canterbury girls high school annual report...canterbury girls high school annual report 2018 8806...

Canterbury Girls High SchoolAnnual Report

2018

8806

Printed on: 10 April, 2019 of 22 Canterbury Girls High School 8806 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Canterbury Girls High School as an account of theschool's operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities 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.

Sue Holden

Principal

School contact details

Canterbury Girls High SchoolChurch StCanterbury, 2193www.canterburg-h.schools.nsw.edu.aucanterburg-h.school@det.nsw.edu.au9718 1805


School background

School vision statement

Canterbury Girls High School’s vision is for a dynamic learning community in which students, staff, parents andcommunity members collaborate to enable each student to achieve a personal best. To this aim, the school is stronglycommitted to enacting the principle of continuous improvement, and to building school community capacity to improvelearning and social outcomes for students. The school seeks to ensure the personal potential of each student is realisedthrough the provision of innovative programs addressing Quality Teaching, Student Wellbeing, Futures Learning, theCreative and Performing Arts, Sustainability, Physical Activity and Student Leadership.

School context

Canterbury Girls High School is in Canterbury, Australia's city for cultural diversity. This diversity is reflected in theschool's population: an EALD population of 64% comprising both international and refugee students; Indigenousstudents; local and out of area enrolments. The school prides itself on being an inclusive learning environment in whichdifference is celebrated. The vast majority of students are highly engaged and enjoy attending school each day;attendance and retention rates are above the state average, and student behaviour is excellent. The diversity of thestudent population mandates differentiated curriculum patterns to enable student needs to be comprehensivelyaddressed. Stage 4 is arranged in groupings with a specific lens underpinning the learning focus: Gifted and Talented,Performing Arts, Mixed Ability, EALD and STL. Differentiation and extension are ongoing curriculum priorities for Stages5 and 6. Elective lines for Years 8–12 are determined by student choices, and student voice is a central focus within theschool. Valued adding for the school in relation to student growth in State and National assessments is uniformlyexcellent and is a testament to the strong home–school partnerships the school enjoys.

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, the school's self–assessment is consistent with the evidence presented in four elements andis validated using the School Excellence framework. The elements of Learning Culture, Wellbeing and StudentPerformance Measures were validated as Excelling and the elements of Curriculum and Learning and Assessment andReporting were validated as Sustaining and Growing.

In the domain of Teaching, the school's self–assessment is consistent with the evidence presented in three elements andis validated using the School Excellence Framework. The element of Collaborative Practice was validated as Excelling.The elements of Effective Classroom Practice, Data Skills and Use, Learning and Development and ProfessionalStandards, were validated as Sustaining and Growing.

In the domain of Leading, the school's self–assessment is consistent with the evidence presented using the SchoolExcellence Framework. Leadership and School Resources was validated as Excelling. School Planning, Implementationand Reporting and Management Practices and Processes were validated as Sustaining and Growing.

The future directions for Canterbury Girls based on professional conversation currently being undertaken through ourthree Strategic Plan Committees in 2018 are to improve through ongoing focus on:

1. Futures Learning and 21st century teaching, including STEM and digital literacy initiatives eg: Code Next,STEAMPunk programs engaging with external community business and academic partners,

2. Student Engagement supported by updated Wellbeing Roadmap including Personal Best and Parents as Partners inLearning initiatives, and 2019 Tell Them From Me Survey,

3. Differentiation and adjustment to support diverse learning needs, reflected in improved reporting of literacy, numeracyand ICT outcomes, and PLPs for Indigenous students, and students with additional learning support needs,

4. Maintaining excellence in HSC results and new Stage 6 syllabus implementation, using SCOUT data to analyse


performance and target improvement,

5. Improving NAPLAN results with focus on Quality Teaching Rounds, SCOUT data, use of scaffolds and models inwriting across the curriculum,

6. Building staff capacity as leaders through Agile Leadership and Aspiring Principals opportunities.

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

Learning

Purpose

To ensure that all Learning is future focused, differentiated and supportive of all students, with every individual havingaccess to high quality extracurricular opportunities. Every student is known, valued and cared for within the school.

Overall summary of progress

The Learning Strategic Direction has been delivered through collaborative cross faculty teams in Futures, LearningSupport (including Senior Student Support and Indigenous Education), Reporting, Wellbeing, and Extracurricular.Expanded opportunity to teach and learn in flexible learning spaces has occurred across 2018. Staff teaching in flexiblelearning spaces have included professional learning reflecting on Futures pedagogy using the Quality Teachingframework. STEM, Digital Literacy and enhanced ICT has been an ongoing focus with links to local partner schools,corporate and academic partners in Code Next and STEAMPunk initiatives. Student Engagement continues to befostered through the range of programs in the Student Wellbeing Roadmap including an independent online PersonalBest credential, annual Week of Wellbeing, and a thriving extra–curricular program in the Performing Arts, includingPublic Speaking, Student Leadership (including significant investment in developing active citizens in environmentalsustainability) and Sport. The inaugural Mix Berry Fest in 2018 was a celebration of student driven school andcommunity partnership and engagement.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Attendance trend upwards •NAPLAN Yr 9 •Numeracy majority of studentsabove expected growth •Literacy –Reading& writingincreased number of studentsabove expected growth •Literacy LBOTE Writing •increased number of studentsabove expected growth •HSC Maintain + value added forall levels of performance in thepositive; •RETENTION trend upwards, •Increased proportion ofstudentsreporting a sense ofbelonging

PL funds for Futures, QTR

Allocated funding forFutures and ICT furniture

School funds for Mix BerryFest

School Committee and SDDtime

Sports, Extra–Curricularand Reports Coordinatorsallowances

1. Increase in faculties, staff and studentsaccessing B7 space and developing skills toengage effectively in futures teaching and learningexperiences; additional staff PL in futures pedagogyusing QTR

2. a) Increasing numbers of staff implementing thePB program and students earning the recognitionentry "Successful Completion of Personal BestProgram 2018"

b) Every student known, valued and cared forthrough monitoring by learning support andwellbeing teams

3. Significant student engagement andextracurricular involvement, as recorded in meritand recognition entries and reported to familieseach semester on school reports.

4. Implementation of Sentral in 2019 to improvedata collection in the above areas.

Next Steps

From 2019 the use of Sentral will improve and streamline data collection, monitoring and student profiling of studentengagement, leadership, wellbeing, learning support and extra–curricular participation and will be reflected in PersonalBest credentialling, Recognition Awards, NAPLAN and HSC results.

Ongoing participation in STEM, Digital Literacy and ICT initiatives will enable continued progress in Futures Learning.


Staff in PL and through QTR will refine use of Project Based Learning principles and develop appreciation of the modesand dispositions underpinning Futures Learning. Use of CESE resources in staff PL will deepen staff capacity to applyFutures Learning strategies effectively.

The 2019 School Musical production will give opportunity for a broad range of extra–curricular participation across Music,Drama, Dance, Visual Arts, Textiles and Design, and technical and event production support.

Senior Student Support in Stage 6 to be further strengthened by a 2019 program of curriculum workshops lead by expertHead teachers, and high achieving past HSC students.

Sustainability practices to be lead and expanded by student SEA leaders across 2019.



Teaching

Purpose

High quality teaching is supported through the use of school data and research to make decisions. Exemplary practice inrelation to the Australian Professional Standards for Teachers ensures the school is excelling in the Teaching domain,and achieves outstanding value–added for all learners, including in relation to Literacy and Numeracy.


Canterbury Girls High School has supported high quality teaching through the use of school data and research to makedecisions. Exemplary practice in relation to the Australian Professional Standards for Teachers ensures the school isexcelling in the Teaching domain, and achieves outstanding value–added results for all learners, including in relation toLiteracy and Numeracy. In 2018 professional learning targeted explicit teaching strategies for EAL/D students and theuse of scaffolds, Quality Teaching (QTR Rounds and Buddies Project), cross KLA STEM activities using project basedlearning and integration of literacy and numeracy skills in programming, assessment and reporting (ALARM). Studentliteracy and numeracy confidence and skill was also supported by the provision of enrichment programs such as crosscurricular field days, literacy and numeracy mentor training and academic competition participation.

In 2018, student overall achievement in literacy and numeracy continued to demonstrate strong improvement. NAPLAN,HSC and student semester reporting data reveal growth in literacy and numeracy competence with a significant numberof students exceeding growth expectations.

The maintenance and refinement programs in literacy and numeracy, including support programs for the minimumstandard online tests, resulted in a further reduction of numbers of students at or below National Minimum Standards.These support programs facilitated successful engagement with the curriculum for targeted students in Stage 4 and 5and were reflected in positive Records of School Achievement. High levels of student engagement with the literacy andnumeracy demands of the curriculum was also achieved by enhancing and maintaining the professional learning of staffin explicit teaching strategies for EAL/D students (a refresher course on the previously delivered TELL program), inQuality Teaching (QTR Rounds and Buddies Project), and in the integration of literacy and numeracy skills inprogramming, assessment and reporting.

Student literacy and numeracy confidence and skills were also supported by the provision of enrichment programs suchas debating and public speaking competitions, cross–curricular field days, literacy and numeracy mentor training, fieldstudy day programs for HSC students and academic competition participation. The diversity of LAN (Literacy andNumeracy) support programs and projects has successfully met the individual needs of students to meet the LANdemands of the curriculum and in areas of communication and problem solving generally.

The continuation in 2018 of professional learning projects and effective LAN committee has ensured staff confidence inquality and explicit teaching leading to the overall steady growth of NAPLAN. 2018 HSC results were the best since theinception of the new HSC in 2002. This was particularly the case in the English Advanced course with 35% obtainingband 6 compared to the state average of 14%, and in the Standard English course where 26% of students achieved aband 5 or 6 compared to the state average of 15%. SCOUT data clearly indicated that 2018 HSC students who hadachieved in the middle and higher bands in their 2015 NAPLAN tests achieved comparatively higher 2018 HSC results inliteracy and numeracy.

The STEM and ALARM committee is a cross KLA team which focuses on the development of these 2 diverse initiativesto enhance Teaching and Learning.

ALARM is a responding matrix developed by an EAL/D teacher Max Woods as a teaching and learning model to helpstudents develop high order extended responses to essay questions. ALARM makes the learning and writing processesexplicit so that students know how to learn and how to write. The committee explored the different writing demands inseveral subjects including Science, Languages, Technology and Applied Science and Mathematics. The focus was todevelop and share scaffolds and teaching resources, using the ALARM matrix, that could be used to develop the writingskills of students and improve their ability to include relevant information and how to achieve an optimal response.

Several Rich task days were developed and run by members of the committee including Year 7, 9 and 10 STEM days.These are annual events engaged students in a range of Science and Engineering activities which provided studentswith fun and interesting opportunities to apply problem solving and critical thinking skills. Some activities includedbuilding rockets and catapults making prosthetic limbs and water filters; all with a goal to encourage students to use theirhigh order thinking skills to solve real world problems. The Year 8 Rich Task implemented a Stage 4 unit of work


developed in collaboration between Canterbury Girls and Ashfield Boys High Schools. The unit around healthy lifestylessaw students develop wellness Apps by utilising project–based learning to promote students' digital literacy skills.





Attendance trend upwards;

NAPLAN– Numeracy andLiteracy increased percentageof students above expectedgrowth

HSC increased percentage ofstudents in Middle and HighPerformance bands

Retention rate maintains

Increased proportion ofstudents reportingexpectations of success andadvocacy

PL funds, QTR4 – $4000Digital Literacy Grant, RAMfunding

Ongoing focus on literacy, numeracy and ICToutcomes demonstrated in reports and in LANMoodle Quiz Program

HSC Improvement Plans completed by all faculties

STEM initiatives demonstrated elements of QualityTeaching eg: high levels of student engagement,sustained conversation and significance

Cross KLA staff presentation of scaffolded tasks forEAL/D students indicating increased teachercapacity to cater for diverse learning needs

Indigenous students' learning plans reviewed inpartnership with families

QTR rounds completed although some aspectspostponed until 2019 due to time and PL fundsconstraints

Student Learning Presentations and DigitalPortfolios presented to teachers and parents. Exitsurvey completed to track numbers participatingand feedback. 58 students completed face to facemeetings. Almost 100% of Year 7 participated inthe program.

Successfully developed creative and engaging unitsof work for stage 6 Syllabi that display the elementsof QT.

Increase in participation rates in academiccompetitions, PRC.

Next Steps

Literacy support strategies planned for 2019: • Continue the curricular and extra–curricular programs for Literacy and Numeracy in Stages 4 and 5, including Peer

Numeracy mentoring program for Years 9 and 10, additional Literacy and Numeracy targeted support withdrawalprograms, Literacy Enrichment (based on MULTILIT model) for Year 7 students, Literacy Elective in Year 8targeting EAL/D learners and identified Learning Support students, Year 8 Wide Reading program run by theTeacher–Librarian and Learning Support Plans for targeted students.

• Continue to professionally develop staff in quality and explicit LAN teaching strategies through QT Rounds andanother round of the TELL course.

• Continue to focus on working on alternative numeracy and literacy assessment tasks for lower ability students

Numeracy support strategies planned for 2019: • Professional Learning sessions with the maths faculty on the analysis using SCOUT data. • Reviewing all the teaching programs (7–10), especially focusing on the Yr 8 and 9 (term 1) programs. • On–going review of all assessment data to ensure effectiveness of teaching strategies and programming. • Detailed analysis of performance on individual items to plan effective teaching strategies.

Additionally: • Further embedding of STEM in Field Study Days and through programs in partnership with local schools and

organisations


• Maintain focus on excellence in HSC results through ongoing review of new programs and assessment for newlyimplemented Stage 6 syllabi.



Leading

Purpose

To ensure all aspects of School Planning, Resource Management, Management Practice and Instructional Leadershipare at the excelling level.


The Leading Strategic Direction had as its 2018 areas of focus: Professional Practice, Capacity Building of SchoolLeaders, Community Satisfaction, Engagement and Partnerships.

Staff PDPs completed in term 1 enabled planning for SDDs to be aligned effectively to the strategic plan. The Term 1 MixBerry Fest saw all staff on duty until 8pm, with no staff absences.

New communications systems were established in 2018 through Schoolstream App for community notifications andSchoolBytes for invoicing and messaging via email. Major SAP/EBS issues delayed invoicing until end of term 3. HRfreeze at end of term 3 as part of changeover to SAP delayed 2019 staffing. A Communications Survey was completedwith families in Term 3, with results reported in the school newsletter. Internal review of communications systems withexecutive staff was included in 2019 staff handbook for implementation, in regards to secure use of electronic recordstorage and Google Suite Team Drives.

Quality Teaching Rounds and QTR buddies project continued with additional teachers trained and a partnership withABHS developed. This program continues to be an optimal way to reflect on practice. Despite some delays due to timeand funds constraints we will expand staff trained in 2019.

The Inner West Digital Literacy PL Community met three times with attendance ranging from 51–67 staff across 7 localprimary and secondary schools.

Principal Support role was developed in terms of assets and compliance records.

Changeover to Sentral initiated during term 4 for 2019 uptake in roll marking, attendance and wellbeing monitoring andreports.





Trend of increasing percentageof staff prepared to lead abovesubstantive position

Staff engagement trend inprofessional learning

Tell them from Me studentdata trends are on the wayupwards

Website, Twitter and app hitsby school community

School Facilities continue toimprove

1. $7000 school andcommunity sources forSchoolstream App andSchool Bytes

2. $8000 PL funds for QTR

3. Principal Support Grant$38000

4. Federal Digital Literacygrant

1. 512 Schoolstream App Users registered, seekingto improve email contacts for School Bytes

2. 32 trained QTR staff

3. Assets and purchasing of IT equipment records,compliance records, school intranet, WWCCmaintenance were completed by PSO.

4. Year 9 Cross KLA project with Science, Mathsand PDHPE completed with ABHS and Year 4 localprimary students

Next Steps

The PSO role to be continued to support Principal in finance, properties, compliance records etc.


Strategic planning, PL program and staff PDPs to be closely aligned and directly impacting on SEF–sa process.

Concerted drive to update email contacts for all families to enable school communications and invoicing to be effectivelytransferred to this mode at a considerable cost saving.

A new online version of the newsletter is to be trialled, which families can subscribe to via email, and read on multipledevices in addition to accessing via website and Schoolstream App. Early indications are the inewsletter will be wellsubscribed.

QTR training in term 1 will increase our numbers to 46 staff and continue to develop the relationship with ABHS as aCommunity of Practice.

Executive staff to participate in Agile Leadership Program and Aspiring Principal Program.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 0 0 0 0

Girls 676 696 720 743

The school's enrolment profile continued to grow in2018, attaining 743 to continue the upward trend. Theschool's enrolment profile for 2018 again reveals atrend of increasing enrolments within an extremelycompetitive inner–city demographic. The school'scontinued strong value–added, increasing attainment ofhigh performance bands and Performing Arts andGifted and Talented streams for Stage 4 have beenidentified by parents as factors influencing their choiceof Canterbury Girls High School as the best fit for theirdaughter.

Student attendance profile

School

Year 2015 2016 2017 2018

7 96.8 92.2 93.2 92.2

8 96 92 89.9 91.6

9 95.9 93.3 90.6 87.3

10 96.8 91.3 92.9 90.3

11 96.4 91.2 90.8 88.8

12 97.9 92.7 91 87.5

All Years 96.6 92 91.5 89.8

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

The school's attendance profile is extremely positive,with four cohorts having an attendance rate above thestate state average. Efforts will continue to be made tosupport full attendance by all students in the school.The introduction of electronic roll marking in all lessons

has positively impacted upon the school's monitoring ofattendance and from 2019 the transition to Sentral willenable further improvements. The Senior executive andWellbeing team as well as Year Advisers collaborateregularly in implementing strategies supporting fullschool attendance, and refer students requiringadditional support to the Home School Liaison OfficerProgram.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year 10%

Year 11%

Year 12%

SeekingEmployment

0 0 0

Employment 0 0 5

TAFE entry 4 1 15

University Entry 0 0 72

Other 0 0 0

Unknown 0 0 8

The majority of Year 12 students at Canterbury GirlsHigh School continue to progress to university. Theschool is extremely proud that close to three quarters ofits Year 12 cohort achieved offers to attend universityfor 2019. The remainder of the cohort chose VocationalEducation with majority of these students studying atTAFE and a small percentage choosing employment astheir chosen post–school pathway.

Year 12 students undertaking vocational or tradetraining

The 2018 Year 12 cohort undertook vocational or tradetraining in a variety of areas including: • Nursing • Community Services • Counselling • Early Childhood Education • Design • Event Management • Performing Arts

With regard to vocational training courses offered atschool, 34 students undertook Business Servicescourse, while 17 students undertook the Hospitality:Kitchen Operations course.

Year 12 students attaining HSC or equivalentvocational education qualification

117 students in the 2018 cohort were eligible for theaward of HSC.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 8

Classroom Teacher(s) 38.1

Learning and Support Teacher(s) 1

Teacher Librarian 1

Teacher ESL 1.4

School Counsellor 1

School Administration and SupportStaff

9.68

Other Positions 1

*Full Time Equivalent

The workforce at Canterbury Girls High School consistsof 11 executive positions, 38.1 classrom teacherpositions and 5.4 additional teaching and learningsupport positions.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 90

Postgraduate degree 10

Professional learning and teacher accreditation

The Professional Learning Program across 2018 atCanterbury Girls High School is aligned with theStrategic Plan across the domains of Teaching,Learning and Leading and to Staff ProfessionalDevelopment goals. Staff development days in 2018included professional learning for staff in accreditation,analysis of HSC data, Teaching English to learners ofnon–English speaking backgrounds (TELL), new NESAsyllabus implementation and use of technology such asMoodle and Google Suite for classroom learning. TheQuality Teaching Rounds and Quality Teachingbuddies program reflects the well developedinstructional leadership practices in operation atCanterbury Girls High School.

The Inner West Community of Professional Practice

(IWCoPP) enabled executive across local secondaryand primary schools to collaborate in professionallearning. The Inner West Digital Literacy Community ofpractice (IWDLCoP) completed professional learningacross primary and secondary schools covering Stages1–3 in coding and Stage 4 in new TAS syllabus.Through this professional collaboration schoolsdelivered learning programs in Stages 2–5 in STEMrich tasks with secondary students acting as peermentors for primary students.

Mandatory updates in WH&S, Code of Conduct, ChildProtection and First Aid including Anaphylaxis and CPRwere covered. Senior executive did additional trainingin Google Suite and Scout. Executive undertook regularmeetings each term to build Professional Practice. Thisincluded capacity building in use of digital adminstrationand Ecommunication platforms. Targetted executivestaff will participate in Aspiring Principals and AgileLeadership programs to build leadership capacity withinthe school. Staff additionally addressed FuturesLearning initiatives through updating programs, andNCCD practices were reviewed and the implementationof VET was evaluated in professional teams.

The Futures Committee and other staff across KLAsworked in teams to deliver STEM, Digital Literacy,Futures Pedagogy in Flexible Learning Spacesincluding a redesigned large classroom space in B7and in the Library. Collaborative and co–teachingmodels were implemented in the newly designedspaces.

Professional Learning through the Literacy andNumeracy Committee addressed evidence–basedLiteracy, Numeracy and EALD strategies, to achievegains in literacy and numeracy outcomes for lowerperformance band students and students from equitygroup backgrounds, and to implement explicit teachingpractices informed by data analysis. Improved wholestaff practices as measured against the AustralianProfessional Standards for Teachers is the result ofevidence based teaching strategies, explicit feedback,peer collaboration in Quality Teaching, and Futurefocused learning initiatives. Through professionallearning explicit systems which facilitate dialogue,observation, collaboration and feedback among andbetween teachers is embedded.

Financial information

Financial summary

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


2018 Actual ($)

Opening Balance 512,508

Revenue 8,574,623

Appropriation 7,941,844

Sale of Goods and Services 67,798

Grants and Contributions 536,068

Gain and Loss 0

Other Revenue 22,492

Investment Income 6,423

Expenses -8,375,433

Recurrent Expenses -8,375,433

Employee Related -7,186,703

Operating Expenses -1,188,730

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

199,190

Balance Carried Forward 711,698

Canterbury Girls High folllows rigorous financialpractices and governance structures which meetdepartmental and legislative requirements inadminsitering funds across the school. The schoolExecuitve in co–operation with the Parents and Citizensplans and implements an annual school budget that:– • Plans to maximise the operation of the school

within the available physical and financialresources

• Identifies and addresses health and safety issues • Maintains appropriate records in accordance with

Audit requirements.School and Community funds in 2018 were spent onsome playground space upgrades, significanttechnology replacement and upgrade, new classroomand library furniture and classroom blinds. In additionsignificant funds were invested in reorganising theschool library spaces and on curriculum and digitalresources. RAM funds in 2018 were spent on additionalhuman resources including:– • Numeracy support, • Technology support • Youth worker • Additional Literacy support • addtional support for students with mental health

issues • addtional support for Senior students

In 2019 funds will be directed towards the building of anadditional outdoor covered learning space andreplacement technology hardware. Once again RAMfunds in 2019 will be directed towards additional humanresources to support student learning.

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 7,025,826

Base Per Capita 139,168

Base Location 0

Other Base 6,886,658

Equity Total 453,222

Equity Aboriginal 16,213

Equity Socio economic 84,384

Equity Language 186,923

Equity Disability 165,703

Targeted Total 66,736

Other Total 109,843

Grand Total 7,655,627

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

Notice regarding NAPLAN data

An issue has been identified with the NAPLAN data thatwas provided to the SPaRO software for the 2018Annual Report.

While this is being resolved schools will be unable tofinalise this section of the annual report or publish thedocument. Further information will be communicated toall schools as soon as possible with advice regardingthe Student performance – NAPLAN section of the2018 Annual Report. We apologise for anyinconvenience this may cause.

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.

Year 7

In terms of students' average scores comparativeto the state and similar school groups, results wereas follows:

Aspect of NAPLAN – Reading, Writing, Spelling andGrammar and Punctuation. Cohort was well aboveState and similar schools.

Overall the 2018 year 7 cohort performed consistentlyabove average in all domains.

However, it should be noted that there are a significantnumber of students who are performing below Stateaverage in all domains. This suggests that thesignificant number of students in the higher bands arecontributing to the school's very good, overallperformance.

Canterbury Girls has more students in the highestbands than the State in Reading, Writing and Grammarand Punctuation, but is slightly below the State inNumeracy and Spelling.

Year 9

In terms of students' average scores comparativeto the State and similar school groups, results wereas follows:

Aspect of NAPLAN – Reading, Spelling and Grammarand Punctuation. Cohort well above State; on par withsimilar schools.

Aspect of NAPLAN – Writing. For the cohort wereExcellent results. Cohort significantly above state andwell above similar schools.

Year 7

In terms of students' average scores comparative to thestate and similar school groups in the

Aspect of NAPLAN – Numeracy Cohort CGHS is justabove state; but below similar schools.

Year 9

Performance in Numeracy was below State and similarschools.

Overall the data shows that CGHS students did not

improve their value–added scores from year 7 to 9 asmuch as the other year 7 cohorts in 2017, 2016 and2015.

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

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).

2018 proved another excellent year for the school interms of HSC results: 68% of students achieved atleast one High Performance Band, and 41% of allresults were placed in the High Performance Bands. 22students were placed in the High Performance Bandsfor all subjects. These are tremendous achievements!The school performed above the state average inBiology, Business Studies, Community and Family,Drama, Advanced English, Standard English, ESLEnglish, Extension 1 and 2 English, Legal Studies,Mathematics Extension 1 and 2, Music, Society andCulture, Visual Arts, Chinese and Literature, Chinese InContext and French Beginners.

Matilda Grimm and Cindy Tran were on the prestigiousAll Rounders list with all Band 6 results, several otherstudents were 1 or 2 marks off this same result. LucyMelville was First Place in NSW in French Beginners.Lucy Melville and Coco Wang were listed as TopAchievers, Lucy for French and Coco for EnglishAdvanced, both got 99 in written examinations. Therewere 76 listings on the Distinguished Achievers list forCGHS.

These results indicate that the school is continuing todo an excellent job at catering for the diverse learningneeds of students across a broad range of subjectareas. The school was within two marks of the stateaverage in Ancient History, Chemistry, Economics,Modern History, PE, Health and Physical Education,Textiles and Design a very sound achievement. Areasthe school will continue to support improvements induring 2019 include Geography, Maths General, Maths2 unit, Studies of Religion and Chinese Continuers,where candidates were at least 5 percentage pointsbelow the state average. In comparison to the 2017Higher School Certificate, the school increased thenumber of students achieving in High PerformanceBands (Bands 5 and 6) in Economics, Chinese inContext, Chines and Literature, French Beginners,Music, Standard and Advanced English, Extension 1 &2 English, Society and Culture. In extension 1 English11 out of 12 students received a top band– anexceptional result.

This fact that over a third of all results were placed inthe High Performance Bands can be attributed to anumber of factors, including the Performance andGifted & Talented class structures in stage 4, the


implementation of a broad range of engaging,extra–curricular programs, extensive expenditure ontechnology and other innovative resources and a highlevel of social support afforded to each student. Thecritical factor underpinning our result remains teacherquality and the relentless focus on quality teaching atCGHS. The school will continue to provide theleadership and professional learning needed to ensureeach teacher has the capacity to address the personallearning needs of individual learners and addressever–evolving educational challenges.


Subject School2018 SSSG State

SchoolAverage

2014-2018

Ancient History 71.4 73.0 69.5 68.8

Biology 76.3 73.7 70.7 73.0

BusinessServicesExamination

69.7 77.7 70.1 73.5

BusinessStudies

77.0 72.0 69.3 74.1

Chemistry 74.7 73.0 71.8 73.0

Community andFamily Studies

73.8 73.8 69.9 73.2

Economics 76.4 71.1 74.7 73.4

English(Advanced)

84.9 79.7 77.5 83.5

English(Standard)

71.1 69.4 65.0 68.8

English as aSecondLanguage

74.7 70.6 70.1 75.5

EnglishExtension 1

92.2 84.3 85.8 89.0

Geography 72.3 72.3 70.6 72.3

HospitalityExamination(KitchenOperations andCookery)

67.8 71.1 70.3 70.0

Legal Studies 79.2 75.2 71.2 79.3

Mathematics 75.9 76.3 74.8 77.1

MathematicsGeneral 2

65.9 70.8 65.1 67.5

Modern History 73.5 73.5 69.5 75.7

Music 1 84.5 82.2 79.5 82.4

PersonalDevelopment,Health andPhysicalEducation

71.3 72.2 69.5 71.3

Physics 66.7 70.2 70.6 65.1

Society andCulture

80.7 76.9 76.1 80.8

Studies ofReligion II

63.9 71.9 68.5 67.7

Visual Arts 82.7 80.5 78.0 80.8


Average difference from State results for the 2018 wereoutstanding, continuing the upward trend onimprovement for Canterbury Girls High HSC results.For low performers the average difference to state was0.85, for middle performers it was 0.82 and for highperformers it was 1.24. This is an excellent result andcontinues the positive trend of previous years.

Parent/caregiver, student, teachersatisfaction

In 2018 there has been regular communication with theschool community about school and state priorities, andthere has been engagement with the school communitywhen evaluating teaching and learning and surveyingcommunity satisfaction. Success of the 2018 studentdriven Mixed Berry Fest demonstrated high levels ofcommunity engagement across all elements of theschool community. Rollout of additionaleCommunication platforms contributed to theengagement of families and the community in authenticpartnerships supporting curricular and extra–curricularprograms. The findings of the Tell Them From Mesurvey completed in 2017 endorsed our continuation ofthe Students and Parents in Partners in Learninginitiative. In 2018 we had 58 face to face meetings withfamilies to see student end of year LearningPresentations and close to 100% upload of PersonalLearning Plans and Learning Presentations to GoogleClassroom by the 2018 Year 7 cohort. The TTFMsurvey results directly informed inclusion of workshopson ICT for learning, social media and cybersafety in the2018 Mixed Berry Fest. Satisfaction with Reportingpractices, the use of Quality Teaching Rounds, FuturesLearning and Senior Student Support were also evidentin the TTFM data.

In 2018 a survey was conducted to collect feedbackabout school communication practices with thecommunity and results were reported in the Septemberschool newsletter. Our School Communications Surveyvia Google Forms was completed by 87 families,providing us with valuable insight into how families inour school community access important informationand what they find effective. It was pleasing to noterecipients were aware of major communicationmethods and had made use of them to keep up to date,with school website, text message, SchoolStream Appand hard copy notes all significant in the results. Textmessaging remains the most favoured way tocommunicate about absences from school whileSchoolStream App is growing in use to advise ofreasons for absence. We will continue to aim forimprovements in our school communitycommunications.

Policy requirements

Aboriginal education

Aboriginal Education

2018 saw the implementation of the Indigenous

Leadership group, establishing an ongoing mentoringsupport program for our 18 indigenous students by anAboriginal staff member. Close contact with the familieswas made through school–based social events whichhave helped develop strong links between the school,parents and the community.

The Indigenous Education Support Team liaised withschool staff to support and meet the diverse learningneeds of students. The Indigenous Student SupportProgram continued, where staff were employed for oneday per fortnight to support the school's 18 identifiedAboriginal students in terms of their learning, welfareand attendance. Staff also collaborated with studentsand their parents in the development of IEPs for allstudents. These plans identify personal learningrequirements specific to each student and are sharedwith staff to inform each teacher's practice.

The program also ensures that students are providedwith opportunities to engage with outside culturalcenters and programs to develop and strengthen theirskills and knowledge of their indigenous culture andthey are linked to extra–curricular programs in DoE,universities and other institutions and work places tosupport their academic and vocational progress.

There were a number of highlights for the school'sIndigenous students in 2018. These included: • NAIDOC Week Assembly • Participation in Ngarawumara Research Project

with UTS • The Koorie Kids Mentoring Program with

Aboriginal Stage 3 Aboriginal students atCanterbury Primary School. Students participatedin several projects; reading recovery, Indigeneousgardening project and Aboriginal Mural Project.

• Marie Ikonomou (Year 11) and Buia David (Year9) performing in the School Spectacular. Both aremembers of the Bangarra Dance Company.

• Two students performed in the DoE AboriginalDance Workshops.

• Four students performed in Sydney RegionDance Workshops.

• Two students, as members of the NSW AboriginalDance Company performed in the Sydney DanceFestival.

• Marie Ikonomou performed in the NSW PublicSchools Senior Ensemble.

• Elise Weatherall attended the ATSI Careers Dayat the Opera House.

• Liliyana Gabey worked on a special ATSIprogram in the Department of Justice one day aweek as part of the Certificate 11 in BusinessServices

• Liliyana Gabey (Year 11) and Mr Dylan Nolanwon a Deadly Kids Sydney Region award.

Multicultural and anti-racism education

In 2018 the population of Canterbury Girls comprisedaround 63% of students from over 62 Languagebackgrounds other than English. Mainstream teachingwhich makes the curriculum accessible to students with


English as an Additional Language or Dialect (EAL/D)and to students from language backgrounds other thanEnglish (LBOTE), was and remains a priority atCanterbury Girls. In addition, all curriculum areastaught at the school contain units of work which providemulticultural perspectives and knowledge.

A significant number of classroom teachers atCanterbury Girls have received training andprofessional development in the teaching of EAL/D andLBOTE students. Nevertheless, an important challengefor teachers, particularly with regards to stage 6 EALDlearners, is to equip these students with the academiclanguage proficiency needed to achieve the outcomesof stage 6 subjects. To this end, the school's DeputyPrincipal worked with members of the schools LeadingCommittee to implement ALARM teaching strategies todevelop students' academic language proficiency. AnEALD teacher also worked with members of theschool's Teaching Committee delivering reading andwriting workshops.

In addition, each year the Department of Educationprovides the school with staff specially trained inteaching EAL/D and LBOTE students, based on thenumber and needs of such students enrolled at theschool.

EAL/D teachers provided the following support forEAL/D and LBOTE students: • Students with EAL/D backgrounds in Years 8, 9

and 10 were taught English by trained EAL/Dteachers.

• In addition, students in year 8 with EAL/D andLBOTE backgrounds who needed extra help withtheir literacy attended an English literacy electiveclass twice a week.

• Students with EAL/D backgrounds in Year 11studied the new EALD English course

• Students with EAL/D backgrounds in Year 12studied the English as a Second Language HSCcourse.

Other school programs

Creative and Performing Arts

With sustained growth in the uptake of positions in ourEnsembles programs and increasing numbers ofstudents seeking the opportunity to extend theirperformance skills, the Creative & Performing Arts(CAPA) faculty has continued to thrive with energy andenthusiasm. There is never a quiet moment in theCAPA classrooms as we use class time andextra–curricular time to provide opportunities to ourstudents to participate in a range of performanceactivities from our subject specific Showcases,Education Week, Schools Spectacular, Art Exhibition,Dance Festival, Kool Skools to our bi–annual Dramaproduction for 2018 'The Way We Were'.

Our showcase Evenings for Stage 6 arts studentsenabled them to present their work to an audience inpreparation for examination. Likewise the annual Art

Exhibition showcased the accomplishments of ourVisual Artists. We again staged our MADD night whereparents were invited to see the work accomplished inthe creative arts classroom. We are already underwayin our preparations and rehearsals for our 2019 SchoolMusical.

Tribe & Tribulation

It is to be a vibrant musical which follows theadventures of several young people as they seekadventure and good fortune away from the drearytedium of their hometown. The young people have tobond together and reflect upon what is important intheir lives in order to understand what they really value.Throughout the course of their adventure they learnsomething about themselves and the differencesbetween the 'tribes' that may be found in anycommunity. Ultimately they learn the differences arelargely only surface deep and it is the commonalitieswhich are far more relevant.

The enthusiasm and sustained passion for the creativeand performing arts was clearly visible in the sustainedattendance in Ensembles as students graduate throughthe school. It is clear those students who choose to joinsuch groups extended their skills and experience in thevarious strands of the performing arts through theirparticipation.

Our original Drama production 'The Way We Were' wasanother high point with students from across years7–11 participating in process and performances. Bothstaff and students were involved in the play–building,writing, choreography and composing process of thisvibrant, colorful and captivating work which delightedand entertained parents and students alike. Technical &staging were provided by students as was theorganisation, costuming, promotion, catering anddesign. The performance incorporated the talents of allstudents as they watched their initial ideas andimprovisation move from concept to polishedperformance. The parents that gave support in so manyways also need to be recognised.

Visual Arts – Our art students held our annual ArtExhibition as an opportunity to showcase the work ofour HSC students. It was a major success and theworks provided stimulating opportunities for thoughtand discussion. Art students are already underway inthe designing and planning for our forthcoming SchoolMusical.

Kool Skools – This was our 6th year in this project. Aspart of our Elective Music program students arerequired to compose an original piece of music. Thisproject gives the students the opportunity to experiencethe process of perfecting this piece and record it in aprofessional recording studio. They learn valuable skillsin music production, arranging and collaborating acrossKLAs. This is also an invaluable classroom toworkplace opportunity.

Sport

2018 was another outstanding sporting year for


Canterbury Girls High School.

Three carnivals were held in 2018 – Swimming,Cross–Country and Athletics.

Swimming – Canterbury Girls entered a strong squadof 26 swimmers into the 2018 St George ZoneSwimming carnival. Kylani Koloamatangi was namedas 13 years Zone Age Champions. Twenty studentswere selected to represent St George Zone at theSydney East Regional carnival in Swimming. KylaniKoloamatangi was selected to represent Sydney Eastat the NSW Combined High Schools SwimmingChampionships in a number of individual events as wellas with Jessica Sanderson, Tara Olah and AmyDambiec in the 13 years 4 x 50m relay. KylaniKoloamatangi also went on to represent NSW at the AllSchools National Championships in Swimming.

Cross Country – Thirty three students competed in theSt George Zone Cross Country carnival in 2018. EliseMartin was named 13 years Age Champion, Ada Kellywas named 15 years Age Champion and MarieIkonomou and Stella Conlon were named 16 and 17+years Age Champion runner–ups for their respectiveage groups. Six students were selected to represent StGeorge Zone at the Sydney East Regional CrossCountry carnival.

Athletics – A strong team of 47 students were selectedfrom Canterbury Girls High School to compete in the2018 St George Zone Athletics carnival. XanthiaMarinelli broke the St George Zone 17+ high jumprecord. A total of 17 students went on to represent StGeorge Zone at the Sydney East Regional AthleticsCarnival. Pofaiva Penitani was selected to compete atthe NSW Combined High Schools AthleticsChampionships in 15 years shot put.

Other St George Zone representatives at Sydney EastRegional carnivals in 2018 included Nell Bryson–Smith,Salam Issa, Jacinta Marolho, Monica Nguyen, PetaSoilemezis and Chaltu Strachan who represented StGeorge Zone in Football.

Other outstanding achievements in 2018 included NellBryson–Smith who was selected into the Sydney EastCricket team and named as Captain to compete in theNSW Combined High Schools Cricket Championshipsand Jemma Nguyen who was awarded a St GeorgeSporting Blue in Swimming.

In 2018 Canterbury Girls entered 11 teams into theSydney East Knockout Competition. Many teamsmade it through several rounds with the CanterburyGirls Cricket team winning the Sydney East Knockoutcompetition and going on to represent Sydney East atthe NSW Cricket Championships.

The St George Zone 2018 Grade Sport Competitionsaw about 460 students compete in both the Summerand Winter competitions. A total of 44 teams wereentered into the competition with 11 making it throughto the finals and 4 winning their respective competitions– 15AC1 Basketball, 2nd Grade Netball, 14AC1 TableTennis and 14BC1 Table Tennis.

Nell Bryson–Smith (Year 11) was awarded 2018Sportswoman of the Year. Brisbane was named asChampion House for 2018. Ariana Costas (Year 12)received the Pierre de Coubertin Award for 2018.

Environmental Education

SEA (Schools' Environmental Ambassadors) studentshad an exciting start to the 2018 year, as they workedas a team in leading and planning for the school festival'Berry Fest' celebrating cultural diversity as a wholeschool community. With enthusiastic and eager mindsas a group they planned many events on this day;making bees wax wraps, selling flavoured butters &oils, selling boomerang bags, making and sellingS'mores using a solar oven, Palm oil awareness anddeforestation and selling garden produce. The studentssummed up this event as a 'successful and rewardingexperience that we should do yearly'.

In terms 2 and 3 Year 8 SEA students collaborated withtwo Year 8 Indigenous students and in association withBlack & White Media produced 2 Inter–generationaldigital short clips capturing some of the fascinatingstories of the social, cultural & Aboriginal history of theCooks River. They had the opportunity to meet andinterview Jennifer Newman (Vice president of CRVA)

To view their digital story click on the links below:

Knowing our river (produced by Chloe and Nareema)ttps://youtu.be/rujP0CmzNcs

Reviving our river (produced by Isabella and Naomi)

https://youtu.be/SXS–Mq4ktpI

Another project fostered by SEA was the introduction ofinstalling recyclable bins throughout the school tostrengthen our recycling as a whole school. Our focuson recycle better has become a priority for SEA and willbe pursued further in 2019.

Futures Learning

In 2018, Phase 1 of the Futures Learning project wasimplemented at CGHS. Several faculties took part in apilot trial of a new format of lessons and teaching forselected classes across stages 4–5.

1. English – Stage 4, Year 7:

Context –

– All classes rotated through for one term

– All classes taught by specialist project teachers forduration of project

Project / Rich Task –

– Television advertisement for a product / issue

– Individual reflection statements


– Peer assessment of contributions

2. HSIE – Stage 4, Year 8

Context –

– 2 targeted classes

– Semester 1 – History

– Semester 2 – Geography

Project / Rich Task –

– Medieval Europe Documentary Film

– Contact and Colonisation Museum Exhibition

– Angkor Board Game

– Water in the World – Survey and Investigation intowater usage

3. PDHPE – Stage 5, Year 9

Context

– 2 targeted classes

– Use of "village", "tribe" and "crew" concepts tostructure learning activities during lessons

– Use of external experts to provide significance andguidance

Project / Rich Task – • Term 1 – Digital Health Magazine – Presented at

Campsie Library to parents and visitors;presented to year 7 in expo style at CGHS library

Stage 4 – Year 7 • Term 2 – Adolescence and Puberty Expert

Groups. Provide information to Year 9 and Year 7students in specialised area.

• Term 3 – Healthy Food Habits – students developnutrition plan based on confidential case file

4. Mathematics – Stage 4, Year 7

Context – • Mini–project • One lesson per week in specialised space

Project / Rich task –

Development of board game based on probability

A key aim was to embed the Futures Learning modesand dispositions into student–orientated project–basedlearning activities. This would also meet the increasingneed for development of transferable core soft skills tosupport students with future learning and post–schooltransitions.

Planning was undertaking in 2017–18 to: • Create a learning space classroom able to

accommodate 2 classes.

• Acquire furniture providing flexible layout optionsto accommodate different faculties' needs.

• Timetabling structure accommodating 2 classesfor each faculty and stage to be located in thesame learning space.

• Release time for participating staff to plan andprogram their projects.

In 2018, Staff were provided with ongoing support andprofessional learning via various channels. Key areascovered as part of the professional learning were:

Committee Meetings chaired by the Head TeacherTeaching and Learning to provide ongoing feedback onprogress and improving space, resources and training,including: • Modes and Dispositions as part of the

Department of Education's Futures Learningmodel,

• Integrating Futures Learning with the QualityTeaching Framework, arranging cross–facultyobservations to refine and inform program andteaching strategies

• Process and frameworks to develop and programproject–based learning,

• Cognitive Load TheoryThe Futures Team presented their programs,experiences and outcomes to the entire staff as a wayof informing and promoting a wider adoption of thesepractices.

Key feedback provided by the pilot Futures Team andstudents who took part in these projects included:

Successes • Engaging in professional learning and dialogue

with colleagues and across faculties • High levels of engagement and inclusivity as part

of the Quality Teaching Framework • Increased student choice and direction • Development of problem–solving skills and other

key soft skills in a real–world context • Development of more sophisticated ICT skills • Use of external experts to provide context and

support student project development • Celebration of learning by showcasing finished

product • Whiteboard tables highly useful in supporting

student learningAreas for Review and Consideration • Increased difficulty in developing rapport with

students and understanding individual andmeeting individual learning needs

• Mix of students sometimes created disciplineissues and required different approaches todiscipline

• Limited opportunity for deep critical thinking • Limited time to teach and develop some skill sets

required to undertake futures learning activitiesand projects e.g. document management, diverseresearch skills and strategies

• Noise levels in class space • Room setup / layout being inconsistent between

lessons created some disruption


This has provided the basis for planning to continuewith the delivery of Futures Learning at CGHS in 2019.Key areas targeted for improving the delivery of thisstrategic direction are as follows: • Need for separate break out rooms or additional

spaces to provide more individualised instructionwhen required

• Building capacity of more teachers to deliverproject–based learning

• Need for further differentiation for EAL/D andlower ability students

• Continue networking, collaborating and engagingin professional learning with colleagues

• Agreed setup for room layout to support settlingroutines and other staff using the space

• Incorporating strategies to support studentautonomy and ownership of their learningincluding smaller scale projects

Community of Schools

The school and the teachers are committed to offeringa diverse range of extracurricular activities to ourstudents. ABW (Australian Business Week) is anextracurricular activity that the school offers for Year 10during week 8 Term 4 of the school academic year.

During the week long program, students learn aboutbusiness by running their own company in teams of ten.Each team competes against others' operation in acomputer business simulation of the Australianeconomy. In order to succeed, students learn all thebasics of business operation from profit and lossthrough to planning and marketing a new product. Onthe last day there is a trade display of all thecompanies' new products, video commercials, and oralpresentation of their company reports. The students'work is judged by representatives from variousbusinesses and schools.

In 2018 CGHS organised ABW program incollaboration with Ashfield Boys High School. Year 10students from CGHS and Year 10 Commerce studentsfrom ABHS participated in the hugely successfulprogram.


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