them further for Senior Year 2. A large percentage of surveyed students felt underprepared for CSC studies in the areas of Study Skills and Homework Attitude. The majority of students felt underprepared in the area of Time Management.
Approximately 20% of students strongly disagreed that they were prepared in managing their time, and a further 43% disagreed. Only 17% of students felt prepared in this area. Approximately 50% of students felt that they were prepared in terms of Writing Skills, however. Year 10 was commonly identified by students as a time when a stronger focus could be implemented in order to better prepare them for senior studies and the CSC structure. The following student comment is representative: “I strongly believe that year 10's need to be more prepared; maybe turn year 10 into a similar thing as prelim [i.e. the Preliminary HSC course] and start introducing similar study and work processes.” The great majority of students believe they are aware of how they best learn, but felt that opportunities to learn in the way they best learn are less common in the CSC than in Stage 5 (Years 9 and 10).
Student Study Habits in the CSC
Areas for development, support and improvement were highly evident in this component of the survey. The aspects of most concern are not necessarily directly related to the CSC structure, reflecting instead the students’ responses to survey questions relating to mindsets and practices that are required of all HSC students. Approximately 50% of students indicated that they do not study regularly outside of school. Almost 40% of respondents stated that they do not feel motivated to succeed in all of their subjects. Close to one‐third of the students indicated that they do not keep comprehensive
notes. Approximately 60% of students said they feel the need to cram in their revision for tests and examinations. The majority of students said that they believe important work is carried out in classes and are reluctant to miss it. However, more than one‐third said that they did not attend all timetabled classes, and two‐thirds of students noted that not all students in their class attended all timetabled classes.
Priorities for Consideration from the CSC Student Exit Survey Results
Many students see the benefit in the CSC structure, in terms of more regular classes, having only three subjects to study, and having a greater rapport with teachers. However, most students felt severely underprepared in time management, study skills and homework ethic.
In 2015, consideration needs to be given to initiatives, strategies and programs of support to enhance students’ time management and study skills, and their approach to homework and home‐study. This should also involve consideration of how best to prepare Stage 5 students for their senior studies and the CSC structure. Developing the study and time management skills of students at an earlier point in time than SY1 should allow students to enter into the CSC with confidence. This would likely have a significant impact on student wellbeing, as students would feel less pressured, and more capable of completing the work required of them. Greater collaboration and organisation between staff members in terms of assessment and exam scheduling is another recommendation arising from the students’ responses.
2. Parent survey on school strengths, values and directions
In August 2014, parents attending a parent and teacher evening had the opportunity to provide feedback on the school and input on its future directions.
Fifty‐seven percent of respondents strongly agreed and thirty‐four percent of respondents agreed that the vision and teaching and learning practices of Springwood High School need to encompass and foster Excellence, Creativity and Success for all students. It was clearly articulated by respondents that such values need to be
16
promoted within a teaching and learning culture of high challenge, high engagement and high support. Eighty‐nine percent of respondents agreed or agreed strongly that such a culture is necessary to optimally support the learning of their child. In their written comments, respondents emphasised that such a culture is essential in fostering and enabling student engagement and retention.
A significant number of respondents also emphasised that the school should maintain a strong focus on students learning to be responsible in a communal sense. Communal responsibility was described by these respondents as being essential if we are all to ensure that the levels of care necessary to support the well‐being of others are in place. As young people are the future leaders of the world, it was also said that it is very important for the school to enable, support, and promote both personal and communal achievement.
Eighty‐eight percent of respondents agreed strongly or agreed that student learning and well‐being is best promoted in a safe and inclusive school environment that values equity and diversity, and promotes personal achievement, responsibility, resilience and self‐efficacy. Written comments by respondents identified the acceptance of difference and diversity as one of the school’s strengths. The school’s emphasis on the principles of equity, responsibility and community was also praised in the written comments of respondents, and was identified as being an important reason for enrolling a child here. An emphasis on creativity and supporting all students to achieve their potential were two imperatives identified in the written comments as being necessary for the school to ensure students have the diverse experiences that will allow them to be happy and engaged in their learning.
Eighty‐nine percent of respondents agreed strongly or agreed that there are key leadership and professional practices which are crucial in providing uplift for students and their teachers. These practices were identified as needing to be collaborative in nature and distributed through the teaching staff. Written comments from respondents stressed the importance of structured and targeted professional learning to students’ mastery of 21st century skills. These skills were identified as being essential in the modern world and also in ensuring stimulating
teaching environments. For this reason, the capacity building of teachers was identified as being an essential and necessary focus for the school’s leaders.
Respondents welcomed the opportunity to comment on the school and to reflect on its future. The information provided through the survey has helped to inform the school’s strategic plan for 2015‐17. It has also raised a number of other significant issues that need to be considered and addressed by the school’s leadership team and the staff. These include an identified need to ensure that communication to families is timely and directed towards ensuring students are encouraged and fully informed about participating in or completing school activities and projects. Room for improvement in this area was identified by respondents, encompassing a range of school activities, including assessment that students are required to complete at home.
Another issue to be addressed relates to processes to ensure that quality resources are in place and being provided, for example to faculties, to ensure students are fully supported and so that the school vision can be realised. Emphasis was given to the necessity for the rigorous and sustained preparation of students for senior schooling, particularly within the context of the Combined Senior Curriculum model that we have in place.
3. Focus on Learning Survey for Staff
In late 2014, staff had the opportunity to participate in the Focus on Learning Survey. This was a self‐evaluation tool for public schools and teachers throughout NSW.
The first component of the survey examined teachers’ perceptions of the effectiveness of and areas for development within the school of strong correlates of student achievement, as identified in educational research. The survey designers labelled these correlates the ‘Drivers of Student Learning’, and asked teachers to reflect on the eight that they specified: leadership, collaboration, learning culture, data informing practice, teaching strategies, technology, inclusive school, parent involvement. In considering each of these drivers and their impact both within this school and within their own professional practice, teachers were asked
17
to respond to a series of prompts – which numbered up to ten – for each of the drivers.
The second component of the survey examined teachers’ perceptions of classroom and school practices relating to the effectiveness of teaching, as have also been identified in significant educational research. In the survey, teachers were asked to consider four such practices: challenging and visible goals, planned learning opportunities, quality feedback, and overcoming obstacles to learning. Teachers were again asked to respond to a series of prompts – which numbered up to ten – for each of the practices.
Drivers of student learning
The following table provides an overview and summary of the results for this section of the survey, including the alignment of each in rank order to a 10‐point scale. The 10 point scale encompasses the following range: a score of 0 indicates strong disagreement, 10 indicates strong agreement, and 5 is a neutral position (neither agree nor disagree).
Key drivers Score
(average
Inclusive school 7.8
Teaching strategies 7.6
Data informs practice 7.6
Learning culture 7.5
Technology 6.5
Parent involvement 5.5
Leadership 5.1
The Springwood High School result data for the inclusive school driver of student learning is commensurate with the comparative data provided in the results for schools from across NSW. The individual component of this section that had the strongest rating by our teachers was “I establish clear expectations for student behaviour” (9.5). The area teachers identified as possibly being an area for development in the school stems from the average result for this prompt: “I use individual education plans to set goals for students with special learning needs” (6.9). The individualising of learning for students is an area for professional inquiry and learning that the school will focus on.
The other survey results that are commensurate with the state trend are those for the following drivers of student learning: data informing practice, teaching strategies, learning culture and technology. Results that are disproportionate in relation to the state trend are those for: leadership, collaboration and parent involvement. Such an outcome gives rise to significant questions that we have endeavoured to engage with and respond to in developing our strategic plan for 2015 to 2017. These questions include:
How can the School Executive best help teachers to improve their teaching through observation, feedback, and assistance in creating challenging learning opportunities and visible learning goals for students?
What processes and support for teachers should be put in place to allow them to work collaboratively, including giving colleagues helpful feedback about their teaching, the sharing of lesson plans and other materials, and working with others to develop cross‐curricular or common learning opportunities for students?
How can teachers most effectively partner with our parents in fostering student learning, including collaboration on strategies to engage parents in their child’s learning, to share students’ learning goals with parents, and to involve parents in reviewing and commenting on students’ work?
Four dimensions of classroom and school practices
The four dimensions teachers were asked to consider and reflect on were: challenging and visible goals, planned learning opportunities, overcoming obstacles to learning, and quality feedback. The following table provides an overview and summary of the survey results for these, including the alignment of each in rank order to a 10‐point scale. The 10 point scale encompasses the following range: a score of 0 indicates strong disagreement, 10 indicates strong agreement, and 5 is a neutral position (neither agree nor disagree).
18
Four dimensions of classroom & school practices
Score (average)
Challenging and visible goals 7.0
Planned learning opportunities 7.0
Overcoming obstacles for learning 7.0
Quality feedback 6.3
The data in this section of the survey has provided significant impetus for further school‐based evaluation, reflection and action. The results for this school in these four dimensions tend to be disproportionate in relation to the state trend indicated in the report provided for our results. In order to address and implement the four dimensions as well as we can across the school, the school leadership team has begun to engage with certain key questions, which the survey results have given rise to, as we consider the practical applications of our new strategic plan. These questions include:
How can teachers be most effectively supported in developing, establishing, communicating and sharing with colleagues challenging and visible learning goals for students?
What collaborative processes need to be in place to ensure that teachers can assuredly create new learning opportunities for students that are engaging, challenging, viewed by students as being meaningful and relevant, and – when possible ‐ involve community members in being developed or delivered?
How can teaching best be informed by useful feedback from and observations by colleagues, and how can learning be improved by highly effective feedback from teachers and comments and review by parents?
What professional learning and support will enable teachers to empower students to monitor their progress towards their learning goals, including through the use of interactive technology and regular contact with parents of students who may have particular learning needs?
The challenge for the school leadership team and staff that follows is to ensure that the questions identified here for the eight key drivers and the four dimensions are, into the future, addressed in our school practices in a clear, direct, collaborative and uplifting manner.
Future Directions 2015‐2017 School Plan
NSW DEC is implementing a new school planning process for 2015‐17. The new plan will be published on the school’s website from the beginning of Term 2 2015.
In August of 2014, initial consultation with the school community to establish the foundations of the new plan began. This included consultation with the executive, the staff, parents attending a parent‐teacher evening, the P&C, and student leaders.
The initial consultation culminated with the endorsement of the school vision and the three strategic directions. The school vision and three strategic directions were also shared with and applauded by other public school principals, including those from our feeder public schools, at a Western Sydney professional learning day for the school planning process.
The initial stage of development included the drafting of the purpose statements with input from and subsequent endorsement by the executive, the teaching staff, parent representatives through the P&C, and student leaders.
The development of the plan has been a collaborative and recursive process.
The first strategic direction is: Academic excellence within a teaching learning culture of high challenge, high engagement and high support for all students. The purpose of this is: To implement effective teaching and professional practices that ensure students are supported in achieving their academic potential, allowing them to be both engaged in and challenged by their classroom experiences.
The second strategic direction is: A safe and inclusive school environment that values equity and diversity, and promotes personal achievement, responsibility, resilience and self‐efficacy. The purpose of this is: To develop whole‐of‐school approaches to the provision and enrichment of the curriculum and student support and well‐being, catering for the needs, goals and aspirations of individual students, whilst promoting personal and communal achievement and responsibility within a social‐justice framework.
19
The third strategic direction is: Collaborative and distributed leadership and professional practices in support of the learning, development and well‐being of students and staff. The purpose of this is: To design structures and processes for the leadership of learning that draw on staff expertise and experience in developing the capacities of staff in a collegial manner.
About this report
In preparing this report, the self‐evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self‐evaluation committee and school planning committee have determined targets for the school's future development.
Rhyan Andrews, P&C President Kathy Dean, Deputy Principal (Relieving) Bradley Hart, Head Teacher Visual Arts/Music Nathan Harvey, School Captain Mark Howie, Principal
Janice Mason, Aboriginal Liaison Vicki Smith, Careers Adviser Georgia Uebergang, School Captain Pamela West, English Teacher
School contact information
Springwood High School
Grose Road, Faulconbridge
Phone: (02) 4751 2111
Fax: (02) 4751 1677
Email: springwood‐[email protected]
Web: www.springwood‐h.schools.nsw.edu.au
School Code: 8446
Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at: http://www.schools.nsw.edu.au/learning/emsad/asr/index.php