2018 east hills boys high school annual report...community of schools network including local...

East Hills Boys High SchoolAnnual Report

2018

8206

Printed on: 17 May, 2019 of 25 East Hills Boys High School 8206 (2018)

Introduction

The Annual Report for 2018 is provided to the community of East Hills Boys High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Paul Abboud

Principal

School contact details

East Hills Boys High SchoolLucas RdPanania, 2213www.easthillsb-h.schools.nsw.edu.aueasthillsb-h.school@det.nsw.edu.au9773 7806


School background

School vision statement

East Hills Boys High is a school where a growth mindset underpins all aspects of school life, leading to improved studentoutcomes in literacy, numeracy and overall student achievement. With an emphasis on Future Focused Learning, ourboys will be prepared for life as global citizens in a complex and dynamic world.

We build positive partnerships to ensure all students become successful learners and confident and creative individuals,who are valued and respected by their community.

The schools ethos, Making Learning Our Number One Priority, is supported by our core values of Respect,Responsibility and Learning.

School context

The school population comprises of approximately 780 boys from diverse cultural, religious and socio–economicbackgrounds. The school, and the broader community, have high expectations, working in partnership to effectivelysupport students in selecting appropriate educational and employment pathways. The school has developed acommunity of schools network including local primary schools and East Hills Girls Technology High to workcollaboratively to efficiently utilise resources. The school’s student wellbeing, curriculum, teaching and learning andcommunity participation programs play a key role in creating a school of excellence in boys’ education. The school has afocus on improving literacy standards and has embedded strategies across all Stages and Key Learning Areas. Theschool is expanding our International Student Program to build student numbers and support their enrolment andeducational opportunities. Through regular DET International visits, we are fostering relationships with our students’background countries as well as developing new links with other countries. The school’s updated facilities include anopen plan learning space and café, a modern learning/study centre, new science laboratories, and multimedia learningspaces, allowing for an emphasis on future focused and collaborative learning. Refurbishment of all established buildingsincluding new carpets, blinds and painting. The establishment and expansion of a Special Education Faculty has createdopportunities for supported students to integrate into the broader school community. The school boasts extensivegrounds all of which have been meticulously landscaped making the school an aesthetically appealing environment forall the community with state–of–the–art secured grounds.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

In the domain of Learning, our efforts continue to focus on wellbeing, assessment and reporting, and studentperformance measures. There is demonstrated commitment within the school community that all students make learningprogress. Partnerships with parents and students support clear improvement aims and planning for learning. The schoolcollects and analyses information to inform and support students' successful transitions. The school seeks to collaboratewith parents of students whose continuity of learning is at risk. Attendance data is regularly analysed and is used toinform planning. Whole of school and personalised attendance approaches are improving regular attendance rates for allstudents, including those at risk.

The wellbeing of students is explicitly supported by identified staff. The school collects, analyses and uses data includingvalid and reliable student, parent and staff surveys/feedback to monitor and refine a whole school approach to wellbeingand engagement, to improve learning. Well–developed and evidence–based approaches, programs and assessmentprocesses identify, regularly monitor and review individual student learning needs. Expectations of behaviour areco–developed with students, staff and the community and are designed to ensure effective conditions for learning. Theyare explicitly, consistently and supportively applied across the school.

Teachers collect and use assessment data that monitors achievements and identifies gaps in learning to inform planningfor particular student groups and individual students. Assessment is a tool that supports learning across the school.Teachers use reliable assessments to capture information about student learning. Teachers share criteria for studentassessment with students. Formative and summative assessments create opportunities for students to receive feedbackon their learning. There is a whole school assessment strategy in place that is designed to ensure that the learning of allstudents is systematically monitored.

The school has explicit processes to collect, analyse and report specific internal and external student and schoolperformance data, on a regular basis. Student reports contain personalised information about individual student learningprogress and achievement, and preview plans for meeting future learning goals. Parents are presented with clearinformation on what and how well their children are learning and receive regular information in accessible formats abouthow to support their children's progress. The school solicits feedback on its reporting from parents.

The school's value–add trend is positive. At least 35% of students achieve in the top two bands for NAPLAN reading,writing and numeracy.Students are aware of – and most are showing – expected growth on internal school progress andachievement data. School data shows that student progress and achievement on external measures is consistent withprogress and achievement on internal assessments.

Our major focus in the domain of Teaching has been on learning and development and effective classroom practice.Teachers collaborate across faculties/stages/teams to share curriculum knowledge, data, feedback and other informationabout student progress and achievement, to inform the development of evidence–based programs and lessons, whichmeet the needs of all students. Explicit teaching is the main practice used in the school, reflecting the current evidencebase. Teachers routinely and explicitly review previous content and preview the learning planned with students in eachclass. Teachers provide explicit, specific and timely formative feedback related to defined success criteria. Teachers'feedback supports improved student learning. A school–wide approach to effective and positive classroom managementis evident. Support is provided to teachers where needed, ensuring optimum learning.

The school promotes and demonstrates professional learning in data concepts, analysis and use of student assessmentdata and related tools. Teachers use data effectively to evaluate student understanding of lesson content. The leadershipteam comprehensively analyses student progress and achievement data for insights into student learning and discussesresults with the whole staff.

All teachers contribute to gathering and analysing data. Assessments are developed/sourced and used regularly acrossstages/year levels/subject areas or the whole school to help promote consistent and comparable judgement of studentlearning, monitor student learning progress, and identify skill gaps for improvement and areas for extension. There is acoordinated effort by school staff to engage the school community to reflect on student progress and achievement dataand develop plans and strategies for improvement.

Teachers' Professional Development Plans are supported by a coordinated whole school approach to developingprofessional practice, informed by research. Whole school analysis of the teaching staff identifies strengths and gaps,with planning in place to build capabilities and source teachers with particular expertise to improve student learning


outcomes. The school monitors the accreditation status of all staff and encourages the pursuit of higher levels ofaccreditation. All teachers use professional standards and PDPs to identify and monitor specific areas for developmentor continual improvement. All teachers understand and explicitly teach literacy and numeracy to students at all levels ofachievement, in all subject areas, with success that can be measured by improved student progress and achievementdata.

Executive, staff, faculty/stage, team and other meetings are used to review the curriculum and to revise teachingpractices and learning programs to meet the needs of learners, based on evidence of student progress and achievement.The school's structure and organisation ensure that direct support is available to new staff members from experiencedteachers, and beginning teachers are mentored. Teachers actively evaluate, share and discuss learning from targetedprofessional development with other staff in their school to improve whole school practice. The school identifies expertisewithin its staff and draws on this to further develop its professional learning community. Areas for development in teacherexpertise are identified and addressed. Teachers are supported to trial innovative or evidence based, future–focusedpractices.

In the domain of Leading, our priorities have been the promotion of leadership and the effective and strategic use ofschool resources to achieve improved student outcomes. Professional learning in the school emphasises developingeffective instructional leadership, management skills and leadership attributes to facilitate whole school improvement andbuild a strong pipeline of leaders. The leadership team develops processes to collaboratively review teaching practices toaffirm quality and to challenge and address underperformance. Teaching and non–teaching staff proactively seek toimprove their performance. The school supports collaborative performance development and efforts to continuouslymonitor improvement. The school regularly solicits and addresses feedback on school performance from students, staff,parents and the broader school community.

The leadership team actively supports change that leads to improvement, creating opportunities where feedback aboutthe impact of change can be shared and monitored. The school uses research, evidence–based strategies andinnovative thinking in designing and implementing a school plan that successfully delivers ongoing, measuredimprovement in student progress and achievement. The school systematically and regularly monitors a range ofindicators to gauge the impact of its plan and to inform changes to the implementation that support its ultimate success.

The leadership team allocates non–educational administrative tasks to appropriate non–teaching staff. All staff usetechnology available to streamline the administrative practices of the school. The leadership team takes a creativeapproach to use of the physical environment to ensure that it optimises learning, within the constraints of the schooldesign and setting. Technology is effectively used to enhance learning and service delivery. The school collaborates withthe local community where appropriate on decisions about and access to school assets and resources, delivering benefitto both the school and the community. Strategic financial management is used to gain efficiencies and to maximiseresources available to implement the school plan.

The school makes informed choices about administrative practices and systems in place, based on cost effectiveness,evidence, and in response to local context and need. Streamlined, flexible processes exist to deliver services andinformation and to support parental engagement and satisfaction. The leadership team analyses responses to schoolcommunity satisfaction measures.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Effective Learning Opportunities

Purpose

At East Hills Boys, we believe that learning matters and we strive for success for every student. We will create adynamic learning culture with high expectations, catering to the individual needs of a diverse cohort. We provide learningopportunities that empower and enable all students to achieve their full potential.

Overall summary of progress

Literacy strategies have been successfully embedded into all Stages of Teaching and Learning programs. Teachers aredelivering explicit writing strategies through a variety of platforms including ALARM in Year 11 and Google classroomexercises in Year 8. Identified students are further supported through the employment of two specialist literacy teachers.Evidence of improvement in our literacy results are evident as a result.

Numeracy has been identified as an area of concern and thus a team has been put together to help embed numeracyacross the school through explicit teaching.

A need to re address the electives in Year 9 and 10 was identified and the school has decided to use the third elective asan opportunity to provide a more engaging curriculum through school run subjects and to further embed our literacy andnumeracy strategies as well as the BSEM lessons.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Demonstrable improvement inliteracy results evidenced throughband growth in NAPLAN andHSC data against 2017 data

There will be a need for A3paper to print posters.

After examining the literacy results in both 2018NAPLAN and HSC, we felt there was a need tospeed up the processes to implement the Literacyteam's projects.

Through our projects, we wish to encouragestudents to increase the reading and one alternativeis to promote good reading patterns by highlightingwhat teachers are reading at the moment. Postersare being created and will be placed near the entryof each staffroom.

Demonstrable improvement innumeracy results evidencedthrough band growth in NAPLANand HSC data against 2017 data

After investigating the numeracy results in both theNAPLAN and HSC for 2018, we noticed aninconsistency in growth between the years. Thisslowed our initial focus area of embeddingnumeracy activities in solely Mathematics and haslead us to delve further into all the Stage 4 contentareas. Working more intensely at Numeracy acrossall Key Learning Areas will create a betterfoundation for our students to grow off and shouldsupport their improvement in NAPLAN and theHSC.

Increased student uptake ofoptions leading to an overallreduction in N awards, negativeSentral classroom entries andimproved student attendance

TPL – 2 staff BSEM Working towards this milestone, the introduction ofmore subject options within the curriculum andprocesses to improve/monitor student attendanceaims to increase student engagement in Stage 5and above.

Introducing the BSEM model in 2019 with full stafftraining. Lessons embedded in diaries and a lessontaught to Year 7.

This milestone is ongoing and will be re–evaluated






Increased student uptake ofoptions leading to an overallreduction in N awards, negativeSentral classroom entries andimproved student attendance

in 2019.

Next Steps

Analyse available data from Year 9 NAPLAN 2019 in order to evaluate the effectiveness of the Literacy initiatives bycomparing student expected growth rates between Year 7 2017 and Year 9 2019.

Year 7 to have numeracy specific lessons taught in 2019 that are timetabled and taught by one teacher for consistency.

Whole staff training in the BSEM model, along with lessons in student diaries that link with the teacher diary.

Faculties to provide scope and sequences and programs for third elective courses to run on 2020.



Innovative Teaching Practice

Purpose

At East Hills Boys, we are passionate about connecting and engaging students in innovative learning. We will develophigh performing, collaborative and effectual educators, creating an engaged and collegial community of learners.Teaching programs and classroom practices are underpinned by future focused learning opportunities.


East Hills Boys High School has continued to develop collaborative learning spaces to facilitate student orientatedlearning experiences. This has promoted student focused curriculum delivery.

There has been a significant improvement in feedback of assessment in 2019. Programs are moving towards a standardlayout and an assessment wrapper is being used across all KLA's.

Literacy strategies have continued to be embedded into all Stages of Teaching and Learning programs. Teachers aredelivering explicit writing strategies through a variety of platforms including ALARM in Year 11 and Google classroomexercises in Year 8. Identified students are further supported through the employment of two specialist literacy teachers.

The re–deployment of Lenovo laptops provided bookable class sets to assist student with their e–learning and theaddition of new class banks of laptops around the school has made devices accessible at all times across the school.





An increase in the variety ofFuture Focus Learning practiceswill be embedded into Teachingand Learning programs

Faculty discussion toenable creation ofassessment and teachingtechniques that can beimplemented in 2019across Year 7.

The major focus during 2018 was the developmentand implementation of an effective student BYODpolicy and program. This involved; revision ofhardware specifications for student devices,communication with incoming (2019 cohort) Year 7students and developing staff capabilities andconfidence in the integration of ICT's into teachingand learning.

A survey of Year 7 students early in 2019 indicateda 75% uptake of the policy.

During 2018 a significant financial investmentresulted in the establishment of a Maker Spacefacility incorporating contemporary manufacturingtechnologies; 3D printers, laser cutters and CNCmachinery. This facility will enable students toengage in project based learning activities whichutilise future focused technologies and collaborativepractice.

Ongoing professional learning has built teachercapacity, which will be further enhanced throughout2019.

An increase in formal andinformal assessment strategiesand feedback processes areembedded in teaching andlearning programs.

– New standardisedprograms and registers

– Learning sprints wereintroduced

– Feedback has been improved with theintroduction of the 'Exam Wrapper.' A small samplegroup was used to introduce this idea. However,greater participation is expected in 2019.

– The idea of Learning Sprints was introduced withpositivity, however, it is our belief that the focusarea of our 'Learning Sprints' was wrong, as wasour timing. In 2019 we hope to more vigorously






An increase in formal andinformal assessment strategiesand feedback processes areembedded in teaching andlearning programs.

introduce the 'Learning Sprints' with greater results.

– The standardised programs have now beencompleted and approved with the roll out in 2019 tocommence with Stage 6.

An increase in staff participationin collaborative practices

AIMS posters

Teacher surveys

Team meetings

The major focus of 2018 was to implement ateaching model that incorporated explicit teachingvia Learning Intentions and teaching sequencebased on the Quality Teaching Framework.. TheAIMS model was printed onto A3 posters anddistrusted for all classroom across the school. Thebasic premise is that the students have the sameidea as their teacher about what is going on in theclassroom, and what they should be learning as aresult of doing. Many students are not going toknow this unless it is clearly signposted – learningintentions (or objectives), and learning outcomes (orsuccess criteria) provide this direction.

The focus for 2019 will be to improve teacher takeup of the AIMS model to improve the effectivenessand quality of teaching across the school.

Next Steps

Analyse available data from Year 9 NAPLAN 2019 in order to evaluate the effectiveness of the Literacy initiatives bycomparing student expected growth rates between Year 7 2017 and Year 9 2019.

Commence Numeracy focussed lessons to Year 7 in 2019.

Continue to provide professional learning opportunities for our staff in Project Based Learning, flipped classroom andvisible learning.

Continue to expand on our VET opportunities by introducing Stage 5 VET courses, and through a shared curriculum withEast Hills Girls Technology High School, Stage 6 VET courses.



Positive and Respectful Relationships

Purpose

At East Hills Boys, students and staff feel valued and supported. Our students are active, respectful and informedcitizens and future community leaders. We continue to strive to develop sustainable partnerships in the wider community,and to showcase the excellence of the school to the local community.


A successful partnership has continued to be developed with the School's Community and Engagement Team to initiatediscussion and communication with local schools and families with a view to enhance the school's reputation.

We have made improvements in the pride of our school and in positive and respectful relationships between andamongst staff and students. Our enrolment numbers have continued to grow in 2018.

The school's embracement of social media has kept parents and the community informed of the opportunities offered tostudents as well as the daily organisational processes.





Increased parent and communityengagement with schoolcommunication platforms,increased parental responses toTTFM and attendance at Parentevenings against 2017.

TTFM survey, EDVALbooking system. Internalparent feedback.

Student diaries and wellbeing package. Yearmeeting seminars andguest speakers.

Diaries $6,000

EDVAL $5,000

TTFM survey showed growth in participants of thesurvey in 2018. Parents, students and staff allseemed to be happy with the perception of ourschool. The positive feedback of staff especiallyshowed their approval of the workplace and that it isa fair and respectful environment to work in.

Demonstrable improvements inpride and in positive andrespectful relationships betweenand amongst staff and students

Increased involvement by students, parents, andstaff involving the school uniform. All members ofthe school community had the opportunity toprovide feedback regarding the school uniform andwhat improvements can be made.

Increased community confidencein EHBHS as a school of choicefor boys is reflected through: •enrolment growth in local intakeagainst 2017 •greater involvement from feederprimary schools in transitionprograms •greater involvement from localbusinesses against 2017

Social media–Facebook,twitter, Instagram. Skoolbagapp. TTFM survey. Monthlynewsletter, school website,electronic sign, SchoolsCommunity andEngagement team.

Increased community confidence in EHBHS as aschool of choice for boys is reflected through:

*enrolment growth in local intake against 2017

*greater involvement from feeder primary schools intransition programs

*greater involvement from local businesses against2017

Next Steps

Further expansion of the Sentral platform to include communication and homework through the parent portal.


Continue to build student engagement in the local community by encouraging senior leaders to create links withcommunity organisations.

Continue to deliver key messages to enhance public perceptions of the school.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Learning resources.Transportation to cultural

events. T–shirts forINSPIRE program.

Aboriginal backgroundloading ($7,522)

All students have a Personal Learning Plan(PLP) and are making progress across theliteracy and numeracy continuums. Studentswere engaged in the INSPIRE program andidentified with their culture through theGATHERING and BELONGING program. Arelationship was established with theAboriginal Student Liaison Officer to improvestudent attendance and engagement.

English language proficiency Professional learningactivities. Literacyresources. Specialistliteracy staff.

English languageproficiency ($121,005)

Staff were professionally developed tocontinue to deliver the ALARM writingstrategy focusing on Stage 6 students.Students applied the ALARM matrix in subjectspecific writing tasks focusing on theBOSTES directive terms.

Implementing GOOGLE DRIVE, studentswere provided with a weekly homeworkliteracy activity.

Low level adjustment for disability SLSO's have beenemployed to assist targetedstudents. LAST coordinator.TPL funding to up skillteachers ability todifferentiate curriculum.

Low level adjustment fordisability ($198,798)

Disability Exam Provisions are provided andadhered to by all staff with the highest amountof support provided to all students. Supportedstudents have had the opportunity tocomplete tasks on time and to the best oftheir ability with the assistance of SLSO's andlearning support staff. The Special EducationFaculty has been successfully establishedand expanded, catering for the educationalneeds of their students.

Socio–economic background Literacy teachers employedabove established staffing.

Strategic writingcoordinator. Professionallearning activities. Literacyresources.

Socio–economicbackground ($252,967)

Students were engaged in stand aloneliteracy lessons embedded in the timetable.

Targeted Year 8 students worked in smallwithdrawal groups to improve their literacylevels. Implementing GOOGLE DRIVE,students were provided with a weeklyhomework literacy activity.

Learning spaces were developed allowingstudents to participate in collaborativelearning opportunities and productive seniorstudy periods.

Support for beginning teachers HT Teaching and Learningdelivering an Inductionprogram in Term 1.

Release time for lessonobservations andmentoring. The completionof PDP's to establish careerpathways.

Support for beginningteachers ($104,830)

Staff members completed the process foraccreditation at Proficient Teacher level,meeting regularly with the accreditationsupervisor for support, assistance andfeedback. Teachers developed strategies formanaging difficult classes and worked onimplementing them in their teaching andlearning practices. Staff members whocontinued the process of Maintaining TeacherAccreditation worked collegially to logaccreditation hours and determined wherethere were areas for further professionalgrowth.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 807 818 792 767

Girls 0 0 0 0

It is a requirement that the reporting of information forall students be consistent with privacy and personalinformation policies.

East Hills Boys High School is enriched through itsethnic diversity and social harmony. A total of 75% ofthe students are from non–English speakingbackgrounds. There are over fifty nationalities thatrepresent our community. East Hills Boys High Schoolhad an enrolment of 767 students in 2018.

We attribute our enrolments to strong leadership,outstanding professional and caring staff, excellentresults, extensive opportunities for each student toexplore his individual talents, understanding andcatering for individual learning styles and the safeenvironment we provide.

Student attendance profile

School

Year 2015 2016 2017 2018

7 94.7 94.6 93 93.8

8 93.4 92.1 91.6 91.6

9 92 92.3 91.1 91.1

10 90.2 92 89.8 87.5

11 91.5 88 88.6 90.2

12 91 90.5 89.8 90.9

All Years 92.1 91.4 90.6 90.8

State DoE

Year 2015 2016 2017 2018

7 92.7 92.8 92.7 91.8

8 90.6 90.5 90.5 89.3

9 89.3 89.1 89.1 87.7

10 87.7 87.6 87.3 86.1

11 88.2 88.2 88.2 86.6

12 89.9 90.1 90.1 89

All Years 89.7 89.7 89.6 88.4

Management of non-attendance

As the table clearly shows, attendance at East HillsBoys High School is well above state averageattendance. Student attendance is monitored by thewelfare team. Year Advisers, Head Teacher Welfare,the School Counsellor along with the Home SchoolLiaison Officer (HSLO) work together to takeappropriate action for students with attendanceconcerns. Students who are late to school withoutreason are placed on lunch detention that day. TheHead Teacher Welfare monitors this and continuedlateness leads to Head Teacher Detention and contactwith home. The school also uses SMS to communicatewith parents. An SMS is sent home if a student is late,absent or partially absent. Continued lateness over along period of time is referred on to the HSLO and astudent or parent meeting is scheduled.

Student absenteeism is continually tracked anddiscussed fortnightly with the welfare team. The firststep includes making contact with the student todiscuss any issues. The next step is a conversationwith the parent and/or guardian if absenteeismcontinues. A student with continuedabsence will have aletter sent home outlining attendance concerns and ameeting with their parent/guardians, HSLO,YearAdviser, Head Teacher Welfare and Deputy Principal isscheduled. An attendance plan is devised in thismeeting to overcome barriers that are hindering thestudent from attending. If student attendance does notimprove after an agreed period of time a regionalattendance conference is scheduled by the HSLO atregional office with the student, parent and schoolrepresentative. Attendance issues are discussed in thismeeting and a failure to improve will lead to legalaction.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 0 6

Employment 1.6 3.5 12.7

TAFE entry 0 2 2

University Entry 0 0 46.6

Other 0 0 4

Unknown 0 0 28.7

East Hills BoysHigh School Year 12 of 2018 has successfullytransitioned into a variety offurther education and employment positions. From theclass of 2018 there were62 students who were offered places at Universitiesacross New South Wales.

The following data includes the transitions taking place


from a cohort of 133 students into further study at TAFEor private colleges, full time employment andapprenticeships/traineeships: • 16 students have gained an Apprenticeship or

traineeship • 6 students are enrolled at Private Colleges • 3 students studying at TAFE • 9 students are in full time employment • 8 students are in part time employment • 8 students are actively seeking employment

112 students were able to be contacted out of a cohortof 133.

Year 12 students undertaking vocational or tradetraining

Career Education at East Hills Boys High Schoolprovides a framework for students to become equippedwith skills to make informed decisions about theirlearning and work options.

Career Education is an ongoing, integrated process,building on concepts taught to all Year 10 studentsthrough Work Education classes. The program assistsstudents to make decisions about their school and postschool education and training options and to discoveremployment opportunities in paid and unpaid work. Theprogram aims to develop key competencies of personalmanagement, learning and work exploration and careerbuilding.

Significant changes in the labour market, and theexpanding range of post school education and trainingpathways, make the requirements of effective careerseducation crucial. Our focus is continued developmentof a strong 'School to Work' philosophy within theschool, amongst staff and students alike.

Our Careers focus at East Hills Boys High Schoolcontinues throughout Years 11 and 12. All seniorstudents are interviewed individually to discuss and beprovided with assistance in making career choices.Further education and training options are researchedand discussed to encourage a smooth transition fromhigh school.

Senior students are provided with the opportunity toattend the Western Sydney Careers Expo during Year11 and the Career Search Expo at Western SydneyUniversity in Year 12. These opportunities assiststudents to create relevance between the skillsstudents acquire in the classroom, with the employerrelated skills sought after in the workplace.

VET (Vocational Education & Training) has beenembedded into the curriculum at East Hills Boys forstudents to have a wide variety of subjects available forselection as an elective in Year 9 and 10, or as a seniorsubject in years 11 and 12. VET subjects popular in2018 include Construction, Hospitality (KitchenOperations), Entertainment and Retail. In 2019 we willbe introducing a new course Business Services as anelective for Year 9 students.

By choosing to study a VET subject our students canleave school with a Nationally RecognisedQualification. VET students have participated in 70hours of mandatory work placement as part of theircourse requirements over two years, with manystudents receiving their qualification and an offer ofemployment.

Year 12 students attaining HSC or equivalentvocational education qualification

In 2018, 100% of students attempting the HSC weresuccessful.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 10

Classroom Teacher(s) 44.6

Learning and Support Teacher(s) 1.2

Teacher Librarian 1

Teacher ESL 0.8

School Counsellor 1

School Administration and SupportStaff

15.08

Other Positions 1

*Full Time Equivalent

The teachingstaff at EHBHS includes one staff member ofIndigenous heritage.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 38

Professional learning and teacher accreditation

Significant amounts of professional learning were


undertaken by East Hills Boys High School staff in2017. All teachers participated in a wide range ofprofessional learning courses both at school and offsite. All teacher accreditation was supported andsupervised by the Head Teacher– Teaching andLearning.

East Hills Boys High has distributed its professionallearning funds across individual faculties and wholeschool initiatives in line with our strategic directions setin the school plan. Beginning teachers were allocatedtheir funding according to needs such as relief fromface–to–face teaching, mentoring opportunities and offsite professional learning. A total of $143,670 wasspent across areas such as syllabus implementation,career development, literacy and numeracy and qualityteaching.

Staff development days have provided opportunities forstaff to complete mandatory training such as CPR,anaphylaxis, emergency care, code of conduct andchild protection. Project based learning was deliveredby the gifted and talented team who introduced staff tothe concept of SOLE lessons at Stage 4 level.

Professional learning at an executive level focused onthe School Plan and an evaluation of our strategicdirections in our current plan. Coaching and mentoringwas also initiated at an executive level.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 904,651

Revenue 10,182,093

Appropriation 9,585,296

Sale of Goods and Services 117,103

Grants and Contributions 430,387

Gain and Loss 0

Other Revenue 36,843

Investment Income 12,464

Expenses -9,897,721

Recurrent Expenses -9,897,721

Employee Related -8,664,693

Operating Expenses -1,233,028

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

284,372

Balance Carried Forward 1,189,023

Figures presentedin this report may be subject to rounding so may notreconcile exactly with thebottom line totals, which are calculated without anyrounding.

The informationprovided in the financial summary includes reportingfrom 1 January 2018 to 31 December 2018.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.


2018 Actual ($)

Base Total 7,276,773

Base Per Capita 156,308

Base Location 0

Other Base 7,120,465

Equity Total 580,292

Equity Aboriginal 7,522

Equity Socio economic 252,967

Equity Language 121,005

Equity Disability 198,798

Targeted Total 1,167,252

Other Total 109,281

Grand Total 9,133,598

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Literacy growths are above State levels in all areas (inwriting, only just; and in language, by a large margin),and well above SSSG levels. The lowest cohortpercentage contributing to these growths is in writing.

Our Year 7 students have most trouble with:

Reading:

• identifying persuasive elements in a text • inferring purpose, reasons and themes • interpreting information from diagrams • identifying use of literary devices (eg, metaphors) • inferring meanings of unknown, technical or slang

terms • identifying methods used to engage the reader • identifying the tone or mood of a text • sequencing events from the text

Language/writing: • use of apostrophes and colons • identifying expressions of certainty or uncertainty • subject–verb agreement • noun–pronoun agreement • identifying complete sentences • identifying adverbs and adverbial clauses

Numeracy is a little below both comparative groups forthe first time in years.

Our Year 7 students have most trouble with:

Numeracy: • areas of shapes • number–line interpretations • chance • rounding off • problems involving finance

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

Intake cohort performance seems improved incomparison with the previous two years, in particular –although a change in State comparison–base makesthe scale of this improvement uncertain. Time will tellwhether the school is now tapping in to abetter–performed demographic.

Nevertheless, the intake group still has a sizeablegroup performing below NMS, especially in writing andlanguage. In Year 9, bottom–band populations are stillsignificant in writing.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest). A summary for each KLA can be foundbelow.


ENGLISH FACULTY

The 2018 HSC results for the students studying Englishwere lower than expected; upon reflection, there is animmediate need for the English to implement a range ofdifferentiated measures and strategies to preparestudents a lot better for them to fulfil their potential inthe HSC. This would include opportunities for team–


teaching and teacher exchanges (with teachers fromother schools) and writing and study workshops.

English Advanced

In 2018, 23 students studied this course: while nostudent achieved a Band 6, only 7 students achievedBand 5s, which was below the state average. Our Band4s (12) result may have been above the state average,but this is not a good result. We also achieved 4 Band3s. Retaining one Advanced class is advisable; infuture, we should put in place more stringent criteria forstudents to take Advanced English.

English Standard

In 2018, 76 students studied this course: while nostudent achieved a Band 6, only 2 students achievedBand 5s, well below the state average. Most of ourstudents fell into the Band 4 ( 22) and Band 3 (31),while we also had Band 2s (17) and even Band 1s (4).It is of paramount importance to implement thenecessary measure to support and guide our 2019cohort to achieve higher results.

English Extension 1

Three students took Extension 1, while none achievedan E4, 2 achieved a credible E3, while 1 achieved anE2.

English EAL/D

Three students took EAL/D, while none achieved Band6 and 5, our Band 4 was on state average, and weachieved 2 Band 3s.

MATHEMATICS FACULTY

Mathematics Extension 2

3 students completed the Mathematics Extension 2course in 2018. 2 candidates achieved a band E3 orhigher. This is equivalent to 67% of our studentsachieving in the top two bands.

Mathematics Extension 1

In 2018, 11 students sat the Mathematics Extension 1course. 10 candidates achieved a band E3 or above,with 2 students achieving the highest band E4. Thisresult placed the school 11% above state average inthe top two bands.

Mathematics

20 students completed the Mathematics course in2018. 17 out of the 20 students achieved a band 5 orabove, with 5 student achieving a band 6. Thisaccounts for 85% of the candidature for this course. Incomparison, the state average for band 5 or above was52%, placing our students 33% above state average.Further, our students achieved an average score of 85,7 marks above the states average score.

Mathematics General 2

In 2018, 80 students sat the Mathematics General 2course. 16% of candidates achieved a band 5 or above,with 4 students achieving a band 6. This is almostequivalent to the state average for students scoring inthe top band.

SCIENCE FACULTY

Biology

In Biology, 7% of students achieved a band 6, this wasonly just below state average. 37% of studentsachieved a band 5, this was 8% above state average.61% of student achieved a band 4 or higher,and 2students received a band 1.

Chemistry

In Chemistry, 12% of students achieved a band 5. 78%of Chemistry students achieved a Band 3 or higher. Nostudent received a band 1.

Physics

In Physics, 20% of students achieved a Band 5 or 6.40% of students achieved a band 4 or higher.

HSIE FACULTY

Society and Culture

2018 was the first Society and Culture class at EastHills Boys High School to complete the HSC course. Inits debut year the students within Society and Cultureperformed very well in with 13 students sitting thecourse and 9 of those students (30%) receiving a Band4 or above. Zero students were positioned in the lowestband. These results were pleasing in a brand new andchallenging subject with heavy expectations onstudents' abilities to write sympathically and analyticallyin extended form. With a continued focus on dataanalysis and interpretation in 2019, Society and Cultureaims to consistently nurture students of all abilities inorder to add fluency and depth to their extended writingand continue to maximise the number of band 5s and6s in this subject.

Legal Studies

Legal Studies produced excellent results in 2018 with21 students completing the Legal studies course. 15 ofthese students (72%) received a band 4 or above,exceeding the state average. There were zero studentsplaced within a band 1. The Legal Studies coursecontinues to be one of the most popular courses withinHSIE regularly accommodating students from allabilities. One of the objectives in 2019 for Legal Studieswill be to continue to challenge the middle cohort intheir analysis and extended writing to consistentlyimprove upon their results in 2018

Economics

Economics yielded sound results in 2018 with 18students completing the Economics course and 5(28%) students receiving a band 4 or above. Theseresults are pleasing in a demanding subject requiring


highly developed literacy, numeracy and analyticalskills. Targeting statistical analysis and the objectiveinterpretation of data will assist students in theirextended writing and will aid in further maximisingEconomics marks in the 2019 cohort.

Business Studies

Business Studies received excellent results in 2018with 30 students (55%) achieving a Band 4 or higher,exceeding the state average in this subject. Anoutstanding result. With zero students placed in thelowest band, the challenge for Business Studies in2019 will be to continue to target and motivate themiddle cohort in order to push them into higher bands.With a strong focus on literacy and exam technique asa faculty we hope to maximise the number of studentsin our top bands and continue to see a completeabsence of band 1s and 2s.

Ancient History

Ancient History produced pleasing results in 2018 with44% of students receiving a Band 4 or above. A strongfocus on source analysis and extended writing hasseen and improvement in the analytical and extendedwriting of Ancient History students and an elimination ofBand 1s. A major focus in 2019 will be to continue totarget the middle cohort and equip them with thenecessary literacy skills in order to build on theseresults and maximise the number of students in our topbands.

PDHPE FACULTY

The 2018 HSC PDHPE students achieved excellentresults in the HSC with 55% of students above the stateaverage. PDHPE was 1.5% above the state average.Six students achieved a Band 5 and no studentsachieved the bottom 2 bands.

For 35% of PDHPE students PDHPE was their highestHSC mark. For 53% of PDHPE students PDHPE wastheir top two HSC mark.

The focus of the PDHPE faculty for 2019 will be tryingto increase the number of students selecting andcompleting the HSC PDHPE course by targetingstudents who excel in the Stage 5 PDHPE and PhysicalActivity and Sport Studies courses.

CAPA FACULTY

In 2018 a total of 44 students selected and sat for theHSC in a Creative & Performing Arts Subject area, be itMusic, Visual Arts or VET Entertainment

Within the faculty the trend to moving students out ofthe bottom two bands and into middle and top bandranges continues. In 2018 no students achieved Band 1and only 2 students achieved Band 2. Bands 3 and 4accounted for the majority of results (79% of thecohort).

In part this can be attributed to an increased focuswithin the CAPA faculty on literacy strategies whichtargeted the structure of the long answer/essay

response sections in examinations.

A focus point for 2019 will be to continue to target themiddle cohort and equip them with the necessaryliteracy skills in order to build on their extendedresponse writing, which will hopefully maximise theirpotential and see a further increase in the number ofstudents in our top bands.

Visual Arts

In 2018 students in Visual Arts were involved innumerous programs throughout the year, which helpedthem further develop their understanding of the arts.These included attending the Art Gallery of NSW for theArt Express and Biennale exhibition, the Street artmaking class at Casula Powerhouse Museum andtogether with the Creative Arts faculty; we hosted our BiAnnual M.A.D.E exhibition, where HSC works weredisplayed, Music and Drama Performances showcased.

In terms of the HSC, we had 24 students completingtheir Major Artworks in 2018. Both senior art classes,we saw the majority of students had achieved their bestresults in this subject area. Our results continue tostand strong, with 88% of our students achieving band4 or Higher. 12% achieved a band 3 and none of ourboys were in the Band 1 or 2 bracket which was afantastic improvement from previous years.

A huge thanks to Mr Jason Bardas and Mr SteveSuteski who devoted a lot of time and energythroughout the year.

Music

2018 was an exceptional year for Music students bothwithin the school as well as within the local community.We had several boys who were accepted into theBankstown Council Talent Advancement Program(TAP). Within our school over 20 students alsoparticipated in individual and small group tuitionclasses, selecting an instrument of their choice.

Our school Band was strengthened by our HSC Cohortand continues to grow with great promise for 2019 andbeyond. At the end of 2018, the development of a newMusic Recording studio took place which will hopefullyfurther enable the growth of Music, providing ourstudents with the opportunity to write and record theirown pieces of music.

In the Music 1 course in 2018, 9 HSC music studentsachieved a Band 5 or higher and no students receiveda result lower than a Band 3. Students from both EastHills Boys and Girls, worked incredibly hard onensembles, producing amazing performances andresults, in what was our first ever female / male classas part of our collaborative senior curriculum approachwith EHGHS. For 75% of students, their result in Musicwas also their highest HSC result overall.

VET Entertainment

2018 was a demanding year for the EntertainmentIndustry students as they worked hard to achieve theirCertificate IV in Live Productions, Theatre and Events


management. The students were involved in manyevents, hosted by the school ranging from schoolassemblies, exhibition nights, school athletics carnivalsand Jukebox Friday. All students were involved inplanning, setting up, operating and dismantling lighting,sound, staging and vision systems. Selected studentswere invited to participate in back stage productionopportunities at the School Spectacular and variousworkplaces in the community. 2018 saw 28% ofstudents achieve Band 5 & 6, which is an outstandingachievement.

More importantly, through the established connection ofnetworking in the Entertainment Workplace Industry,one of our students performed his duties exceptionallywell, and was offered a traineeship opportunity.

TAS FACULTY

In 2018 six different courses were examined at theHSC inTechnological and Applied Studies (TAS).

A total of 57 students presented for HSC examinationsin TAS.32 of these students (56%) achieved Band 4 results orhigher, slightly lowerthan in 2017. A total of 4 Band 6 results were achievedacross the faculty(Engineering Studies x1, Industrial Technology x 2 andSoftware Design andDevelopment x 1)

As reflected across the school, 2018 saw a decline inresultsacross most subjects in TAS in comparison to 2017. Ofparticular note however,were the results achieved in Industrial Technologywhich, for the secondconsecutive year, were above state average. Thiscomes after many years wherethis course has consistently performed below statemean.

Within the faculty the trend to moving students out ofthe bottom two bands and into middle and top bandranges continues. In 2018 no students achieved Band 1and 11 students achieved Band 2. Bands 3 and 4accounted for the majority of results (81% of cohort). Inpart this can be attributed to an increased focus withinthe faculty on structured examination responses.

Parent/caregiver, student, teachersatisfaction

Each year schoolsare required to seek the opinions of parents, studentsand teachers about theschool. In 2018, 606 students at East Hills Boys HighSchool participated inthe Tell Them From Me survey. The survey found:

Students have a positive sense of belonging at EastHills Boys High School. They feel accepted and valuedby their peers and by others at their school.

Across all yeargroups, 72% of students at East Hills Boys High Schoolhad a high sense ofbelonging. The NSW Government norm for these yearsis 66%. 58% of students are intellectually engaged andfind learning interesting, enjoyable, and relevantcompared tothe NSW Government norm at 46% and 74% ofstudents felt the school staffemphasises academic skills and hold high expectationsfor all students tosucceed, compared to the NSW Government norm at70%.

Policy requirements

Aboriginal education

At East Hills Boys High School, our School Plan andpolicies are inclusive of the needs of indigenousstudents and staff members.

All staff have completed the Aboriginal PedagogyFramework: 8 Aboriginal Ways of Learning. Eachfaculty embedded this strategy into teaching programsacross all Key Learning Areas. Elders and AECGmembers from the local community assisted in thisprocess and gave greater perspective to all staff aboutthe importance of incorporating this pedagogy into ourteaching strategies.

2018 saw the coming together of a new team. Theteam consists of the following:

1. WellbeingHT – This role will involve monitoring the students'


attendance and promptly addressing any concerns asthey become apparent. Liaising with the ASLO whenneeded will help their work behind the scenes makinginroads with the families and their mobs. Checking inregularly with the boys and ensuring their welfareneeds are being met eg. uniform, hygiene etc. LiaIsingwith staff and parents regarding these issues are alsopart of this role. A wellbeing profile could be added tothe student PLP.

2. LearningSupport HT– This role will involve the compilation of aPersonal Learning Plan for each of our students underconsultation with their teachers. Staff will be madeaware of their particular learning needs and SLSO sstaff will work with the students to help them completeassessments in a timely manner. Staff are required toprovide the SLSO with any assessment tasksdistributed so they can assist students with the work.

3. SchoolTransition Co ordinator– This role will involve our coordinator to meet with the senior students on arecurring basis to assist them with their school exitoptions. Initial consultation will outline the students'desired directions in the form of an individual planexploring alternate options. This co ordinator can liaisewith the students and work with them to keep theminformed of transition opportunities. Our School to Workrepresentative will also develop a relationship with thestudents and hopefully provide them with opportunitiessuch as school based traineeships, assisting them tofind work placement through their various contacts.

4. SchoolAboriginal Co ordinator– This role is held by ourschoollibrarian who is a member of the Indigenouscommunity. She will be ourconnection with the cultural activities of our studentssuch as organising andattending our Gathering, AECG and Belongingmeetings, keeping touch withAunty Carol and the other community elders andensuring the boys stay connectedto their cultural heritage.

5. StudentMentor–This role is being provided by a young teacherin ourschool who has previously worked with our Indigenousstudents funded throughNorta Norta. He will provide that "big brother" rolewhere thestudents may feel free to discuss issues that involvetheir peer relationshipsand general life struggles. The teacher will be trained ina Bro Speak workshopwhich our school is happy to host. They has beenallocated 4 periods tomeet with the students as a group or one on one towork with them to ensuretheir social interactions have a positive direction.

BELONGING PROGRAM

Eleven schools from the SW Region participated in

Aboriginal Belonging Program held at East HillsPrimary School. The Aboriginal students along withtheir teachers engaged in their language throughkinship, bingo, music and drama workshops. A specialthank you to the East Hills Primary School P & C whoseefforts made the day a big success.

YARNING SPACE

Schools are such a hive of activity that every day bringsa range of diverse, exciting and engaging opportunities.This was especially apparent during our EducationWeek celebrations. Perhaps the highlight of the weekwas the opening of our East Hills Boys "Yarning Space"which was launch in the presence of our cultural elders,Education Director Warren Finn, former Principal RodBrooks and East Hills Community of schools Principal's.The ritual of the smoking ceremony was something thatmany of us had not witnessed and was especiallyengaging for the visiting Japanese boys. This area willhold a very special place for our Aboriginal studentsand the school community alike.

Multicultural and anti-racism education

East Hills Boys High School is very proud of the widediversity of its students' backgrounds. The percentageof culturally and linguistically diverse students hasremained steady over the past few years. Respect forall cultures underpins the school's guiding principlesand plays an integral role in the school's welfareprograms.

The School's Positive Behaviour for Learning (PBL)program incorporates our values of Respect,Responsibility and Learning. This includes promotinginclusivity of all individuals and respecting each othersbackgrounds and beliefs. Discrimination and racism arediscussed and model behaviour is always taught in ourschool environment no matter our gender, age, race orreligion.

Other school programs

LITERACY AND NUMERACY PROGRAM

Accelerated Reader

Students have read some 2256 books to November, an


increase of some 250 over the same period last year. In63% of the cases, comprehension quizzes were passedat the required level (85% comprehension). Some 60certificates have been presented to students makingoutstanding progress, and some 22 targeted for furtherencouragement.

Reading growths per class for the period are: 7E (+ 9months), 7A (+8 months), 7L (+ 11 months), 7N (+ 2months) and 7R (+ 6 months).

Writing Program

Generated marks have identified students experiencingdifficulty (15 targeted for follow–up in Year 8, 26 in Year11). Marking–consistency checks have indicated anaverage marks–discrepancy of about 1 mark in 10,across 6 sample groups and 31 students, both Year 8and 11. This discrepancy, although seeminglyreasonable, still did not permit meaningfulmeasurement of marks–growths from Semester 1 to 2.

Timetable Literacy Lessons

The program on which the Year 8 literacy periods arebased appears to be an excellent one, with plenty ofvariety, context and good scope of skills. Anecdotalfeedback from students and parents also appears to bepositive. SCOUT reports that average NAPLANgrowths shown by students involved in withdrawalgroups were strongly positive : reading (+22 points),writing (+46 points), language (+43 points), muchstronger than the whole cohort.

Homework Help

Continuing modest attendance–levels: range 0–10students per day, with none on 4 days, and an averageattendance of about 4 students.

Google Classroom Program

Approximately 300% increase in cohort participationthis year, compared with previous years, showing adoubling in participation since Term 3, and representing40–50% of the cohort– largely resulting from muchmore determined follow–up with parents and students.

Literacy and Numeracy Tracking Program

Central follow–up of students took place across a muchbroader range of programs this year, with interventionrecords showing:Year 8 Google Classroom follow–up(76 interventions), Year 8 writing strategy (15interventions), Year 11 writing strategy (26interventions), Year 7 Accelerated Reader (22interventions) and Year 10 Minimum Standards (26interventions). As a minimum, interventions consistedof a student interview, phone call home, and frequentlya referral to Homework Help with a remedial package.Of the 15 writing strategy interventions, 9 subsequentlyattended Homework Help, as advised.

SPORT

Sport is an integral part of a student's life and it

provides young people with a great opportunity to bephysically active and forge lifelong friendships. Sport isa whole school operation and without the assistance ofthe entire staff of East Hills Boys High School, ourstudents would miss out on a vital component of theireducation. I would like to thank all staff for theirinvolvement in a variety of capacities throughout 2018,which proved to be yet another successful year in sportfor East Hills Boys High School. I would also like tothank the parents and families of the East Hills Boyscommunity for your continued support of sport here atour school.

At the conclusion of 2018, East Hills Boys was 1 of 11high schools in the Sydney South West region toreceive the 2018 Supportive School Award for ouroutstanding contribution to Sydney South West SchoolSport. We have received a commemorative banner,which is now displayed at the front of our school. Iwould like to thank Ms Wheatley for her work in SSW &CHS Swimming, Mr Carson for his role as the SSWregions Vice President & Mr Gawidziel for his work inSSW Rugby Union for making a significant contributionto sport at the regional level over a number of years.

In the weekly Bankstown Zone grade competition, wefielded 29 teams and had over 250 students compete inthe grade competitions this year. The Bankstown Zoneis the largest sporting zone in the Sydney South WestRegion. With eleven schools in the zone providing astrong competition, it enables the boys to participate ina quality sporting program each week. I would like tocongratulate the following teams, who won theirrespective grand finals this year: • Mr Sercombe's Jnr 8–a–side Soccer team (in

Season 2) • Ms Wheatley's Snr Touch Football team (in

Season 2) • Mr Fontana's Jnr Boys Soccer team (in Season

3); and • Mr Gawidziel's Snr Oz Tag team (in Season 3)

At Zone level, we were once again crowned Athleticschampions, and we also finished in 3rd place at theswimming carnival, and 2nd place in both thecross–country carnival out of the eleven schools in theBankstown Zone. I would like to congratulate DanielFediakov of Year 12 and Malek El Masry of Year 11,who achieved the accolade of Zone Age Champions forCross Country and Athletics respectively. Additionally,we also had teams compete at the Bankstown Zone OzTag and Futsal Gala Days, providing the perfectplatform for our talented students to test their skillsagainst some strong opposition.

East Hills Boys had 70 students qualify to represent theBankstown Zone at regional level this year across widevariety of sports, including athletics, swimming,cross–country, basketball, soccer, rugby league, touchfootball and tennis.

East Hills Boys also had nine students represent ourschool at NSW level this year. Antoinne Taani in OpensRugby Union; Daniel Fediakov and Richard Shoueiki inCross Country; Tanveer Sangha in Cricket; AdamDerbas in Golf; Nicholas Newman in Basketball;


Sidhant Tuladhar and Malek El–Masry in Athletics; andJackson Topine in both Athletics and Rugby League.

We are very fortunate to have so many gifted andtalented athletes in a variety of sports here at East HillsBoys.

All of Year 7 were involved in a weekly Integrated SportProgram where they participated in a number of sportsthroughout the year. These included a four–week Yogaprogram, an 8–week Cricket program run by CricketNSW, a 10–week Rugby League program run by theNational Rugby League and a 10–week Swimmingprogram, coordinated by Ms Wheatley, a national swimcoach.

WELFARE

East Hills Boys High School has gradually implementeda greater number of welfare initiatives in 2018. TheWelfare Team has included initiatives with theintroduction and continuation of programs andpartnerships. These have increased the likelihood ofpositive experiences for the boys as well as increasingtheir knowledge and skills in a variety of areas.

Programs included: • The Fast Forward Program for Years 9 –12 in

partnership Western Sydney University. • The Sky High Program run by University of

Technology Sydney for Years 8 and 9. • Presentations and workshops by companies in

regards to bullying, stress and study skills. • Timetabled Year 11 and 12 meetings that enable

the delivery of workshops, information andservices available in the school and our localcommunity.

• The Positive Behaviour for Learning Schemewhich includes lessons that attend to welfareissues and introduced the core values of Respect,Responsibility and Learning.

• Transition Week for Year 7 during their first weekof the school year. This provided a positiveexperience for students to engage with eachother, senior students and their teachers, whilstlearning about the school expectations andpolicies.

• The continuation of the Late Policy to help reducethe number of students arriving late to school andtaking responsibility for their education. Thisreduced the number of students arriving late overthe course of the year.

• The Reconnect Program run by Mission Australiato provide students life skills that can be appliedin daily life.

• The introduction of the Anger ManagementProgram (RAGE) that assists students to controland channel their emotions.

• Camps that are run for Years 7, 9 and 11. • ROSE assemblies run each semester that

acknowledge student achievement and effort. • Party Days organised to recognise excellent

student behaviour, work and effort.In 2019 further developments in the welfare systeminclude:

• The introduction of the Berry Street EducationModel that is a positive psychology approachassisting students to have a greaterunderstanding of themselves, improving theirability to develop and maintain relationships whichleads to them increasing their engagement withthe school and their learning.

• The opportunities for more workshops for eachyear group to focus on issues relative to their agegroup and needs.

• The continuation of Peer Support for Stage 4.This provides the opportunity for students tospeak up about the issues they face. It alsoprovides our senior students leadershipopportunities to mentor the younger students byproviding strategies to deal with barriers atschool.

• The continuation of the Reconnect Program,RAGE program and school camps.

• The introduction of a check–in room whichenables students to access support whenneeded.

• Access to a school counsellor every school day. • Increasing our engagement with community

events to provide more diverse opportunities forour students. This includes school based activitiesthat raise awareness of issues such as bullyingand violence.

Our processes and policies look to identify studentsthat have learning needs or are having difficultyengaging in their learning. Applying plans and providingaccomodations for our students has assisted them tofeel happy and safe in our school environment whilstimproving their social skills and achieving their learninggoals.

STUDENT REPRESENTATIVE COUNCIL

In 2018, the Student Representative Council continuedto proudly and enthusiastically uphold the school's corevalues of respect, responsibility and learning within andoutside the school.

The SRC participated in charitable events and raisedfunds to assist the underprivileged members of thecommunity. Events were organised to support anumber of worthwhile causes including the World'sGreatest Shave, Jeans for Genes, 'Fiver for a Farmer'and the Red Shield Appeal. These events highlight thecharitable nature of the students in the school. TheSchool Prefects were active participants ofteacher–student activities and organised, led, assistedand chaired school assemblies throughout the year.

2018 provided students with many opportunities toenhance their leadership skills. These opportunitiesincluded participating with other student leadershipgroups in regular regional 'Student Voice' meetings,attending the Young Leader's Day conference andsharing ideas at the Bankstown Youth Forum. Theannual, 'Managing Your Own Brand' workshop againaimed to nurture the Senior leadership team as theyaim to transition their skills from school into tertiaryeducation and the workplace.

A new and enthusiastic Senior Leadership team was


also elected in term 3, led by our School Captain, DionOmeros. Dion and his team have injected passion andfresh new ideas as they strive to proudly represent ourwonderful school here at East Hills boys.

East Hills Boys High School is a school committed tofostering student leadership and connecting withstudents and the wider community. The leadershipexperiences offered by our school provide an excellentplatform for students to become active and productivemembers of the school and the community. As a schoolwe hope to uncover the leadership potential of manymore of our boys in 2019.

MIND MARATHON

The Mind Marathon is an East Hills Boys High Schooleducation initiative, which challenges students within ateam environment to find solutions to problems from avariety of topic areas including Mathematics, Science,English, History, Geography and General Knowledge.

The East Hills Mind Marathon is one of the largestGifted and Talented programs in Australia aimed atextending the minds of gifted and talented studentsfrom around NSW.

In 2018, the Mind Marathon Competition ran over fourdays with a fifth day dedicated to a ChampionshipRound. What began as two days of fun has grown intoa competition that schools from around NSW anticipateeach year. Students travelled from as far as Mosman,Killarney Heights and Wollongong with over 600students attending the competition in total.

The top five teams from each competition day returnedto East Hills Boys High School to compete for the MindMarathon Championship Trophy with Sefton HighSchool taking out the Secondary Division andHolsworthy Public School being crowned PrimarySchool champions.

INTERNATIONAL STUDENT PROGRAM

In 2018, the East Hills Boys High International StudentProgram expanded to include 21 students across Year7–12 from 6 international countries with an increase of5% for 2018and at least a 25% increase expected for2019. The program welcomes students to our school,giving them the opportunity to build their Englishlanguage skills and to succeed in their futureendeavours.

The Year 12,private tuition period on a Tuesday afternoon continuedsuccessfully foranother year and out of the 2 students who completedtheir HSC, all have beenaccepted into the course of their choice for 2019. Onestudent was extremelysuccessful, receiving an award at the Department ofEducation InternationalStudent Awards for School Service

The students participate in all aspects of school life andare taken on cultural excursions throughout the year. In

2018, all students attended school camp and took partin two connection meetings with the internationalstudent cohort form EHGTH. The students exploredSydney city and were able to get a behind the sceneslook at one of Sydney's premier tourist attractions,Sydney Tower.


2018 east hills boys high school annual report...community of schools network including local...

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